Teacher: Sara Peters

Assistant to the Teacher: Katie Bruening

Documenter & Interested Adult: Lindsey Jerdee
Unit Title: Case # 589: Escaped Monsters
Lesson Title: Case # 78: Laboratory Experimentation
Grade Level: 6-7 year olds
Number of Students: 4-6 students
Lesson #: 1.1 & 1.2 of 3 projected lessons.
BIG IDEA (UNIT):
Problem Solving- Learning how to relate processes that are used in the careers of scientists,
construction workers, and detectives into the process of art making.
BIG IDEA (LESSON):
Students will relate the career choice of a scientist to construct their very own monster/creature.
The students will be able to experiment with using clay, in which they must use air dry clay in
some part of their monster/creation. They must also have a multiple of some aspect of their
monster. (multiple legs, arms, eyes, etc.)
ART / ARTIST(S) OF RELEVANCE:
The students will be looking at artists that are familiar with
designing monsters. They will also be looking at famous monsters
that have made an impact on the monsters we may see today and
these may be the monsters that the students will be able to relate
to.
Frankenstein is a fictional story written during the Gothic and
Romantic movements during the 18th century. This story was
written by Mary Shelley. Mary Shelley lived from 1797 to 1851 and
was an English writer.
http://en.wikipedia.org/wiki/Mary_Shelley
Monsters Inc.was developed by the creative
minds at Pixar and Disney. Pixar is located
Emeryville, California and has created many
acclaimed animation films for the past 25
years. Disney was developed more than

in

nine decades ago and was started by the famous

Walt Disney. Look at the different characteristics each monster has. (fur, one eye, scales,
multiple eyes and arms, skinny, snake hair)

PREREQUISITES:
Students must have prior knowledge of using scissors. Students must also have prior
knowledge of glue guns and possibly the usage of them. Students will also have to have known
what the term monster means.
SAFETY HAZARDS:
The students will be working with air dry clay and take any precautions while working with clay.
These may include not breathing in dry clay dust and not eating. We want to try avoid breathing
clay dust because it could make us sick. We also want to be careful using the hot glue guns.
INTERDISCIPLINARY CONNECTIONS:
HISTORY: Students will be using History when constructing their monsters. History will become
a part when looking at famous monsters that have been created by scientists. Famous
monsters will include Frankenstein, Werewolf, Monster Inc., and any other the students may
think of. We will then talk about what makes these monsters/creatures, what traits do they have
characterize them as monsters/creations?
LANGUAGE ARTS: Language arts will also be a factor because all the monsters we may talk
about, had to start with a story. We will look at the stories that have been told of these famous
monsters and where they had originated from.

I-B. UNIT RATIONALE

Focused on the theme of problem solving, this unit of instruction explores how different
professions can be used to solve both real and imaginative problems. Over the course of five
days, three separate lessons will be taught in order to break down the problem of how and why
scientists, construction workers, and detectives solve a range of problems and how this process
is, at its core, artistic. Specifically, students will have the opportunity to explore different
materials (balsa wood, clay, found objects, fabric, blueprint paper, etc.) and techniques
(drawing, sculpture, bookbinding, etc), to think about different professional practices (scientific,
constructive, and investigative) in order to solve problems that blur the lines between fantasy
and reality. In the end, students will learn about and recognize problem solving as an important,
albeit creative part of all career paths.

I-A. LESSON RATIONALE

This lesson will be all about trying different materials to make a monster of the students choice.
The students will have the following from the materials list to work froml. What will separate the
students monsters from each others will be they must have a multiple of something. (horns,
eyes, legs, arms, etc.) The students will also be learning how to work with air dry clay and must
use it in some way or another on their monster. The importance of constructing a monster is to
think like a scientist. Scientist think with a plan in their head, but need to change their plans
when it does not go according to their plan. They do many test with the materials that they work
with, much like the students will be able to do.
II. LEARNER OUTCOMES
Students will learn how to think like a scientist and the skills how to think quickly on their feet
when experimenting with different materials. If something doesnt go according to plan while
creating their monster, students will be able to figure out how to make improvements. Students
should gain an attitude that you can always try again if something doesnt always go according
to their plan, just like scientist are able to do.
III-A. NATIONAL ART STANDARDS & III-B. UNIVERSAL CONSTRUCTS OF THE IOWA
CORE CURRICULUM

Students will be introduced to the history of some famous monsters and discuss what
characteristics make them a monster. (NS 4) Complex Communication
Students will practice three-dimensional sculpting skills while creating their monster. (NS 1,2)
Creativity
Students will create a monster that illustrates a character from their monsters biography that
they have previously written. (NS 3,6) Critical Thinking
Students will successfully complete their monster and share it with the teacher and classmates
during a gallery walk at the end of day two. (NS 5) Productivity Accountability

IV. MATERIALS NEEDED FOR LESSON

air dry clay
googly eyes (large and small sizes)
pipe cleaners
string/yarn (different colors)
cardboard boxes
plastic milk cartons
paper towel rolls
gems
paint
paper
pop cans
tape (duct, masking, packaging)
hot glue gun and sticks
other objects that the student finds fit for their monster.
V. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS
Teacher Actions
Students will enter to room and gather at
the round rug and we will proceed into the
introduction
10 minutes: I will introduce the lesson
asking the students what they thinking is
problem solving. From there I will talk about
the idea of a scientist and how do scientist
solve problems
15 minutes: After the introduction of the
lesson, we will move onto the clay
demonstration. I will show the students how
to get rid of the air bubbles in the clay.
Students will also have a chance to
experiment with handling the clay (+15
minutes) and I will be able to answer any
questions they have about the clay.
45 minutes: Once the students have had a
chance to experiment with the clay, they will
now start to think about their monster
creations. At their tables, there will be a
booklet that the students will be able to fill
out and draw their monsters and create
their monsters background information.

Expected Learner Actions

Students will try to explain what they may

think problem solving is and explain what
scientist do and what makes them a
problem solver.
Watch the demonstration and experiment
with the clay. Students are encouraged to
ask questions.

Students will experiment with the air dry

clay. Once they have played with it for a
while, they will clean their stations and
start working on their monsters biography,
using markers, pens, pencils, etc. to fill out
the biography booklet. If students have
finished prior to filling out their monsters

biography, they may move onto the

sculpting aspect of their monster.
Remaining time: After completing the
booklet of how the students envision their
monsters, they will start the construction
process of their monsters. Students will
want to work on the clay aspect to ensure
that it will dry for next class we meet.
15 minutes remaining: students will start
picking up their mess from working on their
monsters. This should take 5 minutes.
10 minutes remaining: Students will gather
on the rug for a reflection of the day. We
will discuss our progress of our monsters
and I will ask the students if they have ran
into any troubles when constructing and
how they used problem solving while they
constructed.
DAY 2
Students will gather on the rug to discuss
and refresh our memories as to what we did
to the prior class time. I will talk about the
problem solving aspect towards a scientist.
This should take no longer than 5 minutes.
With most of the remaining time: Students
will work on their monster creation. As the
students work, I will be circulating the room
seeing if they need help and talking to each
student individually to see how their plan is
playing out.
When there is 20-30 minutes remaining: As
the students finish their final touches, they
should start thinking about cleaning up.
After the students have cleaned up, each
student will have an opportunity to tell us a
little bit about their monster (depending on
how many students there are in the
classroom). After the end of my lesson, I will
transition into the next lesson of the unit
with a scenario about their monsters.

Students will then start their monster

creation.
Work on the clay aspect of their monster
first to enable drying.

Clean-up time

Rug reflection of the day. Students should

answer the questions of what they learned
through problem solving

Gather on the rug and reflect about

problem solving. Review the task at hand
for the day

Finish monster construction

Finish the final touches of their monsters.

Clean up while finishing as well. Students
will talk about their monster creations to
the class as a whole, depending on how
many students are in the class.

VI. ENDING THE LESSON

1. At the end of the lesson, students will show one anothers monsters/creations. Each of the
students, depending on how many students there are, will describe briefly about their monster
creations.
2. Now that we have our monsters created, something terrible has happened! They have escaped!
What do you do now?!

VII. REFERENCES TO MATERIALS

CONSULTED
The story of Frankenstein
Monsters Inc.
VIII. THE CLASSROOM AS A THIRD TEACHER
The third teacher will be able to help students construct if needed, for example, they will be able
to hold an arm while the student glues it to the monster. They may also be needed to answer
questions and make sure the students are following the restricted rules (multiples of at least one
item and the use of air dry clay).