Insect Mural Making

Overview

In this lesson 9 of 10, students build on their insect observations and individual insect ideas from earlier lessons to collaborate on a class insect mural. Students work together to plan, contribute, and place their insect artwork into a shared design.

Learning intentions

• WALT collaborate to create a large group insect mural.
• WALT contribute an insect image that matches the shared mural plan.
• WALT practise respectful teamwork: taking turns, sharing materials, and following agreed roles.
• WALT explain briefly what their insect is and how it fits in the mural.

Success criteria

• I can follow our group mural plan to place my insect artwork in the correct spot.
• I can contribute carefully and clearly (colour, shape, and insect details).
• I can take my role seriously and help others (materials, tidying, gentle communication).
• I can share a short sentence about my insect using class language (e.g., “It has… It lives… It eats…”).

Curriculum links

• Arts: Creating and presenting—students create a group artwork by making and combining visual ideas.
• Arts: Developing practical knowledge—students use tools and materials safely and appropriately to produce artwork.
• Key competencies: Managing self (staying on task), Relating to others (collaboration), Participating and contributing (sharing ideas and helping the group), Communicating (talking about their artwork).

Lesson structure (30 minutes)

1. 0–3 min · Warm-up connection. Teacher shows the partially finished mural (or mural layout) and says: “Today we will add our insects to make the class mural.” Students do a quick thumb check: “I can collaborate.”

2. 3–7 min · Quick model and role reminder. Teacher demonstrates how to place an insect piece neatly (alignment, spacing) and how to ask for help. Students repeat expected teamwork behaviours and choose/accept their role for today.

3. 7–9 min · Plan the next placement. Teacher marks zones on the mural (e.g., top/middle/bottom or “garden patch” sections) and names which students/groups will add to each zone. Students point to where their insect will go and share one idea: “My insect is for this part because…”

4. 9–20 min · Create and add to mural. Teacher circulates with support, checks safety with scissors/glue, and helps groups collaborate using their roles. Students work to finish or refine their insect artwork, then add it to the mural using agreed methods (tape/glue spots), while peers help with materials.

5. 20–26 min · Gallery share. Teacher facilitates a short “gallery walk” where each student shows their insect area for 10–15 seconds. Students tell a sentence about their insect (or respond to a classmate’s question using sentence starters).

6. 26–30 min · Reflect and tidy. Teacher leads a fast reflection: “What went well for collaboration? What will we do next time?” Students clean up, return materials, and complete a quick verbal check-in: “My contribution helped because…”

Resources

• Class mural base (paper or backing sheet) with simple zone lines
• Completed insect cut-outs or student insect drawings from prior lessons
• Scissors, glue sticks, tape (as appropriate), crayons/markers/colour pencils
• Paper scraps for finishing details (legs, wings, antennae)
• Table labels or role cards (e.g., Materials helper, Placement helper, Encourager, Tidier)
• Sentence starters for student talk (e.g., “My insect is…”, “It has…”, “It lives…”, “I placed it because…”)
• Visual example of a finished mural section (teacher sample)

Assessment

• Teacher observation checklist during mural work: role taken, teamwork behaviours, safe tool use, contribution quality.
• Formative question prompts: “Where does your insect go in the plan?” “How does it fit with the rest of the mural?”
• Quick summative-style exit ticket (verbal or on scrap paper): one sentence about the student’s insect and one teamwork thing they did.

Differentiation

• Support:
• Provide ready-made cut lines/templates or pre-drawn insect outlines for students needing reduced drawing demands.
• Use sentence starters and word banks for talk and explanation.
• Offer a “placement helper” role that involves fewer fine-motor steps for students who need it.
• Shorten the task: students can focus on adding details rather than re-making the whole insect.
• Extension:
• For students ready for more: add labels and simple facts about insects directly onto the mural (e.g., “Beetle—hard shell—eats leaves”).
• Ask advanced students to help decide placement by using mural criteria (spacing, variety of insects, balance across zones).
• EAL/SEN considerations:
• Pair students strategically (buddy system) so language learners can rehearse a sentence with a partner.
• Use gestures and visual cues for roles and placement expectations (point to the zone, show glue/tape spot).
• Managing diverse pace:
• Offer two-step contribution: “Finish insect details” first, then “Add to mural” when secure; provide a small “detail zone” for early finishers.

Extension (optional)

• Add labels and one factual detail for each labelled insect on the mural, matching student interest and readiness.