J.D Davis, Year One
Davis – Austin Sargent
Learning Objective/Exit Outcomes:
- Students will investigate animal adaptations (camouflage, blending, mimicry).
- Students will observe how animals use their environments to their advantage.
- Students will use art vocabulary to unpack scientific observation.
- Students will support their scientific claims by using art vocabulary (color, shape, line, texture, etc.)
- Students will create their own examples of these adaptations using their bodies.
S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
- Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
VA3.CR.2 Create works of art based on selected themes.
- Create works of art to express individual ideas, thoughts, and feelings from memory, imagination, and observation.
- Create works of art emphasizing multiple elements of art and/or principles of design.
VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Apply art skills and knowledge to improve understanding in other disciplines.
VA3.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
Science / Visual Art
Examples of each animal adaptation, printed out, enough for each group.
Small working area for each group to use to plan their sculpture.
Students were split up into groups and given various examples of Animal Adaptation including camouflage, mimicry, blending, etc. Students were asked first to analyze the pictures as scientists; looking for environment, adaptations, and animal traits. Then students were asked to look at the photos as artists.
- Color- Students were asked to identify which adaptation showed the best use of color. Answers were pulled from each group, and students were asked to support their artistic choices, scientifically. (Why would the stick bug need to be the same color as the stick?)
- Line- Students were asked to identify which adaptation showed the best use of line. Answers were pulled from each group, and students were asked to support their artistic choices, scientifically. (Why do the zebra stripes go up and down rather than side to side?)
- Texture- Students were asked to identify which adaptation showed the best use of texture. Answers were pulled from each group, and students were asked to support their artistic choices, scientifically. (Why would the feathers of the owl resemble the texture of the tree bark?)
Students were then asked to select their favorite adaptation and demonstrate that concept using their bodies. Students worked in their small groups to compose new portraits of adaptation. Again, the art vocabulary was repeated during the side coaching, to remind students to use the elements of color, line, and texture to help them compose.