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Big-Teeth Carnivorous Creatures

Stick up for sharp-toothed creatures who get a bad rap! They are just trying to survive like all other animals.

  • Grade 3
    Grade 4
    Grade 5
  • Multiple Lesson Periods
  • Directions

    1. Conduct a class discussion about Edward Hicks’ "Peaceable Kingdom." Have students identify which animals are carnivorous and which are herbivorous. Discuss what is unusual about Hicks’ portrayal of these animals?
    2. Brainstorm with the class the names of carnivorous animals who have big teeth, such as sharks, lions, and wolves. All organisms need air, water, and food. Have students find out how the big, sharp-toothed animals grow, survive, move, and behave.
    3. Using Crayola Model Magic®, Washable Tempera Paint, and Tempera Mediums, students create a model of a creature. If creating a shark, follow these steps:
    4. Shape the body. Use hands to smooth and curve Model Magic into a shark. Look at photos to help you make it look realistic.
    5. Pull out the face of the shark to form a beak-like mouth. Snip with scissors to open the mouth. Roll small balls and press on the sides of the head to form eyes. Flatten and cut triangular pieces for fins. Press and flatten the tail. Trim it into shape with Crayola Scissors. Press gills into the sides with a craft stick or plastic dinnerware.
    6. To form your creature’s big, sharp teeth, use scissors and your fingertips to cut and pinch the Model Magic. Press the teeth into the creature’s mouth. If the Model Magic has started to dry, attach pieces with Crayola School Glue. Air-dry the shark for 24 hours.
    7. Cover the painting area with newspaper. On a paper plate palette, mix paint colors to resemble the color of your shark. Mix Crayola Pearl It! Tempera Mixing Medium into the paint to give the shark a sheen. Paint the shark. Use just Pearl It! on the animal’s white teeth for a realistic look! Air-dry it overnight.
    8. Display the creature with those created by your classmates. Share what you’ve learned about these animals. Compare how they grow. What survival skills do they have in common?
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Draw evidence from literary or informational texts to support analysis, reflection, and research.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    LA: Report on a topic or text or present an opinion, sequencing ideas logically and 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.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Use visual structures of art to communicate ideas.

    VA: Select and use subject matter, symbols, and ideas to communicate meaning.

    VA: Identify connections between the visual arts and other disciplines in the curriculum.

  • Adaptations

    Students research the life of artist Edward Hicks and his style of painting. An organized, electronic presentation should be prepared to share with classmates.

    Provide an opportunity for students to visit a local aquarium or nature preserve to see carnivorous creatures up class. Students discover more about their animals' survival skills and behaviors.

    At a class level, organize information on each of the creatures selected by classmates. Data such as where each creature lives, how they eat, size of the animal, speed with which they move, etc. should be collected and charted for quick review. This class chart can be displayed in the classroom. This activity can also be completed as an electronic file for future reference.

    Vocabulary: carnivore, herbivore


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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