Dreams and Dinosaurs

Dreams and Dinosaurs lesson plan

Students go back to the Jurassic Period and create imaginary dinosaurs using Crayola® Model Magic.

  • 1.

    Students study a variety of pictures and models of dinosaurs. Find out about their different shapes, sizes, and features.

  • 2.

    Experiment with different methods to create color effects such as these with Crayola Model Magic: Blend white and colored compound to create tints. Blend two primary colors (red, yellow, blue) together to produce a secondary hue (orange, green, violet). Create a marble effect by incompletely blending different colors. For multi-colored layers, flatten two or more pieces by hand or with a rolling pin or dowel stick. Stack the pieces flat on top of each other and roll tightly like a cinnamon roll. Cut segments with Crayola Scissors. Connect pieces to make forms. Roll three coils at least 1/2-inch thick (1.5 cm) and 1 foot (30 cm) long. Pinch the ends together securely. Braid.

  • 3.

    Explore ways to construct forms using these mixed colors. Shape the large dinosaur body form first, then add secondary forms such as legs. Use toothpicks or plastic straws inside the Model Magic for supports. Pinch or pull details from the Model Magic, or add small pieces. Smooth and seal all seams with damp fingers.

  • 4.

    After the sculpture is slightly dry, use a toothpick or plastic knife to add texture, or imprint the surface with textured materials.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Read and comprehend informational texts, including history/social studies, science, and technical texts independently and proficiently.
  • LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.
  • LA: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • LA: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SCI: Ask questions about the natural and human-built worlds.
  • SCI: Construct drawings or diagrams as representations of events or systems.
  • SCI: Construct original explanations of phenomena using knowledge of accepted scientific theory and linking it to models and evidence.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of their ideas.

Adaptations

  • In small groups, students investigate the climate of the Earth during the Jurassic Period. How was it similar to our climate today? How is it different? How did the climate during the Jurassic Period help to support the existence of dinosaurs?
  • Students create the outline of two maps. The first map is of the world as it looks today. The second map is of the world as it looked during the Jurassic Period. How are these different?
  • Students create dioramas for their dinosaur models, including vegetation from the period and other creatures that would have lived among the dinosaurs.
  • In small groups, students use their individual models as inspiration for characters in an original story or play. The focus of the story may be why dinosaurs disappeared from the Earth; how different species of dinosaurs lived cooperatively; etc. Student groups should be prepared to perform their play or read their original story to classmates.