1. Collage making 

2. Painting 

   
   

1. Collage making 

Students will be asked to create a collage that includes pictures of each stage of an animals life. They will need to cut out each photo they find during research and place it in their collage. Students will also be asked to write a minimum of 4 sentences one each stage of their animals life on a separate piece of paper. Partners should equally split up finding pictures and writing about stages. 

2. Painting 

Students will need to paint a picture that represents each stage of their animals life. Stages should be split up equally between partners. Students will also need to write a minimum of 4 sentences about each stage on the back or bottom of their paintings. 

Students will share their creation with the class. They will be asked to describe each stage and their visual representation of it. Peers will get a chance to ask questions during the presentation. 

If there are students with visual impairments or blindness in the class, more tactile materials/aspects should be added to modify this lesson. According to Deep Space Sparkle, a great way to do this is, “If the lesson involves drawing or coloring in the lines, you can use hot glue or puffy paint to create an outline for your child.” 

• A song 

• A rap 

• A poem 

Students will be given materials to create an instrument to accompany their song. 

-Show students examples of songs, raps, and poems about animals. 

-Show students example of instruments they can create and how they will be incorporated into their song. 

-Provide an outline for each song creation option. 

-Aid students in their song creations. 

• Students will be required to have 5 facts about their animals in their song. 

• Students need to have rhyming in their song. 

• Students can work with their partner or on their own. 

-As students complete their song, hand out materials for instrument creation. 

-Aid students with instrument creation. 

-Allow students to practice their performance. 

-Presentations of songs. 

Students will perform their songs with their instruments. Students will then turn in their completed song outline. 

If there are students with deafness in the class vibrations should be used. This can be done by using surfaces to create music so that vibrations can be felt. These students should sit close to presentations in order to feel the vibrations of sound. This was well said by Musical Vibrations, “Musicians with hearing loss often use the vibration of their instrument, or the surface to which it is connected, to help them feel the sound that they create, so although they may not be able to hear, d/Deaf people can use the vibrations caused by musical sounds to help them ‘listen’ to music.” 

-Put on a performance of your own. Choose an animal and display how you expect your students to perform. 

-Allow for questions for clarification before students begin. 

- Allow time for students to research different ways their animal moves. They may use books or the internet. 

- Allow time for students to work with their partner to create a performance using their movements. 

- Allow time for students to write their facts and turn them in. 

- Performances. 

Students will perform their dance/play. Students will then turn in their facts sheet.

If students in the class have physical impairment, they will be expected to represent the movement in the best way they can. For example, a student in a wheelchair who is unable to move their legs may use their arms to create movement. A student who is paralyzed from the neck down may represent the movement by creating sound while their partner performs the movements. Modifications will be made according to specific physical impairments. Pelinks4u elaborates on examples by stating, “Some examples of dance class adaptations have shown that students in wheelchairs can learn dance movements using their hands and arms, as well as movement of the chair. If the dance student can use hand gestures, which are nonlocomotor movements, then the student can do the same movements as standing dancers. These can be done with a partner close by them. In addition, the dancer in the chair can turn to face any direction in the dance class just as standing dancers turn directions (Boswell, 2005).” 

Shape poem: 

-Research to find facts about their animals to cover each category. 

-Using facts, create a poem with a minimum of 6 lines. 

-Draw a picture of their animal, leaving space for the lines of their poem. 

-Fill in space with facts/lines of their poem. 

-Personalize poems by adding color and other details. 

Chart book: 

-Research to find facts about their animals to cover each category. 

-Create books using construction paper. 

-Place headings on each section. 

-Fill in sections with facts (writing should fill sections) 

-Personalize poems by adding color and other details. 

-Play videos that explain each option (shape poem and chart book) 

-Show physical copy of each that a former student or I made. 

-Answer any questions. 

-Have students choose their project. 

-Give time for research. 

-Display material for students to grab as they finish research. 

-Help students as needed. 

Students will display their book or poem outside the classroom for peers to see. 

Students with autism may need assistants completing this assignment. They may require a para walking them through each step. Situation depending, modifications may include have a scribe, a provided outline to fill out, breaks in between steps, or fidget toys.  

• Sock puppet 

• Paper puppet 

Each partner should create their own puppet of their animal. 

Students will also be given a poster board to create a backdrop for their puppet show. 

-Present slide show on puppet options and backdrop.

https://www.canva.com/design/DAF2I1pZtgw/Y8k0Z03pK81qFmgM9TT8Mg/edit?utm_content=DAF2I1pZtgw&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton 

-Make each puppet beforehand for students to see in person. Show each option and allow students to pick which one to make. 

-Lay out materials for puppets on one table and materials for backdrop on another. 

-Give each pair a posterboard 

-Walk around and help students who have questions or need help with their puppet or backdrop. 

-Give time for students to create a story for their show. 

-Allow students to make a written script if needed. 

-Each pair will present their puppet show and turn in their script in they wrote one. 

Students will present their puppet shows and turn in their scripts if they made one. 

 Students with intellectual disabilities should be given modifications as needed. For example, if a student has a hard time understanding and remembering directions, they should be checked on multiple times to make sure they are understanding expectations. Depending on the students, he or she may benefit from having written instructions to rely on. Some students may use tools unsafely. This can be prevented by asking students to have you cut the poster board, or hot glue things for them. This disability is very situational dependent, and modifications should be specific to the student.