Hiding in Plain Sight: Ecosystem Dioramas

  Objectives Students will:

·        respond to works of art that depict ecosystems with beliefs about their meaning and value supported with persuasive reasoning.

·        create an effective paper sculpture diorama that represents a particular ecosystem.

·        appropriately include a camouflaged animal that would be found in the ecosystem depicted.

 TEKS, Art

·        Perception. The student develops and organizes ideas from the environment.

·        Creative Expression. The student expresses ideas through original artworks, using a variety of media with appropriate skills.

·        Historical/Cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement.

·        Response/Evaluation. The student makes informed judgments about personal artworks and the artworks of others.

 TEKS, ScienceScience Concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to:(A) compare the characteristics of species that improve their ability to survive and reproduce in an ecosystem.(B) analyze and describe adaptive characteristics that result in an organism’s unique niche in an ecosystem; and

(C) predict some adaptive characteristics required for survival and reproduction by an organism in an ecosystem. Vocabulary

·         ecosystem·         adaptation·         camouflage·         diorama 

Resources and Materials

·        reproductions of artworks that depict ecosystems (Crystal Take 5 Art Prints, Interdisciplinary Connections: Art and Science, Natural Environments, available from Crystal Productions, www.crystalproductions.com)

·        pencils or crayons·        9” x 9” or 12” x 12” squares of construction paper in assorted

natural colors (green, white, brown, etc.)·        assorted sizes and colors of construction paper for details·        scissors·        glue 

MotivationDisplay reproductions of artworks that depict ecosystems, drawing from various times and cultures, and discuss with students. Discuss the characteristics of ecosystems and how camouflage is an adaptation to help survival in ecosystems. Brainstorm a list of ecosystems and camouflaged animals found in them. Demonstrate procedures for making a three-dimensional diorama.

 Procedures

To make a diorama:·         Choose a habitat for the diorama and camouflaged animals that

would be found there.·         Begin with a 9” or 12” square piece of colored construction paper.

Fold it in half and then in half again (it will now have 4 sections). Open the paper and cut on one fold only to the center of the square. After making the cut, carefully overlap the two cut edges and fold the paper into a “box” (actually a corner of a box). Glue together the overlapping edges.

·         Use construction paper to construct two- and three-dimensional figures and objects and glue them in the “box.” Fill in the area

formed by the box with paper sculpture techniques (folding tabs so objects can stand, curling paper, going beyond the space of the box, overlapping shapes).

 

Assessment/Evaluation

To what extent did students:

·        respond to works of art that depict ecosystems with beliefs about their meaning and value supported with persuasive reasoning?

·        create an effective paper sculpture diorama that represents a particular ecosystem?

·        include a camouflaged animal that would appropriately be found in the ecosystem depicted?

 Extensions

Have students write narratives to accompany the reproductions they studied or their own artworks.

Have students make the animals or creatures out of clay instead of paper.

A sticky note activity may serve as the opening activity. Give each table a print and a small stack of sticky notes. Ask them to work together to brainstorm vocabulary about the work and write the words on the sticky notes and place them around the image. Then ask students to write a narrative paragraph about the artwork they examined and the ecosystem they portrayed.

Work with the music teacher to develop a program that includes songs from the rain forest or other specific ecosystems.

 

Assessment Rubric

Discussion of Artworks that Depict Ecosystems

Student responds to works of art with insightful comments supported with persuasive reasoning.

Student responds to works of art with some  comments supported with reasoning.

Student does not participate in discussion or makes few or no comments.

EcosystemPaper SculptureDiorama

Student follows instructions well and works well on project, adding imaginative details.

Student follows instructions and works towards finishing project with some detail.

Student does not follow instructions and makes little or no effort on diorama.

Inclusion of Appropriate Camouflaged Animal

Student includes appropriate detailed, camouflaged animal within diorama.

Student includes appropriate camouflaged animal within diorama.

Student makes little effort to include appropriate detailed, camouflaged animal within diorama.

  

 

Lesson Structure

Objectives:Students will:

 TEKS, Art

·        Perception. The student develops and organizes ideas from the environment.·        Creative Expression. The student expresses ideas through original artworks, using a

variety of media with appropriate skills.·        Historical/Cultural heritage. The student demonstrates an understanding of art history

and culture as records of human achievement.·        Response/Evaluation. The student makes informed judgments about personal

artworks and the artworks of others. 

TEKS, Correlated Subjects Vocabulary

Resources and Materials:

Motivation:

Procedures:

Assessment/Evaluation:

To what extent did students:

 Extensions

  

Assessment Rubric

Criteria: ExemplaryStudent responds to works of art with insightful comments supported with persuasive reasoning.

AcceptableStudent responds to works of art with some comments supported with reasoning.

Needs ImprovementStudent does not participate in discussion or makes few or no comments.

Criteria: Student follows instructions well and works well on project, adding imaginative details.

Student follows instructions and works towards finishing project with some detail.

Student does not follow instructions and makes little or no effort.

Criteria: Student includes Student includes Student makes little effort.