Class: 6 A&B Science Teacher: Mr.

Watts 2018
Unit: Life Science: Diversity of Life
Lesson Topic: Arthropods Poster Project
Time: 5 Classes; 300 mins

Curriculum Expectations: Planning:

300-15: Describe the role of a common classification system for living things - Assignment criteria and
300-18: Compare the characteristics of common Arthropods rubric developed
205-7: Record observations using a single work, notes in point form, sentences and simple diagrams - Loose-leaf paper
and charts - Model for students
205-8: Identify and use a variety of sources and technologies to gather pertinent information - Books for student
206-1: Classify according to several attributes and create a chart or diagram that shows the method research
of classifying

Introduction: 1 Class (60 mins) Groupings:

[x] Individual
 Students will be introduced to the Arthropod Poster Project. This assignment will [x] Pairs
have students demonstrate their understanding of Arthropods and their sub- [x] Small Group (3)
groups. Students will be instructed to select an Arthropod to become the focus [] Whole class
Teaching Strategies:
of their poster. Students may work on their poster in small groups (no more than [] Conferencing
three), however each student will complete their own independent poster. [x] Graffiti
 Ask students questions related to what will be expected of their assignment. [] Guided Reading
[] Guided Writing
Work through the rubric with students that may have any questions related to
[x] Investigation
the expected standard of work. Use the attached model to illustrate to [] Jigsaw
students an appropriate standard of a rough draft. Be sure to outline to [] Lecture
students the amount of detail, as well as the labels used in the rough copy [] Numbered Heads
[] Placemat
example. [] Read Along/ Aloud
o Sponge: Let students spent extra time at the end of class researching [] Seminar
and deciding on their Arthropod of choice [] Socratic
[] Textbook
Body: 3 Classes (180 mins) [] Video
 The majority of time spent in the first classes will be focused on introducing the [] Think/Pair/Share
project and communicating standards. [] Other: Rapid Writing
[] Other: Academic
 Following this, students will begin work on their rough copy. This will include: Controversy
o Name Assessment Strategies:
o A detailed drawing [] Homework Check
[] Formative Check
o Appropriate labels with their drawing (Handout)
o 3-5 other species in the same class [] Observation
o Detailed information related to Antennae, legs, body structure (How [x] Participation
[] Pres./ Dramatization
many? How are they aligned? Does anything stand out?)
[] Post-Assessment Quiz
o Mod: Modified students will have fewer expectations related to the [] Quiz/ Test
poster. [] Self/Peer Edit
 Name [] Summative Check
[] Written Product
 A detailed drawing [] Other: Ticket out the door
 Appropriate labels with their drawing
 # of Antennae, legs, and body structure
o Rough Copy Model for Students is attached to this plan. This example is
considered A+ level detail for this assignment. Show this model to
students to help clarify expectations.

 Students will continue to work on this project for the next 2 classes
o There are multiple books located in the classroom that focus on bugs
and arthropods. Relevant information has been bookmarked in all
books for students to easily locate relevant information related to the
project. Students are encouraged to share reading materials.
o Mod: There are modified texts located in the drawer beneath the paper
towel in the back of the classroom for students that have difficulty with
 reading (PLP & EAL students). These books include detailed pictures
which should assist modified students.
 Once students complete their rough copy in class, Students will then begin
work on their good copy. The good copy of this assignment must include color
and will be submitted independently.
Conclusion: 1 Class (60 mins)
 Students will be given the opportunity to present their posters in a “Gallery
Walk”.
 Students work will be displayed on the walls for everyone to see. Students will
spend time at each poster looking at the information included.
 Present students with the Gallery walk handout. Instruct students make
comments and provide feedback on four posters, not including their own.
Students must:
o Write down the number of the poster they are referring to
o Draw a rough sketch of the poster
o Write three sentences about each poster in the space provided.
Students are encouraged to use the sentence starters provided on the
handout. Unconstructive criticism will not be tolerated, though questions
related to a particular idea found on a poster are always encouraged.
o Mod: Modified students will be expected to complete the gallery walk
for a total of two posters as opposed to four. Sentence starters located
on the sheet should assist modified students in putting their thoughts to
paper. Gallery handouts will be collected at the end of class for
assessment.

Modifications:
 There are modified texts located in the drawer beneath the paper towel in the back of the classroom
for students that have difficulty with reading. These books include detailed diagrams which should
assist modified students.
 Modified students will be expected to complete the gallery walk for a total of two posters as opposed
to four. Sentence starters located on the sheet should assist modified students in putting their thoughts
to paper. Gallery handouts will be collected at the end of class for assessment.

References:
Grade 6 Science Curriculum Document
Rough copy Model for Students
 Name: ________________________ Class: 6 Date: _________________________

Gallery Walk
1. Choose 4 posters that interest you.
2. Label, draw and write about the first poster. Then, repeat for the 2nd, 3rd, and 4th poster.
3. What do you see in the poster? Use the sentence starters to help you. Write three sentences about each.
4. After you are done, use the checklist to make sure you did it correctly.

Poster # Poster #
_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

Sentence Starters:
This picture tells me… I see… I think that…
I learned that… I like this poster because… I have a question about…

Checklist:
 I chose 4 posters that interested me.
 I labeled, drew and wrote about the 4 posters.
 Gallery Walk
1. Choose 4 posters that interest you.
2. Label, draw and write about the first poster. Then, repeat for the 2nd, 3rd, and 4th poster.
3. What do you see in the poster? Use the sentence starters to help you. Write three sentences about each.
4. After you are done, use the checklist to make sure you did it correctly.

Poster # Poster #
_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

_______________________________________ ______________________________________

Sentence Starters:
This picture tells me… I see… I think that…
I learned that… I like this poster because… I have a question about…

Checklist:
 I chose 4 posters that interested me.
 I labeled, drew and wrote about the 4 posters.