Braden Pelly

Upland Terrace Elementary

Habitats - Art
TWS
● Grade Level: ​2nd Grade
● Lesson Length:​ 30 - 45 minutes
● Content Area:​ Art
● Objective:​ Students will create an animal habitat exhibit using the animal they chose to
research during their Science lesson
● Utah State Standard:

Strand: PRESENT (2.V.P.)

Students will analyze, interpret, refine, and select artistic work for presentation. They will
convey meaning in the manner in which the art is presented.

Standard 2.V.P.1:
Categorize artwork based on a theme or concept for an exhibit

● Personal Objectives:​ Students will create their own animal habitat while incorporating
newly learned materials
● Essential Question:​ What does my exhibit need to support life in that habitat?
● Materials:​ DocCam, Scissors, Paper, Pencils, Crayons/Colored Pencils/Markers, Tape
● Accommodations:​ For students needing accommodations, individualized attention will
be provided during art activity.
● DAP:​ By combining both academic skills and art skills, students use both sides of their
brain and are fully engaged.

Phase I
Students will be given directions to remain in their seats. Once the whole group is ready, the
teacher will explain to the students that they will be creating an exhibit for the animal they
researched as part of the Science Lesson.

Transition from Phase I to Phase II

Students will be directed to take out scissors, coloring materials, and pencils. Once all the
necessary items are out, the teacher will hand out a single piece of paper to the students. From
here, the students will wait for directions.

Phase II
Using the DocCam, the teacher will first model how the creation of the exhibit will take place.
Folding the paper to make a square, the teacher will cut off the excess paper. After the paper has
been cut off, the student will fold the paper diagonally both ways, creating a “x”. Once the “x”
has been made, the students will take their scissors and follow one of the creases until they reach
the center of the paper. After the paper has been cut, students will fold the two cut pieces over
the top of each other forming a triangular shape.

Transition from Phase II to Phase III

Tape will be given out to finish off the setup. After the students have finished creating the
skeleton of their exhibit, they may continue their project.

Phase III
Students will use knowledge that they have gained to complete their exhibit. Using
markers/crayons/colored pencils, students will accurately recreate a habitat of their choice, using
the animal that they researched.
(For example, a lion wouldn't be placed in an ocean exhibit)
Upon completion, students will display their exhibits throughout the room.