Dino story art

Overview

In this lesson, students create a dinosaur scene artwork inspired by a short dinosaur story or facts from the farm-based unit. They will use simple art materials and describe how artists show ideas in artworks.

Learning intentions

• Students will make a visual art piece showing a dinosaur scene.
• Students will choose materials and techniques to represent ideas (e.g. dinosaur, land, sky, action).
• Students will use words or gestures to describe what they made and why.
• Students will show care with materials and artworks.

Success criteria

• I can make a dinosaur scene using drawing, painting or collage.
• I can add details (like spikes, feet, plants, mud or footprints) to show my ideas.
• I can tell or point to parts of my artwork and describe what they mean.
• I can use my art space safely and carefully.

Curriculum links

• Creative Arts — Visual Arts: CA1-VIS-01 (Making, Appreciating, Exhibiting)
• Students represent subject matter and ideas in artworks using materials and techniques
• Students describe ways artists convey ideas in artworks
• Class talk builds audience understanding of artworks (simple describing and sharing)

Lesson structure (90 minutes)

1. 0–10 min · Welcome and recap. Teacher shows dinosaur picture cards (or a read-aloud sentence from the unit) and asks: “What dinosaur is it? What is happening in the scene?” Students respond with a gesture or one word and then point to a chosen idea card.
2. 10–22 min · Think-aloud: turning ideas into art. Teacher demonstrates quickly: background first, then dinosaur shape, then details (tail, feet, spots/colour, plants, footprints). Teacher asks and models language: “I added… to show… (e.g. spikes show the dinosaur is fierce / footprints show it walked).” Students watch and practise the sentence starters with a partner: “I made… / I added… / It means…”
3. 22–30 min · Plan with a simple template. Teacher gives each student a pre-cut frame or A4 page with a “ground” line and “sky” area. Students choose where the dinosaur goes and where action happens (above/beside/on the ground). Teacher supports with pointing and short choices.
4. 30–55 min · Create: Dinosaur scene artwork. Teacher sets up stations:

• drawing with crayons/markers,
• painting with a small brush,
• collage with pre-cut shapes (leaves, mud, dinosaur parts). Students work in their area to build their scene, using one main technique plus one extra detail technique if they are ready.

5. 55–65 min · Mid-lesson check and tidy. Teacher circulates with quick prompts: “Show me your dinosaur. What did you add to make it look like a dinosaur?” Students show by pointing; teacher notes key words on an individual checklist.
6. 65–78 min · Share and describe (Gallery walk). Teacher places artworks on the floor or wall in a “dino gallery.” Each student takes turns to stand by their work. Teacher asks: “What is happening in your scene?” and “How do you know?” Students respond using one or two sentences, gestures, or selecting from prepared word cards (dinosaur, hungry, walking, stomping, farm, mud, sky, plants).
7. 78–90 min · Quick concluding reflection. Teacher highlights one or two artworks for “ideas shown” (not for being ‘neatest’): “This artist used colour/spikes/footprints to show…” Students do a final self-check by pointing to: dinosaur, background, and one detail they added.

Resources

• Dinosaur story/fact cards from the unit (2–3 simple prompts)
• Dinosaur picture examples (printed or teacher-made)
• Pre-drawn page frames with sky and ground areas
• Crayons/colour pencils and thick markers
• Small brushes and washable paint or finger paint (depending on class setup)
• Pre-cut collage pieces: dinosaur shapes, leaves, mud/land shapes, footprints
• Glue sticks, child-safe scissors (if used), paper towels/wipes
• Display space for a mini gallery (classroom wall or floor tape line)
• Simple word cards for describing (dinosaur, walking, stomping, sky, plants, mud, happy/scary)
• Teacher checklist for brief observations

Assessment

• Observation during creating: can the student represent a dinosaur scene using chosen materials and techniques?
• Oral/gesture check during sharing: can the student identify parts of their artwork and describe what the parts mean?
• Optional quick exit moment: teacher asks students to point to their dinosaur detail and one “idea” detail (e.g. footprints show walking).

Differentiation

• Support: offer two to three clear choices for the next step (e.g. “Add footprints or plants?”); use sentence starters and word cards; provide a dinosaur template for tracing if needed.
• Support for fine-motor: provide pre-cut shapes and larger tools (thicker crayons, short-handled brushes).
• Language support/EAL: allow pointing and gestures; accept single words; model responses and repeat student ideas back.
• Extension: invite a second action detail (e.g. “a second dinosaur,” “a sky cloud,” “a claw mark,” “a hungry plant”) or an “extra meaning” prompt (“What does the colour tell us?”).