The problem aligns with the following Standards:

CCSS.MATH.CONTENT.7.G.A.1

CCSS.MATH.CONTENT.6.G.A.1

ART GLE: 1.1.2

ART GLE: 4.2.1

The question will be how can we scale up this animal using what we have learned about scaling geometric shapes. The students will be given a sheet with an animal made of geometric shapes on it. I would let the class decide what animal will be used in the lesson. The unicorn and the bear are examples I found.  Each student will be assigned a piece of the animal. They will all need to find the area of their piece by measuring it, and for most pieces they need to split them into shapes for which they already know how to find the area. Then the students scale the figure up with a scale factor of 5, and find the area again. The students will have to use poster paper for the bigger pieces, and they will color and cut out the pieces when finished. Once every student has finished they will get to put them all together to make a big version of the animal to put on the wall in the room.

After it’s all put together, as a class you can talk about how the area of each shape changed and how the area of the bear as a whole changed. Also you can talk about how making this shows that math can be used in the shape and form of visual artwork to link the lesson to the art standards. The math standards are about scaling and finding the area of geometric shapes. The art standards are about learning how shape and form affect visual art, and how other content areas are connected to art.