To begin the lesson students will be placing notes straight into their science journal. I begin by explaining that we are going to build some background for four different types of arthropods. I ask the class how we might organize our notes best to be successful. The class decides that since their are four types we are going to discuss that breaking the page into fourths would be best. Students then make four boxes on page and I begin giving them the notes to fill in each box.
For this assignment, I have chosen only four arthropods to cover: diplopods and chilopods, crustaceans, arachnids, and insects. Under each group I give them key details to there structures and what makes them unique amongst each other. I do not give them any examples, just the notes.
When we have completed out notes on each category of arthropod, we are now ready to discuss and think about each one. I ask the class to start by drawing the same four square model on the next page of their science journal. In side these squares students will draw examples of the four different types we took notes on. To begin, I ask students to look at their notes as clues. I then ask them to read the clues under the diplopods and chilopods. We then begin brainstorming what these types of anthropods might look like. We come to consensus and with guidance, I help student realize that a centipede would fall in this category. Students then draw this as their example.
As a final activity, I make up a sorting game that can be completed on white boards. I tell students that we are going to sort arthropods for a museum. They need to draw four boxes to represent the display cases, and label them with the four types of arthropods from our notes. I will give students the name of an arthropod, and they will then tell me which display case it would go into. When we complete the sort, I then ask them to classify each box without using their notes.