ANIMALS IN WINTER – Clay, Texture, Space

Students will be able to:

• construct 2 triaramas one smaller than the other;
• create a model showing a hibernating Canadian animal in winter in its natural habitat;
• use air-dry clay and hand-building techniques to create their chosen animal;
• share an oral presentation about their chosen animal;
• demonstrate technical accomplishment and creativity.

Have students:

• write an imaginary story about their animal's life and adventures;
• include an acrostic poem about their animal;
• share their work with an audience.

1. Prior to this lesson, teach students about the various habits of animals in winter introducing them to terms including hibernation and migration.
2. Take students on a winter walk encouraging them to look for animals and birds or signs of their presence such as footprints etc.
3. Download some images of animals that hibernate from the Internet, for example,
   Grizzly
   Black Bear
   Squirrel
   Groundhog
4. Download some images of animals that migrate from the Internet, for example,
   Caribou
   Robin
   Monarch Butterfly
   Canada Goose
5. Download some images of animals that adapt from the Internet, for example,
   Chickadee
   Cottontail Rabbit
   Blue Jay
   Mouse
6. Have students sort pictures of animals according to how they spend the winter.
7. Generate lists showing animals that hibernate in winter, animals that migrate to warmer climates and animals that stay active all winter.
8. Encourage students to select one animal from the hibernate catagory and complete further research on it.
9. Make grade appropriate books about hibernating animals available, encouraging students to gather information about their chosen animal and its habitat.
10. Preview the reading of Over and Under the Snow - Read Aloud online.

1. Conduct a read-aloud with the book Over and Under the Snow, by Kate Messner, and Christopher Silas Neal focussing on how different it is above and below the snow. 
2. Have students imagine the kinds of things found in the underground dens, and what kinds of materials they could use to recreate the habitat, e.g., small twigs, pebbles, dried leaves, acorns.
3. Introduce the challenge

1. Once all the models are complete ask students to work in small groups taking turns sharing their work with each other.
   - Look closely at the models.
   - Share thoughts about the work.
2. During the discussion include references to:
   - detail – how a variety of details were used to make the setting look realistic
   - texture – how a variety of textures were created and how they contribute to the overall effectiveness of the model 
   - technique – how clay techniques have been used to make the animal look realistic
3. Once students have had a chance to share their work in small groups ask for volunteers to share something interesting they learned with the whole class.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their models – speaks with a clear voice, looks at audience while speaking, points to areas in the model, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads - AnimalsWinter_tracking.pdf)
5. Have students use the self-assessment form to evaluate their work. (Downloads - AnimalsWinter_self-assessment.pdf)