Christmas Animal Snow Globe

Grades 2-3
2 Forty Minute Lessons
General Learning Outcomes
4. Main Forms and Proportions: Students will learn the shapes of things as well as develop
decorative styles
10 (iii) Media and techniques: Students will use media and techniques, with an emphasis on
exploration and direct methods in drawing, painting, printmaking, sculpture, fabric arts,
photography, and technographic arts

SLOs
4. A. All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular
4. B. Shapes can be depicted as organic or geometric
4. C. Shapes can be made using different procedures (i.e. cutting, drawing, tearing, stitching)
4. D. Animals and plants can be represented in terms of their proportions.

Learning Objectives
1. Distinguish the difference between shapes and forms (square, circle, triangle vs. cube,
sphere, pyramid)
2. Apply principles of breaking down two dimensional objects into their basic shapes to three
dimensional forms.
3. Construct a three dimensional modelled penguin composed of basic forms.

Learning Resources Consulted

Resource #1: http://artprojectsforkids.org/model-magic-penguin/
Resource #2: http://www.deepspacesparkle.com/2013/01/14/penguin-art-project/

Materials/Equipment/Set-up

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Baggies with shapes and forms (make sure you have the appropriate one)
Red Foam Clay (roll into balls and keep in sealed ziplock baggie)
Completed Bear Ziplock puzzles
Paper plates with names written on them
Pen

Procedure Part 1 : (80 minutes) (40 minutes)

Introduction: (5 minutes)
Attention Grabber:
1. Today we are going to make a Christmas present for our parents.
2. We will be making a snow globe [show example]
Assessment of Prior Knowledge:
1. Last week each of you had to solve a jigsaw puzzle, which was made up of the 3
main geometric shapes
2. Question: what are the 3 main geometric shapes?
1. Answer: Circle, square, triangle
3. Question: are these shapes organic or geometric?
1. Answer: Geometric
4. Question: Using these shapes we made a bear. Is a bear shape organic or
geometric?
1. Answer: Organic
5. Then you were given a sheet of paper with 3 different penguins on it. You had to
break it down into its basic shapes: Circles, Triangles, and Squares.
Connection to Curriculum:
1. But right now our penguins are flat shapes shapes. They are 2-Dimensional
2. We need to turn our flat shapes into 3-Dimensional forms. Just like this little guy
[show example]
Advanced Organizer/Agenda/Transition to Body:
1. First were going to look at the different forms we can make.
2. Then well work together to make a red teddy bear for our snow globes (just like
clifford the big red dog, well have a big red teddy bear)
1. Ill show you how to make the shapes as we go.
3. [have students go to their desks/hand out bags with shapes and forms]
Learning Activity 1: (10 minutes)
Review Shapes and Introduce forms:
1. Everyone grab a flat shape or a 3D form.
2. When I say Ill ask you to hold up a particular shape.
1. Question: Who has a circle/square/triangle? Hold it up for me please
2. Question: Okay, what 3D form is like the flat shape?
1. Answer: sphere/cube/pyramid
3. If you have this shape [hold up cylinder or cone].
4. Question: What shape is this like?
1. Answer: Cone = triangle + circle; Cylinder = circle + rectangle
Transition to Activity 2:
1. Now its time to figure out how to make these different shapes.
2. [put shapes and forms back into bag. Have volunteer collect all the bags.]
3. Youll get some red clay, but try not to use it too much yet.
4. [hand out chunks of red foam clay, completed bear jigsaw puzzle,
construction paper + get volunteers to help you]
Learning Activity 2: (15 minutes)

[Have students come sit in a big circle in the back room - everyone sits on the
floor]
[students write their names on their peace of construction paper]
Demonstrate how shapes can be made into forms
1. Question: What shape is the body?
1. Answer: Sphere/Circle [demonstrate how to make it]
2. Question: What shape is the head?
1. Answer: Sphere/Circle, but smaller [demonstrate how to make it]
3. Question: What shape are the arms?
1. Answer: Rectangles/circles or a Cylinder
1. [demonstrate what size it is showing the shape to everyone]
2. [demonstrate how to make it
4. [show how to connect all the pieces]
5. Question: What shape are the ears?
1. Answer: Flat Circles [demonstrate how to make it and attach]
6. [In a like manner demonstrate how to make and connect eyes and snout]
7. Question: What shape is the nose?
1. Answer: flat triangle [demonstrate how to make it and attach]
Transition to Activity 3: (10 minutes)
1. Students place construction paper and teddy bear on one of the back tables
2. When theyve handed it over, they can help clean up
1. Put away chairs
3. Done cleaning up - come sit on the carpet
4. Review 2D shapes and 3D forms
Procedure Part 1: (40 minutes)
Learning Activity 3: (40 minutes)
Materials/Equipment/Set-up
1. Square and cube
2. Penguin handout
3. Black, blue, and white modelling clay
1. Draw circle on plates
2. White, blue and black in separate ziplock bags - portioned
3. Hold onto white. Dont just hand that over
4. More paper plates with their names on them and foam
1. [prep foam so that its nice and soft]
5. Bear template
6. Penguin Globe example
7. Mason Jars
8. Quick-Dry Glue
9. Assortment of fake snow, white and blue beads, winter themed sequence (with
snow flakes), small christmas coloured pom poms, or anything else that you think
will work
10.Small pipe cleaner candy canes or christmas trees

Learning Activity 3: (5 minutes)

[have students clear their desks and stay seated at desks - Sit cowboy style]
Review: (1 minutes): Talk to them about respect for each other,
1. No destroying each others artwork. How would you feel?
2. If something like that happens again, we wont get to play with the clay again because youll have shown me that you cant do it and be nice at the same time.
3. Do you promise that youll be more respectful to each other?
[need you all listening very carefully because the sooner we get through this the
sooner we can get started on our penguins]
Assessment of Prior Knowledge: (3 minutes - move quickly)
1. Yesterday we talked about the difference between a shape and a form: Shapes are
flat/2D, and forms are 3D [hold up square and cube]
2. We know that the three basic shapes are Circle, Triangle, and Square [draw 2
column graph + draw shapes]
3. Question: When we make these shape into 3D forms, they get a different name.
1. What is the name of a 3D Circle/square/triangle
2. Answer: Sphere, Cube, Pyramid. [draw forms]
4. Today we are going to work on finishing our teddy bears AND start on penguins.
Advanced Organizer/Transition to Activity: (3 minutes)
1. Bears:
1. Those who are not done their Christmas bears will go to back moon table
and get to work. [Ask sub to go help them and work with them]
2. When you are done, come to me, and I will give you back your penguin
worksheet, clay, and then you can get started.
2. Penguins:
1. Youll take a look at your drawing and see what geometric shapes you used
to make your penguin.
2. Turn these shapes into forms using clay.
3. BUT your penguin can only be so big, because it needs to fit into the jar
1. First make a iceberg base using the blue clay. - flat shape like a
hockey puck. [show my example]
1. This is what your penguin will stand on [demo]
2. MUST fit inside circle on your plate else cant close jar. []
3. Then build your penguin and place him on the Iceberg.
4. Once you are done raise your hand, and I will give you white clay so you
can add his white face and his belly.
3. [Remind students that they can talk quietly at their tables and help each
other out, BUT cannot leave desks or get too noisy. If they need help, they
can raise their hands, and I will get to them as soon as I can.]

Activity: (25 minutes) (9:55 -10:20) At 10:15 warn them they have only 5 min left.
1. Bears: [Have sub call our students names and take them to the back, where
their bears and jigsaw puzzle (reference) will be waiting for them]
2. Penguins: (Meanwhile)
1. Ill call your name and you can come up and get your handout.
2. When you have everything you need you can get started.
3. [get two volunteers to dole out the clay on plates]
4. [hand out Penguin worksheet]
3. Walk around helping students where you can and handing out white clay.
4. Put their names on their plates
Closure: (10 minutes) (10:20 - 10:30)
Transition to close/Clean up:
1. Sadly your penguins have to stay here for the weekend, but dont worry they will be
waiting for you when you get back. Need to dry.
2. If youre not done, youll get more time to finish them on Tuesday
3. Those who are done will finish decorate the jar.
4. Time to clean up: If everyone works together and you finish early, you can go for
recess earlier. Listen closely so you know what to do.
1. Put penguin on back moon table with penguin handout
2. Put away chairs
3. Line up at door and wait.
4. Everyone helps, even if its not your mess.
5. Im going to set the timer for 5 minutes.
Note: On Monday during one of your preps glue their penguins to the base. When
they are ready to do the activity, divide students into 3 groups:
1. Modelling Penguin Station (For those who have not yet finished their
penguins)
2. Snow Globe Station (For those who have completed their penguins)
1. Lay out assortment of Snow Materials in little containers.
2. Caution children not to use too much, and to watch that they dont
knock over their glass jars.
3. Supervise them as they fill their jars.
4. When they are ready, put glue on the lid and seal the Jar
5. Place Snow Globe in bag and/or wrap in tissue paper.
6. When they are done:
1. Tell them to put their snow globe immediately and safely
away into their backpacks - caution them about the dangers
of breaking their Snow Globes.
2. Have them decorate their Christmas Bears and/or Free art
activity/movie
3. Decorate Christmas Bear Station (For those who are done their bears, but
will have to wait before they can finish their Snow Globes.)
1. When students from the Snow Globe station are done, fill their seat
with a student from this table.