Insect Art Exhibit

Overview

In this final lesson of the unit Insect Art Exploration, students create a simple classroom exhibit and practise presenting their own insect artworks. They also learn to appreciate each other’s work by sharing what they notice and what they like, using respectful language.

Learning intentions

• WALT present and appreciate each other’s artwork.

Success criteria

• I can display my insect art safely and neatly.
• I can talk about my artwork using at least one “I notice…” and one “I like…” statement.
• I can listen respectfully when others present.
• I can name one thing I did (e.g., colours, shapes, patterns, texture) in my insect artwork.

Curriculum links

• Art: Students express ideas through making art, and respond to art by describing what they see and like.
• Communication: Students share ideas clearly with peers during presentations and discussions.
• Key competencies (NZC Refresh): thinking (making choices), communicating (using descriptive language), and relating to others (listening respectfully and appreciating others’ work).

Lesson structure (30 minutes)

1. 0–5 min · Set up and settle. Teacher shows the exhibit space (a wall/board/table) and models how to handle artworks carefully. Students quickly help move artworks into position and sit ready for the “gallery” talk.

2. 5–12 min · Gallery talk model (teacher-led). Teacher demonstrates a short script: “I notice… I like… My insect is… I used…”. Students repeat the sentence stems chorally, then choose one stem to practise with a partner.

3. 12–22 min · Mini exhibit walk (first round). Teacher explains the routine: one artwork at a time, one speaker, everyone uses quiet voices and kind words. Students rotate in small groups, stopping at each student’s insect art to share an “I notice…” and “I like…” statement.

4. 22–27 min · Creator spotlight (second round). Teacher invites 3–4 students to stand by their art and present using their own “I notice/ I like/ I made…” ideas. Students who are not presenting listen, then add one question or comment using a teacher-provided prompt card if needed.

5. 27–30 min · Quick wrap-up. Teacher collects the class by asking: “What did we appreciate today?” and highlights one or two examples of good presenting/listening. Students do a quick thumbs check: “I can present my artwork” and “I can appreciate others’ artwork.”

Resources

• Insect artworks from Lessons 1–9 (finished and dry)
• Display materials: tape/blutack, string/wire (optional), name labels, clip frames or sticky notes
• “I notice… I like…” sentence stem cards (one per pair or group)
• “My insect is… I used… I made…” creator prompt cards (for students)
• Question/response cards (e.g., “What colours did you use?” “How did you make the wings?”)
• Timer (visible to teacher)
• Optional: class “gallery rules” poster (listen, be kind, hands to yourself)

Assessment

• Teacher observation during the exhibit walk: use an informal checklist for students who can use at least one “I notice…” and one “I like…” statement.
• Teacher listens during creator spotlight: confirm students’ ability to communicate a simple description of their choices (colours/shapes/patterns/details).
• Final quick wrap-up: students self-assess with thumbs (presenting, appreciating, listening).

Differentiation

• Support for students who struggle to articulate:
• Provide sentence starter cards and a choice of 2–3 prompts (e.g., “I notice the wings are… / I like the colours…”).
• Allow pointing to the artwork while speaking (teacher and peer interpret with the student).
• Offer a “one-sentence only” option so each student can succeed.
• Support for writing difficulty:
• Let students present verbally; if needed, teacher scribes a short sentence under the artwork with the student’s words.
• Extension for students ready to do more:
• Invite them to share one extra detail in their presentation (a “reason why” choice, such as “I chose these colours because it looks like…”).
• Encourage adding one insect fact during the exhibit (e.g., habitat, what it eats, or a body feature they included).
• EAL learners:
• Use consistent sentence frames and rehearsed phrases.
• Pair with a supportive peer during gallery walk so students can hear model language before attempting their own.
• Behaviour/attention support:
• Use a clear rotation plan and a “stop and look” signal so students know when to speak and when to listen.

Extension (optional)

• Encourage advanced students to share their favourite insect fact during the exhibit walk, using a prompt card (e.g., “My favourite insect fact is… because…”).