Teacher name: Kirsten Ledbetter

Lesson title: Adaptations Altered Flip Book

Grade level: First and Second Grade
Time frame: 1.5 hour class period- Saturday Art
Sequence Theme/Big Idea: Fact/Fiction: Adaptations Book!
Lesson Narrative:
Students will be learning about animals in our world and learning about various adaptations that
animals have, why they have adaptations and how adaptations occur. Students will then make a
list of adaptations that they learned about/viewed in class and brainstorm their own. What
adaptations would be beneficial in this world: a tail, the ability to change color at will, flying
capabilities, camouflage, etc. After making a list of interesting desired traits/adaptations, students
will prepare a book to create a flip book to show what their bodies would be like with
adaptations; flipping different sections of pages will alter the whole view of the portrait.
Lesson Rationale: Students will learn about different animals and the adaptations that vary
between animals. Students will learn about advantageous adaptations and how they help an
animal: eat, survive, move, etc. Students will learn about some of the amazing adaptations of the
human body as well, and imagine what it would be like to have other animals adaptations.
Objectives: Students will be able to write two succinct statements about what they learned about
adaptations, listing two specific examples from animals they learned about in class or that they
come up with on their own. Students will be able to depict and invent imagery and symbols to
express their thoughts and feelings through their self-portrait and chosen adaptations they
portray. Students will produce a work of art inspired by using their experiences, imagination and
knowledge of animals as a source of inspiration. Students will demonstrate flexibility in their
creative process and use of art materials. Students will be able to elaborate on their reasoning
being the chosen adaptations they chose to depict in their final flip book piece.
As a result of this lesson, students will know more facts about animals: how they differ and one
ambiguous reason why they differ- adaptations. They will also know more about mixed media
and how the different media can work together.
Standards
The students will:
1. Recognize and describe that people create art and art objects to communicate ideas and
serve different purposes. (1:1PE)
2. Invent imagery and symbols to express thoughts and feelings.(1:2PR)

3. Explain how personal interests and experiences are reflected in the subject matter of
artworks (1:4RE)
4. Demonstrate flexibility in their creative processes and use of art materials.(2:4PR)
5. Identify, select and use art and design elements and principles to express emotions and
produce a variety of visual effects. (2:5PR)
6. Share their personal interpretations of the meanings conveyed in various works of art.
(2:4RE)
Materials:
-scissors
-construction paper
-white glue
-markers
-tempura paint
-paint brushes
-cups for water
-paper towels
-used books
-gesso
-big brushes for gesso
-drying rack
-crayons
-colored pencil

Lesson Vocabulary:
Adaptations- How a body changes in response to its surroundings. Like an anteater, his nose has
changed over time, becoming longer and thinner, in order to access what they eat- ants!
Unique- What makes an individual different from others? Your hair, eyes, voice, taste, clothes,
thoughts, etc.
Alter(ed)- Changed/ made different
Ability- Something you are able to do
Historical/Multicultural Exemplars:
Examples of various animals and the adaptions and functions they have that help them in the best
way possible- ex: anteater face shape and tongue, adaptations for food source (eating ants,
accessibility to ants in their nests.)
Charles Darwins- On the Origin of Species: A Graphic Adaptation (- book)
https://www.youtube.com/watch?v=YX8VQIJVpTg
https://www.youtube.com/watch?v=U_YD0XU0TNU

https://www.youtube.com/watch?v=fRX2JtKFUzk

Question strategies for images:

Why do different animals look the way they do? Why do some have long noses, some big ears,
some live in shells, some fly, some live in the ocean, some glow, some are teeny-tiny, some are
as big as cars and larger, some have eight legs, some do not have legs at all, etc. Why/ how are
people different from animals- from each other? What makes you unique?
Visual Culture Component (this is often used as the hook for the lesson):
Have you ever thought about your body? What makes you who you are? What makes you
different from other people- from animals? Why do some people need glasses and some do not?
Have you ever wished you could fly like a bird, could swim like a fish, meow like a cat, run like
a cheetah, etc? These are called- adaptations and they help animals survive in our world.
https://www.youtube.com/watch?v=wNqiclBUxdY
https://www.youtube.com/watch?v=U_YD0XU0TNU
https://www.youtube.com/watch?v=lFZ8NMBDCJw

Procedure (Teacher modeling, Guided Practice, & Independent Practice):

Instructor will take head-foot photos of students in prior class period and have photos printed and
ready for class.
Instructor will introduce lesson with (visual culture)- thought-provoking questions and video
about adaptations exemplar
Instructor will ask students to make a list of adaptations they have learned about, viewed in
video, discussed in class or can come up with on their own.
Instructor will show students their materials and go over exemplar.
Instructor will pass out each students picture that was taken prior to class.
Students will narrow down their adaptations selections that they want to depict in their flip book.
Students will gesso book and pages in book.
Students will divide book pages into four sections (approximately to depict head, upper
torso/arms, lower torso/chest and belly and top of legs, legs and feet) leave last page whole.
Students will begin on last whole page. By looking at the image of themselves they will create a
self image.
Students will then depict selected adapations on the previous page flips to be flipped and shown
as though in place on self image/body on last page.
Students will write name on finished piece and place finished adaptation flip-books in designated
finished area for instructor to collect.
Assessment:
Rubric/Checklist :
-Craftsmanship
-Effort

-Students talk about the different ways that they chose to create their images- why they thought
the medium they chose best connected to an image
-Students discuss why they chose the imagery they did to show their adaptations
-Students use a minimum of 3 different mediums in the final work (ex.: tempera paint, marker,
pencil, colored pencil, crayon, construction paper, etc.)
-Students talk about why they chose the adaptations of different animals that they depict.
Classroom set-up (optional): The room will be one large U-shaped desk area for where the both
the viewing of visual stimulus can take place and the creation of the flip book work can occur.
** Remove all rolling chairs from room and replace with the red stools.
Diverse Learners:
Make sure all materials are easily accessible/ labeled for all learners. If labeling, labels need
large lettering and a visual image for visual communication. There are many materials with
variety provided and can be adjusted to the needs of a student. Make sure enough space is
available/afforded around tables, throughout classroom to allow access/movement throughout
classroom without hindrance/aid.
Example images of activity/project:

Resources:
http://azulturquesabitacoradeteresa.blogspot.com/2014/09/proyecto-de-4-mi-libro-de-artista.html
Charles Darwins On the origin of species: a graphic adaptation- book
https://www.youtube.com/watch?v=YX8VQIJVpTg
https://www.youtube.com/watch?v=wNqiclBUxdY
https://www.youtube.com/watch?v=U_YD0XU0TNU
https://www.youtube.com/watch?v=0N0wVq4nUBU&nohtml5=False
https://www.youtube.com/watch?v=-IiP-9VzY9w
https://www.youtube.com/watch?v=lFZ8NMBDCJw
https://www.youtube.com/watch?v=WrZEViYbkNc