Biology Week 17 - Day 3 - 6

Examples from other Students

Arthropod Model Project Planning Guide   Evaluation Rubric
  • Establish a "real world" role for the student during the project.
    (examples: scientist, engineer, consumer, museum director, politician, teacher, etc.)
  • Establish a valid task for the person above. (this is the project)
  • Define what skills are needed to complete the task. (examples: information evaluation, webpage design, video editing, drawing to scale, public speaking, etc.)
The setting:

You are an assistant professor in the OSU entomology department. On a recent field trip you discovered a new class of arthopods. You have been asked to present your discovery to OSU's Board of Regents at their next meeting to show them that their money was well spent on your trip. You decide to make a model of the animal as a visual-aid for your presentation. You will also need to write out the presentation you plan to give to the Board for documentation of your animal.

  • Define who will view the final product.
    (examples: community members, business persons, organization, students, etc.)
The audience:
  • Your biology class will represent the OSU Board of Regents. They need to be entertained and convinced their money was well spent.
  • Your science facilitator will represent the scientific community. He will critically examine your discovery and try to find fault with your proposed classification and name for the new arthropod.
  • Define the impact the final product will have on the audience.
    (examples: inform, persuade, inspire, teach, etc.)
Your purpose is to explain to the Board of Regents just how special your discovery is and to convince them that they should give you more funding for another trip to study the new arthropod in its natural environment. Since this will be the first view the scientific community gets of your discovery, you must also inform them about this new and unusual arthropod and explain the scientific name that you have given it.
  • Define the format of the final product. Exactly what will the final product "look like".
    (examples: video, scale model, bulletin board, skit, webpage, oral presentation, etc.)
  • Identify the curriculum content included in the project.
Your finished model should be a member of a new class of arthropod. Remember that it must include all the characteristics that cause animals to be classified as arthropods and something that keeps it from fitting into an existing arthropod class.

Your writen documentation should include the animal's common name, scientific name, exactly where the animal was found, habitat, food preference, type of life cycle, physical apperarance, and reproduction characteristics.

The curriculum for this project includes:

  • Characteristics of arthropods and arthropod classes.
  • How arthropods live and reproduce.
  • Principles of taxonomy and scientific names.
  • Demonstrating communication skills.
  • Establish the steps needed to complete the project.
      - The teacher provides the minimum structure necessary for beginning students.
      - Experienced students produce most of their own planning details.
  • Establish what materials will be needed and where these materials will be obtained.
  • Establish a timeline listing completion dates for all steps leading up to the final product.
Day One:
  • Design your arthropod.
  • Make a sketch of your creature.
  • Make a list of materials to bring to class tomorrow for construction of your animal.
  • Make a rough draft of the things you need to know for your documentation.
Day Two:
  • Bring materials to class for construction.
  • Begin building your arthropod.
  • Have everything prepared for writing your documentation.
Day Three:
  • Finish any remaining arthropod construction.
  • Type your new arthropod's documentation.
Day Four:
  • Model and documentation are due at the beginning of class.