The New Nation, 1784–1815, National Expansion and Reform, 1816–1860
Grade Level
Middle School (6–8)
Creation Date
2013
Last Revision Date
2024
Related items
About This Lesson
Summary and Objective
John James Audubon (1785-1851). Robert Havell (1793-1878), Engraver after John James Audubon. American Flamingo, 1838. Hand-colored etching and aquatint on Whatman paper, from ‘The Birds of America’ (plate CCCCXXX1). Plate: 97 x 65 cm (38 3/16 x 25 9/16 in.)sheet: 101.28 x 68.26 cm (39 7/8 x 26 7/8 in.) Gift of Mrs. Walter B. James, 1945.8.431. Public domain.
Images
John James Audubon; Robert Havell, American Flamingo, 1838
Objectives
Students will understand that organisms may have changed over time to adapt to their surroundings in order to survive.
Focusing Statement
Today we are going to look at adaptations of one specific organism – the flamingo. We are going to look at John James Audubon’s painting of the American Flamingo and make a list of adaptations the flamingo has made to survive in its habitat.
Examining Expressive Content
What can you tell me about the painting? What do you notice?
Why do you think Audubon positioned the flamingo this way? What method did he use to create the painting?
Why do you think Audubon set out to paint the birds of America?
Students will take notes using a graphic organizer about his life and his painting career, paying special attention to any references about the American Flamingo painting.
Students will watch several video clips from websites, such as the Discovery Education site, on Audubon as well.
Students will create a visual to share the information they learned about Audubon, such as a poster or pamphlet.
Putting It All Together
Students will revisit the painting, identifying each adaptation and the corresponding body part. They will take this knowledge, coupled with their knowledge about how Audubon painted his birds that they learned during research on him, and recreate their own versions of the American Flamingo painting using a variety of media (paint, construction paper, colored pencils, crayon, charcoal, etc.). Students will then label each body part on the painting and explain how it was adapted for survival in the environment.
