CLASSY CLASSIFYING OF ARTSY ANIMALS: PLAYING WITH ANIMALS 3,5

PLAYING WITH ANIMALS

CLASSY CLASSIFYING OF ARTSY ANIMALS: PLAYING WITH ANIMALS

Learning Description

In this project, students will write a fictional play around the premise of a zookeeper trying to solve the problem of “the zoo just received several new animals and no one knows where each animal belongs”. The play will incorporate science content that will demonstrate student knowledge of animal classification. Students will also create 3-D masks to represent the animals in their play. To culminate this project, students will dramatize their play to an audience in order to express the inner workings of the animal classification system.

 

Learning Targets

GRADE BAND: 3,5
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can write a play that illustrates how animals are sorted into groups: Invertebrates, vertebrates, and vertebrate subgroups (mammals, fish, birds, reptiles, amphibians).
  • I can create a 3-D animal mask that demonstrates multiple design concepts.
  • I can dramatize a play by developing, communicating, and sustaining a role within the script.

Essential Questions

  • How can I develop a play that illustrates how animals are sorted into groups?
  • How can I create a visual artwork that clearly articulates the characteristics of vertebrates?
  • How can dramatizing a play help me to communicate and model scientific concepts?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5L1 Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
S5L1.a Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reprise, bird, and mammal) using data from multiple sources.

Arts Standards

Grade 5:

TA5.CR.2 Develop scripts through theatrical techniques.
TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 3:

3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have inherited traits that vary within a group of similar organisms.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.
Anchor Standard 3: I can act in improvised scenes and written scripts.


 

Key Vocabulary

Content Vocabulary

  • Vertebrate - An animal that has a backbone or spinal column, which is part of an internal skeleton that supports its body
  • Invertebrate - An animal that does not have a backbone or spinal column
  • Mammal - A warm-blooded vertebrate animal characterized by the presence of hair or fur, the ability to produce milk for its young through mammary glands, and (in most cases) giving live birth
  • Amphibian - A cold-blooded vertebrate animal that typically has a life cycle with both aquatic and terrestrial stages
  • Fish - A cold-blooded, aquatic vertebrate that lives in water and breathes through gills
  • Bird - A warm-blooded vertebrate animal characterized by feathers, beaks (instead of teeth), and the ability to lay eggs with hard shells
  • Reptile - A cold-blooded vertebrate animal that typically has scaly skin and lays eggs with leathery or hard shells
  • Insect - A small invertebrate animal that belongs to the class Insecta; Insects have three main body parts: the head, thorax, and abdomen
  • Classify - To organize or group objects, organisms, or phenomena based on shared characteristics or properties
  • Characteristics - The distinguishing features, traits, or properties of an object, organism, or phenomenon that help to identify or describe it
  • Organism - Any living thing, whether it's a plant, animal, fungus, bacterium, or microorganism, that exhibits the characteristics of life
  • Backbone - A flexible, column-like structure made up of individual bones called vertebrae
  • Warm-blooded - Refers to animals that can regulate and maintain a constant internal body temperature, regardless of the temperature of their surroundings
  • Cold-blooded - Refers to animals whose internal body temperature is largely determined by the temperature of their environment
  • Reproduce - The biological process by which living organisms produce offspring

Arts Vocabulary

Visual Art

  • Henri Rousseau - French post-impressionist painter; his subject matter was often ecosystems
  • Three dimensional - Having or appearing to have length, breadth, and depth
  • Media - Tools and materials used to create art
  • Relief sculpture - A type of sculpture where figures or objects protrude from a two-dimensional background, while remaining attached to it
  • Armature - Skeleton for a sculpture
  • Subject matter - Things represented in artwork
  • Texture - The surface quality, or "feel" of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.
  • Balance - This is a sense of stability in the body of work. Balance can be created by repeating the same shapes and by creating a feeling of equal visual weight.

Theatre

  • Character - An actor or actress in a specified role
  • Dialogue - A conversation between two or more persons
  • Playwright - A person who writes a play
  • Setting - Place of action
  • Concentration - Actors must concentrate in order to keep their mind on the stage and in the imagined circumstances. Actors must also concentrate on what the other actors are doing and how their character would react to them.
  • Ensemble - The parts of a thing taken together, so that each part is considered only in relation to the whole
  • Stage blocking - The physical arrangement of actors on a stage that facilitates the performance of a play. Blocking can be determined by the director or indicated in the script’s stage directions.
  • Pantomime - Using gestures, facial expressions, and body movements to convey a story or narrative without speaking. Often includes pretending to hold, touch, or do something one is not holding, touching, or using.
  • Props - Items that actors use in a performance to depict real-life objects.  Props can also be used to help students brainstorm for their writing or character study.
  • Voice - Actors use their voice to be heard by the audience clearly. Actors must also apply vocal choices such as pitch, tempo, and volume to the character they are dramatizing.


Materials

Mask-making:

  • Mask template - one per student printed on computer paper to use for planning
  • White plastic face mask or masks templates printed on cardstock for mask creation (one per student)
  • Newspaper/newsprint or paper towel and masking tape (for armatures to create snouts, horns, etc.)
  • Various materials to add texture, color, and pattern to masks:
    • tissue paper
    • feathers
    • faux animal fur sheets (or a bolt of cloth)
    • mesh netting
    • metallic paper or aluminum foil (fish scales)
  • Liquid glue and sponge for application of materials to mask (if using plastic mask) or glue stick
  • Markers/Sharpies
  • Optional:
    • Tempera paint or tempera sticks
    • Paint brushes for applying paint

Play:

  • Zookeeper hat (optional)
  • Paper and pencils


Instructional Design

Opening/Activating Strategy

  • Teacher will lead students in a “Story Chain” activity with pantomime.
    • This activity may work best with groups no larger than six to seven students. (It is preferred that these groups be the same groups students will work in for the remainder of the project.)
    • The “Story Chain” activity begins with a one line prompt. This can come from the teacher or from a student. An example could be, “Pat walks into a forest”.
    • Another student will add the next sentence (ONE) detail to the story, making sure to remain in third person, as well as relate to the details mentioned before.
      • Good example: “Pat walks into a forest. He hears birds chirping.”
      • Bad example: “Pat walks into a forest. Pat sees a dolphin jumping out of the ocean.” This is not a good example because you would not see a dolphin in the middle of a forest.
    • As a student shares their one sentence detail, they will pantomime the verb(s) within the sentence.
  • The activity continues with each student in the group adding a new detail to the story, making sure to remain in third person, as well as relate to the details previously mentioned.
  • Debrief the activity by discussing what students had to do to be successful–listen to each other and build off of one another’s ideas. Discuss the word “collaboration” with students.
  • The goal of this activity is to get students listening to each other (they will have to do this when they collaboratively write their play), making ideas connect (their individual animal descriptions/details must connect within their play), and moving in ways related to what they are saying (in the play they will have to perform in the role they have chosen).
  • Disclaimer: Students can take the story in any direction they like; however, they just need to make sure the details lead them there. For instance, “Pat walks into a forest. Pat hears birds chirping. Now Pat is walking on the planet Pluto.” It is okay for Pat to end up on Pluto, the students just need to provide the details of how Pat gets there.

Work Session

Part I - Writing the Play:

  • If not done already from the activating activity, the teacher will place students into groups of six to seven students (group of seven will have an added animal group of invertebrates).
  • Teacher will preview theatre vocabulary with class (character, dialogue, playwright, setting).
    • Remind students what it means to collaborate with others.
  • Students will pick roles (if students cannot select on their own, write the roles on slips of paper and have students randomly select roles.): Zoo keeper (narrator), mammal, bird, reptile, amphibian, fish, (optional invertebrate).
  • Each group will compose a rough draft of their play. To begin, each student within the group will write at least four lines for the play that includes at least three characteristics of the vertebrate subgroup they chose to portray (i.e., mammal, bird, etc.). The zookeeper should write questions to ask each animal character in order to help classify each animal. The zookeeper will need to work closely with each animal to ensure the zookeeper’s questions are answered by each animal. The zookeeper needs to be sure to “assign” each animal to a particular group in the zoo (which will be either the mammal group, bird group, reptile group, etc.)
  • The zookeeper can really take on a fun role by including the audience in the dialogue of the play. For instance, as the zookeeper discovers attributes of each animal he/she can ask the audience “yes or no” questions like “Hmmm, this animal has feathers. Does it belong in the amphibian group? etc.
  • As a group, students will decide the order the characters will appear and compose the final script.
  • Teacher will formatively assess students during the writing process using the Teacher Timeline Checklist to ensure students remain on task. At the completion of the play writing, the teacher will use Project Rubric (Task A) to summatively assess the written portion of the play.

Part II - Constructing the Mask:

  • The teacher will briefly introduce relief sculpture, armature, and balance to help students understand how to create their masks.
  • Students will design a mask of their selected animal using the mask template. Students will plan the color, shape, texture, and armature(s) (extensions) of the mask.
  • Give each student a plastic mask or masks template printed on cardstock.
  • Students can build the armature off the base mask to create features such as horns, fins, ears, snouts, etc. using newspaper, paper towel rolls, and masking tape
  • Students will use markers, glue, and texture materials to decorate masks. Students will include appropriate media for their selected animal (faux fur for mammal, mesh netting for reptile or fish, feathers for bird, etc).
  • Teacher will formatively assess using the Teacher Checklist and will also summatively assess using the Project Rubric (Task B).
  • Teacher note: If time is a concern, students can simply draw patterns on their paper masks to represent their animal’s physical features and texture rather than gluing materials onto the mask.

Part III - Dramatizing the Play:

  • Finally, each group will rehearse its play, focusing on their character’s voice and how their character would move. Groups will also need to focus on the ensemble and stage blocking of each character to ensure group collaboration. Discuss the concept of blocking with students.
  • Each group will dramatize the play for an audience. Discuss appropriate audience participation and etiquette prior to student performances.
  • Teacher will summatively assess using the attached Project Rubric (Task C).

Classroom Tips:

  • Allow adequate time for the creative process. (The unit is designed to be taught over three to five days; however, portions of the project could be left out or extended as the teacher sees fit.)
  • On the mask-creating day, prepare the classroom for easy clean up by covering tables and desks with butcher paper or newspaper. Have towels available for spills and for students to wipe hands at the conclusion of activity.
  • On the play dramatization day, designate an area in the classroom for students to perform.

Closing Reflection

  • After performances, have students reflect on the process with the following questions:
    • How did the dramatization help you model the classification of animals?
    • How did creating the animal mask help you understand the characteristics/attributes of your animal group?
    • How did writing your character’s role in the group’s play help you communicate the characteristics/attributes of your animal group?
    • Is there anything about your group’s project you would like to change in order to make it better?
    • Name one “glow” and one “grow” for your personal contribution to your group’s performance.


Assessments

Formative

  • Teacher Checklist
  • Checking in with students as they are playwriting and creating their masks
  • Questioning during activities

Summative

Project Rubric

Differentiation

Acceleration: 

  • Provide students with the opportunity to include animal adaptation in the storyline of their script. Also let them consider writing an epilogue to their play. This would include writing about what happens to the characters “after” the story is resolved.
  • Classes could pair with a younger grade level to perform plays. At the conclusion of performances, fifth grade students can pair with younger students to complete reflection questions.
  • For an extension of this particular project, technology can be incorporated in many ways.  One way that technology can be incorporated is by using the apps of Dolnk, or Touchcast. These apps are green screen apps that the students can use to create and produce backgrounds if they chose not to perform the play production in a live setting. The students will record using an iPad or mobile device and the production can then be played back for other students at a later time.

Remediation:

  • Provide students with an example of an animal with the characteristics of both invertebrates and vertebrates. Direct students to act out each animal sound.
  • Limit the audience size for students reluctant to perform for a large group.


ADDITIONAL RESOURCES

Goodnight Gorilla by Peggy Rathmann (could also be used as an activating activity)

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Virginia Diederich and Sarah Weiss. Edited by: Jessica Espinoza. Edited by Dr. Carla Cohen.

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Lessons

CLASSY CLASSIFYING OF ARTSY ANIMALS: CREATE A CRITTER 3,5

CREATE A CRITTER

CLASSY CLASSIFYING OF ARTSY ANIMALS:CREATE A CRITTER

Learning Description

In this lesson, students will explore animal attributes by creating a one-of-a-kind critter using the art technique of “exquisite corpse”. The synthesis of knowledge of animal classification in this visual way is both engaging and memorable. Students will write a description of their critter detailing the characteristics of each animal group they integrated into their design. Students will name their animal and present their animal to the class via a “Wanted” poster.

 

Learning Targets

GRADE BAND: 3,5
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a critter that integrates three different animal parts.
  • I can create an original name for my critter based upon the attributes.
  • I can create a “Wanted” poster for my unique critter that describes its animal characteristics.

Essential Questions

  • How can I apply my knowledge of animal classification to create a new critter using the “exquisite corpse” technique?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5L1 Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.S5L1.a Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reprise, bird, and mammal) using data from multiple sources.

Arts Standards

Grade 5:

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.VA5.CR.2 Create works of art based on selected themes.

 

South Carolina Standards

Curriculum Standards

Grade 3:

3-LS2-1. Construct an argument that some animals form groups that help members survive.3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have inherited traits that vary within a group of similar organisms.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.Anchor Standard 2: I can use different materials, techniques, and processes to make art.

 

Key Vocabulary

Content Vocabulary

  • Vertebrate - An animal that has a backbone or spinal column, which is part of an internal skeleton that supports its body
  • Invertebrate - An animal that does not have a backbone or spinal column
  • Mammal - A warm-blooded vertebrate animal characterized by the presence of hair or fur, the ability to produce milk for its young through mammary glands, and (in most cases) giving live birth
  • Amphibian - A cold-blooded vertebrate animal that typically has a life cycle with both aquatic and terrestrial stages
  • Fish - A cold-blooded, aquatic vertebrate that lives in water and breathes through gills
  • Bird - A warm-blooded vertebrate animal characterized by feathers, beaks (instead of teeth), and the ability to lay eggs with hard shells
  • Reptile - A cold-blooded vertebrate animal that typically has scaly skin and lays eggs with leathery or hard shells
  • Insect - A small invertebrate animal that belongs to the class Insecta; Insects have three main body parts: The head, thorax, and abdomen
  • Classify - To organize or group objects, organisms, or phenomena based on shared characteristics or properties
  • Characteristics - The distinguishing features, traits, or properties of an object, organism, or phenomenon that help to identify or describe it
  • Organism - Any living thing, whether it's a plant, animal, fungus, bacterium, or microorganism, that exhibits the characteristics of life
  • Backbone - A flexible, column-like structure made up of individual bones called vertebrae
  • Warm-blooded - Refers to animals that can regulate and maintain a constant internal body temperature, regardless of the temperature of their surroundings
  • Cold-blooded - Refers to animals whose internal body temperature is largely determined by the temperature of their environment
  • Reproduce - The biological process by which living

Arts Vocabulary

  • Surrealism - A 20th-century avant-garde movement in art and literature that sought to release the creative potential of the unconscious mind, for example by the irrational juxtaposition of images
  • Exquisite Corpse - A method by which a collection of words or images is collectively assembled (much like a collage)
  • Line - Curves or marks that span a distance between two points
  • Texture - The feel, appearance, or consistency of a surface
  • Shape - The form of an object or its external boundary, outline, or external surface, as opposed to other properties such as color, texture or material composition
  • Space - Any area that an artist provides for a particular purpose, this includes the background, foreground and middleground, and the distances or around, between, and within things
  • Subject matter - The topic dealt with or the subject represented in a work of art

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Show examples of exquisite corpse artwork using https://www.britannica.com/art/exquisite-corpse or drawings by Surrealist artists.
    • Lead students through the See, Think, Wonder artful thinking routine for one of the images. Instruct students to look at the artwork or object for a moment.
      • What do you see?
      • What do you think about what you see?
      • What do you wonder about?
    • Tell students that exquisite corpse drawings were a form of artwork where one artist would draw one portion of a figure, another artist would add another portion without looking at the first portion, and so on.
    • Exquisite corpse drawings were part of the Surrealist art movement.

Work Session

  • Review characteristics/attributes of each vertebrate group (bird, fish, mammal, amphibian, reptile).
  • Tell students that they will be demonstrating their understanding of vertebrate groups through creating exquisite corpses.
  • Review procedures of working with groups and time constraints for the lesson.

Part I–Creating the Exquisite Corpse:

  • Show students how to fold paper so that there are three vertical sections.
  • Each student will roll a die. They will draw the body part according to the number they roll:
  • 1= bird 2 = fish 3 = mammal 4 = amphibian 5 = reptile 6 = invertebrate. For example, if “mammal” is rolled. the student could draw the head of a dog on the top section.
  • Students should focus on communicating the defining characteristics of that group of vertebrates, such as fur, a beak, scales, etc.
  • After a specified amount of time, the student will fold the paper so that only the middle section is showing (IMPORTANT–the student needs to continue the top part of the drawing slightly into the next section so that the next student knows where to start drawing) and pass to the next student. The students will again roll the die, and draw the torso of an animal that represents that group.
  • After a specified amount of time, the student will fold the paper so that only the bottom section is showing and pass to the next student. The students will again roll the die and draw the bottom (feet, tail) of an animal that represents that group.
  • The last student in the group will open the paper to reveal the three sections.

Part 2–Creating the “Wanted” Poster:

  • The student will take the created critter and develop a name for the critter using all three of the animals in the picture.
  • The student can now outline with markers if desired, add color and an environmental background for the critter.
  • Each section of the critter should be finished using different textures and colors accurate to that group of vertebrates.
  • This paper will then be turned into a “wanted poster”. The student will write a description using some characteristics of all of the animal parts. (E.g. Be on the lookout for a missing “Ligerdile” (lion, tiger, crocodile) that has escaped.  It has fur, is warm blooded and might be near the eggs it laid. It was last seen…..)

Classroom Tips:

  • Encourage students to consider placement and size of each body part; center each part; draw large enough to show texture and details, etc.
  • The teacher should emphasize that while the drawing does not have to be realistic, it should include enough detail to show characteristics of the vertebrate group.

Closing Reflection

  • Students should reflect on the following questions at the conclusion of the lesson. This can be done as a discussion or in written form.
    • From using the exquisite corpse technique, what did you learn about animal classification?
    • How realistic was this–does this sort of cross-breeding happen in real ecosystems? Can we brainstorm some examples of this?
    • What sort of adaptations could we envision these critters having? How would these help them survive in their ecosystem?

 

Assessments

Formative

  • Class discussion
  • Teacher should check in with small groups as they work on their critter to ensure they understand the attributes of each animal group
  • Questioning

Summative

Project Rubric for the “Wanted Poster”

 

Differentiation

Acceleration: 

  • Students can use ChatterKids to make their critters come to life and share their descriptions and characteristics that they wrote.
  • Students can create a three-dimensional model of the critter by molding aluminum foil for the body and gluing textured materials on the surface.
  • Students can do additional research on the different types of vertebrate groups prior to making their exquisite corpse critters.
  • Students can write a story in which their critter is the main character.

Remediation:

  • Students will be provided with different pictures of invertebrates and vertebrates cut up into three sections (the head, torso, and legs). They will create a creature by gluing down the parts of the pictures they choose. Students will roll a dice. They will paste down the body parts according to the number they roll:
    1= bird 2 = fish 3 = mammal 4 = amphibian 5 = reptile 6 = invertebrate
  • Writing Accommodations:
    • Label critter’s characteristics directly on the poster using a word bank provided by the teacher.
    • Students may type their critter descriptions in OneNote using the “Dictate” feature. Students can then copy the description to their poster. (OneNote > Learning Tools Add-in > Dictate).
    • Students can write a longer description including how their critter’s characteristics contribute to their ideal habitat.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Sarah Weiss, Virginia Diederich, Abby Hernandez, Edited by Jessica Espinoza, Edited by Dr. Carla Cohen

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Lessons

CLASSY CLASSIFYING OF ARTSY ANIMALS: VERTEBRATE DANCES 3,5

VERTEBRATE DANCES

CLASSY CLASSIFYING OF ARTSY ANIMALS VERTEBRATE DANCES

Learning Description

In this lesson, students will work collaboratively to choreograph and perform dances that will communicate characteristics of different vertebrate groups. Audience members will use their knowledge of vertebrate groups to determine which dances represented which vertebrate group and how their movements represented that group’s characteristics.

 

Learning Targets

GRADE BAND: 3,5
CONTENT FOCUS: DANCE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use movement to represent the characteristics of a vertebrate group.
  • I can identify different animals using the five vertebrate group names (mammal, fish, bird, reptile, amphibian).
  • I can work collaboratively with a group to create a dance that communicates the characteristics of a vertebrate group using body shapes, locomotor and nonlocomotor movements, and levels.

Essential Questions

  • What are the characteristics of the different vertebrate groups?
  • How can movement be used to communicate defining characteristics of the different vertebrate groups?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5L1 Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
S5L1.a Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reprise, bird, and mammal) using data from multiple sources.

Arts Standards

Grade 5:

ESD5.CR. 1 Demonstrate an understanding of the choreographic process.
ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

South Carolina Standards

Curriculum Standards

Grade 3:

3-LS2-1. Construct an argument that some animals form groups that help members survive.
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have inherited traits that vary within a group of similar organisms.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.
Anchor Standard 2: I can choreograph a dance.

 

Key Vocabulary

Content Vocabulary

  • Vertebrate - An animal that has a backbone or spinal column, which is part of an internal skeleton that supports its body
  • Invertebrate - An animal that does not have a backbone or spinal column
  • Mammal - A warm-blooded vertebrate animal characterized by the presence of hair or fur, the ability to produce milk for its young through mammary glands, and (in most cases) giving live birth
  • Amphibian - A cold-blooded vertebrate animal that typically has a life cycle with both aquatic and terrestrial stages
  • Fish - A cold-blooded, aquatic vertebrate that lives in water and breathes through gills
  • Bird - A warm-blooded vertebrate animal characterized by feathers, beaks (instead of teeth), and the ability to lay eggs with hard shells
  • Reptile - A cold-blooded vertebrate animal that typically has scaly skin and lays eggs with leathery or hard shells
  • Insect - A small invertebrate animal that belongs to the class Insecta; Insects have three main body parts: the head, thorax, and abdomen
  • Classify - To organize or group objects, organisms, or phenomena based on shared characteristics or properties
  • Characteristics - The distinguishing features, traits, or properties of an object, organism, or phenomenon that help to identify or describe it
  • Organism - Any living thing, whether it's a plant, animal, fungus, bacterium, or microorganism, that exhibits the characteristics of life
  • Backbone - A flexible, column-like structure made up of individual bones called vertebrae
  • Warm-blooded - Refers to animals that can regulate and maintain a constant internal body temperature, regardless of the temperature of their surroundings
  • Cold-blooded - Refers to animals whose internal body temperature is largely determined by the temperature of their environment
  • Reproduce - The biological process by which living organisms produce offspring

Arts Vocabulary

  • Locomotor - A movement that travels through space
  • Non-locomotor - A movement that does not travel through space
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
  • Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece


Materials


Instructional Design

Opening/Activating Strategy

*Prior to teaching this lesson, students should already have knowledge of each animal group’s characteristics/attributes.

  • Begin by explaining the difference between locomotor (moving from one place to another) and non-locomotor (moving in place) movements.
    • Provide students with a few examples:
      • Locomotor: Walking, hopping, skipping, sliding
      • Non-Locomotor: Bending, twisting, swaying, stretching
    • Play some upbeat music with a steady beat.
      • Call out a locomotor movement, and encourage students to move around the space using that movement.
        • Sample locomotor movements: Walk, skip, gallop, jump, slide, tiptoe, march
      • Every 10-20 seconds, pause the music and call out a non-locomotor movement (e.g., “bend” or “stretch”).
        • Sample non-locomotor movements: Bend, twist, sway, reach, shake, stretch, wave
      • Repeat, alternating between various locomotor and non-locomotor movements.
      • Next, add body shapes. Tell students that body shapes in dance are frozen shapes that they can make with their bodies. When the teacher says, “Freeze”, students should freeze in a body shape. When the teacher says, “Unfreeze” students will go back to locomotor and nonlocomotor movements.
      • Finally, introduce levels: High, middle, and low.
        • High level movements - fully standing
        • Middle level movements - somewhat crouching
        • Low level movements - low to the ground
        • When the teacher says middle level non-locomotor movements, the students should do a middle level nonlocomotor movement; when the teacher says low level shape, the students should make a frozen body shape at a low level, etc.
      • Gather the class together and briefly discuss what types of movements they enjoyed the most.
        • Ask questions such as the following to reinforce understanding:
          • “What was your favorite movement?”
          • “How can you tell when you’re doing a non-locomotor movement?”

Work Session

  • Post pictures of various animals from different classification groups around the classroom.
  • Have students stand with the image of the animal they would most like to be.
  • With the other students who chose the same image, have students write down characteristics of that animal such as what its external texture is like, is it warm-blooded or cold-blooded, etc, what habitat does it live in, is it born in an egg, etc.?
  • Let this discussion lead into a discussion about the different ways animals are classified: Invertebrates and vertebrates and vertebrate subgroups: mammal, fish, bird, amphibian, and reptile.
  • Tell students that they will be using dance to express the different types of vertebrates.
  • Divide students into small groups. Assign each group one type of vertebrate group.
  • In their groups, students will brainstorm body shapes and movements that will represent characteristics of their vertebrate group.
    • Students may need to do additional research on their vertebrate group to prepare for this step.
  • Once students have ideas for how to use movements and body shapes to represent their group, they will choose three to five movements and body shapes to include in their dance. Each movement should represent a different characteristic of their group.
    • For example, students who are representing amphibians might include movements to represent the aquatic and terrestrial stages, the egg, and being cold-blooded.
    • Provide the following requirements for student dances:
      • Must include locomotor and non-locomotor movements
      • Must include different levels
      • Must include frozen body shapes
      • Must represent at least three characteristics of that vertebrate group
      • Must include at least five movements and body shapes total

Students should plan and rehearse their dances.

Closing Reflection

  • Students will perform their dances for the class. Remind students of appropriate audience participation and etiquette prior to performances.
  • After each performance, ask the audience if they can determine which group was represented and to identify which movements represented which characteristics of that group.
  • Finish the lesson with a reflection for students. Ask students:
    • How did your movements communicate your animal group’s characteristics (use content specific and dance vocabulary in response–levels, body shape, locomotor/nonlocomotor)?
    • Is there anything you would do differently if you could choreograph your dance again?


Assessments

Formative

  • Student identification of characteristics of different vertebrate groups
  • Student planning for dance/choreography planning guide
  • Student activator to demonstrate understanding of locomotor/non-locomotor movements, levels, and body shapes

Summative

  • Student dances:
    • Include locomotor/non-locomotor movements, levels, and body shapes
    • Accurately represent at least three defining characteristics of their vertebrate group
    • Have at least five movements and body shapes total

Students can explain how their movements communicate their animal group’s characteristics using dance and content vocabulary.

Differentiation

Acceleration: 

Instead of representing one vertebrate group, students can create choreography to contrast two different vertebrate groups in one dance.

Remediation:

  • Provide plenty of visuals to support comprehension of vocabulary.
  • Provide a graphic organizer for students to record characteristics of each vertebrate group. Students can add drawings to help support understanding of each characteristic.

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Lessons

ECO-EXPRESSIONS: MONET MASTERPIECES 4-5

MONET MASTERPIECES

CAN YOU BALANCE?MONET MASTERPIECES

Learning Description

Students will analyze the Water Lilies series by Claude Monet inspired by his garden in Giverny, France. Students will then create their own paintings that depict the ecosystem. Students will be asked to visually represent the roles of consumers, producers, and decomposers, as well as their energy sources, through their artwork. Students will be asked to reflect on how they synthesized their knowledge of the ecosystem in their impressionistic paintings.

 

Learning Targets

GRADE BAND: 4,5
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify consumers, producers, decomposers and their energy sources.
  • I can apply impressionistic techniques while painting an ecosystem landscape.
  • I can analyze the relationships of the different roles in the ecosystem
  • I can interpret the various roles in the ecosystem by making body movement and voice choices.

Essential Questions

  • How can I demonstrate my understanding of the interworking of an ecosystem through visual arts?
  • What are consumers, producers, and decomposers, and what are their energy sources?

 

Georgia Standards

Curriculum Standards

Grade 4:

S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
a.Develop a model to describe the roles of producers, consumers, and decomposers in a community.
b.Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
c.Design a scenario to demonstrate the effect of a change on an ecosystem.
d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or overabundant.

Arts Standards

Grade 4:

VA4.CR.2 Create works of art based on selected themes.
VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.
VA4.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

 

South Carolina Standards

Curriculum Standards

Grade 5:

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.
Anchor Standard 2: I can use different materials, techniques, and processes to make art.
Anchor Standard 5: I can interpret and evaluate the meaning of an artwork

 

Key Vocabulary

Content Vocabulary

  • Bacteria - Microorganisms that can make you sick, but also can help you digest food; found everywhere in nature
  • Carnivore - An animal that eats only other animals
  • Camouflage - Process of animals changing their colors, patterns, and shapes to disguise themselves from predators or prey
  • Community - All the organisms in an ecosystem
  • Consumer - An animal that gets its energy by eating plants or other animals
  • Decay - To break down into simpler materials
  • Decomposers - A living thing that breaks down the remains of dead organisms
  • Ecology - The study of how living and nonliving factors interact
  • Ecosystem - A system made up of an ecological community of living things interacting with their environment especially under natural conditions
  • Energy source - A source from which useful energy can be extracted or recovered either directly or by means of a conversion or transformation process (e.g. solid fuels, liquid fuels, solar energy, biomass, etc.)
  • Extinct - A species that is gone forever because all of its kind have died
  • Food chain/web - The path of energy in an ecosystem from plants to animals (from producers to consumers)
  • Habitat - The place where an animal or plant lives
  • Herbivore - An animal that eats plants
  • Hibernate - When animals go into a deep sleep
  • Interdependence - When living things in an ecosystem need each other to meet their needs
  • Microorganisms - Very small living things
  • Omnivore - An animal that eats both plants and animals
  • Organism - A living thing
  • Photosynthesis - Process through which plants make food
  • Plankton - Small organisms in water that are producers and give off oxygen
  • Producer - A living thing (such as a green plant) that makes its food from simple inorganic substances (such as carbon dioxide and nitrogen) and many of which are food sources for other organisms

Arts Vocabulary

  • Landscape - A type of art that shows a wide expanse of land and shows depth through a background, middle ground, and foreground
  • Background - The area of the artwork that appears furthest away and is smallest
  • Middle ground - The area of the artwork that appears in the middle of the picture plane between the background and middle ground
  • Foreground - The area of the artwork that appears closest and is largest
  • Color - An element of art with three properties: 1. Hue, or the name of the color (e.g. red, yellow, etc.); 2. Intensity, or the purity and strength of the color, such as brightness or dullness; and 3. Value, or the lightness or darkness of a color
  • Emphasis - In a composition, this refers to developing points of interest to pull the viewer's eye to important parts of the body of the work. A focal point is an example of showing emphasis.
  • Subject matter - Refers to the things that are represented in a work of art such as people, buildings, and trees
  • Texture - The surface quality, or "feel" of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.
  • Impressionism - A painting style originating in France in the 1860s that depicts the visual impression of the moment, especially in terms of the shifting effect of light and color


Materials


Instructional Design

Opening/Activating Strategy

  • The students will view the following video clip of Claude Monet painting in his flower garden: https://www.youtube.com/watch?v=BJE4QUNgaeg.
  • Share the following information with the class: “Water Lilies” is a series of approximately 250 oil paintings by French Impressionist painter Claude Monet. The paintings depict Monet's flower garden at Giverny and were the main focus of Monet's artistic production during the last thirty years of his life.

Work Session

  • As a whole group, view “Claude Monet’s Garden” (4 minutes 3 seconds) https://www.youtube.com/watch?v=O2KGkK2wcbk. In order to cut down on time, you could view the clip from the 1 minute 55 second mark till the 3 minute 6 second, as this part of the video focuses on the ponds and water lily plants.
  • Pause the video clip every once in a while to ask the class what types of ecosystems they see. Create a list of the producers, consumers, and decomposers that inhabit these gardens.
  • Once the list is complete, ask the students where the producers, consumers, and decomposers received their energy from. What is their energy source?
  • Project an image of the real water lilies in Giverny and Monet’s painted version.
    • Ask students what colors and textures they see.
    • Ask students how the painting is different from the photograph.
    • Discuss with the class the artistic methods Monet used in his paintings, such as big brush strokes, heavy use of oil based paint, etc.
    • This would be a good opportunity to collaborate with the visual arts teacher at your school.
  • Distribute mixed media paper and pencils.
  • Have students sketch out their own version of Monet’s water lilies on their paper.
    • They will include a water source, plants, as well as animals that may live in this type of habitat. In essence they will be creating an ecosystem with consumers, producers, and decomposers. The students must also include the energy sources as well in their painting.
    • Pass out water cups, paint brushes, and tempera paint pre-poured on paper plates.
    • Students will then use their tempera paint to paint in the style of Monet (broad brush strokes).
      • Alternative: Students can use oil pastels to create large “brush strokes” by making short, dashed lines with their oil pastels.
    • Students will write an “Artist Statement” paragraph about the piece they created. The statement should describe how the artist integrated science vocabulary and concepts into the painting.

Once the paintings have dried, host a “Gallery Walk” with the class. The students will take a tour of each painting. As they view the paintings they will discuss and identify the consumers, producers, and decomposers, as well as energy sources.

Closing Reflection

  • Facilitate a discussion around the following questions:
    • How did painting a Monet style painting help you better understand the roles/responsibilities of producers, consumers, and decomposers in an ecosystem?
    • Why is the energy source for producers, consumers, and decomposers an important part of an ecosystem?


Assessments

Formative

  • Class discussion, group discussions, and reflection questions
  • Anecdotal notes when observing students working in small groups

Summative

  • Monet style ecosystem painting (Monet Style Ecosystem Painting Rubric)
  • Students can accurately identify producers, consumers, and decomposers.
  • Students can properly order producers, consumers, and decomposers in the food chain/web.


Differentiation

Acceleration: 

After discussing the ecosystem shown in Monet’s “Water Lilies”, allow students to choose their own ecosystem to paint.

Remediation:

  • Provide students with a graphic organizer to identify the various parts of the ecosystem. Have students draw an image to represent each part.
  • Allow students to use alternative materials to paint in which they can achieve the same Impressionistic effect, such as oil pastels.


Additional Resources
  • The Magical Garden of Claude Monet by Laurence Anholt
  • Who Was Claude Monet? by Ann Waldron
  • Linnea in Monet’s Garden by Cristina Bjork
  • Monet Paints a Day by Julie Danneberg


    • Credits

    U.S. Department of Education- STEh3 + the Art of Integrated Learning

     

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Revised and copyright:  June 2025 @ ArtsNOW

     

    Back to Lessons

    ECO-EXPRESSIONS: ECOSYSTEM TABLEAUX 4-5

    ECOSYSTEM TABLEAUX

    CAN YOU BALANCE? ECOSYSTEM TABLEAUX

    Learning Description

    Students will analyze the ecosystem by using tableaux to dramatize roles of various plants and animals in the food chain/web. Students will then write in-role as their plant/animal, arguing why they are important to the ecosystem. The class will use these writings in a role drama, where students will debate which plant or animal is most important to the ecosystem. Finally, the class will discuss the interdependence of each plant and animal in the ecosystem.

     

    Learning Targets

    GRADE BAND: 4,5
    CONTENT FOCUS: THEATRE & SCIENCE
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can identify consumers, producers, decomposers and their energy sources.
    • I can analyze the relationships of the different roles in the ecosystem.
    • I can dramatize the roles of consumers, producers, and decomposers.
    • I can interpret the various roles in the ecosystem by making body movement and voice choices.

    Essential Questions

    • How can I demonstrate my understanding of the interworking of an ecosystem through theatre techniques?
    • How can tableau and role drama be used to explore the food chain/web and its effect on the ecosystem?
    • What are the roles of consumers, producers, and decomposers in an ecosystem?

     

    Georgia Standards

    Curriculum Standards

    Grade 4:

    S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
    a.Develop a model to describe the roles of producers, consumers, and decomposers in a community.
    b.Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
    c.Design a scenario to demonstrate the effect of a change on an ecosystem.
    d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or overabundant.

    Arts Standards

    Grade 4:

    TA5.PR.1 Act by communicating and sustaining roles in formal and informal environments.

     

    South Carolina Standards

    Curriculum Standards

    Grade 5:

    5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

    Arts Standards

    Anchor Standard 3: I can act in improvised scenes and written scripts.

     

    Key Vocabulary

    Content Vocabulary

    • Bacteria - Microorganisms that can make you sick, but also can help you digest food; found everywhere in nature
    • Carnivore - An animal that eats only other animals
    • Camouflage - Process of animals changing their colors, patterns, and shapes to disguise themselves from predators or prey
    • Community - All the organisms in an ecosystem
    • Consumer - An animal that gets its energy by eating plants or other animals
    • Decay - To break down into simpler materials
    • Decomposers - A living thing that breaks down the remains of dead organisms
    • Ecology - The study of how living and nonliving factors interact
    • Ecosystem - A system made up of an ecological community of living things interacting with their environment especially under natural conditions
    • Energy source - A source from which useful energy can be extracted or recovered either directly or by means of a conversion or transformation process (e.g. solid fuels, liquid fuels, solar energy, biomass, etc.)
    • Extinct - A species that is gone forever because all of its kind have died
    • Food chain/web - The path of energy in an ecosystem from plants to animals (from producers to consumers)
    • Habitat - The place where an animal or plant lives
    • Herbivore - An animal that eats plants
    • Hibernate - When animals go into a deep sleep
    • Interdependence - When living things in an ecosystem need each other to meet their needs
    • Microorganisms - Very small living things
    • Omnivore - An animal that eats both plants and animals
    • Organism - A living thing
    • Photosynthesis - Process through which plants make food
    • Plankton - Small organisms in water that are producers and give off oxygen
    • Producer - A living thing (such as a green plant) that makes its food from simple inorganic substances (such as carbon dioxide and nitrogen) and many of which are food sources for other organisms

    Arts Vocabulary

    • Concentration - Actors must concentrate in order to keep their mind on the stage and in the imagined circumstances. Actors must also concentrate on what the other actors are doing and how their character would react to them.
    • Gesture - An expressive movement of the body or limbs
    • Projection - Using a “big” actor voice so that you can be heard in the very back row of a space (classroom, auditorium, theatre)
    • Tableau - A frozen picture representing a scene or moment in a story that occurs during a theatrical performance. When creating a tableau in theatre, the following principles should be applied:
      • Create body levels (low, mid, high);
      • Use facial expressions to communicate thoughts and feelings;
      • Show relationships between the various characters in the setting; and
      • Make sure the audience can all see your face.
    • Narration - The act of telling a story
    • Storytelling - Conveying events in words and images, often by improvisation or embellishment
    • Statue - A still, frozen pose or posture assumed by an actor to convey a particular character, emotion, or situation without movement or speech; this technique is often used to create tableaux
    • Facial expression - Using your face to show emotion


    Materials

    Optional: Showme app and VoiceThread app

    Instructional Design

    Opening/Activating Strategy

    • Show students an example image of a tableau. Explain that “tableau” means “frozen picture”.
      • Ask students to make observations about the facial expressions and body positions of the actors.
    • Tell students that they will begin by creating statues with their bodies. Tell students that statues are still, frozen poses or postures.
      • Have students stand up and create the following statues:
        • 102 year old elderly person crossing the street
        • Baseball player focusing on hitting the ball
        • A chef that dropped a pizza
      • Next, tell students that they will now combine statues to create a tableau, a frozen picture representing a scene or moment in a story.
        • Discuss how creating a strong tableau requires:
          • A clear body level (low, mid, high)
          • Facial expressions
          • Clear relationships between the various characters in a story/scene
          • Making sure the audience can see our faces when we perform
        • Show students the example image of a tableau Ask them where they see these elements.
        • Tell students that in tableaux, the actors sometimes represent things from the setting–they are not always people or animals. Sometimes two or more actors will combine their bodies to create one thing, like a tree or a tent.
        • Put students in groups of three to five students. Have students create tableaux of the following.
        • A family portrait
        • A teacher and students in class
        • A castle (using just their bodies)

    Work Session

    Creating tableaux:

    • Review key terminology and concepts that are critical to understanding the food chain/web (producers, consumers, herbivores, carnivores, etc.).
    • Place students in small groups (these can be the same groups from the activator).
    • Give each group four index cards with different animals/plants that are in a food chain/web. Direct the groups to create a tableau that dramatizes the food chain/web with each student taking on the role of the animal/plant listed on the index card.
      • Remind students that a strong tableau requires:
        • A clear body level (low, mid, high)
        • Facial expressions
        • Clear relationships between the various characters in a story/scene
        • Making sure the audience can see faces
      • Each small group will share their tableau with the class.
      • The teacher will take a picture of each tableau.
      • The teacher will choose one of the following:
        • Teacher will demonstrate how to use the Showme app on the iPad, an excellent tool to teach what the tableau illustrates and can document the presentation.
        • Using Showme, the teacher will demonstrate how to circle, highlight and label tableau parts in a photo.
        • Students will participate by labeling their own tableau photos, concentrating on answering the following questions: Which animal or plant was a Producer? Consumer? Decomposer? How did you know this?

    OR,

    • The teacher will print the photos for the students to annotate the following day.
    • Students will participate by labeling their own tableau photos, concentrating on answering the following questions: Which animal or plant was a Producer? Consumer? Decomposer? How did you know this?

    Writing in role:

    • Students will then write in first person as their character in their food chain/web. They will make an argument for why they are most important to the ecosystem.
    • Optional: Students can use VoiceThread to record their writing in the character role they have taken on. They can upload pictures and/or drawings to illustrate their written work.

    Character Panel:

    • Students are asked to become “experts” on their ecosystems before participating in the Character Panel.
    • The teacher will instruct students on how to conduct research on their devices and create a presentation. Using a presentation platform like Prezi or PowerPoint, students can create an engaging presentation on their ecosystem (habitat research, what animals fall into the categories of producers, consumers and decomposers, etc.).
    • Suggested sites for research include:
    • Students in each group are then placed on a Character Panel in role as their characters and the remaining students role-play as reporters who ask the panel questions. Together students step into roles and create a Role Drama that analyzes why each animal is critical to the food chain/web and the ecosystem at large.
    • Students will debate why their plant/animal is important and defend it with facts from their research.
    • The reporters are charged with the responsibility to determine which character is most important. The objective is to spark a class discussion that deeply analyzes the food chain/web’s interdependence on one another.

    Optional: Teacher can demonstrate on iPad how to use VoiceThread app, which allows students to upload, share and discuss documents, presentations, images, audio files and video. In this app, students have the opportunity to comment on other students’ voice threads.

    Closing Reflection

    • Discuss the following questions with students:
      • How did engaging in the arts using tableau support and build upon your understanding of ecosystems?
      • Why is the energy source for producers, consumers, and decomposers an important part of an ecosystem?
    • Students will complete the following 3-2-1 ticket out the door:
      • What are three things you learned about the topic today?
      • What are two arts vocabulary words you used to show what you know?
      • What is one question you still have?


    Assessments

    Formative

    • Class discussion, group discussions, and reflection questions
    • Anecdotal notes when observing students working in small groups
    • 3-2-1 Ticket out the door

    Summative

    • Student writing written in-role
    • Students can accurately identify producers, consumers, and decomposers.
    • Students can properly order producers, consumers, and decomposers in the food chain/web.
    • Students can demonstrate their understanding of food chains/webs through tableaux and role drama.


    Differentiation

    Acceleration: 

    • Have students write a scene with dialogue between the different parts of the ecosystem. If time permits, students can then perform their scenes.

    Remediation:

    • Provide a graphic organizer to support students with writing in role.
    • Provide an example of writing in role to support students.
    • Provide visuals of vocabulary words.


    Credits

    U.S. Department of Education- STEM + the Art of Integrated Learning

     

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Revised and copyright:  June 2025 @ ArtsNOW

     

    Back to Lessons