Adaptions Help Animals Survive STEAM Lesson Brief

Students use knowledge from across the disciplines to strengthen their understanding of each subject’s content and its related careers through topic or theme oriented realistic problem-based activity-rich lessons.

Theme that this lesson would tie to: Georgia Habitats

Specific Topic Concept within that theme: Animal Adaptations

C.C.2013 STEAM Education Lesson Brief

Concept: The students will identify, investigate, engineer, and analyze the basic adaptations and features of bird beaks specific to each Georgia region. They will design and create examples of the new beaks using research skills and technology. The students will identify and mark the various locations of the animal habitats. The students will also research the necessity for adaptation of bird breaks due to the geography of the environment. The students will design and create a costume that will relate to the adaptation. The students will discuss and imitate how different animals move. Students will be able to identify various animal sounds and meaning while relating them to music examples. Basic Plan: Engagement: The students will make a KWL foldable to record what they know and what they want to learn about birds. The students will investigate a website with pictures of different birds’ beaks and then partner share what they observed and learned about the beaks. TSW then write what they learned about bird beak adaptations on their KWL foldable. This project begins with first studying the 5 different Georgia regions, and the animals that live in them. This project is also an integrated plan in which the essential concepts across the subject areas are the same. During each project period for science, technology, math and language arts all build upon the concept of animal adaptations. Science students will investigate different beak adaptations. In technology and engineering the students will design and create bird beak adaptations. The math projects consists of the students collecting data about food and behaviors of the bird beaks. In language arts the students will write an informational paper describing a bird from their habitat, and giving information on the steps of creating a beak. The students will also

Science – Concepts – Animal adaptations Goal / Objectives – Students explore how bird adaptations allow them to thrive in their environment. Standards – S3L1 - Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between habitats of Georgia (mountains,

marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there.

c. Identify features of animals that allow them to live and thrive in different regions of Georgia.

d. Explain what will happen to an organism if the habitat is changed.

S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Keep records of investigations and observations and do not alter the records later.

b. Offer reasons for findings and consider reasons suggested by others.

. S3CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities utilizing safe laboratory procedures.

a. Choose appropriate common materials for making simple mechanical constructions and repairing things.

c. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S3CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

a. Observe and describe how parts influence one another in things with many parts.

c. Identify ways in which the representations do not match their original counterparts.

S3CS5. Students will communicate scientific ideas and activities clearly. b. Make sketches to aid in explaining scientific

procedures and ideas. c. Use numerical data in describing and comparing

objects and events.

Characteristics of Science is embedded in Technology and

C.C.2013 STEAM Education Lesson Brief

analyze the effectiveness of their beak. During PE the students will use behavior and physical movement adaptations of animals. In art students will create costumes of physical animal adaptions. During music instruction students will explore the behavior adaptations of animals by listening and identifying sounds of birds. The final product will be an engineered beak with a graph with data about the food it was able to eat, and an informational paper analyzing the effectiveness of the adaptation.

KWL foldable – need 8 X11 paper. Fold into a long rectangle. Then fold into three parts. Cut on the two lines so that you have three doors. Label each door with a K W L Skill level (Grade Range): 3rd Timing of Lesson: Semester Long Research- 5 weeks ( 30 min. per day) on habitats and animal adaptations 1 week to explore birds adaptations, brainstorm new beak adaptations, engineer a new beak , and test the new beak 1-2 weeks to write informational paper on birds and beak development (30 per day)

class sessions (30-45mins a day) 1 hour to share informational papers and new beak adaptations

Student projects- Created beak, graph, and informational paper

Engineering as well. Careers – Veterinarian; National Park Ranger;

Zoologist Project – 1-Students will explore the characteristics and features of the

five regions of Georgia. 2-Students will research what types of birds live in each Georgia

habitat. 3- Teacher will introduce the concept of animal adaptations 4- Students will watch a PowerPoint on animal adaptations.

They will discuss what they observed about animal adaptations.

http://www.slideshare.net/cmcelraft/animal-adaptations-review?next_slideshow=1

5- The teacher will use the website below to look at pictures of different bird beaks. Students will investigate how the different beaks help each individual bird survive in its’ environment.

http://www.vtaide.com/png/bird-adaptations3.htm The students will partner share what they observed about the

birds. Students will discuss how they think the different beaks help birds survive in their habitat.

6. Students will then use various materials to simulate different

bird beaks. Students will use the simulation beak materials to pick up food. TSW record their observations on a recording sheet.

6a. Students will then be told their habitat is changing and that their bird needs a new adaptation. TSW then brainstorm by drawing what a picture of what their new beak will look like. They will also make a prediction of what type of food they will be able to eat.

7. Students will then use the engineering supplies to create a new beak.

8. Students will use newly created bird beaks to eat. The students will collect data on food they were able to eat.

Assessment – Students will be assessed using a rubric on the four parts of this project: 1. They will be assessed on the engineering of the beak. 2. How they can explain how the bird’s adaptation helps them survive in their habitat. 3. They will be assessed on how they can collect and record data effectively, and create a graph about their data. 4. Students will be assessed on their informational paper about their beak. (See the rubric at the end of this lesson plan)

C.C.2013 STEAM Education Lesson Brief

Basic Supplies:

Individual Subjects: – Science: Books about the Regions: S. S. Georgia Region Books: Bennett, Dorian: Piedmont, Valley and Ridge, Blue Ridge Mountain, Lower Coastal Plain, and Appalachian Plateau *Copy of Georgia Map *A variety of bird pictures that represent the different types of beaks

Extension - Students will research how a zoologists or forest park ranger benefit from knowing about the specific animal/plant characteristics and adaptations

Technology & Engineering –

Concepts –Animal adaptations Goal/Objectives - Students explore what human made devices can enhance birds to have adaptations that make them more viable in their own environment and/or as a changing or different environment.

• Standards - L1c- Identify features of animals that allow them to live and thrive in different regions in GA *Same as Science standards

• Careers – Prosthetic Engineer, Animal technicians, Veterinary technicians • Project – Continued from Science Part of Lesson

Step-5- Students will look at pictures of different birds. The students will partner share what they observed about the birds. Students will discuss how they think the different beaks help birds survive in their habitat.

6. Students will then use various materials to simulate different bird beaks. ** See the materials lists and chart for simulation materials*** Students will work in groups of 4 to use the “beak’s and the recording chart to pick up food. TSW record results on a group chart of “beaks.” The groups will report out on what they learned and discovered about the different types of beaks. The students will be given the opportunity to choose the materials they need in order to design a beak. By using the variety of materials listed as well as glue, rubber bands, and other adhesives necessary for connecting the new materials, the students will be able to create beaks that allow the birds to eat different types of food. Students will then test their beak to prove their design will work as needed in order for the bird to pick up its food. 6a. Students will then be told their habitat is changing and that their bird needs a new adaptation. The students will first brainstorm new ideas for beaks. They will be asked to draw a picture of their new beak paying special attention to the shape, size and function of the beak. They will also make a prediction of what type of food they will be able to eat. 7. Students will then use the engineering supplies to create a new beak. Students will revisit the materials table for their choice of different materials in order to design a better beak in order for the bird to adapt to their new habitat. In addition to the materials used, students will also need to collect glue, tape, rubber bands and other adhesives. The new design will be tested to prove it will work for the bird to pick up its food. 8. Students will use newly created bird beaks to eat. The students will

C.C.2013 STEAM Education Lesson Brief

http://upload.wikimedia.org/wikipedia/commons/thumb/b/b4/BirdBeaksA.svg/199px-BirdBeaksA.svg.png Science and Technology Materials for Simulation Activity : Simulation Activity: Technology materials that represent different types of bird beaks: toothpicks, different size thongs, pliers, tweezers, slotted spoon, staple remover, eye dropper, and various food items (that represent the food different birds eat) for newly created beaks to pick up: sunflower seeds, macaroni (snails), yarn in dirt (worms), or Swedish fish (fish), staples (flesh of animals), fruit drink (nectar)

collect data on food they were able to eat. They will use data recording sheet in the materials list to record their findings. • Assessment – Student will explain to the class what

materials they used to create their beak. They must analyze the effectiveness of their beak adaption. They will get in groups and explain how they engineered an adaptation of a bird beak. They will have to explain if they were able to eat the food that they predicted they would be able to eat.

• Extension – Students will research animal prosthetics that have already been created and create a diagram with a short paragraph explaining how the new body part was helpful.

Math –

• Concepts – Collecting Data/Graphing food • Goal / Objectives – TSW graph the different types of food that newly created bird beak adaptations can pick up • Standards – MD3- Draw a scaled bar graph to

Represent a data set with several categories. Solve one and two step how many more/how many less problems using information presented in scaled bar graphs

• Careers – Statistician; Math Teacher Data Analyst • Project – The students will continue working through the science and

engineering lesson on the effectiveness of their beak adaptation.

They will use the simulation materials to “eat food” the students will record on a recording sheet their prediction and what they were actually able to eat.

Then the students will create their bird adaptation (See Science and Engineering lesson)

The students will predict and record their data on the attached data sheet and graph.

Assessment – Students will collect data from the items they were able to pick with the beak they constructed. They will then take that data and transfer it to a student created bar graph.

• Extension - MD3: Solve one and two step how many

more/how many less problems using information presented in scaled bar graphs

L a n g u a g e A r t s

Concepts – Animal adaptations • Goal / Objectives -– Student’s explore how bird

C.C.2013 STEAM Education Lesson Brief

thongs pliers tweezers Slotted spoon

Eye dropper

toothpick Staple remover

Seeds yarn in fish staples macaroni fruit drink

dirt

Student materials and example Chart for Engineering a Beak Engineering Supplies; computers; popsicle sticks, sandpaper, paper, glue, rubber bands, toothpicks, straws, string, tape, and any other material a student may suggest they need

Math: First Attempt Food Item Beak

(Tool)

Used

Amount

Eaten

Amount

Eaten

1. Snails

(macaroni)

2. Nectar

(red water)

3. Worms

(yarn in dirt)

4. Small Seeds 5. Flesh

(staples)

6.Fish

(Swedish Fish)

adaptations allow them to thrive in their environment. SL4- Report on a topic or text, tell a story, or recount and experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace Careers – Animal researcher; author Project Students will complete the science/engineering/math project. The students will then write an informational paper on the bird’s beak adaptation, the steps they used to create their beak, and analysis of the beaks effectiveness for surviving in the habitat. Assessment – The students will use the attached rubric to write about their bird’s beak adaptation and the steps they used to create their beak.

Extension - Students will create a habitat book in a small group that includes research on each region including all correct grammar and illustrations. Books will be “published.”

SS –

• Concepts – geographical regions • Goal / Objectives – Students will identify the regions on a map

and identify the topographical features on a map • Standards – G1- The student will locate topographical features • Careers – Map Maker • Project - Plot and locate their chosen animals’ specific habitats

on a GA map. Students will identify the habitat by plotting a point on the map to specify the exact location of the region or habitat of their chosen animal.

• Assessment – An accurate completed Georgia map where students colored and labeled each region. The map also is labeled with 1-2 animals from the region.

• Extension – Be able to give the specific coordinates of each habitat.

Art -- • Concepts – Create a costume based on the adaptation of a

chosen animal. • Goal / Objectives – Students will review concepts of animal

adaptations. Students will decide on a particular animal and sketch a plan for how they can create a costume for their animal using various art materials. Students will use a variety of 3D design and craft techniques to construct an original wearable costume expressing an animal’s adaptation.

• S t a n d a r d s -

C.C.2013 STEAM Education Lesson Brief

VOCABULARY: Adaptations traits redesign effective Regions Organisms Habitat Dependence Mountains Swamp Marsh Coastal Plain Piedmont Ocean engineer behavior adaptation physical adaptation veterinarian park ranger zoologist prosthetic beak statistician

1 . V I S . 3 . V A 3 C . 1 : A p p l i e s i n f o r m a t i o n f r o m o t h e r d i s c i p l i n e s t o e n h a n c e t h e u n d e r s t a n d i n g a n d p r o d u c t i o n o f a r t w o r k s .

2 . V I S . 3 . V A 3 C . 1 . a : M a k e s i n t e r d i s c i p l i n a r y c o n n e c t i o n s , a p p l y i n g a r t s k i l l s a n d k n o w l e d g e t o i m p r o v e u n d e r s t a n d i n g i n o t h e r d i s c i p l i n e s .

3 . V I S . 3 . V A 3 C . 1 . b : C r e a t e s w o r k s o f a r t i n s p i r e d b y u n i v e r s a l t h e m e s ( e . g . , s e l f , f a m i l y , c o m m u n i t y , a n d w o r l d ) .

4 . V I S . 3 . V A 3 C . 2 : D e v e l o p s l i f e s k i l l s t h r o u g h t h e s t u d y a n d p r o d u c t i o n o f a r t . .

5 . V I S . 3 . V A 3 M C . 1 : E n g a g e s i n t h e c r e a t i v e p r o c e s s t o g e n e r a t e a n d v i s u a l i z e i d e a s .

6 . V I S . 3 . V A 3 M C . 1 . b : F o r m u l a t e s v i s u a l i d e a s b y u s i n g a v a r i e t y o f r e s o u r c e s ( b o o k s , m a g a z i n e s , a n d I n t e r n e t ) .

7 . V I S . 3 . V A 3 P R . 3 : C r e a t e s a r t w o r k s b a s e d o n p e r s o n a l e x p e r i e n c e a n d s e l e c t e d t h e m e s .

8 . V I S . 3 . V A 3 P R . 3 . d : C o m b i n e s m a t e r i a l s i n n e w a n d i n v e n t i v e w a y s t o m a k e a f i n i s h e d w o r k o f a r t .

9 . V I S . 3 . V A 3 P R . 3 : U n d e r s t a n d s a n d a p p l i e s m e d i a , t e c h n i q u e s , a n d p r o c e s s e s o f t h r e e - d i m e n s i o n a l w o r k s o f a r t ( c e r a m i c s , s c u l p t u r e , c r a f t s , a n d m i x e d - m e d i a ) u s i n g t o o l s a n d m a t e r i a l s i n a s a f e a n d a p p r o p r i a t e m a n n e r t o d e v e l o p s k i l l s .

1 0 . V I S . 3 . V A 3 P R . 3 . b : C r e a t e s s c u l p t u r e u s i n g a v a r i e t y o f m e t h o d s ( e . g . , p a p i e r - m â c h é , c u t t i n g , f o l d i n g , a n d f o u n d o b j e c t s ) .

1 1 . V I S . 3 . V A 3 P R . 3 . d : C r e a t e s c o m p o s i t i o n u s i n g t r a d i t i o n a l a n d / o r c o n t e m p o r a r y c r a f t m e t h o d s ( e . g . , w e a v i n g , s t i t c h e r y , j e w e l r y ) .

• Careers – costume designer, fashion designer • Project - S t u d e n t s w i l l u s e t h e i r k n o w l e d g e o f

a n i m a l a d a p t a t i o n s ( a p p l y i n g i n f o r m a t i o n f r o m s c i e n c e s t a n d a r d s ) t o c r e a t e a w e a r a b l e c o s t u m e s h o w i n g a n a n i m a l a d a p t a t i o n . S t u d e n t s w i l l c o m p l e t e a b r a i n s t o r m i n g w o r k s h e e t t o d e v e l o p t h e i r i d e a . S t u d e n t s w i l l u s e a v a r i e t y o f r e s o u r c e s t o d e v e l o p t h e i r i d e a s u c h a s b o o k s , m a g a z i n e s o r i n t e r n e t . S t u d e n t s w i l l s e t g o a l s o f s t e p s t o a c c o m p l i s h i n e a c h a r t c l a s s t o c o m p l e t e t h e i r c o s t u m e . S t u d e n t s w i l l d e s i g n a n d c o n s t r u c t t h e i r w e a r a b l e c o s t u m e b y c o m b i n e m a t e r i a l s i n n e w a n d i n v e n t i v e w a y s u s i n g c o l l a g e a n d p a p e r s c u l p t u r e t e c h n i q u e s .

C.C.2013 STEAM Education Lesson Brief

Animal Costume: Rabbit

Details of wolf costume, claws

• Assessment – Animal adaptation costume is wearable and

shows satisfactory craftsmanship in the technique of collage and paper sculpture.

Brainstorming sheet was completed and the student followed and completed/nearly completed their goals for the project.

Student can explain how their costume is designed to show the animal adaptation

Students will also be assessed through the rubric included in this plan.

• Extension – students could create sketches of alternative adaptations that animals would require, should the needs or environment of the animal change.

P E – * C o n c e p t s – P h y s i c a l a n d b e h a v i o r

a d a p t a t i o n s o f a n i m a l s * G o a l / O b j e c t i v e s – T h e s t u d e n t s w i l l

d i s c u s s a n d i m i t a t e h o w d i f f e r e n t a n i m a l s m o v e . T h i s i n c l u d e s a n i m a l s t h a t m o v e i n t r e e s , o n l a n d a n d i n w a t e r .

* S t a n d a r d s – P E 3 . 1 D e m o n s t r a t e s t h e m o t o r s k i l l s a n d m o v e m e n t p a t t e r n s n e e d e d t o s h o w h o w d i f f e r e n t a n i m a l s m o v e .

* C a r e e r s - A n i m a l T r a i n e r • P r o j e c t – P E t e a c h e r w i l l e n h a n c e

s t u d e n t ’ s l e a r n i n g a b o u t h o w a n i m a l a d a p t a t i o n s h e l p a n i m a l s s u r v i v e i n e a c h G e o r g i a h a b i t a t .

T h e t e a c h e r w i l l r e v i e w t h e d i f f e r e n t a d a p t a t i o n s a n i m a l s h a v e t o s u r v i v e i n t h e i r e n v i r o n m e n t .

T h e t e a c h e r w i l l h a v e s t u d e n t s m o v e l i k e a n i m a l s u s i n g i d e n t i f i e d a d a p t a t i o n s . T h e t e a c h e r w i l l e x p l a i n t o t h e s t u d e n t s t h a t s o m e t h i n g e i t h e r h a p p e n e d t o t h e e n v i r o n m e n t o r t o t h e a n i m a l i t s e l f t h a t w i l l c a u s e t h e a n i m a l t o h a v e t o m a k e a n a d a p t a t i o n t o s u r v i v e i n t h e e n v i r o n m e n t . T S W t h e n m o v e u s i n g t h e i d e n t i f i e d a d a p t a t i o n . .

* A s s e s s m e n t – I n f o r m a l a s s e s s m e n t o f s t u d e n t ’ s a b i l i t y t o u s e m o v e m e n t t o i m i t a t e a n i m a l s .

* E x t e n s i o n – T e l l w h a t h a b i t a t t h e a n i m a l l i v e s a n d h o w h a s t h e a n i m a l a d a p t e d t o i t s s u r r o u n d i n g s .

C.C.2013 STEAM Education Lesson Brief

Animal Adaptation Costume Brainstorm Sheet

M u s i c – * C o n c e p t s – D i f f e r e n t a n i m a l s o u n d s a n d

w h a t t h e y m e a n * G o a l / O b j e c t i v e s – S t u d e n t s w i l l b e a b l e

t o i d e n t i f y v a r i o u s a n i m a l s o u n d s a n d m e a n i n g w h i l e r e l a t i n g t h e m t o m u s i c e x a m p l e s .

* S t a n d a r d s T h e s t u d e n t s w i l l u n d e r s t a n d r e l a t i o n s h i p s b e t w e e n m u s i c , t h e o t h e r a r t s , a n d d i s c i p l i n e s o u t s i d e t h e a r t s

* C a r e e r s – Z o o l o g i s t s , v e t e r i n a r i a n s , m u s i c i a n s , a n d c o m p o s e r s

P r o j e c t – S t u d e n t s c o m p a r e t h e w o r k o f S a i n t - S e a n ’ s

‘ C a r n i v a l o f t h e A n i m a l s ’ t o t h e i r s t u d i e s o f a n i m a l s o u n d s i n t h e w i l d .

• https://www.youtube.com/watch?v=5LOFhsksAYw • http://en.wikipedia.org/wiki/The_Carnival_of_the_Animals

* A s s e s s m e n t – S t u d e n t s w i l l b e i n f o r m a l l y

a s s e s s e d o n i d e n t i f y i n g a n d c o m p a r i n g a n i m a l s t o t h e m u s i c a l e x c e r p t s .

* E x t e n s i o n – N o t a t e b i r d s o n g s ’ p i t c h .

P h o t o s f r o m c r e a t i n g a n d d e s i g n i n g a B i r d

B e a k

C.C.2013 STEAM Education Lesson Brief

C.C.2013 STEAM Education Lesson Brief

Assessment of the Whole Project

Excellent Very Good Working on Understanding

Did not understand

Explanation of Adaptation of Beak

Student was able to explain a bird’s adaptation and how the adaptation allows it to survive in the habitat.

Was able to explain but missed one important detail

Understood the purpose of a beak but could not explain how it helps it survive

Could not explain

Engineering of Beak

Drew a design first Used materials effectively to build a beak that allowed it to eat Exceptional quality work and design

Drew a design first Used materials effectively to build a beak that allowed it to eat All guidelines followed even if some parts of the project did not work

Missing design The engineering of the beak was ineffective The design had some flaws

Could not create a beak Unable to follow directions Unable to correct mistakes

Collecting and recording Data Create a Graph

Student was able to correctly record data on data recording sheet They were able to use the data effectively create a graph

Student was able to correctly record data on data recording sheet They were able to use the data to create a graph with 1-2 mistakes

Student had trouble recording data onto the recording sheet They attempted to create a graph to show their information

Students made many mistakes in recording data. They were unable to create a graph

Informational Paper

Score of 4 on paper. See rubric

Score of 3 on paper. See rubric

Score of 2 on paper. See rubric

Score of 1 on paper. See rubric

Writing Rubric

Informational Paper on

A B C D

C.C.2013 STEAM Education Lesson Brief

Beaks Information on bird and habitat

Describe habitat -weather -land features -plants/animals that live in that habitat Describe the bird that lives in that habitat -type of beak -how does is beak help him to survive in habitat

Missing 3 or more details Describe habitat -weather -land features -plants/animals that live in that habitat Describe the bird that lives in that habitat -type of beak -how does is beak help him to survive in habitat

Missing 4 or more details Describe habitat -weather -land features -plants/animals that live in that habitat Describe the bird that lives in that habitat -type of beak -how does is beak help him to survive in habitat

Missing 5 or more details Describe habitat -weather -land features -plants/animals that live in that habitat Describe the bird that lives in that habitat -type of beak -how does is beak help him to survive in habitat

Engineered Beak

Step by Step sequential directions to how they engineered the new beak adaptation -Used transitional words

Missing 1-2 step by steps directions to how they engineered the new beak adaptation -Used transitional words

Missing 3-4 Step by Steps sequential directions to how they engineered the new beak adaptation -Used transitional words

Missing 5 or more Step by Steps sequential directions to how they engineered the new beak adaptation -Used transitional words

Analyze the Effectiveness of the Beak

Able to explain if their bird adaptation accomplished the job they predicted -Explain want well and/or wrong Told what they would do differently next time.

Explanation is confusing if their bird adaptation accomplished the job they predicted -Explain want well and/or wrong Told what they would do differently next time

Explanation is confusing or missing important details about explanation of their bird adaptation accomplished the job they predicted -Explain want well and/or wrong Told what they would do differently next time

Unable to explain if their bird adaptation accomplished the job they predicted -Explain want well and/or wrong Told what they would do differently next time

Organization The paper is organized and easy to understand.

The paper is organized but is missing 1-2 details. Paper is easy to understand.

The paper missing some organized and hard to understand.

Not organized and hard to understand

Conventions Informational features included in paper Most words spelled correctly. Correct punctuation

Missing or some incorrect conventions but paper is easy to read. Text features, Spelling, punctuation

Mistakes makes paper hard to read. Informational features included in paper Most words spelled correctly

Mistakes make the paper hard to understand.

Art Rubric for Designing the Animal Costume

C.C.2013 STEAM Education Lesson Brief

Standards Exceeds (4) Meets (3) Does

not meet (2) Incomplete (1)

V A 3 P R 3 , V A 3 P R 3 . D , V A 3 P R 3 . B , V A 3 P R 3 . D

Animal adaptation costume is wearable and shows excellent craftsmanship in the technique of collage and paper sculpture.

Animal adaptation costume is wearable and shows satisfactory craftsmanship in the technique of collage and paper sculpture.

Animal adaptation costume is not wearable and shows poor craftsmanship in the technique of collage and paper sculpture.

Costume is unfinished.

V A 3 C . 2 :

V A 3 M C . 1 :

V A 3 M C . 1 . b :

Brainstorming sheet was completed and the student followed and completed their goals for the project

Brainstorming sheet was completed and the student followed and completed/nearly completed their goals for the project

Brainstorming sheet was not completed and the student did not follow or did not complete their goals for the project

Brainstorming sheet was not completed

V A 3 C . 1

V A 3 C . 1 . a .

Student can clearly explain how their costume is designed to show the animal adaptation

Student can explain how their costume is designed to show the animal adaptation

Student cannot explain how their costume is designed to show the animal adaptation

Student cannot explain how their costume shows an animal adaptation

C.C.2013 STEAM Education Lesson Brief