Description: Group project with each student in a group re-making a frame from a motion sequence of an animal moving. Each student-made frame will include drawings or text of the student’s favorite foods or activities as well as the diet and habits of the animal.
1. Observation of animal motion
2. Knowledge of animal behavior and diet
3. Teamwork to re-create a sequence of images
4. Individual expression and self-appreciation
Grade level or Target Age Range: Elementary to middle school
Vocabulary: Sequence, diet, behavior
Materials: Construction paper, tape, scissors, and markers, crayons or color pencils
Method: Differentiation: students learn animal behaviors by auditory (teacher speaking), visual (photos and text), and group work.
Anticipatory Set: What do we have in common with other animals? We have behavioral habits and like to eat. What’s an animal’s purpose when we see it moving? Migration, foraging, hunting, looking for a mate?
1. Introduce yourself and project. Show finished sample of one sequence frame drawing, and discuss.
2. Assign groups by 1, 2, 3 method (i. e. have students, one by one, say numbers 1-3+, then have all students who said the same number get together). Give pre-drawn outlines of animals in sequence to each group.
3. Hand out animal fact sheet to each group. Have students from each group draw or write their favorite activities and foods into their chosen outline/frame along with behaviors and diet of their animal as listed on the animal fact sheet. Remind students that each frame in the sequence is slightly different but equally important.
4. Have students work together in each group to create the sequence of individual frames by hanging them up or placing them in order on a table. (10-15 minutes)
5. Go around and listen to each group explain their sequence and discuss the animal’s behavior and foods in comparison to their own favorite foods and activities.
1. Time range is flexible.
2. Students were hesitant at first about adding in their personal facts, although they were ready to apply individualistic designs and colors. Their personal designs are encouraged; make sure to support the fact sheets by discussing them. They became more fascinated with their animal facts as they were talked about.
3. Although it is partly a creative project, some students wanted more reference photos to achieve a naturalistic representation of color. Others were excited to creatively color. Both are encouraged.
4. One student found a creative way to include a fact about their animal: representing the running speed of the white-tailed deer by including a 30 mph speed limit sign in the drawing. Encourage these methods with the class.