Mask Making Creatures

Overview

This lesson is lesson 6 of 8 in “Animals of Madagascar”. Students create a creative animal mask by using step-by-step visual instructions, identifying key animal features, and working cooperatively. They practise fine motor skills and sequencing while expressing their understanding of Madagascar animals.

Learning intentions

• WALT create an animal mask that shows key features (head, eyes, face patterns, ears/horns) from our Madagascar animal.
• WALT follow step-by-step visual instructions to assemble and decorate a mask.
• WALT work cooperatively by sharing materials, taking turns, and using kind words.
• WALT use simple map/label language to explain what features we added and why.

Success criteria

• I can follow the steps on the visual instruction sheet without skipping.
• I can add at least 2 key features to my mask (e.g., eyes, spots/stripes, beak/tail shape, horns/ears).
• I can take turns and help my partner during the craft.
• I can tell or point to my mask features and name them (using a sentence starter if needed).

Curriculum links

• Geography: Describing places — Global variation in landscapes (link through choosing a Madagascar animal and comparing its features to what we imagine about the place).
• Geography: Describing places — Global variation in landscapes (link through communicating ideas about differences between animals and their habitats).
• Location at different scales — Global and national location (light-touch connection: we revisit “Madagascar is an island near Africa” on a visual map to support animal choice).
• Coastal environments and wildlife (light-touch connection: talk about “wildlife that lives in different places” while staying focused on mask features and animals).

Lesson structure (55 minutes)

1. 0–5 min · Welcome + calm check-in. Teacher greets students, shows the day’s goal picture, and briefly checks emotions using a “Feelings Thermometer” (happy/sad/angry/okay). For any student who becomes angry, teacher uses a calm choice: “Pause hands, breathe, choose a safe tool” (stress ball/fidget/quiet corner card). Students repeat the mask rule: “Hands help, words help.”

2. 5–12 min · Animal choice + visual features. Teacher holds up 3 example masks (lemur, chameleon, fossa/other from unit) and points to key features on each. Students pick an animal mask by pointing to the matching animal picture. Teacher revisits Madagascar on a small map card and says one simple fact: “Madagascar is an island near Africa.”

3. 12–22 min · Model the steps (visual sequence). Teacher shows a 6-step visual instruction strip (cut/attach/shape, eye holes, add features, add pattern, secure strings/headband, final check). Teacher demonstrates slowly while students follow along with blank steps in the air (no materials yet). Students say the first step together: “First…”.

4. 22–40 min · Make the mask (guided stations). Teacher guides in a clear sequence while students work at tables in pairs. Station support includes:

• Step cards on each table (with images and a small arrow “do this now”).
• Teacher circulates to support turn-taking and correct sequencing.
• Cooperative roles: “Materials Helper” and “Step Checker” (roles swap halfway). Students build their masks using pre-cut options and materials.

5. 40–48 min · Feature talk (quick gallery). Students stand or sit with their mask. Teacher prompts using sentence starters: “My animal has…” “I added … because…” or students point to the feature card matching their mask. Partners ask one question: “What did you use to make that feature?”

6. 48–55 min · Wrap + tidy + exit check. Teacher runs a 2-minute tidy timer. Students return materials and place masks on a collection tray. Exit check: each child shows their mask and teacher checks two success criteria—(1) at least 2 key features, (2) they followed steps.

Resources

• Pre-cut mask bases (foam/card) in multiple sizes
• Coloured paper shapes for features (spots, stripes, ears/horns, crest, patterns)
• Child-safe scissors, glue sticks, and sticky tape (where needed)
• Elastic strings or headbands (choose easy option)
• Eye-hole punch template or pre-cut eye areas (for support)
• Visual step-by-step instruction strips (laminated)
• Animal picture cards (Madagascar animals from unit)
• “Feelings Thermometer” chart + calm corner tools (fidget, stress ball, breathing card)
• Lollipop sticks/markers for feature pointing
• Audio instruction device (teacher reads scripted steps; optional QR-free audio file on school device)
• Sensory-friendly materials: textured stickers, thicker glue options, low-odour paper
• Dyslexia-friendly word cards (few words, large font, high contrast)

Assessment

• Teacher observation checklist during making: followed step order; used cooperative behaviours; added 2+ key features.
• Feature talk assessment: can the student point/tell at least two features (sentence starter allowed).
• Quick end-of-lesson check: “Show me your eye feature” and “Show me your pattern/ears/horns feature.”

Differentiation

• Support for special needs and ESOL:
• Provide sentence starters with picture supports (“My animal has…”, “I added…”) and allow pointing instead of full sentences.
• Offer fully pre-cut eye holes and pre-cut feature pieces for students who need less fine motor load.
• Use audio/visual step cards and demonstrate each step once more at student level.
• Neurodiversity/anger support:
• Give a “Pause hands” plan: calm corner choice, stress tool, then return to the step checker role.
• Keep instructions short and in one visual at a time (avoid long verbal explanations).
• Dyslexia-friendly reading options:
• Use minimal text on step cards (mostly images, one short word per step).
• Provide large-font, high-contrast labels and allow students to rely on the visual strip rather than reading.
• Extension for advanced learners (while still safe and sequenced):
• Add a “Story line” card: “My animal helps in…” (e.g., camouflage, hunting, climbing) and students add one extra detail feature.
• Challenge: create a border pattern and add a name label for the animal using a word card (copy or choose from options).

(Optional) Behaviour and cooperation focus

During making, teacher reinforces: “Share the glue, wait your turn, use kind words.” Students practise by taking turns as Step Checker and Materials Helper, with immediate praise for cooperative actions.