St. Saens’ Spectacular Suite: A Musical Look At Endangered Species, Their Habitats, and Solutions for Repopulation | Carnival of Animals Lesson Plan

Learning Objective(s) aligned to standard(s):  The students will analyze and explain musical elements used to depict animals. The students will depict animals through movement, construct a model habitat representation, will write an article highlighting characteristics of selected endangered animals, and understand the environmental impact on species survival. Students will then propose a solution to the problem through a class presentation.

Success Criteria: The students success will be measured by their animal and habitat representations (through dance and visual arts), contributions to class discussions and throughout the project (as determined by checklist, exit tickets, and rubric), the ELA document, and their ability to apply critical thinking skills in determining solutions for alleviating animal endangerment as observed in class discussions.

A well completed and presented research project will indicate success.

Student Check-in Strategy (ies): The students will be monitored individually and corporately as the teacher facilitates group discussions (asks leading questions monitoring each individual in the class throughout the unit) and circulates throughout class. Exit tickets will also serve as student check-ins. 

Connections to Prior Learning/ Setting Purpose (Opening): The students will use their knowledge of musical elements to connect how the movements studied portrays the animals musically. They will apply previous knowledge of environmental impact and animal attributes to provide solutions for at-risk animals as well as prior knowledge of the elements of dance, visual art, and writing to connect new knowledge gained in this unit.  In 5th grade (5-2.2), students summarized the composition of an ecosystem, considering both biotic factors including populations and communities

New Learning: 

Day 1

1.The students will: begin study with a teacher introduction of composer Camille St. Saens, the historical significance of The Carnival of the Animals, and a review of endangered and threatened animals. The students will  listen to The Cuckoo in the Depths of the Woods, The Elephants, The Tortoise, and Wild Donkeys and Swift Animals. All of these have a species that are in need of immediate conservation, endangered, or are critically endangered.

2. The students will participate in class discussion of musical elements used to depict animals in these movements (ex. clarinet timbre and using the interval of a Major 3rd in The Cuckoo…).  The teacher will play a sample cuckoo sound (as available in materials) for comparison to the movement.

3. The students will review expectations with the teacher as outlined in the habitat rubric, essay rubric, project checklist and be assigned to a group. The students will select an endangered animal from The Carnival of the Animals or a source given by the teacher and establish responsibilities for every group member. Each group member should have a question(s) to complete on the exit ticket and responsibilities evenly distributed within the group.

4. The students will begin research on their animal, discuss findings, and start their essay.

5. The students will complete exit ticket 1.

Day 2

1. The students will listen to one or all of these movements:  The Cuckoo in the Depths of the Woods, The Elephants, The Tortoise, and The Wild Donkeys and Swift Animals as a class. While the music plays they will move around the room as the animal that is represented in the musical selection. Their movements should utilize basic elements of dance as communicated by the teacher at the beginning of the lesson.

2. The students will review exit ticket 1 from the previous class session. They will participate in peer to peer discussions with their group about the facts that had been learned in their research.  The group will brainstorm and research possible solutions that could restore this animal population. The students will compile these facts into an expository document in essay form of at least three paragraphs which includes facts about their animal, a picture of the animal, and all exit ticket information. The final paragraph should include solutions to restore the animals population and move them off of the endangered species list. Their document should be digitally shared with the teacher.

Day 3 and 4

1. The students will listen to the teachers instruction on paper mache construction. *As an alternative to paper mache, a mural with each groups’ animal represented on a panel could be drawn. The students will sketch and plan the habitat of their chosen animal making sure that it is accurate 

2. The student will construct the habitat of paper mache or the mural.

Day 5 

1. The students will present their project to the class through an interactive board or projection screen. They will explain and show the habitat as a group and lead a short question and answer session. They will turn in Exit Ticket 2.

Practice: The students will interact with the learning and each other through class and peer to peer discussion, exit ticket completion, kinesthetic movement depicting animals, independent and group research, and working together as a group on the elements of the project.

Differentiation:This lesson can accommodate different individual learning by using voice to text technology for research writing, division of responsibilities within the group, using the mural option instead of paper mache and adaptive movement as needed can be utilized in this unit. Assignments can be modified as well as using flexible groupings to promote learning for all learners. All student accommodations will be followed.

Lesson Reflection/Closure: The students will reflect on their new learning through the exit tickets and the research project rubric. 

The students will be assessed through use of exit tickets, participation, and the research project rubrics will serve as the summative assessment.