Recycled Environment

Sculptures

Belle Marien | St. Marys School, DeKalb | ARTE 344 | Dr. Staikidis

LESSON PLAN #2

Date / Week: 2/29, 3/7, 3/21

Student Teacher: Belle Marien
Lesson Title: Recycled Environment sculpture
Grade Level: 5th grade
Number of Students: 13
Time available for this lesson: 3 sessions of 40 minutes
Social Issues / Concepts of the Lesson:
Waste intruding the natural habitat of animals.

Central Focus (Big Idea): Students will understand that art can be used to express the cause
and effect relationship between animal welfare and environmentalism.
Form and Structure: Students will be addressing form, space, texture, emphasis and unity
through multi-media collaborative sculptures.
Production: Students will be using clay to create animals which are found in their assigned
environments. Once the animals are completed they will collaborate in their teams to create
their animals habitat out of recycled materials to make a statement about animal welfare
and environmentalism.
Art Context: Students will be exploring the ways other artists have made statements on
similar issues. They will discuss what the art showed, how the art made them feel, and what
the message the artist is giving the viewer.
Personal Perspective: Students will understand that social issues can be expressed through
many different types of art create in order to cause awareness and understanding to their
viewers, while expressing personal ideas.
Essential Questions:
-What is an environment?
-What is environmentalism?
-What is animal welfare?
- Do they know of any connections the two may have in common? (Animals live in
environments, therefore can be harmed by environments, establish cause and affect)
- Have they learned about similar issues in other classes? (Science, homeroom)
-Have they talked or heard about it anywhere else? (At home, with their parents, teachers,
on TV or the news).
-Have you seen anyways animals have been harmed by their environment?
-Have you seen any ways animals can be harmed by waste?
-What do you see in this image?
-What do you feel while looking at this image?

State Goals
Goal # 25: Students who meet the standard understand the similarities, distinctions, and
connections in and among the arts.
25.Bh1- Compare and contrast works of art in two or more art forms that share similar
artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using
the appropriate artistic component (i.e., elements, principles, expressive ideas; tools,
processes, technologies; creative processes) vocabulary.
Student will be shown examples of what waste does to animals
environments, students will thoughtfully reflect about the different ways
waste can cause harm to wildlife habitats.
Goal #25: Students who meet the standard understand the similarities, distinctions, and
connections in and among the arts.
25.Bh1- Compare and contrast works of art in two or more art forms that share similar
artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using
the appropriate artistic component (i.e., elements, principles, expressive ideas; tools,
processes, technologies; creative processes) vocabulary.
In this lesson:
Student and their groups will be assigned subjects (environment) and their
choice of appropriate animal, students will explore their subjects qualities.
In this lesson:

Goal #25: Students who meet the standard understand the similarities, distinctions, and
connections in and among the arts.
25.Bh1- Compare and contrast works of art in two or more art forms that share similar
artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using
the appropriate artistic component (i.e., elements, principles, expressive ideas; tools,
processes, technologies; creative processes) vocabulary.
In this lesson: Student will be shown multiple examples of how waste can harm
animals and their habitats they will thoughtfully analyze them in order to
effectively create their own scenarios
Goal #25: Students who meet the standard understand the similarities, distinctions, and
connections in and among the arts.
25.Bh1- Compare and contrast works of art in two or more art forms that share similar artistic
components, themes or subject matter (e.g., self-portrait to monologue or solo) using the
appropriate artistic component (i.e., elements, principles, expressive ideas; tools, processes,
technologies; creative processes) vocabulary.
In this lesson: Student will use think sheets (worksheets) and visual aids students
will create thoughtful discussion on cause and effect relationships between
environmental issues and animal welfare
Goal #26: Students who meet the standard understand processes, traditional tools, and modern
technologies used in the arts.

26.A1- Select and use appropriate tools and materials to create in 2-D and 3-D (e.g., Tools:
pens, fine and coarse brushes; Materials: scratch board, Styrofoam).
In this lesson: Students creating environments will use stock board pre-primed by
the teacher students will effectively collaborate to depict their assigned
environment.
Goal # 26: Students who meet the standard understand processes, traditional tools, and modern
technologies used in the arts.
26.A1- Select and use appropriate tools and materials to create in 2-D and 3-D (e.g., Tools:
pens, fine and coarse brushes; Materials: scratch board, Styrofoam).
In this lesson: Students creating animals will use clay to thoughtfully create the
form of their animal chosen from the assigned environment
Goal #26: Students who meet the standard understand processes, traditional tools, and modern
technologies used in the arts.
26.A1- Select and use appropriate tools and materials to create in 2-D and 3-D (e.g., Tools:
pens, fine and coarse brushes; Materials: scratch board, styrofoam).
In this lesson: Student will use multi-media in order to
Express their ideas about the cause and effect relationships of animal
welfare and environmentalism
Goal #27: Students who meet the standard can analyze how the arts function in history, society
and everyday life.
27.B.1- Describe how the same idea is expressed in works of art (e.g., portraits, wedding
dances, national anthems) from different cultures, times, or places.
In this lesson: Student will be exposed to corresponding artists students will reflect
on how the artists discussed in class used visual cues to display their
message.
1. Objectives:
1.1 Conceptual/Cognitive Objectives:
I.
Given examples of what waste does to animals
environments, students will thoughtfully reflect about the
different ways waste can cause harm to wildlife habitats.

State Goal Codes

25.B4d

II.

Given assigned subjects (environment) and their choice

of appropriate animal, students will explore their subjects
qualities.

25.B4d

III.

Given think sheets (worksheets) and visual aids students

will create thoughtful discussion on cause and effect

25.6B5

relationships between environmental issues and animal

welfare.
27.B.3
IV.

Given corresponding artists students will reflect on how

the artists discussed in class used visual cues to display
their message.
25.6B5

1.2 Artistic Skill Objectives:

V.
Given examples of how waste can harm animals and
their habitats they will thoughtfully analyze them in order
to effectively create their own scenarios
VI.

Given stock board pre-primed by the teacher students

will effectively collaborate to depict their assigned
environment.

25.B5
26.B5

26.B5
VI.

VII.

Given clay students will thoughtfully create the form of their

animal chosen from the assigned environment.
Given multi-media students will express their ideas about
the cause and effect relationships of animal welfare and
environmentalism.

2. Assessment Criteria:
Conceptual Skill Criteria:
I.
Student shows thoughtful reflection of the effect of waste in an animals habitat.
II.
Student shows formal understanding of their assigned subject (animal or
environment.
III.
Student expressively created a statement on the cause and effect relationship
of environmentalism and animal welfare.
Artistic skill Criteria:
IV.
Student effectively collaborated with their group to depict their subject.
V.
Student skillfully shows understanding of their mediums used.
3. Learner Characteristics:
3.1 Developmental Rationale
The big idea for this project is that the students will learn that art can express ideas and
concerns about the cause and effect relationship between environmentalism and animal
welfare. This topic choice for our lesson is a good idea for this age group. The reasoning
behind this is that some good themes for students ages 9-11 include landscapes, cityscapes

or seascapes, nature studies, and themes of adaptation or survival (Wachowiak). It could be

argued that the issue being discussed through the students art work may fall under any of
these categories, since they are dealing with environments they are dealing with different
landscapes. One group in particular is doing the ocean, or seascapes specifically. The
students will learn about environmentalism and animal welfare, which directly relates to
studying nature. And lastly, this is a theme about adaptation and survival because animals
are dying, fighting to survive and having to adapt to the fact that waste is intruding their
natural environments.
The students will begin working with their clay animals by themselves. This is because
they are more likely to be eager to create an animal than they would be to create an
environment. However, to create motivation in making the environment the students will be
working and forming in small groups together. Allowing them to collaborate in this way will
create a motivating factor and spark interest in the project for the students, and they will be
much more interested in beginning to work on their environments together, where they may
have been uninterested had the assignment been separate to each individual student
(Lowenfeld).
Additionally, in this project very little of the points will actually come from the students
artistic abilities or the ability to make their animals look exactly like them. The form and
characteristics should be appropriate to the animal, and the animal chosen should also be
appropriate for the environment assigned to the students group, but I most of the points will
not come from realistic qualities. My reasoning behind this is because trends in students at
this age show that many kids in grade 5 and 6 begin to doubt their artistic abilities. In order
for art teachers to keep them interested in art it is important to build their art skills while
teaching them the value of expression in their artwork (not just the value of
realism)(Wachowiak). As a teacher, I have taken into consideration that a students artwork
may be beautifully conceptualized even though the appearance may not be perfect. I expect
the students to think about what the class has discussed together, the images we have seen,
and the artists we discussed, and come up with their own statement on the issues of animal
welfare and environmentalism.
3.2 Students with special needs
For any student with special needs I would first have to know what those needs are. As a
teacher, I would expect that if any needs would have to be accommodated to, then I should be
told by a colleague or supervisor. Once I am aware of the needs of the student or child then I
would be able to suit myself, the lesson, and my classroom environment in order to make the
child feel both comfortable and able to learn. If I am not told that the student has a special need
or disability, and I find that they may, I would bring this topic to my supervisor so that other staff
may be aware of the situation, and then we can go along to assess it.
If the students special need is that they cannot speak English, or are an ELL (English
language learner) I would ensure that much of my material is labeled in both English and their

native language. Additionally, I would follow the WIDA scale so that I can help the student
bridge the gap between English and their own language. I have an example of the WIDA scale
below:
Listening

Speaking

Reading

Writing

WIDA 1:Entering

WIDA 1: Entering

WIDA 1: Entering

WIDA 1: Entering

WIDA 3: Learning

WIDA 3: Learning

WIDA 3: Learning

WIDA 3: Learning

WIDA 5: Bridging

WIDA 5: Bridging

WIDA 5: Bridging

WIDA 5: Bridging

It is important to know that some students may be a level 1 in some areas, and a level 3
or 5 in another. For example, the student may be able to speak English well, but unable to read
or write in it.
4. Literature and References
4.1 Rationale for this lesson:
The lesson first begins by introducing the main ideas of the project to the students, that
are over-arching and non-specific. The main ideas are brought in using a power point that
includes examples and question pertaining the topics. The topics for this project is
environmentalism and animal welfare. It is important for students to understand responsibility
that they have and hold in regards to our planet and caring for others, such as the animals
that live in the environments. As they are learning about animal welfare and
environmentalism through the power point and class discussion, the students are also
answering related questions about the topic and the related art work which were also viewed
during the PowerPoint. Once the power point is completed the class leads a discussion about
the answers that they each gave in their work sheets, or think sheets. From here the actual
project is introduced. The students are shown what it is they are making, and then shown a
demo on how to make it. The students then are able to begin to work on their art. The first
step of the project is to create the animals out of clay, thinking about formal qualities such
as texture, shape, and form as well as conceptual qualities such as how the animal will be
interacting with the environment. Once completed with the animals, the students will work in
their designated group to create an environment from recycled materials. Finally, the
students place their animals in the environment and have them interact with a piece of trash,
and then complete their artist statement work sheets. The students are lead step-by-step
through this project by continued help and support from their teacher and teaching assistants
as well as review and closure with each lesson.
This allowed the students to gain a better understanding of the formalistic qualities that
are looked for in art, as well as helped them build divergent thinking and understanding of
how concepts, such as social issues, can be integrated in their artwork. Additionally, by

adding contemporary artists that also discuss or include a similar theme into their own art
work it shows relevancy to the students, and allows them to see how other artists create and
think.
4.2 Background of the topic:
Considering that students of this age enjoy learning about animals, thinking about the
environment, and expression is the reason I chose this particular topic. As a class we will
discuss and explore the cause and effect relationships between animal welfare and
environmentalism, and particularly what waste does to an animal when inside their habitats.
We will examine this relationship and speak about artists with similar themes and subject
matter.
4.3 Information about related artists, styles, movement or cultures:
Surrealist painter Martin Wittfooth:
Martin Wittfooth was born in Toronto in 1981, and spent most of his childhood in Finland, moving
back to Toronto in 1993 where he earned his BAA in Illustration from Sheridan College in 2003. He
currently lives and works as an illustrator and fine artist in New York City, where he earned his MFA
at the School of Visual Arts. Wittfooths oil paintings explore disquieting themes of industry and nature,
unhinged evolution, the clash of old ideologies with modern fears, and the growing shadow of the
human footprint on the earth. Set in atmospheric landscapes rendered over many paint layers on
canvas, linen, or wood panels, these themes are realized through a combination of symbolism, the
juxtaposition of visual narratives, and the displacement of expected realities. The worlds created in
Wittfooths paintings implore the viewer to question the status quo, to challenge that which is taken for
granted, and to proceed with caution on our present course.
Banksys Dismaland Sculpture:
Banksy's artwork is characterized by striking images, often combined with slogans. His work
often engages political themes, satirically critiquing war, capitalism, hypocrisy and greed.
Common subjects include rats, apes, policemen, members of the royal family, and children. In
addition to his two-dimensional work, Banksy is known for his installation artwork. One of the most
celebrated of these pieces, which featured a live elephant painted with a Victorian wallpaper
pattern, sparked controversy among animal rights activists.
Here Today Exhibition:
"Here Today," is named after the saying Here today, gone tomorrow that reminds us of the
fleeting nature of everything. The exhibition is being held to mark 50 years of the IUCN Red List,
which was started to keep track of plant, fungi and animal species at risk of extinction. The Red
List tracks over 74,000 species, giving an invaluable overview of how mankind is affecting the
environment and those who share it with usmore than 20,000 of the species assessed are
threatened with extinction.
Environmentalist Movement:
The environmental movement (sometimes referred to as the ecology movement), also
including conservation and green politics, is a diverse scientific, social, and political movement for

addressing environmental issues. Environmentalists advocate the sustainable management of

resources and stewardship of the environment through changes in public policy and individual
behavior. In its recognition of humanity as a participant in (not enemy of) ecosystems, the
movement is centered on ecology, health, and human rights.
The environmental movement is an international movement, represented by a range of
organizations, from the large grassroots and varies from country to country. Due to its large
membership, varying and strong beliefs, and occasionally speculative nature, the environmental
movement is not always united in its goals. The movement also encompasses some other
movements with a more specific focus, such as the climate movement. At its broadest, the
movement includes private citizens, professionals, religious devotees, politicians,
scientists, nonprofit organizations and individual advocates.
Animal Rights Movement:
The animal rights movement, sometimes called the animal liberation movement, animal
personhood, or animal advocacy movement, is a social movement which seeks an end to the rigid
moral and legal distinction drawn between human and non-human animals, an end to the status of
animals as property, and an end to their use in the research, food, clothing,
and entertainment industries.
4.4 Art Terms/Vocabulary
Form: the visible shape or configuration of something.
Space: May be two-or three-dimensional, descriptive, implied, or abstract. Shape is an
element of art that is two-dimensional, flat, or limited to height and width.
Environmentalism: or Environmental rights is a broad philosophy, ideology, and social
movement regarding concerns for environmental protection and improvement of the health
of the environment, particularly as the measure for this health seeks to incorporate the
concerns of non-human elements.
Animal Welfare: refers to the state of the animal; the treatment that an animal receives is
covered by other terms such as animal care, animal husbandry, and humane treatment.
Protecting an animal's welfare means providing for its physical and mental needs.
Cause and effect: the principle of causation.
Expression: the process of making known one's thoughts or feelings.
Emphasis: special importance, value, or prominence given to something.
Texture: the feel, appearance, or consistency of a surface or a substance.
Score and Slip: refers to a method of joining two pieces of clay together. First, score the clay;
this means that you make scratches in the surfaces that will be sticking together. Then
you slip it; that is you wet the surface with some slip, using it like glue. Next, you press the
two pieces together.
Analyze: Examine methodically and in detail the constitution or structure of (something,
especially information) typically for purposes of explanation and interpretation.
Interpret: Understand (an action, mood, or way of behaving) as having a particular meaning

of significance.
Conceptualize: to form an idea/picture of something in your mind.
Recycle: convert (waste) into reusable material.
Sculpture: the art of making two- or three-dimensional representative or abstract

forms, especially by carving stone or wood or by casting metal or plaster.

4.5 Description of visual examples:
Visual Board: an overview of all terms, artists, and the big idea of the lesson.
Actual Example: My own example of the project. My example will be a different environment
than what the students will be using so that they do not copy.
Team Binders: Each team will have their own binder. Inside of the binder will be multiple
photos that may be used in reference while making either their animals or their environment.
PowerPoint: Students will be shown images of how waste harm animals, what it may do to
their habitat, as well as images of corresponding artists that have related themes in their
work.

I use this as my first slide. It begins with some associative questions so that I can introduce
the subject to my students. The topic of environments, and particularly environmentalism is very
important for the students to understand for this lesson. Throughout the power point presentation
I have chosen to use images of animals clearly in their habitats so that students may begin to
make connections between the two. This image is of a turtle in the ocean. I have also chosen to
give each key word their own color. I also underline the words throughout the PowerPoint to give
emphasis.

This slide is similar to the last one. It gives the students an association question. This
time it asks the students to think about what animal welfare means. This is also a very key element
to our lesson and is something that I really expect the students to be reflective about. I used
another image of an animal in their habitat.

This slide is where students should start filling out some of the answers in their think sheets.
The first question on the think sheet is very similar to the one I have put on this slide. The students
will use these questions to spark discussion in the classroom. Once again, I have an animal in
their natural habitat, and the vocabulary colored and under lined.

Once this slide has been introduced the students will begin to be exposed to actual examples
of how waste may harm animals. The next few slides are the examples of animals interacting with
the trash in several different ways. This is the second question on the think sheets given to the
students, which asks them to list one or more ways that we discussed or viewed in class about

how the animals can be harmed by trash in the environments. In many of the examples I have
given short narratives to explain to the students what is occurring in the photograph. I purposefully
have chosen many different types of animals, living in multiple ecosystems, interacting with the
trash in several different ways. I continue to use the vocabulary words in these slides as well.

This slide introduces the first artist the students will be introduced to. The artists name is
Martin Wittfooth. Martin creates post-apocalyptic paintings. I think they are very dark and have
a great message about what could happen to the earth, especially if we do not take care of natural
habitats. This image in particular is great for the lesson because it so strongly connects to it. That
is because it shows an animal, in their environment, but the natural environment has been
destroyed and filled with waste. This image also makes a connection the image of the goat in a
previous slide to me. The hoofed animal is sifting through large piles of trash which have covered
the ground. In this slide, as well as all of the artist slides, I have included three questions. These
questions are: what do you see in the picture? What do you feel while looking at the picture? And,

what do you think the artist is trying to say? I am asking the students this because understanding
visual references is a step-by-step process. In order to understand the image you must break it
down first. That is exactly what these questions are doing for the students. The artist slides are
also help give students come up with the answer for the third question on their think sheets.

This slide continues the students discussion about Martin Wittfooth. I chose this example
because I think it could be interpreted as the animal is being poisoned by their environment, which
may happen when waste contaminates their ecosystems. I am also curious to hear the other ways
that the students come up with associations to this image and their projects.

This piece of artwork comes from a famous, anonymous artist who goes by the name Banksy.
This piece was the inspiration for the project. It symbolically shows that this animal is in an
unhealthy environment. The imagery gives the viewer clues about how the place they live in can
be harmful to them.

This is the last slide with artwork for the students to look at. This is obviously a photo, but I

found it appropriate since previous slides were many photographs of animals with waste
harming them. To me, I see a dead bird who has eaten a lot of trash and died because of it,
and I believe the artist really wanted to show how damaging the trash is, how much of it really
may be in natural environments, and a sad way that it can cause harm to animals. It also brings
fact to the idea that animals eat the trash that they may come in contact with. Additionally, it
shows that this garbage can be long-lasting, even longer living than many animals.
This last slide is to keep the students ideas rolling while they are watching my demonstration.
It has visuals which relates to the big idea as well as key ideas and vocabulary words.
4.6 List of references

George, P.S. (1992). The Middle School and Beyond. Association for Supervision & Curriculum
Development. Wood, C. (2007).
Yardsticks: Children in the classroom ages 4-14. Turner Falls, MA: Northeast Foundation for
Children.
Lowenfeld, V., & Brittain, W. L. (1964). Creative and mental growth. New York: Macmillan.
Wachowiak, F. (1977). Emphasis, art: A qualitative art program for the elementary school. New
York: Crowell.
Pennisi, A. C. (2013). Negotiating to engagement: Creating an art curriculum with
eighthgraders. Studies in Art Education

.5. Integration/Connecting Links

5.1 Idea Mapping

5.2 Instructional Resources and Materials:

Power point, think sheets, visual board, demonstration materials (clay, slip, scoring forks,
recycled material, etc.), chalk board, artist statement work sheets
5.3 Art Materials for the Lesson:
Primed cardboard, recycled materials, glue, tape, scissors, and clay.
6. Management and Safety Issues:
Common classroom safety issues are a concern here. Students may get paper cuts, harm
with scissors and other supplies. There are large underlying concerns with this project.
Management of health concerns would be staying aware of students surroundings, safety
knowledge, and being informed on where bandages may be located or where to send a student
when they need to go to the nurse.
6.1 Organization of Supplies
Day1: On the first day there will be a power point already set up and ready to go before the
students enter the classroom. On each table there will be a sign for each team, which there will
be three of, set into groups of assigned environments. The first environment is the ocean, the
second is the desert, and the third is the rainforest. Each of the students have a name tag that
corresponds with each group and divides them. All groups have a team binder. The team binder
will tell them their team number, team members, and the environment they have been assigned.
Inside of the binder are the think sheets for the groups, which they will use during the power point.

The students will keep the think sheets in the binder for future classes, so they can look back and
reflect upon them. Also in the binder are reference materials. The reference materials are images
of animals, waste, and trash that will help them create their environment. In the back of the binder
will be the objectives listed for the kids so that they will know what it is I am looking for. Once the
power point and think sheets have been completed I will have a bin filled with materials that I will
use for the demonstration. The students will come up to the front and watch me demonstrate how
to use the materials they will be working with. Once completed I will put the materials back into
the bin. On the back of each of the students name tags will be numbers. The numbers will be
used so that I can ask specific numbers to do different tasks. One of these numbers will be asked
to bring the binders to me at the end of the day.
Day 2/3: These will be work days. Prior to students entering the classroom I will have their
stations set up for each group. Each group will have their binders which will have the students
think sheets, references, and name tags. I will have divided clay into small balls for students to
work with on the first day. Each student may only use the given amount. On the second day I will
give each group stock board to create the environment upon.
6.2 Clean-Up of Supplies
. Day 1: After demonstration has been completed I will put the materials back into the bin. On
the back of each of the students name tags will be numbers. The numbers will be used so that I
can ask specific numbers to do different tasks. One of these numbers will be asked to bring the
binders to me at the end of the day. All students will be asked to put their name tags into their
binders.
Day 2/3: I will have bins designated for each of the teams. The bins will be used to keep the
art pieces that they have been working on. Each member of the group will have a number on the
back of their name tags. These numbers will be used to assign specific tasks. One task will be to
bring me all of the binders. The second will to be to put away all of the unused materials into my
materials bin. The third will to pick up any trash around the teams area. All students will put away
their own clay animals. One student will put away the environment.
7. Vocabulary
Form: the visible shape or configuration of something.
Space: May be two-or three-dimensional, descriptive, implied, or abstract. Shape is an
element of art that is two-dimensional, flat, or limited to height and width.
Environmentalism: or Environmental rights is a broad philosophy, ideology, and social
movement regarding concerns for environmental protection and improvement of the health
of the environment, particularly as the measure for this health seeks to incorporate the
concerns of non-human elements.
Animal Welfare: refers to the state of the animal; the treatment that an animal receives is
covered by other terms such as animal care, animal husbandry, and humane treatment.
Protecting an animal's welfare means providing for its physical and mental needs.
Cause and effect: the principle of causation.

Expression: the process of making known one's thoughts or feelings.

Emphasis: special importance, value, or prominence given to something.
Texture: the feel, appearance, or consistency of a surface or a substance.
Score and Slip: refers to a method of joining two pieces of clay together. First, score the clay;
this means that you make scratches in the surfaces that will be sticking together. Then
you slip it; that is you wet the surface with some slip, using it like glue. Next, you press the
two pieces together.
Analyze: Examine methodically and in detail the constitution or structure of (something,
especially information) typically for purposes of explanation and interpretation.
Interpret: Understand (an action, mood, or way of behaving) as having a particular meaning
of significance.
Conceptualize: to form an idea/picture of something in your mind.
Context: the circumstances that form the setting for an event, statement, or idea, and in
terms, which can be fully understood and assessed.

8. In-Class Activities:
Day 1
Time
15 min

Learning Activities
Orientation/Engagement/Motivation:
Discuss with the students what they might
already know about environmentalism and
animal welfare.
Association questions:
-What is an environment?
-What is environmentalism?
-What is animal welfare?
Topic questions:
- Do they know of any connections the two
may have in common? (Animals live in
environments, therefore can be harmed
by environments, establish cause and
affect)
- Have they learned about similar issues
in other classes? (Science, homeroom)
-Have they talked or heard about it

Purpose
Students will learn and think about
the connections between
environmentalism and animal
welfare. They will learn about the
issues, make connections, and
learn about associated artists.

anywhere else? (At home, with their

parents, teachers, on TV or the news).
Visualization questions
-Have you seen anyways animals have
been harmed by their environment?
-Have you seen any ways animals can be
harmed by waste?
-What do you see in this image?
-What do you feel while looking at this
image?
-What do you think the artist wanted to
say in this image?

After creating dialogue with the students,

we will explore the different environmental
issues that cause harm or unhealthy
situations to animals. We will discuss
ecosystems, and animal habitat. I will also
display different photographs to the
students showing how garbage causes
harm.
Additionally, we will explore artists that
share similar concepts or mediums,
discussing how they express their ideas.
The students will be asked to look at
several artists that have made statements
on the topic of animal welfare or
environmentalism, or similar topics, and
are asked to describe the image, how it
made the students feel, and what they
think the concept is behind the artwork.
This is in order to get them thinking
conceptually about their own art pieces.

15 min

Presentation/Explicit Instruction:
As a class we will go over a power point

Students will learn and think about

presentation introducing the students to

the big idea for their projects. They will be
introduced to real-life scenarios, as well
as contributing artists.
15 min

the connections between

environmentalism and animal
welfare. They will learn about the
issues, make connections, and
learn about associated artists.

I will discuss with the children the

objectives that I am expecting them to
meet.

Once the power point is completed the

students will be asked to come around to
the demonstration table so that I may
show them how to use the materials that
they are going to be working with for this
project.

Students will gain understanding of

how to use the mediums needed
to create their art pieces.

First I will begin by creating a clay animal.

I will explain to them the properties of
clay, how it may dry out if it is worked in
your hands too long, and that this can
cause cracking. After this I will show them
how to slip and score to add pieces on.
Then, I will continue by showing them how
to make different textures with the clay,
such as animal hair.
Once the clay portion is over I will show
them a few simple ideas of how to create
different foliage with the recycled
materials. I will explain to them that they
will first want to lay down some sort of
colored base for the grass or sand
(whatever would be appropriate for their
assigned environments), then they should
build the foliage on top of that.
60 min
(two work

Structured Practice/Exploration:
Students will explore their animals and
their environment via their info binder and

Students will use thought and

study integrated into a work of art.

days)

reviewing their think sheets

Students will create their animals using
clay, and move into a 3D medium
Students will portray their environment
incorporating recycled material
Students will express their thoughts,
ideas, and emotion on the subject and
establish themes.

Students thoughtfully portray the

form of their chosen animal/s
Students will continue thinking
about form, while applying space,
foreground, middle ground, and
background to their habitat.
Students create visual expression.

Guided Practice/Feedback:
10 min
-What is in your animals environment?
-What elements may be good/bad for the
animal?
-What is your animal doing and what may
-cause this behavior?
-What emotions do you want to express?
-What emotions may your subject be
expressing?

Given these questions/leads the

students will further develop
thought on their subject and what
they want to discuss/express is
happening in animals ecosystems.

Independent Practice/Application:
Students will be given exploration in
sculptural work and expression.

10 min

Closure:
Questions to ask:
-How did your group show the cause and
effect relationship of animal welfare and
environmentalism?
-How did you explore and depict the
subject?
-Did you enjoy collaborating? Do the
environment and animals go well
together?
-How other ways animals are affected by

This will remind the students what

the purpose of the lesson is as
well as what objectives Im
expecting them to meet in the final
product. By discussing the end
product and viewing others the
students will see different views of
how the students tackled the
assignment, and give them an
understanding of what criteria they

their habitats?

may have either met or missed in

their own work.

Once finished with their projects the

groups will also be asked to fill out artist
statements.
Day 2
15 min

60 min
(two work
days)

Presentation/Explicit Instruction:
As a class we will review about how to
use the clay, I will ask the students
related questions such as: what does it
mean to slip and score? How might we
get different textures for the animals with
the clay? Once reviewed the students
may begin working on their clay animal
sculptures. Review may also occur during
the creation process in order to save
time.
Structured Practice/Exploration:
Students will explore their animals and
their environment via their info binder and
reviewing their think sheets
Students will create their animals using
clay, and move into a 3D medium
Students will portray their environment
incorporating recycled material
Students will express their thoughts,
ideas, and emotion on the subject and
establish themes.

Students will learn how to build with

clay. The students will have a
greater understanding of how to
use the material, while thinking
about qualities such as form,
texture, and craftsmanship.

Students will use thought and study

integrated into a work of art.
Students thoughtfully portray the
form of their chosen animal/s
Students will continue thinking
about form, while applying space,
foreground, middle ground, and
background to their habitat.
Students create visual expression.

Guided Practice/Feedback:
10 min
-What is in your animals environment?
-What elements may be good/bad for the
animal?
-What is your animal doing and what may
-cause this behavior?

Given these questions/leads the

students will further develop
thought on their subject and what
they want to discuss/express is
happening in animals ecosystems.

-What emotions do you want to express?

-What emotions may your subject be
expressing?

Independent Practice/Application:
Students will be given exploration in
sculptural work and expression.
Closure:
10 min
Questions to ask:
-How did your group show the cause and
effect relationship of animal welfare and
environmentalism?
-How did you explore and depict the
subject?
-Did you enjoy collaborating? Do the
environment and animals go well
together?
-How other ways animals are affected by
their habitats?

This will remind the students what

the purpose of the lesson is as well
as what objectives Im expecting
them to meet in the final product.
By discussing the end product and
viewing others the students will see
different views of how the students
tackled the assignment, and give
them an understanding of what
criteria they may have either met or
missed in their own work.

Once finished with their projects the

groups will also be asked to fill out artist
statements.
Day 3
15 min

60 min

Presentation/Explicit Instruction:
Students will be asked to finish up their
clay animals if they have not already
done so. Once finished, the students will
begin working on the assigned
environments as a group. While working
the students will be asked review
questions about how to work with the
recycled materials and what it is that I am
looking for in the objectives for this
project.
Structured Practice/Exploration:
Students will explore their animals and

Students will learn how to build with

recycled materials.=. The students
will have a greater understanding
of how to use the material, while
thinking about qualities such as
form, texture, and craftsmanship.

Students will use thought and study

(two work
days)

their environment via their info binder and

reviewing their think sheets
Students will create their animals using
clay, and move into a 3D medium
Students will portray their environment
incorporating recycled material
Students will express their thoughts,
ideas, and emotion on the subject and
establish themes.

integrated into a work of art.

Students thoughtfully portray the
form of their chosen animal/s
Students will continue thinking
about form, while applying space,
foreground, middle ground, and
background to their habitat.
Students create visual expression.

Guided Practice/Feedback:
10 min
-What is in your animals environment?
-What elements may be good/bad for the
animal?
-What is your animal doing and what may
-cause this behavior?
-What emotions do you want to express?
-What emotions may your subject be
expressing?

Given these questions/leads the

students will further develop
thought on their subject and what
they want to discuss/express is
happening in animals ecosystems.

Independent Practice/Application:
Students will be given exploration in
sculptural work and expression.
Closure:
10 min
Questions to ask:
-How did your group show the cause and
effect relationship of animal welfare and
environmentalism?
-How did you explore and depict the
subject?
-Did you enjoy collaborating? Do the
environment and animals go well
together?
-How other ways animals are affected by

This will remind the students what

the purpose of the lesson is as well
as what objectives Im expecting
them to meet in the final product.
By discussing the end product and
viewing others the students will see
different views of how the students
tackled the assignment, and give
them an understanding of what
criteria they may have either met or
missed in their own work.

their habitats?
Once finished with their projects the
groups will also be asked to fill out artist
statements.
9. Critical Comments and Reflections:
.

To begin I would like to point out the fact that being over prepared before I went into St. Marys
was very helpful to my teaching. Prior to being in the classroom I already had everything I needed.
I had pre-placed my students into teams, gave them team bins with all of the supplies they would
use throughout the lesson, and also had team binders with lesson objectives, worksheets, and
reference materials that they could look at and gave me a place to keep their name tags and
team tags. This made it easier for me to be able to pass out their materials and made clean up
easier as well. Additionally, having the clay already divided and wedged for each student saved
a lot of time having to do so during class.
The first day was mostly used as an introduction to my big idea, the concept of the project,
and a demo on we would be using the material to make the artworks. At the beginning of class,
the fifth grade was split up differently than their original assigned teachers. It took a few minutes
away from our time to teach, but otherwise didnt bother me too much.
My second curveball was that when it came time for me to teach the projector wouldnt turn
on. Fortunately, I was prepared that day and already had the think sheets out on their tables. I
quickly introduced myself and the project and asked the students to start thinking about the first
question on the think sheet. We went over the first question and the students filled out the
question and that was enough time for my colleagues to get the projector up and running.
Once we had the projector running I began my power point, which is how I introduced my
big idea. I began by reading the title of the project, and then asking to a student to read what it
said underneath, which noted to follow the stars throughout the power point to find answers to
the questions on the think sheets. I think the stars were really successful because looking through
the think sheets the students all gave really great answers to those questions. We began by
asking associative questions, such as what is animal welfare, and what is environmentalism, to
begin to get the students to understand the social issues we would be discussing as well as learn
their vocabulary for the project. From there we talked about the cause and effect relationship
between the two, showing ways that trash in the environment harmed animals. The last thing
discussed in the power point was relevant artists. While looking at artists who had similar themes
in their artwork, I asked the students what they saw, how they felt, and what they thought the
artist wanted to say, and the students gave really great descriptions and insights to these
answers, I was really amazed at how thoughtful they were.
When the power point was completed I went over the think sheets with the students and

asked them to complete filling out the answers while we went over them. Again, the students had
very great answers. I went back through all of the worksheets again later and was happy with the
responses. However, I think I should have given the students some more time to finish them
because not everyone had completed the last answer on the worksheet it seemed. I do not think
that this is the students fault, I think I simply rushed through it so I had time to demo and do
closure with them.
The demo went pretty well. I began by showing them how to use the clay, what I like to do to
make the body and the head, etc. I chose to do the lion so I could show them how to do texture
on the maine. I explained to them what slip and score was, and all of them really seemed to
understand the concept of it because every one of them did this very well when it came to their
projects, and even smoothed out their edges like I had. Then I showed them how to begin making
the environment. I pre-cut piece of cardboard that was smaller than what they would be using so
that it would save me time, since I wouldnt have to fill the whole space. I showed them to lay
down large areas first, then work with texture and foliage. I rushed this last part a bit so we had
time to clean and get to closure. During closure I went over what we learned in the power point
as well as our vocab words.
The main critique that my classmates had given me was that my lesson went great, but
sometimes the students were a bit talkative. During the first day I didnt notice how talkative my
students were, but I did notice it the following days of the lesson and I tried to work on my
techniques on how to minimize the issue, such as giving incentives for working well or asking
them to listen and wait until they were all done talking.
The next days were all workdays for the students. The first two days the students worked
with clay. This is where my ability to help them really felt stretched. I constantly felt like I needed
to be 4 places at once helping individual students. Some needed help figuring out how to build
their animal, and some needed help deciding on an animal, etc. This is probably the hardest part
for me when it comes to teaching. I need to somehow try to minimize their need for me, and help
them become more independent workers. I think that maybe it would have helped if I had done
a quick mini demo again at the beginning for them so that they wouldnt have had so many
questions on how to make it look like their animal. Some students had picked an animal on the
list that I did not have an image for, so I showed them what the animal looked like on my phone.
The second day working with clay I brought them in images of their animal they picked that I had
printed out for them in between the two days. This really seemed to help them out.
Some of the students did not finish their clay animals yet that day so I had brought in plastic
containers with lids and directions on how to keep their animals wet and how to make clay by
mixing it with water. I was worried some may break while traveling but they all actually came back
in once piece! Some students had some minor things to finish on them the last day, but for the
most part were all completed. If they did not take them home Im not sure if we would have had
enough time to finish in class or not.
The last day went fairly well. As I mentioned, the clay animals were all done so I began the

day by having the students start their artist statements. Once the artist statement was almost
completed (they were allowed to leave the last question for later, since it had to do with the
environment they were about to make) they could begin to gather recycled materials I had in bins
for them to begin to make the animals habitat. The students did really amazing and creative
things with the recycled materials, I was very happy about how they turned out. All of the teams
finished the environment. I think that a major key to them finishing on time was the fact that I was
really conscious about how much time was available on our last day. I would give the students
warnings when it came to 15, 10, and 5 minutes left to finish the environment they worked on.
Once the environment was finished, the students put their animals in the spot that they would
want them once they are fired, and how they would be interacting with the trash. I took many,
many pictures of each groups work so that once the animals come out of the kiln I can place
them back how the student wanted it.
At the end of class we had some extra time. With the extra time I allowed each group to
stand up and talk about their project. I asked the group to tell us what their environment was,
what animal they had, how they made their project, and what their project says about animal
welfare and environmentalism. Once they answered these questions they were allowed to add
additional comments, and their classmates could ask them questions. They seemed to really
enjoy this part.
Overall I think that my lesson went well. There are some things I do need to work on,
including my classroom management. I believe that organization is really key when it comes to
teaching, it just makes everything run much more smooth. However, I have no idea how I would
make this into a 3 day project realistically. That would be really very tough for me to do. Hopefully
I can find a way to do this with my 7th graders next week when I teach them, or even minimize
the lesson by at least one day, making it a 4 day project instead. Only time will tell, I suppose. I
will say, however, how incredible it is working with children and seeing them work on art. Our
students are so creative and smart.

Task 1 Part C:
Attachments:

1. Scoring rubric and assessment tools

Objectives

Excellent

Expected

Below Expected

I: Student shows
thoughtful reflection of the
effect of waste in an
animals habitat.

Student shows
thoughtful reflection
through their art on
the effect of waste
in an animals
habitat.

Student student
shows some
reflection on the
effect of waste in an
animals habitat.

Student is unable to
reflect on the effect
of waste in an
animals habitat.

II: Student fully shows

formal understanding of
their assigned subject
(animal or environment)

Student created an
art piece that
displays full
understanding of
the formal qualities
of their environment
or animal

Student is
somewhat
understanding of
the formal qualities
of their subject.

Student shows little

to no understanding
of the formal
qualities of their
subject.

III: Student effectively

created a statement on
the cause and effect
relationship of
environmentalism and
animal welfare and
corresponds specific
emotions or ideas with
various elements and
principles

Student created an
art piece that
strongly states an
opinion or idea
about the cause an
effect relationship of
animal welfare an
environmentalism

Student has created

work that shows
some opinion or
idea about the
cause an effect
relationship of
animal welfare an
environmentalism

Student has made a

piece that has little
or nothing to do with
the cause an effect
relationship of
animal welfare an
environmentalism

IV: Student effectively

collaborated with their
group to depict their
subject.

Student worked well

and collaborated
with their group; the
piece is whole, all
the elements work
well together.

Student somewhat
collaborated with
group; some visible
elements of the
piece may not work
well together as a
whole.

Student did not

collaborate what so
ever. None of the
elements work well
together.

V: Student skillfully shows

understanding of their
mediums used.

Student has a high

understanding and
skill level with their
sculptural material;
great craftsmanship

Student has good or

some
understanding or
their sculptural
material.

Student has little to

no understanding of
their sculptural
material.

2. Handouts
Artist Statement:
What did you learn about in this lesson?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
How is your animal interacting with their environment and waste?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What did you want to say in your art work?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Do you have any additional comments about this project?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Visual examples for instruction

4. Students artwork examples

In progress shots of clay animals

Team 1: Recycled Rainforest Environment

Artist Statement
We created this art piece as a group. It is about the rainforest environment, its animals, and
harmful trash. Levi made an elephant who is eating plastic. Kaitlynn made a unicorn who is also
eating plastic, and dying. Nick created a bird who is being hurt by trash left behind in the rainforest.
We made this piece by using balls of clay and scoring and slipping a lot. The process Levi used
to make his elephant was by taking off pieces for the legs and trunk first. He put them on and
pinched clay to make the elephants tusks. He used his fingers to shape the next, textured the
body, and then made the ears last. We made our environment collaboratively. We worked as a
group to make our animals environment, the rainforest, with recycling. We used different colored
paper- green, brown, and blue. The paper was laid down to make the rainforest river, grass, and
dirt. We made trees from paper towel rolls. Plastic was used also. The reason we made this art
piece was to show how it feels to live inside bad and harmful environments. Some people do not
clean up trash and they should.

Team 2: Recycled Ocean Environment

Artist Statement
We created this art piece as a group. It about the ocean environment, its animals, and
harmful trash. Nick made a shark and a stingray which are dying from oil spilled in the
ocean. Tessa made a dolphin which has plastic waste wrapped around the dolphin. Jolie
created a mermaid who is getting caught in a net left behind by fisherman. Aubrey made
both a turtle and a narwhal. The animals were created by taking clumps or balls of clay,
then forming and shaping the animals out of it. We used clay and slip to put the parts
together. We made our environment collaboratively. We worked as a group to make our
animals environment, the ocean, by taping and putting trash together. This made all of
the under the sea things using recycled materials that would have been wasteful trash.
The reason that we made this art piece was to show that people shouldnt be mean.
People should not litter or throw stuff wherever you want. Fishers need to pick up their
nets. Trash can hurt the animals.

Team 3: Recycled Desert Environment

Artist Statement
We created this art piece as a group. It is about the desert environment, its animals,
and harmful trash. Nelson made a meerkat that is eating leftover harmful plastic. Luke
made a llama who is sitting in the trash. Nicole made a fox which is eating the plastic in
the desert. Josh made a snake named Bob who is eating plastic and choking. Jaden
made an armadillo who is drinking antifreeze from a discarded can. The animals were
created by making the body out of clay. We scored and slipped the clay to put it
together. Josh made the clay into a string and put diamonds on the back to make his
snake. Luke made his llama by making a body out of clay, then making a long neck, and
next the head, eyes, and ears. We made our environment collaboratively. We worked as
a group to make our animals environment, the desert, by collecting trash and garbage.
We taped everything together to make the things like the cacti. The reason we made this
art piece was to show you should not leave trash in places animals live, and how this is
mean to animals. People should not throw trash in the desert because armadillos are
people too. Everyone should stop putting trash out into the world.

5. Class Photos and St. Mary exhibition photos