Lesson 7: Communication – Creation of Dragon Offspring

  1. Introduction
  2. Teach It
  3. Dig Deeper


By now students will have created a unique dragon and been paired with another student to determine what the traits would be of the two dragons’ offspring. Students will create a representation of their dragon offspring using 2D, 3D or digital media techniques.

Time: 3-5 class periods


  • Students will use Punnett square models to depict the offspring that now has increased genetic variation as a result of sexual reproduction. They will reflect on the previous lessons where they experimented with different media and decide whether they will use any of these prior approaches for their final project: 2d – Drawing or collage; 3d – Clay or other found material to create a model; or digital media – animation or Photoshop collage. (Photoshop was not explored in this unit, but there may be students familiar with this software and they could use it for this project.)

Type of Activity:

  • Students will create a representation of their dragon offspring that was a result of sexual reproduction.

Next Gen Science Standards:

  • Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. MS-LS3-2

STEAM Habit of Mind:

  • Students will create a work that conveys an idea.
  • Students use appropriate tools strategically.

National Art Standards:

  • Anchor Standard 3: Refine and complete artistic work
    • 6 –  Reflect on whether personal artwork conveys the intended meaning and revise accordingly.
    • 7 – Reflect on and explain important information about personal artwork in an artist statement or another format.
  • Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
  • Essential Question(s): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

Suggested Do Nows:

Word Wall:

  • Colorblindness
  • Albinism
  • Epistasis

Teach It

Materials Needed:

  • 9×12 white drawing paper
  • Colored pencil
  • Colored markers
  • Old magazines
  • Glue
  • Scissors
  • Texture materials from Lesson 4
  • Camera/phone (if using digital media)
  • Modeling clay
  • Other materials the students determine they will need


  1. The teacher will explain that this is the culminating project for the art segment of this unit. Students will review all their previous lessons where they have explored experimentation in drawing, collage and 3d digital animation.  They will decide what will be the medium for the depiction of the Dragon Offspring: Drawing illustration, Collage, 3d model, or animation.
  2. Students may want to consult their dragon offspring’s trait grids (from both parents) made in Lesson 4 to come up with ideas for portraying the offspring.  
  3. Students may want to add in elements of voice, music, dance, etc., but will have to be able to explain, as Nathalie Miebach does, how that additional medium enhances the audience’s experience of the dragon offspring.
  4. By now, students should have the basic tools to embark on this culminating project, and will likely need time outside of class to complete the project. 


  • Students do a short gallery walk to view all the creatures. 
  • Offspring should be “exhibited” in the classroom along with the “Trait Grids” from the “parent” dragons.  
  • Fellow students can contribute to providing anonymous feedback using the “Two Stars and a Wish” format:
    • “Two Stars” are 2 positive comments that begin with “I like the way that…. i.e. the student used different materials to create textures yet brought unity to the dragon by using only one color.”   
    • The “Wish” is a constructive comment that would help improve the project, i.e. “I wish this student would have been more careful in constructing the 3d model so it would be more durable.” 
    • These comments should relate to the teacher-created Rubric for the culminating project.  There will be a piece of paper by each dragon and students will fill it in as they walk.  
  • Student creators can review the comments and write a short critical reflection on their experience of creating the Dragon Offspring.

Dig Deeper (Extension)

Unity is the feeling of harmony between all parts of the work of art, which creates a sense of completeness. Students should be encouraged to create a sense of unity in their artwork by depicting the dragon in its natural environment.

Dig Deeper Communication

Go to Lesson 8: Perseverance – Stop Motion Animation