A Field Guide to Fantastic Beasts – and where to find them (Research/Creative Writing)
Students will work in small groups to design a fantastic beast and its egg using a 3Doodler. Inspiration will hatch, as students publish a field guide for their fantastic beast based on the research of an existing biome.
*Before starting this project, students should research biomes.
Knowledge
Students have
had practice with creative writing.
researched a selected biome, i.e. related climate, landforms, plants and animals.
had practice using 3Doodler.
had practice with creative writing.
researched a selected biome, i.e. related climate, landforms, plants and animals.
had practice using 3Doodler.
Objectives
Students will
design an egg and fantastic beast using the 3Doodler.
create a field guide for a fantastic beast, based on the research of biome.
integrate research on biomes to make inferences about their fantastic beast.
use descriptive details and clear event sequences.
design an egg and fantastic beast using the 3Doodler.
create a field guide for a fantastic beast, based on the research of biome.
integrate research on biomes to make inferences about their fantastic beast.
use descriptive details and clear event sequences.
Materials
Students will need
3Doodler (1 per group)
pencils (2-3 per group group)
scrap paper (1-2 per group)
balloon (1 per group)
tablet or computer (1 per group)
3Doodler (1 per group)
pencils (2-3 per group group)
scrap paper (1-2 per group)
balloon (1 per group)
tablet or computer (1 per group)
Lesson Plan
Instructions
Step 1
Students work in small groups to respond creatively to questions based on the research of their fantastic beast's biome. Model all directions before allowing students to begin. Use the following prompts with students.
Step 2
Biome: Does your fantastic beast live in the desert, grasslands, rainforest, ocean or forest? Select a biome, its continent and the location with that continent.
Example: The Sahara Desert in Africa.
Step 3
The Egg: Describe the egg of your fantastic beast. Note any unique markings. How long does it take for this egg to hatch? Where are these eggs found, e.g., underground, in a tree, on a mountain? Create your egg with a 3Doodler.
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Step 4
Create the Beast. (Optional: Visit the Build Your Wild Self website for ideas.)
Select physical characteristics that will allow your beast to survive within its biome. Sketch a stencil of your beast and trace over lines with a 3Doodler.
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Step 5
Describe the fantastic beast. Use robust vocabulary and descriptive language to "paint a picture with your words." Include its size and color(s). Is it covered with fur, skin, scales or spikes? Does it stand on 1, 2, 3 or 4 feet. Does it have wings? Horns? What is its most unique or distinctive feature?
Step 6
Shelter: Describe its shelter. Is it made of sticks or straw? Is it on the ground, buried in the sand or in a tree?
Step 7
Food Chain: What are its predators and prey? Is it an herbivore, carnivore or omnivore? Note specific animals or plants indigenous to its biome that are its predators and prey.
Step 8
Adaptations: Which physical characteristics allow it to survive in its habitat? How does it hide, escape from or attack predators? Does it spit venom or shoot flames?
Step 9
Skills: What special skills help it to survive in its habitat? Example: climbing, running, flying, swinging from trees, etc.
Step 10
Communication: Describe the sounds your fantastic beast makes to communicate hunger, danger, sadness, love. Examples: a loud cackle, an odd hiccuping sound, a low pitched howl, etc.
Step 11
Spotters Tips: What distinctive traits or characteristics would allow a zoologist to spot it? Examples: a foul smell, fluorescent pink dots that light up at night, a high shrieking sound, etc.
Students work in small groups to respond creatively to questions based on the research of their fantastic beast's biome. Model all directions before allowing students to begin. Use the following prompts with students.
Biome: Does your fantastic beast live in the desert, grasslands, rainforest, ocean or forest? Select a biome, its continent and the location with that continent.
Example: The Sahara Desert in Africa.
The Egg: Describe the egg of your fantastic beast. Note any unique markings. How long does it take for this egg to hatch? Where are these eggs found, e.g., underground, in a tree, on a mountain? Create your egg with a 3Doodler.
Create the Beast. (Optional: Visit the Build Your Wild Self website for ideas.)
Select physical characteristics that will allow your beast to survive within its biome. Sketch a stencil of your beast and trace over lines with a 3Doodler.
Describe the fantastic beast. Use robust vocabulary and descriptive language to "paint a picture with your words." Include its size and color(s). Is it covered with fur, skin, scales or spikes? Does it stand on 1, 2, 3 or 4 feet. Does it have wings? Horns? What is its most unique or distinctive feature?
Shelter: Describe its shelter. Is it made of sticks or straw? Is it on the ground, buried in the sand or in a tree?
Food Chain: What are its predators and prey? Is it an herbivore, carnivore or omnivore? Note specific animals or plants indigenous to its biome that are its predators and prey.
Adaptations: Which physical characteristics allow it to survive in its habitat? How does it hide, escape from or attack predators? Does it spit venom or shoot flames?
Skills: What special skills help it to survive in its habitat? Example: climbing, running, flying, swinging from trees, etc.
Communication: Describe the sounds your fantastic beast makes to communicate hunger, danger, sadness, love. Examples: a loud cackle, an odd hiccuping sound, a low pitched howl, etc.
Spotters Tips: What distinctive traits or characteristics would allow a zoologist to spot it? Examples: a foul smell, fluorescent pink dots that light up at night, a high shrieking sound, etc.
Wrap Up
Assessment
Possible Extensions
Resources
Optional: Biome information
Vocabulary
biome - a large naturally occurring community of flora and fauna occupying a major habitat, e.g., forest or tundra.
Educational Standards
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Students will write and publish a field guide for a fantastic beast incorporating creative writing and descriptive details based on researched information about a biome.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Student's will produce clear and coherent writing appropriate to the task of integrating research into an imaginative field guide.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
Students will integrate robust vocabulary and descriptive details that paint a picture in their beast's field guide.
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Students will research a biome, its climate, creatures and landforms.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Students will research a biome and integrate their research into the design of their beast, its physical characteristics and adaptations.
Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
Students will work in small groups to meet selected criteria to design and construct a fantastic beast and its egg based on research information of a selected biome.
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Students will work in pairs to sketch various design possibilities for their beast before selecting one to doodle.
Plan and create a design document to illustrate thoughts, ideas, and stories in a sequential (step-by-step) manner (e.g., story map, storyboard, sequential graphic organizer).
Students will integrate biome research to plan their stencil, making inferences about their beast's needed physical features, adaptations, etc.
Decompose (break down) a larger problem into smaller sub-problems with teacher guidance or independently.
This activity is broken down into research, design, construction and writing tasks.
Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
Students will use the 3Doodler to leverage personal learning goals, i.e., writing a POV narrative. Students will culminate project in a discussion to reflect on the process, its outcomes and how to improve on subsequent experiences.
Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Students will use the 3Doodler to visually inspire creative writing.
Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
Students will demonstrate willingness and competency within an open-ended task with more than one possible outcome.
Create original works or responsibly repurpose or remix digital resources into new creations.
Students will create fantastic beasts and their eggs to inspire research and writing.
Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
Students will collaborate throughout this exercise with group members while using the 3Doodler.
Students will listen, share ideas and compromise while using the 3Doodler.
Contribute constructively to project teams, assuming various roles and responsibilities
Students will share and support each other by taking on various roles, e.g., sketching, modeling, doodling and writing.
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