For this section of the Insect Inquiry, students got to do what they like best in art class . . painting! And a chance to synthesize their work observing insects into an original work of art. In the oil pastel watercolor resist paintings below, students were asked to create a never-before-seen creature that was insect-like . . . in other words, a creature that had some things the same as and some things different from an insect. Students choose their own level of complexity: they could stay close to the insect observation by making changes to an observed insect or they could use their memory and/or imagination to create something completely new. The creature could have as many elements different from an insect but had to have at least one element the same as an insect.

After creating their paintings, students observed their creatures and filled out a T-chart. The directions for the t-chart were: "What can I locate in my creature that is the same as an insect and different from an insect? List them in the appropriate column." This was the first time students used a chart like this in my class and also a first foray into looking at their own art using analytical, compare/contrast thinking skills.

To view more student creatures, click here.

To view the map of the Insect Inquiry, click here.

After the final drawing of the Leaf Inquiry, students began the Insect Inquiry with a drawing of insects from memory. (Click here for Leaf Inquiry.)

Next, students drew a couple short (2 - 5 minute) observational sketches of the plastic insect models using crayons.

*Student observational drawing of an insect using a plastic insect model.*

For the next step of the inquiry, I drew a diagram of an insect on the board and students drew it on their paper. The diagram focused on using ovals to show the way an insect's body is composed of segments. Students also labeled the three body parts (head, abdomen & thorax), six legs and antenna. We also reviewed and drew together samples of the branching structure of leaf veins and variations on leaf edges to facilitate a talk on what makes an insect an insect and what makes a leaf a leaf.

Below are student diagrams of leaves and insects.