Animal Heads 8th 2

Group Members:
Department of Arts Administration, Education, and Policy
UNIT PLAN OVERVIEW

(Revised 2016)
Teacher Candidate Trinity Arend
School Jones Middle
Grade Level 8th
UNIT TITLE Papier Mache Animal Heads
Length of Class Period 40 Min
Approximate Number of Students in Each class 18
Beginning Date for this Unit Feb 6
Ending Date for this Unit March 8
ENDURING UNDERSTANDINGS
Authentic Application and Collaboration: Students work individually and in groups to focus ideas
and create artworks that address genuine local and global community needs
PROGRESS POINTS
C. Connect making art with individual choice and understanding personal cultural identity.
CRITICAL ISSUE / BIG IDEA
Anticipatory Set (what do the students already know, why is this lesson relevant?)
For this lesson students already have experience with papier mache and sculpting forms as
these are skills they have practiced in sixth grade. They also have experience with light
research which would involve the beginning portion of the lesson as they locate an area they are
interested in and search for animals native to that area.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
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In this unit, students will be researching different areas around the globe, learning about the
ecosystems and animals or insects which inhabit that area. From there, they will select an
animal and create a giant 18’’ in circumference head of this animal using papier mache. This
allows the students to learn more about geography in an interactive and interesting way while
working in groups of 3-4 students allowing them to practice team building, delegating and
compromise.
Essential Questions (provocative, engaging, critical)
List the steps to create a sculpture out of papier mache.
How do we create volume in papier mache?

When we mix paint, do we add dark colors to light colors or lights to darks?
What ecosystem does your animal come from?
Possible Integration
This lesson could easily integrate science as it focuses on animals and their ecosystems as well
as geography as the students must research different areas around the globe to locate one that
they would like to focus on.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT
Lesson One
Title Research
Lesson Description The students will spend time looking at a globe and choosing a location to
begin researching. From here they will take the area chosen and use their
laptops to research animals native to this area as well as the ecosystem
they live in.
Lesson Two
Title Make
Lesson Description Students will create a rough sketch of the animal head they will be creating
out of papier mache, they will then begin constructing the head, eventually
adding painted on details.
Lesson Three
Title share
Lesson Description Each group of students will spend 5 min presenting their animal heads,
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sharing information about the animal itself as well as background

information such as the ecosystem it is found in and where its located.
Explain how technology has been used in this unit
In this unit, students will spend a good deal of time researching animals, their geographic
location, and their ecosystems using their school laptops. They will need to create a desktop file
and compile a variety of reference photos of their groups animal to us throughout the unit.
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LESSON PLAN
School Jones Middle
Grade Level 8th
LESSON NUMBER 1
Lesson Title Research
Beginning Date for this Lesson Jan 25
Ending Date for this Lesson Jan 25
CONTENT STATEMENT – PERCEIVING/KNOWING
3PE Connect science and technology with the development of art in various cultures.
CONTENT STATEMENT – PRODUCING/PERFORMING
3PR Use critical thinking and visual literacy to communicate a specific idea.
CONTENT STATEMENT – RESPONDING/REFLECTING
1RE Examine various qualities in artworks to understand how an artist’s choice of media relates
to the images and ideas in the work.
Performance-based Assessment Objectives
Students will connect science/technology and art through exploring biomes and ecosystems on
their laptops to find inspiration to create giant papier mache animal heads.
Students will use critical thinking and visual literacy to communicate information specific to their
animal of choice and the ecosystem/biome they are found in.
Students will understand how choice of media specifically papier mache can be used to
enhance an artwork as well as ideas about the topic.
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Performance-based Assessment Strategies

(attach assessment documents if applicable)
Students will connect science/ technology to art through the use of a guided research sheet they
will fill out using information gathered from the internet and used as inspiration to later create
their giant papier mache animal heads.
Academic Language
Vocabulary
biome- A biome is a community of plants and animals that have common characteristics for the
environment they exist in. (wiki)
papier mache- a malleable mixture of paper and glue, or paper, flour, and water, that becomes
hard when dry. (google)
proportion- Proportion refers to the relative size of parts of a whole . (google)
Additional Language Demands (specific speaking or writing activity)
The students will be asked to decide on an area of the globe that they are interested in, from
here, they will need to research the ecosystem of that area and an animal they wish to create
out of papier mache. There will be a guided research paper they must fill out with this
information as a way to break down and digest what they have learned. They will later present
this information to the class in a short 5 min presentation.
Accommodations for Special Populations
-frequent check ins

-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction
Art/Visual Culture Examples
N/A
Preparations
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Materials/Resources for Teacher
-globe
Materials for Students
-globe
-laptops
-research paper
-drawing books
-pencils
Safety Procedures
I will talk to the students about staying on school appropriate sites and staying focused on the
task assigned when using their laptops.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
To begin the class I will need a globe or multiple globes available for student use and have
printed off guided research papers. The students will be warned the class prior that they will
begin this project and they should enter the room and immediately grab their drawing books, a
pencil and their laptops.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
time student teacher
2 Min students will enter the room I will greet the students and
and place all personal take attendance. I will also be
belongings on the designated reminding the students that
table. They need their laptops they will need their laptops
and a pencil for class. and a pencil for class.
5 Min students will gather around I will begin introducing the

the demo table. project by showing a giant
papier-mâché mache sugar
skull created by last quarter’s
8th graders. I will explain that
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we will be making giant paper

mache creations but ours will
be animal heads. To begin
they will need to fill out a
guided research page. Going
over each section I will give
an example such as “my
region is Europe, focusing in
around Russia, the biome is a
taiga which has these
characteristics… in the taiga
these are the native animals
… I chose a lynx. Now they
will need to get into groups of
3-4 and begin their research
which they will spend the rest
of the period on. Once they
choose their animal they
should write it on the board.
No group is allowed to create
the same animal.
30 Min Students will be completing I will be walking around and

their group research papers. talking with the students
These should be done by the about their research papers
end of the period. and answering any questions
they might have.
3 Min students will begin the clean as the students clean up I’ll
up process. They need to ask what they have chosen to
place the research papers on work on and what animals
the demo table in a NEAT they are choosing.
pile. They can then gather
their belongings and wait for
the bell to ring.
Clean-up Procedures (Room, Materials & Work Storage)
At the end of class students should place all guided research papers in a neat pile on the demo
table and return all pencils/ drawing books to the correct bins. I will store the research papers in
the 8th grade bin located in the storage cabinet near the ‘dump’ table.
Closure, Review & Anticipation (what’s next?)
As class wraps up I will let the students know that we will pick up on the project the following
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school day. We should be starting on construction of the heads and they should be prepared to
do this.
Supplemental Activity
If the students finish up early they may blow up their balloon and label their work box then either
work on homework or free draw for the remainder of the period.
Teacher reflection focused on the lesson after it has been taught
I feel like this lesson was pretty straightforward and the students understood their assignment.
Worksheets are something they are used to by 8th grade. The topic was also something that
they had learned in 7th grade science so it was more of a review to make sure all students were
on the same page.
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LESSON PLAN
School Jones Middle
Grade Level 8th
LESSON NUMBER 2
Lesson Title Make
Beginning Date for this Lesson Jan 28
Ending Date for this Lesson Feb 20
1PE Identify how an artist’s choice of media relates to the ideas and images in the work.
1PR Select, organize and manipulate skills, elements and techniques appropriate to the art form
when making art
6RE Develop and apply criteria to assess personal works for content and craftsmanship
Students will identify how the use of papier mache enhances and relates to the ideas present
as well as the animal they have chosen to represent.
Students will select, organize, and manipulate elements responding to feedback while creating
their papier mache animal heads to give them a more realistic appearance.
Students will apply developed criteria following the lesson rubric when creating their papier
mache animal heads.
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During small group discussion, students will informally identify how the use of papier mache
assists in representing the animals chosen.
Students will use apply given feedback to make adjustments in the organization and
manipulation of elements in order to create more realistic animal heads.
Students will apply criteria listed in the lesson rubric to create their 18’’ animal heads focused
around content and craftsmanship.
Academic Language
Vocabulary
Biome- A biome is a community of plants and animals that have common characteristics for the
environment they exist in.(wiki)
Students will informally describe and explain their research to me as I walk around the room and
how their animal falls in their biome.
-frequent check ins

-extended time
-breaks
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Preparations
-storage
-boxes
-trashbags
-newspaper
-glue
-boxes
-18’’ balloons
-acrylic paint
-paint brushes
-reference photos
Safety Procedures
I’ll warn students that they should not consume the paint or the glue and be aware that it is
harmful to the eyes. If paint or glue gets in anyone's eyes they should immediately rinse them
out.
LEARNING ACTIVITY
Before each class I will cut the ends off of multiple trash bags and slit them vertically so that
they unfold to create makeshift tablecloths in order to protect the tables from glue and paint. I
will also print off a reference photo for each group of the animal they have chosen.
Day/ Time Student Teacher
Day 1 Students will enter the room and place As the students enter, I will be taking
2 min all personal belongings on the side attendance and greeting them.
table.
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8 min The students will gather around the I will ask the students to gather
demo table, asking any questions they around the demo table to introduce
might have or answering any that are the next project. Once the students
asked. are at the table I will begin explaining
that this project will be making 18’’
diameter animal heads out of papier
mache. To do this we will break it
down into tasks. Today’s task will be
splitting into groups of 3, they are
allowed to choose their own groups
but they must not leave anyone out
or make anyone feel as though they
are unwelcome in a group. Once the
students have chosen their groups
they will get a guided research sheet
to research a biome. - What is a
biome? Can anyone list a few
biomes and explain characteristics of
it? What animals might I find in that
biome? Once they have answered
these questions they will be
dismissed into their groups to begin
the project. The groups must decide
on a biome, then they will need to
decide on an animal from that biome
that they will want to create out of
papier mache. Once the group has
decided they will write the animal up
on the board. No two groups can
make the same animal.
25 min Students will choose their groups and I will use this time to walk around the
begin researching biomes. Once they room and monitor the student’s
know the biome they wish to choose an progress. I will also answer any
animal from, they must then research questions the students might have
animals in that biome and decide which about the worksheet.
to create. They will then send one
person up to write that animal and
biome on the board then that person will
return to the group and help research
the animal. They will be presenting
these animals and the information to the
class at the end of the project. They will
then get a sketch planning worksheet
and begin sketching out the animal they
have chosen. They will list pieces which
will need to be attached or built.
5 min Students will place all of the research I will monitor student clean up as the
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papers on the demo table in a neat pile 8th graders have has issues with not
and return any borrowed materials such properly cleaning up their areas the
as pencils and erasers. past week or so.
table.
15 min Students will gather around the demo I will have the students gather
table and answer or ask any questions around the demo table as I
that arise. demonstrate the first step of the
project. I will have an 18’’ balloon
blown up and placed on a box in
order to stabilize it, I will then begin
applying layers of newspaper
saturated in the papier mache glue
and smooth it onto the surface of the
balloon, leaving the bottom of the
balloon uncovered. I will explain that
the balloon will need at least 10
layers of newspaper -why do we
need so many layers of newspaper?
-- In order for it to become stable and
solid. I will also show them how to
create add-ons by wading up
newspaper and attaching it, then
placing more layers over top. I will
then dismiss them into their groups
to begin the process themselves.
13 min Students will gather a bowl of glue, a I will walk around the class offering
box, a sharpie, and a balloon. As one advice, assistance, and feedback as
person blows up the balloon another will needed and answering any
be in charge of writing names on the questions the groups may have. I will
boxes and another will gather also use this time to ask the students
newspaper and glue for the group. They about their animals and the biome
will then spend the remainder of the they reside in to learn more about
period doing as shown in the demo. them.
10 min Students will begin cleaning up. They I will monitor clean up as they have
will write their group members names had issues with this during the past
on the box base and set the projects week or so. I will also explain that
over by the windows for storage. They they should begin work as soon as
will then go wash their hands and then they enter the class the following
take the glue over to be set on the table day.
in front of the fishtank. They will wad up
the “tablecloths” and throw them away.
They may then gather their supplies and
wait for the bell to ring.
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Group Members:
Day 3-12 Students will enter the room and place As the students enter, I will be taking
table.
28 min students will work on constructing their I will walk around the class offering
animals and problem solving ways to advice, assistance, and feedback as
create specific and identifiable features needed and answering any
of their animal heads. They will need to questions the groups may have.
make sure that they apply at least ten
layers of newspaper to ensure the
animal head is stable and solid. All
group members should be participating
in the construction of the animal heads.
will set the projects over by the windows had issues with this during the past
for storage. They will then go wash their week or so. I will also explain that
hands and then take the glue over to be they should begin work as soon as
set on the table in front of the fishtank. they enter the class the following
They will wad up the “tablecloths” and day.
throw them away. They may then gather
their supplies and wait for the bell to
ring.
table.
10 min Students will gather around the demo I will ask students to gather around
table and answer or ask any questions the demo table as I begin to explain
that arise. the final step of the project which is
to paint their creations. I will explain
that they are to start with sketching
out the features of their animal in
pencil before they even think about
painting it. They will carefully draw
on each feature and be sure to
adjust any features that may look off
or be unsymmetrical. They will then
go gather paint and begin mixing
paint to match their animal’s colors.
They should have neat brush strokes
and use a variety of techniques to
create texture on their creatures
such as stippling, small repetitive
brush strokes, bright white highlights,
etc. I will demo how to do these
techniques and ask what animals
they think these techniques might
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work for and what illusion they give

off in terms of textures.
12 min students will begin to sketch on their I will walk around the class offering
animals features sing a wooden pencil, advice, assistance, and feedback as
checking to make sure the features are needed and answering any
bilaterally symmetrical. questions the groups may have.
hands and wash out their paint brushes/ they should begin work as soon as
pallets. They should wipe down their they enter the class the following
work tables and dry them using a paper day.
towel.They may then gather their
supplies and wait for the bell to ring.
Day 14-21 Students will enter the room and place As the students enter, I will be taking
table.
28 min students will continue to sketch on their I will walk around the class offering
animals features using a wooden pencil, advice, assistance, and feedback as
checking to make sure the features are needed and answering any
bilaterally symmetrical. Once features questions the groups may have.
have been fully sketched out the group
will begin mixing the necessary colors
for their animals and painting their
creations. They will use the various
painting techniques shown during the
demo to add visual texture to the
animals heads making the animals
easily recognizable. All members should
work to paint the animal head and be
participating.
hands and wash out their paint brushes/ they should begin work as soon as
pallets. They should wipe down their they enter the class the following
work tables and dry them using a paper day.
towel.They may then gather their
supplies and wait for the bell to ring.
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When cleaning up, each group will place their sculptures in the box and place the box under the
windows at the side of the room and throw away their trash bag tablecloth. They should also
place all the glue bowls by the fish tank and all scrap pieces of newspaper in the bin,
At the end of this lesson, I will remind the students that they will be doing a short 5 min
presentation of their animal heads and that they should be prepared to do so. I will ask them to
cover the information from their research paper but remind them that it’s an informal share and
is low stakes.
If students finish their projects ahead of time I will ask them to review the information on their
research sheets in preparation for their informal share. They will then be able to work on other
homework or free draw for the remainder of the period.
I feel as though these beginning stages went well. Around day three or so, the children began to
get a bit rough during class. I could tell they were actively engaged but it became an issue as
they would not focus while I would speak. I would need to really try to get their attention multiple
times. Once it came to this point I had to have a talk with them all about expectations and we
took a break to do glazing on individual containers. I feel this break gave them a chance to calm
down and when we returned to the animal heads they were better focused. Because of snow
days I ran out of time to get to the painting stage or the presentation stage.
LESSON PLAN
School Jones Middle
Grade Level 8th
LESSON NUMBER 3
Lesson Title Share
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Group Members:
Beginning Date for this Lesson Feb 21
Ending Date for this Lesson Feb 21
1PE Identify how an artist’s choice of media relates to the ideas and images in the work.
3PR Use critical thinking and visual literacy to communicate a specific idea.
2RE Explain and defend their artistic decisions using visual art vocabulary.
Students will identify how the use of papier mache enhances and relates to the ideas present as
well as the animal they have chosen to represent.
During group presentations, students will apply critical thinking skills to communicate the
information required from their guided research papers to the class.
Students will be able to explain and defend artistic choices made in terms of craftsmanship and
design during their group presentations.

During small group discussion, students will informally identify how the use of papier mache
assists in representing the animals chosen.
During group presentations, students will apply critical thinking skills to communicate information
about their chosen animal and the biome it resides in as well as answer any questions asked by
the teacher or fellow students.
Students will explain and defend artisti
Academic Language
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Vocabulary
biome- A biome is a community of plants and animals that have common characteristics for the
environment they exist in. (wiki)
Students will give a short, five minute presentation of their group’s animal head using proper
vocabulary. They will list the geographic location, the animal and it’s ecosystem as well as their
approach to forming the sculpture.
-frequent check ins

-extended time
-breaks
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Preparations
-rubric
-student guided research papers
-papier mache heads
-rubric
-student guided research papers
-papier mache heads
Safety Procedures
I will give a brief warning that the students should be careful when wearing their papier mache
heads since they have no way of seeing out of them. If they decide to put them on they will need
a friend to guide them around so they do not trip over objects and such.
LEARNING ACTIVITY
In preparation for the class I will have the student’s research papers pulled out from the storage
bin in the cabinet and laid out on the table. The student’s animal heads will be available under
the windows where they have been stored from the previous day to dry.
Day/ Time Student Teacher
Day 22 Students will enter the classroom I will greet the students as they enter
2 min and place all belongings on the and begin taking attendance.
designated table then have a seat.
23 min Students will present their animal I will watch the presentations and
heads and the information on the grade them as they occur. I will also
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animal and its biome to the class. ask questions if I feel something has
Everyone in the group should speak not been fully answered.
at least once and one person can
wear the animal head at a point in
the presentation to show the rest of
the class what it looks like.
5 min Students will return their research I will monitor clean up as they have
guide sheets to a neat pile on the had issues with this during the past
demo desk and place their heads week or so. I will also explain that they
back on their boxes by the window. should begin work as soon as they
enter the class the following day.
To clean up, the students must place their guided research papers back into a pile on the demo
table and place their animal heads back on their boxes under the windows. After the groups
have presented we will cover the information covered as a review. “ what are the steps to create
a papier mache sculpture?” “when mixing paint colors
At the end of this unit I will be informing the students that Mrs.Cloern will be taking the class
over once again and allow her to speak with the class, letting them know what to expect in the
following classes.
If the students finish presenting early, the class will be allowed to work on their laptops to
complete any schoology assignments they are missing or work on their digits for math class. If
they are caught up on all other assignments they may play the art literacy games in the art
folder in schoology, free draw or read a book.
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Be sure to attach to the full instructional unit
Biome Worksheet
1. What is a biome?
2. What biome has your group chosen?
3. List at least 5 characteristics of this biome.
4. List at least 10 animals found in this biome.

- -
- -
- -
- -
- -
5. List 5 ways plants and animal must adapt to live in a specific biome.
6. What animal will your group create?
7. Describe your animal. What does it look like? What does your animal eat? What are 5 facts about your
animal?
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Group Members:
Level 3 Level 2 Level 1 Incomplete

15-12 11-9 8-5 4-0
Creativity and The design shows a Some bilateral There is some Design is basic,
design paper clear understanding symmetry is evident, evidence of bilateral animal is
of bilateral animal is symmetry, animal is unrecognizable or
copy (15 points) symmetry. The recognizable and not easily incomplete.
animal is neatly designed, recognizable.
recognizable and some sections could
neatly designed. use improvement to
Small, refined create the animal.
details which
enhance the look of
realism.
Construction (15 10 or more layers of Use of multiple Simple/ limited use Incomplete
points) papier mache are layers is evident. of papier mache sculpture, does not
evident. Structure is Features are well layers. Incomplete use construction
strong and hearty. 3 constructed and use of glue. Surface methods covered in
dimensional features are is rumpled and class.
elements are relatively paper edges are
symmetrical and symmetrical. sticking up. Features
several building are incomplete.
techniques were
used to create a
recognizable
structure.
Craftsmanship- High level of Average level of Painting is Incomplete or

Painting and craftsmanship. craftsmanship. incomplete or unfinished in
Animal head is Designs are sloppy with minimal painting. No
design (15 neatly painted with somewhat neatly attempt to improve evidence of an
points) higher-level brush painted. Average the quality of the attempt to improve
skills and shows brush skills are work. quality of work.
symmetry. Colors evident.
are true to the
animal’s colors
found in nature with
attention to fine
detail.
Group Work Daily participation Daily participation Some participation Did not participate
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(5 points) in all construction, in most construction in construction as a group member.

design and painting. design and painting. design and painting. Did little or no clean
Ideas shared and Clean up most days. Minimal clean up. up.
discussed. Daily
clean up.
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Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Trinity Arend

School Jones Middle

Grade Level 8th

UNIT TITLE Papier Mache Animal Heads

Length of Class Period 40 Min

Approximate Number of Students in Each class 18

Beginning Date for this Unit Feb 6

Ending Date for this Unit March 8

CRITICAL ISSUE / BIG IDEA

Essential Questions (provocative, engaging, critical)

List the steps to create a sculpture out of papier mache.

How do we create volume in papier mache?

What ecosystem does your animal come from?

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

sharing information about the animal itself as well as background

Explain how technology has been used in this unit

Teacher Candidate Trinity Arend

School Jones Middle

Grade Level 8th

Lesson Title Research

Length of Class Period 40 Min

Approximate Number of Students in Each class 18

Beginning Date for this Lesson Jan 25

Ending Date for this Lesson Jan 25

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

proportion- Proportion refers to the relative size of parts of a whole . (google)

Additional Language Demands (specific speaking or writing activity)

Accommodations for Special Populations

-frequent check ins

Art/Visual Culture Examples

Materials/Resources for Teacher

Materials for Students

Getting the Classroom Environment Ready

time student teacher

5 Min students will gather around I will begin introducing the

we will be making giant paper

30 Min Students will be completing I will be walking around and

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Trinity Arend

School Jones Middle

Grade Level 8th

Lesson Title Make

Length of Class Period 40 Min

Approximate Number of Students in Each class 18

Beginning Date for this Lesson Jan 28

Ending Date for this Lesson Feb 20

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

Performance-based Assessment Strategies

proportion- Proportion refers to the relative size of parts of a whole . (google)

Additional Language Demands (specific speaking or writing activity)

Accommodations for Special Populations