"The Carnival of nature".

Activity made by Miriam Riquelme Gil, Mayka Vidal Sánchez and Alba Yelo Maquilón.


The age and level of this activity is between 8-9 years old, which is the second cycle of primary education.


Understanding: make sense out information. The children have to summarize, interpret and explain  the information about the diversity of animals, their characteristics and classification.

All this things are compiled at the activity of the Thinglink.

Analyzing: take information apart and explore relationships. They have to categorize, examinate, compare/contrast and organize the information about the diversity of animals that they have learnt in science.

They classify and examinate after listening the song "The Carnival of Animals". Then, doing the thinglink, they have to compare and organize the information that they have about the diversity of the animals and their environment.

Applying: use information in a new situation. The students must use the information  that they have  in order to apply it for drawing and other activities.

They develop this skill when they use Sketchtoy (it is an online app for drawing) and also the application 123D Creature.

Creating: use information in order to create something new, developing skills as design, build, plan or invent.

This skill involve the whole activity.

Evaluating: Critically examine infomation and make judgements, defending and criticizing the work of their partners.

After doing the second activity (Thinglink), each group have to evaluate themselves and the rest of the groups following the assessment criteria that the teacher has given them.

Subjects & Topics.

The topic of this activity is based on the subjects music, science and arts.

Arts Education: It is composed by the subjects music and plastic. Both are articulated into two axes: "perception and expression". The first includes all aspects related to the development of sensory capabilities, auditory recognition and corporal, which helps to understand the different artistic expressions. Also knowledge and experience different productions, both plastic and musical.

Science: "Diversity of animals. Characteristics, classification and recognition". Acquire knowledge about the animal kingdom such as nutrition, relationships, reproduction and observation of living beings with proper instruments and through the use of audiovisual and technological means.

Short Description.

Our activity is for children about 8-9 years old. The whole activity involves the subjects music, art and science and lasts for about 4 weeks. In those four weeks will be used weekly hours of music and plastic and also hours of science because in primary education there are more hours of science than in the other two subjects.The objectives that we want to achieve are: -Students will be able to develop their creativity with large amplitude. To achieve this, we will use part of the content that are discussed in science and they will have to work and apply them through different ICT applications . All of this demonstrating their creativity. In this way, students also learn that the subjects have relation between them, trying to get them to enjoy and remember the contents with another form that is not only to use a textbook.

Basic Competences.

Incorporating basic skills in the curriculum allows emphasize those learnings that are considered essential, based on an integrative approach and focused on the application of acquired knowledge. Hence its basic character. Are those competences that a young must developed at the end of compulsory education to achieve personal fulfilment, active citizenship are also incorporated into adulthood successfully and be able to develop a lifelong learning.

The basic competences that are developing in our activity are:

1. Competence in linguistic communication: This competence concerns the use of language as an instrument of oral and written communication, representation, interpretation and understanding of reality, construction and communication of knowledge and organization and self-regulation of thought, emotions and behavior.

  • Our students develop this competence during the whole activity, specifically at the end of the activity (the final video and the evaluation).

2. Treatment of information and digital competence: This competence consists of having the ability to seek, obtain, process and communicate information, and to transform it into knowledge. Incorporates different skills, ranging from access to information to its transmission in different media Once it is treated, including the use of information technology and communication as essential information, learn and communicate element.

It is associated with the search, selection, recording and processing or analysis of information, using techniques and various strategies to access it as the source to which it goes and the media used (oral, print, visual, digital or multimedia ).

  • The children develop this competence during the whole activity, using different apps and tools.

3. Social and civic competence: Globally it means to use (in order to perform socially) knowledge about the evolution and organization of societies and the features and values of the democratic system, and use the moral judgment to make choices and decisions.

Also form a fundamental part of this competition those social skills that let you know that conflicts of values and interests are part of coexistence and resolve them with a constructive attitude make decisions with autonomy.

  • It is developed when children have to work together and share ideas and decisions.

4.Cultural and artistic competence.

This competence involves knowing, understanding, appreciating and evaluating a variety of cultural and artistic statements, use them as a source of enrichment and enjoyment.

It is, therefore, a competence that encourages expression and communication in order to perceive and understand the different realities and products of world art and culture.

  • It is developed when the children use apps like Sketchtoy and Thinglink in order to draw and express their artistic skills.

5. Competence of learning to learn.

Learning to learn involves having the ability to start learning and be able to continue learning more and more efficiently and autonomously according to one's goals and needs.

This competence has two fundamental dimensions. On the one hand, the acquisition of awareness of one's capabilities (intellectual, emotional, physical), and the process necessary to develop strategies, such as what to do for yourself and what you can do with help from other people or resources. On the other hand, have a sense of personal competence which results in motivation, self confidence and love of learning.

  • What they can do with help from other people or resources is developed at the whole activity, sharing information between them or using different apps and books for looking for information.

6. Autonomy and personal initiative.

This competence refers, on the one hand, to the acquisition of awareness and application of a set of interrelated values and personal attitudes such as responsibility, perseverance, self-knowledge and self-esteem, creativity, self-criticism, emotional control, the ability to choose, to calculate risks and to face the problems, and the ability to delay the need for immediate satisfaction, to learn from mistakes and take risks.

On the other hand, refers to the ability to choose with own judgment, to imagine projects, and take the necessary actions to develop options and personal plans (under individual or collective projects), taking responsibility for them, both on a personal level as social and labor.

  • The children develop this competences during the whole activity, more specifically at the 123D Creature and the evaluation part.

Long description.

All the details of our activity are in a long description. Here you can see all of them in a document.


These are the four apps that we have used (Sketchtoy, thinglink, 123d creature and Pinnacle VideoSpin) and also their tutorials in order to learn more.

With Sketchtoy you can draw your own pictures, write the things that you want and reproduce it.

And here you have the tutorial of the app:

The second tutorial that you can see is about the app ''Thinglink'', this tutorial is very useful and interesting. However, we have to say that it's not very difficult but it's very useful because  you can organize all of your things and your knowledge.

After use Thinglink, children will have to manage the app 123D Creature which only exist for iPad. With it you can create any creature that you can imagine starting from a simple skeleton type body, so you can handle it in the way you want, paint it and sculpt it.

This is the video that explains how it works:

At the end,  the children have to do a final video mixing all the animals they have chosen and summarize the whole activity with the tool Pinnacle. It is a free program for computer, and here you have the tutorial video:


If a person wants to do our activity, things you'll need to carry it out successfully are:     

   -Tutorials and management of the various applications and tools used in all activities  (all free) such as:

  • Sketchoy: You have to use it with a computer because it is an application to draw and play it online. (Link)
  • Thinglink: You  can use this app  with a computer, mobile device or iPad, what you prefer. (Link)
  • 123D Creature: This app is only for ipad (to make the creature).
  • Pinnacle VideoSpin  This app is available for comuters and it is a video editor.

Once you know which applications will use with students, we also need the track of the author Camille Saint- Saëns, titled '' The Carnival of the Animals '' , which is where our activity is called .

When we already have the musical piece as a whole and enabled devices and applications , you need to establish a clear division of the groups of animals which appear in the song and choose 5 total . (You can make more groups if you want).

The reason that we choose 5 groups of animals is because the class will be divided into 5 groups of 5 people per group, and there is a group of animals per group.

For example , we have made the total sample of the aquatic animals, obviously is the part of the song relating to aquatic animals .This group will perform all activity aquatic animals trying to finish video will be with the 5 groups of animals interacting together and with the music of  ''The carnival of the animals'' .

It is important to know that children have to work with his group but also in the final activity with the other groups in the class.

The scoring sheet that the teacher handed each group will also be needed. This score sheet will esfecify the 5 groups of animals that have been identified in the song, their characteristics, nutrition, reproduction etc. They have a minimum of characteristics that they have to identify and classificate. All groups will have to identify the song in each group of animals ( Aquatic , mammals ... ) and then the teacher will assign each group a type of animal, so they have to have this list of animals and then when the teacher give them the type of their animals they have search the piece of the song listen it and start with the first step: Star to use Sketchtoy.

The characteristics they may have are for example:


  •   Lives on the rocky sea floor.
  • Shape of a star.
  • Multiple colours, but it’s commonly
  • orange


  • Very big aquatic animal.
  • Composed by head, trunk and tail
  • Multiple fins
  • All over the sea.
  • It has a lot of teeth and they are very sharp


  • Shape of a horse.
  • It has a curved tail.
  • Long face.
  • Small fins.
  • Lives commonly in the east coast of the continent of America.


  • It is orange, white and black.
  • It is usually not very big
  • They usually live in the east coast of Asia and India.


The first thing that children have to do is listen to "The Carnival of Animals" by Camille Saint-Saëns, in order to inspire them to draw the animals they can imagine from the music. The example we have chosen is "The Aquarium" and you can hear it here:

While they are listening the song, they have to use the App Sketchtoyto draw five animals that they imagine (related with the song), and after draw them in their envonment in order to do an image that after it will be the background of their work in thinglink. So the result should be something like this:

After doing the Sketchtoy they have to create a Thinglink with all the information they can compile. Here you have a photo with the example we did:

And here is the link from the image, with all the information that children should put in it:

After doing the Thinglink, the children have to evaluate between them with a guide that the teacher bring them. If everything is right, the next step of the activity is mix the five animals they have drawn in one, based on the characteristics they have compiled in Thinglink, in order to assemble the knowledge they have achieve doing the Thinglink. They have to use the App 123D Creature and do something like this:

Finally, the last application they have to use is Pinnacle, and they have to create a video narrating what they have done and learnt during the whole activity. It is the final activity, with the whole class, and each group have to do their own video with the type of animal that the teacher give them and a video with the rest of the class mixing all the animals, all of this with the correct moment of the song and with the correct characteristics. The video is something like this, have a look:


-Topic of Science:http://www.e-torredebabel.com/leyes/Primaria-Loe-Madrid/Conocimiento-Medio-Primaria-Loe-Madrid.htm


-Topic of Artistic Education: http://www.e-torredebabel.com/leyes/Primaria-Loe-Madrid/Educacion-Artistica-Primaria-Loe-Madrid.htm


-Basic Competences: http://www.boe.es/buscar/act.php?id=BOE-A-2006-21409&tn=1&p=20140301&vd=#ani

Publish on: «BOE» núm. 293, de 08/12/2006. In force: 09/12/2006 Department: Ministerio de Educación y Ciencia Reference: BOE-A-2006-21409  

-Tutorials from:  webpage: https://www.youtube.com/

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