Fifth Grade Thematic Unit and CREATE Stations: Survival Stories

 CREATE stations have been a great way to integrate our stations with the curriculum in elementary school. Each letter in the acronym stands for a different activity. Students rotate through their activities once a week when they visit the library. 

Here is what CREATE stands for: 

C - Computer Choice Board 
R - Robots 
E - Engineering
A - Art
T - Thinking Lab
E - Explore and Research 

You can check out the CREATE station structure and explanation HERE from one of my previous blog posts. Each station is color coded and students rotate through each activity once a week. 

In fact, in previous blog articles, I have focused on one letter of the CREATE acronym and explained that letter and the corresponding activity for each individual grade level K-5. 

In the next series of posts, I will change things up and focus on the grade level and break down the stations and activities that can be done for each letter in the CREATE acronym for that grade. 

Let's get started with 5th grade and our first fun thematic unit!

READ-ALOUD OPTIONS: 

I sometimes find it difficult to discover that perfect read-aloud for 5th graders. I like to read short impactful stories that will keep their attention as well as keep them actively engaged. I have had a lot of success with the Capstone series, YOU CHOOSE. There are several Can You Survive? books and they are all interactive history adventure books. I read one of the story threads and have students choose which path they want to take throughout the book with a class vote. We read until the storyline is finished; we either survive or (insert ominous music) we don't.  Afterward, the books fly off the shelves!  Students will read these books multiple times making sure they explore each and every storyline adventure.

I also rely on another series that most people are familiar with: Laura Tarshis' I Survived series. These are incredible read-alouds because they are short, impactful, and engaging. 

After a great 10-15 minute read-aloud, it is time for the CREATE stations to begin! It all starts with the computer station. If you are wondering how I put students in the different stations, here is my explanation as well as google slide templates you can use: Create Stations...the Mechanics.

COMPUTER STATION: 

A computer station is a great option because students can work independently on various coding activities, reading activities, and digital escape rooms. 

Click to VIEW the Survival Computer Choice Board.  

Click to MAKE A COPY and EDIT the Survival Computer Choice Board.

ROBOTS: 

Sphero robots are a great option for a survival theme unit. As an introduction to the Sphero robot, students can use these task cards. Once students become well versed in the mechanics of the sphero, they can start more challenging "survival tasks". I love when students create a maze and direct Sphero to the finish line. This can be done with an app on the Ipad; students can either use block coding or simply use the drive feature to navigate the Sphero around the sharp turns and corners.  

ENGINEERING: 

Those of us who grew up watching MacGyver in the 80s can really appreciate the engineering station. Who didn't love watching MacGyver find the most basic tools to create a device that helped him get out of his latest stressful life-or-death situation? Even though this station doesn't require students to use duct tape and paperclips to create life-saving machines, the circuits give us the same feeling of putting together items that provide, light, sound, and other life-saving functions. 

In 5th grade, we use Little Bits, and we love Mrs. J's in the Library Little Bits task cards. We print the cards in color and laminate them for students to use repeatedly.  Here is a great article and tutorial to get your students started on the Little Bits station.

We also use Snap Circuits in 4th and 5th grade. These circuits are very sturdy, and there are hundreds of challenges for students to complete. They will almost never run out of projects during this station no matter how many times they visit! Students love to put together the light police station, the water alarm, the space war siren, the alarm circuit and so many more projects that can help them survive! 

ART: 

Quivervision remains my absolute favorite activity to do during our art station. It is so incredibly interactive, and it always provides students with that wow factor. 

A great Quivervision activity for students to complete is the volcano coloring page. This page goes along perfectly with the survival theme and Lauren Tarshis' novel, I Survived the Destruction of Pompeii, 79 AD. 

Another good read-aloud is I Survived the Eruption of Mount St. Helen's, 1980. They are both awesome survival stories and engaging read-alouds that go perfectly with the Quivervision art station. 

Most students love sharks and any type of fiction or nonfiction book that relates to sharks, the ocean, and shark attacks. The SHARK Quivervision sheet coloring sheet is a perfect supplement to the book I Survived the Shark Attacks of 1916.

No matter what you and your students read, I know you can find a sheet that will supplement your reading themes. 

Looking to use Quivervision as an art library station? Here is a tutorial on how you can get started: watch the video. There is also a great slideshow to get you started that you can access here.

THINKING LAB:

There are several choices for our Thinking Lab stations. The first that comes to mind is the game, Chocolate Fix (can you survive the Chocolate Touch?). Other options would be Hoppers (for those of us who remember the Frogger video game) and of course, an all-time favorite, Rush Hour! 

          

To get more information on each of the games, just click the picture, and it will direct you to the ThinkFun website! These are great strategy games with several challenges, so your learners will not run out of games to play. 

EXPLORE:

For the explore station, I have a couple different activities. Sometimes we go to the databases and complete short research lessons and other times we take our legos and create storyboards. Our survival unit is perfect for our lego storyboards. Students create characters, setting, and plot. After they create their story, they narrate it and share it with their station group. This fulfills several of our AASL standards all while the student is engaged.  

Looking for a 5th-grade survival theme unit with stations? Hopefully, this will help. Here is an overview chart with standards that you can incorporate into your lesson plans. 

I have created a 5th-grade CREATE chart that is available in a couple of different formats: 

Google slide 

PDF Chart

Create Chart by Thannon

Summer Choice Boards!

Rabbit! Rabbit! It is JUNE 1st and summer is within our reach. To celebrate this wonderful occasion, I have compiled different activities from far and wide for a summer version of our digital CREATE stations. Hopefully students can continue to stay engaged and take on challenges throughout the dog days of summer!

Here is the summer digital choice board I compiled for grades K-5: 

To view it on our libguides, click on the GORDON LIBGUIDES HERE and you will see the different coding, reading, engineering and art activities. 

To make a copy and make changes to the choice board, click HERE. 

In the EXPLORE section of the choice board, I included the Gordon Research Hub. This is a research choice board that highlights different topics that the grade levels cover throughout the school year. It also includes our One School One Book research topics that connect to the Adventures of Humphrey. To view the research hub, you can click HERE. 

To make a copy of the research hub, click HERE. You can use it as template and change it around to reflect the material you cover throughout the year with links that work with your students. 

I also made my first attempt at a secondary CREATE choice board that is geared towards middle and high school students. This includes several coding activities, story telling links, and art projects. Click on the image below to view it. 

Click HERE to make a copy of the secondary choice board, so you can make changes to fit your students and curriculum. 

I like having these choice boards on my libguides so students can access them all summer.  In order to embed this choice board into your libguides so students can access it over the summer, click FILE < PUBLISH TO THE WEB: 

You are able to publish it as a link or use the embed code. To put it in my Gordon Libguides, I use the embed code: 

Once I am logged into my libguides, I create a media/widget box where I can copy and paste the embed the code. Voila! It is there for students to access throughout the summer.

Hopefully there are some activities students can use when boredom sets in, rainy days keep us inside, or the dog days of summer are too much for a pool day! 

HAPPY SUMMER friends! 

E is for EXPLORE: Second and Third Grade learners CREATE A CREATURE

 

Kid K'nex Education is a great engineering tool to have in your library. The pieces are bigger, so they don't hurt smaller fingers, and the students can create all kinds of fun creatures using this set. I have my second grade graders and even my third graders build with these, and they LOVE them. I think these go well beyond the preschool age group. The set we purchased from Amazon (click on the red link above) comes with 131 pieces, so having 2-3 sets in your classroom or library is ideal. 

Where to begin? How do we use these in library? To start with, we read about different animals, insects, and critters. A couple of great books to consider reading aloud are the following ideas and suggestions: (Click on the book title for the read aloud).

Fur, Feather, Fin: All of Us are Kin 

Some Bugs

Du Iz Tak? 

Now is a great time to discuss habitats. What sort of animals and bugs live in a desert habitat? Woodland habitat? Rainforest habitat? What types of foods do they eat? What kind of adaptations do they require to survive? What is the food chain? If you have a subscription to PebbleGo, this is a great time for students to access the databases and get some really good background information. 

PebbleGo even has an article that explains animal adaptations for different habitats that students can either read or listen to.

After we read about bugs, animals and critters of all shapes and sizes, we have students invent their own insect/creature/animal. They can use their creativity as long as they can explain their creature's habitat, food sources, and adaptations. This is a great activity to complete after they have done the database research above or they have learned about life cycles and food chains in class. It serves as a pretty good review because even though their creature is an original invention, the food source must make sense in the habitat, and the animal adaptations must allow the creature to survive in its habitat. The kids take the information they learned and synthesize it into a new creation. These are always my favorite activities. Click on the worksheet below to access the PDF. 

.

Next step? Students try to recreate their insect using the K'nex Education kit. There are eyes, limbs, wings (which can also be used a fins), and other building pieces they can put together to make an original and unique creature. This is a super fun library station OR whole group instruction activity. I love seeing what they will create. Feel free to download the freebie from TPT; it includes the standards, learning goals, and procedures. 

Here is our sign we use for our table to let everyone know what standards we are completing at this station. If you click on it, you can make a copy! 

CREATE Stations: E stands for EXPLORE for Grades K - 1

Our explore library station in our CREATE acronym can encompass so many different tasks. Often times, the activities in the EXPLORE station can be interchangeable with ENGINEERING. 

The explore station is slightly different because we often use this station to focus on science, research, nonfiction texts, and fiction storylines. We change it up throughout the year depending on the grade level, what we are studying, and the standards we want to cover. 

In fact, our EXPLORE station for Kindergarten involves our magformers. Students create buildings, structures, animals, and towns using these magformer tiles. 

The students love being able to manipulate these, and they are very easy to clean up! If you are looking for the lesson plan and station signs that are aligned with the AASL standards as well as NGSS and VA SOLs, you can find them HERE on TPT for free. 

For first graders, the EXPLORE station requires some fine motor skills. We used connectagons, which are wooden interlocking blocks. Check them out here on Amazon: Connectagons Interlocking STEM toys. These are different from the brainflakes because these have patterns and themes that allow students to create models. 

Years ago we purchased these, and we were able to get three sets: geometric shapes, woodland creatures, and space connectagons. The space connectagons are really fun; students love to create a galaxy of stars with the moon and constellations. 

It is exciting to watch students build, design, and even discuss their creations in their small group setting. The other set of connectagons we have, the woodland habitat, have different characters and animals. Students get caught up in imaginary role playing, and I love to watch them interact and create stories while they are building and designing.

Feel free to download the station signs HERE. Per usual, it includes the standards of learning as well as the AASL standards. 

Below is another example of a table sign I use that has both the kindergarten and first grade station information and standards. This is a great visual to show teachers and admin who visit your library how this station fulfills and supports their standards through application and play. Click HERE to may a copy of the chart if you would like to use it and make any changes. To view the chart, click on the image below. 

Next stop in our CREATE Stations....T is for THINKING LAB!

 We have had an exciting start to the month of May with the hatching of our chicks! Now we are continuing on with our CREATE Stations. What does CREATE stand for? It is the framework for our library stations. Students visit one of the stations below once a week and rotate to the next station the following week. Throughout the year, they will visit each station 3-4 times. Our stations are a fun way to cover the standards, keep students engaged, and complete different challenges. 

C - Computer (3-5) or Construction (K-2)
R - Robots 
E - Engineering
A - Art 
T - Thinking Lab 
E - Explore

The letter 'T' can stand for a couple of different activities in the library. T in our create acronym can stand for tablet, technology, Thinking Lab...there are several possibilities. 
We have used this station for both our tablets and our strategy games. Click on the letter T to view our inventory of Thinking Lab games, and the books with which we pair them: 

We have done our Thinking Lab several different ways. A great way is to have your class complete the same game while students work in pairs and see which pair of students can complete the most challenges. Another way is to have the Thinking Lab strategy games set up in stations where each small group completes a different strategy game. 

In our library, the Thinking Lab takes place at our GREEN table. In the past, we have rotated the games throughout the months we used them. These games are a great way to end the school year because it keeps the students' minds engaged and THINKING right up until the end! 

Our chicks hatched!

 

HERE THEY ARE! We have 9 healthy chicks! We had a great experience in library and STEAM watching our chicks in the incubator and then witnessing them hatch. 

Now that they hatched, our chicks have been moved into a sandbox with a warming plate, chick starter food, water, and shredded paper. They will stay with us for a couple of days before we return them to the farm. Returning them to the farm allows us to continue our program from year to year. The eggs we received this year to incubate may even be from chicks we hatched last year! Truly the circle of life! (Can't you hear the song?!)

If you are interested in hatching your own chicks, take a look at our earlier post HERE. We love teaching life cycles with our chick unit, virtual classroom, and google presentation. It has been a great month. 

Update on the HEN HOUSE

It is almost time! Sunday was DAY 18 for our eggs in the incubator, so we went into LOCKDOWN MODE! 

What does this mean? 

Step ONE: To get the eggs ready for hatching, we have to take out the egg turner, so the chicks have enough room to start zipping, pipping, moving and getting themselves out of their shells. 

Step TWO: Remove the red plug on side B of the water reservoir and fill up both sides (A and B), so the humidity increases to 80%. 

Step THREE: Open the vent on the front of the incubator lid ALL the way, so there is proper ventilation. 

Now we wait and see what happens over the next couple of days. Hopefully we will hear the chicks chirping in the next 24-48 hours, and then they will start using their egg tooth to zip and pip their way out of their shell. 

We will keep everyone posted! 

Here is a great presentation my colleague updated with pictures and information from different sources. We have been sharing this with our students: 

If you are looking for stories and videos, you can view the Hen House Bitmoji classroom HERE. If you would like to make copy and edit the links you can do so HERE. 

May Choice Board and an update on the HEN HOUSE!

I am not sure how it can be May already, but here we are! April and May in the library have been really exciting as we follow the development of our chicks. I created a simple interactive classroom for students to access while we are studying the life cycle of a chick.  Today is DAY 13, and our chicks are growing their down feathers. Their projected hatch date is May 10th. If you click on the image, it will take you to the website, and you can view the interactive hen house. 

You can make a copy HERE if you would like to use it and make changes. 

I have also updated the choice board for May. Some of the activities are repeats from previous months, but I did include the Star Wars board from Shannon McClintock Miller with links that should work with our firewall. 

The May choice board can be viewed on the website when you click the image: 

Feel free to make a copy HERE, so you can make changes!

Part of the choice board includes the Gordon Library research HUB. I started this to highlight different research topics I have curated for students over the years. Click on the image below to view it. 

You can make a copy HERE and make changes. 

I hope there are some resources here that you can use with your students to close out the school year. Happy May! 

We are hatching chicks...CANDLING!

 

Our library classes are candling the eggs for the students to locate the embryo and the veins. We captured some pretty great pictures!

Day 7: 

The heart and stomach are developing. The chick's body starts to catch up to its head. 

Day 8: 

Feather traces appear. This is where the feathers will grow. 

Day 9:

The chick's body continues to grow and catch up with the head. 

Day 9 is a great day to candle. The document camera is connected to a google meet, which is projected on the board. This allows the entire class to see the egg candling. It is quite the set up! 

May 10th is the projected hatch date! 

Hannon's Hub has CHICKS! (and a recap of our other stations...)

Our CREATE stations are definitely the focal point of our library activities. For a recap of these stations, click on the image below, and it will navigate you to a chart with links to earlier blog posts that highlight and explain these activities and stations.  This is a good overview of everything we have done so far. 

In the meantime, we have some exciting action happening in the library.  Because it is the time of year where we teach LIFE CYCLES, my colleague and I have decided there is no better way to teach this than to incubate chick eggs and have the students watch them for 21 days. Each day we are able to watch the eggs, research how they are developing, and candle them for the students to see the progression. It creates quite the buzz!

Let's start at the beginning. We use the Nurture Right Incubator 360. The directions are simple, and it is easy to set up. Once we take it out of the box, we set the day, and make sure the egg turner light is on. The incubator needs to come up to the correct temperature and humidity. 

TEMPERATURE: 99.9 FAHRENHEIT

HUMIDITIY: 40-50%  

Next, we stop by the local farm to pick up the eggs. The first 14 days in the carton, the fertility rate stays at 95%.  After 14 days, it drops incrementally.  We always make sure that we have everything set up and ready to go within those first few days of picking up our eggs because we don't want to keep them in the carton for more than 14 days. 

Once we have the eggs, we take a crayon, and we label each egg letters A - L. One side has a capital letter and the other side we place a lowercase letter.  This allows us the opportunity to track the eggs in the incubator to make sure the egg turner is working and the eggs are revolving AND rotating in their snug incubator home. 

Now we are ready to roll! Place each egg in the incubator, place the lid firmly on top, and add water to the water reservoir on the side. Monitoring the humidity can be the most challenging because it can fluctuate. Throughout the day, I check the humidity and add water as needed. When I am home, I can check on the eggs because I set up the computer with a document camera and create a google meet that I can access from my cell phone in case the temperature or humidity drops. 

If you do this project, I highly recommend the Learning Resources plastic eggs you can open each day and show the students exactly what the chick looks like inside. The students LOVE these. Check them out HERE.

We are currently incubating 12 chick eggs for the students to observe.  This additional observation station is something I incorporate throughout the year to integrate science lessons.  When we are not watching chick eggs, I will on occasion set out microscopes with different slides for students to analyze. 

Check back later in the week to take a look at our candling the eggs. This is going to be a fun 21 days. 

Kindergarten: Playing in the Pond, a CREATE Station

As we work our way through our CREATE stations, the ART station has definitely become a favorite for students. Our first graders enjoyed learning about the frog life cycle. Our kindergartners colored the dragonfly and watched it fly around and come to life. 

For this coloring ART station, we started off by reading the picture, Over and Under the Pond by Kate Messner and discussing the pond ecosystem. Kate Messner's books are excellent books to pair with science lessons. Her other books include: Over and Under the Snow, Up in the Garden and Down in the Dirt, and Over and Under the Rainforest. 

After reading the story, we dicuss living vs. nonliving. 

What is living in the pond? 

What do the living plants and animals need? 

What is nonliving in the pond? How can you tell it is nonliving? 

Time permitting, we even take it a step further and have students solidify their knowledge with a word sort where they have to put living and nonliving items under the correct category. 

For those teachers with a subscription to the Pebble Go, feel free to check out this link to their article: Living vs. Nonliving. This is a great article that will read to the students. 

After we read the book and discuss living vs. nonliving, it is time to color the Quivervision sheet. Quivervision is a great app, and very user friendly! Be sure to check out the Quivervision Education Dashboard if you would like to research subscriptions for your classes.  Here is a quick video tutorial on how to get started using augmented reality in your classroom or library: QUIVERVISION TUTORIAL. There is also a slide deck to help you out! 

Once the students color their sheet, they will open the app on their device. The Quiver mobile app requires a backward-facing camera and iOS 11 or later. If using an Android device, it requires minimum Android 7.0 "Nougal" (API Level 24). 

Students use the device to scan the QR code for the coloring page. Once it loads, they can click the butterfly to launch and scan the coloring sheet. Wait until the image turns red and then blue. Give it a few more minutes and voila! It will come to life for students to explore and learn. This is an incredibly immersive learning experience. 

Feel free to access the lesson plan with the standards, signs, and I CAN statements: Quivervision Dragonfly Lesson Plan. I also have this sign below that I use as a visual for my art station; it covers K-2. Feel free to click on it and make a copy. 

April Choice Board and HAPPY SPRING BREAK

The finish line is in sight! I hope everyone has a really great, safe, and happy SPRING BREAK! We are hitting the roller coaster circuit, so expect some pretty funny pictures of me in different states of terror. Maybe one day I will get over my fear of heights. Until then, I guess my family will continue to drag me all over to visit the different roller coasters just to record as many funny pictures as possible! 

When we come back from spring break, we will be celebrating NATIONAL LIBRARY MONTH, which is pretty exciting. This is the infographic I created for my school; it will be a fun month celebrating our library. 

I have also created some CREATE digital stations and a virtual classroom for the month of April. 

Click on the image below to check out and view our April digital CREATE stations. 
If you would like to make a copy, so you can make changes, feel free to use THIS LINK. 
 

If your students like to be surprised with different clicks and activities, here is the April bitmoji classroom. You can click on the image to view it. 

Feel free to make a copy if you would like to make changes for your students.

I hope everyone has a wonderful spring break. When we return, we will be looking forward to book fair and CHICKS in the library! 

First Grade FICTION vs. NONFICTION: Frog Life Cycles in the ART STATION

                                        

Spring time means studying life cycles, and in first grade, we look at the life cycle of the frog as well as different animal habitats.  This is a lesson we have done many times, and we will be completing it this year in April. 

A great way to begin this lesson is by reading, A Frog Thing by Eric Drachman. There is a great video you can access for this book (click on the image below and it will take you to the video).  

This year we will also be reading the nonfiction selection, Frogs which is part of our extremely popular Animal Kingdom series published by Abdo. 

These books rarely stay on the library shelves, and I highly recommend them! You can check out this book and others like it on the ABDO website. 

After reading the book, we discuss the differences between nonfiction and fiction. What makes A Frog Thing a fiction picture book? How do we know? What examples can we provide? 

What makes Frogs a nonfiction picture book? What are some facts we learned? What are some text features we noticed that aren't in a fiction book? 

Finally, what is the main difference between a fiction book and a nonfiction book? Student are always able to make the connection that our nonfiction books provide facts and information.

Next step in the process: students select an Animal Kingdom book of their choice to use in the library and read about their animal. Task ONE...figure out which of these animal habitats their animal lives in: 

Ocean

Desert

Wetlands

Grassland

Woodland

Polar

Rain Forest 

After that, they record ONE fact about their animal and then put this fact in their own words. If you would like a copy of this lesson with the lesson plan standards, I CAN statements, procedures, and worksheets, you can access them here: Animal Habitat FREEBIE.

 

Next up? We access our PebbleGo database. We segue into animal habitats since this correlates with the first grade VA SOL: 

SCI 1.5: The student will investigate and understand that animals, including humans, have basic life needs that allow them to survive. Key ideas include:

• animals need air, food, water, shelter, and space (habitat);
• animals have different physical characteristics that perform specific functions; and
• animals can be classified based on a variety of characteristics.

FINAL STEP....turning our picture into augmented reality and watching the frog evolve from an egg, to a tadpole, froglet, and frog! I have this library station outlined HERE. This freebie includes the library lesson plan (that also be used as a sign at the library table). 

Want more information on the Quivervision dashboard? There is a great presentation that you can access to get you started: Getting Started Kit.

CREATE Stations...A is for ART - A Second Grade Library Station

 

It is no secret....second graders love dinosaurs. We had the best time listening to Dinosaurs Before Dark by Mary Pope Osborne. We were able to listen to the author read the first chapter aloud on the Brightly Storytime website, and it was a great way to get the story underway. 

Similar to my earlier CREATE station posts, the novel is accompanied with a short research project activity where students have the opportunity to access print encyclopedias or a database. If we are using print encyclopedia, this research activity is best completed in small groups, and it is part of my Explore station.  The small group can each choose a different dinosaur and have their own encyclopedia volume.  

If we are all accessing the database, then we can work in a whole group setting with students on their chromebooks. When we use databases in second grade, we access Pebblego. It is the perfect database for this age group, and they all seem to really like it. 

Feel free to access my EXPLORE STATION HERE. This is a freebie that will allow you to print and/or edit the materials and lessons to suit your needs and make changes, so it works for your resources. 

Now for the next part....the really fun activity....the students get to pick a dinosaur coloring sheet. 

Quivervision is very engaging and gives a WOW factor for the students. Here is a link to my station that has directions, standards, and Quivervision sheets: Quivervision Art Station.

Be sure to check out the Quivervision Education Dashboard if you would like to research subscriptions for your classes.  

I also have this sign below that I use as a visual for my art station; it covers K-2. Feel free to click on it and make a copy. 

CREATE stations: A is for ART....a THIRD GRADE STATION

Third graders are studying aquatic and terrestrial ecosystems and their diversity. These Quivervision coloring sheets have so many options. When the animal turns 3D, students can see in vivid detail the animal as well as the ecosystem surrounding the animal. 

The art station has become one of our very favorites. If you are interested in the free station signs, standards, and "I Can" statements, you can view and download the signs HERE. 

To get started on this unit, students can research an aquatic animal during their EXPLORE library station. I have an activity for students to research aquatic animals using a Britannica resource pack (you will need to have a subscription to access) or a print encyclopedia. I like both activities for different reasons. The print encyclopedia allows students to find information, identify parts of an encyclopedia and nonfiction text features. Check out the freebie here: EXPLORE STATION. 

Once the research is completed, students can really enjoy the art station and how these animals come to life. If you are interested in this station and the new Quivervision Educational Dashboard, you can access it using this link: QUIVERVISION. 

Looking to start up a Quivervision library station? Here is a great tutorial on how you can get started: watch the video. This is a great slideshow to get you started that you can access here. 

Look at this shark picture! This is definitely a fan favorite among the third grade learners.  When they turn their picture into AR, they see the coral reef habitat as well as the food chain! Our students were awed by the details, and they definitely take their time coloring their sheet. 

Here is the sign that covers the art station for grades 3-5. We use this one at the table for our art stations.