After introducing exoskeletons to your students, show them pictures of other animals with exoskeletons, such as beetles, ladybugs, snails and hermit crabs. Point out the differences between animals with hard exoskeletons and those with softer ones. Explain that some animals with soft bodies seek shells to create their own exoskeletons. These animals also modify their shells to accommodate their needs. According to the University of California, Berkeley News Center, some hermit crabs, like the terrestrial hermit crab, find their shells and hollow them out further either to fit them better or to make room for eggs.
Ask students in your class about the kinds of exoskeletons they would like to have. You can help them by bringing in shells for them to choose from. These can include snail shells, seashells, cicada shells, small containers and cups. Point out that while a pretty shell also could be practical, looks cannot be the only reason for selecting a particular shell. Likewise, explain that some animals will opt for unnatural exoskeletons if, for example, litter is made available to them. Ask your students about their reasons for selecting a shell. Practical reasons include having a hard shell to protect yourself, to help survive a fall or to hide from other animals.
Materials needed for this project include a large roll of newsprint paper, thick-point pens and masking tape. Give each student or each small group one yard of paper. Before handing out pens, tell them they will be creating exoskeletons and remind them that it is to protect them, allow them to hide, to blend into their surroundings or to cushion a fall. Ask students what kinds of exoskeletons they are making to see if they are, for example, that of a bug, a snail or a crab. Use pictures to guide them. When the students finish, help them cut their paper and affix it to their arms, legs and torsos.
After student get their exoskeletons, ask them to explain what they are supposed to be or have the class guess. Ask students to pretend to be that particular animal, and guide them by asking how their exoskeletons make the animal strong, protect it from predators or help it to hide. For further enrichment, ask them where their homes would be and how they would take care of their exoskeletons. Remind them that many animals with exoskeletons either need to molt or to select a new shell as they get bigger or have other needs. Take photographs of your students’ creations.