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When Everything Old Is New Again

What if dinosaurs came back? Use your imagination to paint a futuristic habitat for dinosaurs!

  • Grade 1
    Grade 2
    Grade 3
  • 30 to 60 minutes
  • Directions

    1. On a large sheet of watercolor paper or heavy drawing paper, sketch an imaginary dinosaur in its futuristic habitat with Crayola® Colored Pencils.
    2. Experiment first with different techniques to make texture, such as these: Texture painting: Apply Crayola Washable Paint or Tempera Paint with interesting objects such as sponges, cotton swabs, or fan brushes. Dry brush: Use a brush with most of the paint already brushed out to create hairy effects. Spatter paint: On wet paper, pull a craft stick over a stiff, paint-loaded brush. Try using two colors, one on each side of the bristles, for variety.
    3. Apply paint to the colored pencil drawing, using selected techniques to create texture.
  • Standards

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

    LA: Participate in collaborative conversations with diverse partners about grade level and texts with peers and adults in small and larger groups.

    LA: Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships.

    LA: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    SCI: Use observations to describe patterns of what plants and animals (including humans) need to survive.

    SCI: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.

    SCI: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

    VA: Use visual structures of art to communicate ideas.

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

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

  • Adaptations

    Possible classroom resources include: Edwina, The Dinosaur Who Didn't Know She Was Extinct by Mo Willems; The Best Book of Endangered and Extinct Animals by Christiane Gunzi; What Happened to the Dinosaurs?: A Book about Extinction (First Facts) by Rebecca Olien; National Geographic Little Kids First Big Book of Dinosaurs by Catherine D. Hughes

    Prior to this lesson, ask students to investigate when the dinosaurs roamed the earth and why they became extinct. In small groups, have students discuss and make a list of reasons attributed to the dinosaurs dying off. Post this list in the classroom as a quick reference for developing a futuristic habitat that will be healthy for their survival.

    Encourage students to work in teams of two to compose an original story about dinosaur extinction from the perspective of the dinosaur. What do they see happening? How are their everyday lives becoming more difficult? What do they need that they are no longer able to have?

    Students work in small groups to predict what would be needed in order for the dinosaurs to return to a safe and healthy environment. Each group should keep a written list and share in a whole class setting.

    What does the phrase "endangered species" mean? What species of animals are endangered today? Why? What is happening to their environments that causes their early demise? Students investigate one specific species on the endangered species list and "report" to classmates causes and possible remedies. This report can be done in the form of a news cast with the student as the reporter.


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