V.T302

Inventive Insects

Students will work together to make a list of environmental issues, either natural or man-made. Each student will then design and create an imaginative insect that will help to solve one of the issues the student has identified. Students will use guiding questions to conceive the designs. Then they will do line drawings of their designs, which will finally be colored using colored pencils. Each student will label the parts of his or her insect drawing and then write a reflection to identify form and function.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.

Teacher Booklet

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Student Booklet

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These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC–INSECT DESIGN AND REFLECTION

  • Dimension

  • Innovation

    Unique, inventive ideas are present to engage the viewer

  • Problem Solving

    Inventiveness is applied to problem solving.

  • Initiative

    All seven aspects of the insect from the design questions are answered and considered in the design and the reflection

  • 1
  • 2
  • 3
  • 4

  • The work is somewhat creative. Familiar ideas were used, with few new twists. The work is safe, uses time-tested ideas or clichés, and may have inconsistent or minimal use of functional details. Two or fewer details are identified that contribute to form and function.

    N/A at this time.

  • The work is creative. There are imaginative and personal touches scattered throughout the work. There is a discernable and interesting intent, with some lapses or inconsistencies. Three or more details are identified that contribute to form and function.

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  • The work is highly creative, imaginative, and effective; the solution combines common ideas in imaginative ways.
    Four or more details are identified that contribute to form and function.

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  • The work is UNUSUALLY CREATIVE and shows imagination and insight; the solution combines common ideas in revealing and clever ways.
    Five or more details are identified that contribute to form and function.

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  • Student has chosen a real environmental problem, and one aspect of the insect is clearly related to the solution.

    N/A at this time.

  • Student has chosen a real environmental problem, and two aspects of the insect are clearly related to the solution.

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  • Student has chosen a real environmental problem, and three aspects of the insect are clearly related to the solution.

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  • Student has chosen a real environmental problem, and four or more aspects of the insect are clearly related to the solution.

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TEACHER SCORING RUBRIC

  • Dimension

  • Number of different ideas

  • 1
  • 2
  • 3
  • 4
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