nine week insect unit - cardinal scholar home
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Nine Week Insect Unit
An Honors Creative Project (HONRS 499)
By
Audrey Maple
Thesis Advisor
Margot Williams
Ball State University Muncie, Indiana
December 2007
Expected Date of Graduation December 15,2007
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/VI ;J.G Acknowledgements
-I would like to thank: Margot Williams for being enthusiastically willing to advise me through this project. She was very patient and understanding when I completely changed what 1 was doing for my project. 1 appreciate that she was open to the changes and continued to guide me through the planning of this unit.
-I would also like to thank: Chris Flook for helping me with the technology part of this unit. He helped me to put all of the files that 1 created onto a CD in a professional format so that other educators could easily use this unit. 1 appreciate the time and effort that he put into helping me do this.
-I would also like to thank: Michelle Rumfelt and Lynn Turner who allowed me to actually put some of these insect lessons into practice in their classrooms. This allowed me to see what worked and what didn't and make changes accordingly so that other educators could realistically teach this unit.
Dallinger, J., & Overbeck, C. (1982). Swallowtail Butterflies. Minneapolis: Lerner Publications Company.
Danks, H. (1987). The Bug Book. New York: Workman Publishing.
De Luise, D. (1990). Charlie the Caterpillar. New York: Simon & Schuster Inc.
Doris, E. (1993). Entomology. New York: Thames and Hudson.
Dorros, A. (1989). Ant Citites. New York: Scholastic, Inc.
Earle, O. L. (1969). Praying Mantis. New York: William Morrow and Company.
Ewbank, C. (1973). Insect zoo; how to collect and care for insects. New York: Walker.
Facklam, M. (1996). Creepy, Crawly, Caterpillars. Boston: Little, Brown and Company.
Ford, B. (1976). Katydids: The Singing Insects. New York: Julian Messner.
Foster, C. K. (1958). Casper the Caterpillar. Minneapolis: T. S. Denison & Company.
French, V. (1993). Caterpillar, caterpillar. Cambridge: Candlewick Press.
Froman, N. (2001). What's That Bug? Boston: Little, Brown and Company.
Getzoff, M. (1996). Butterfly Magic. New York: Scholastic, Inc.
Graham, M. B. (1967). Be Nice to Spiders. New York: Harper & Row, Publishers.
Granowsky, A. (1983). The Praying Mantis. Cleveland: Modem Curriculum Press, Inc.
Grassy, J. (1997). Insects. New York: Scholastic.
Greenbacker, L. (1993). Bugs: Stingers Suckers Sweeties Swingers. New York: Franklin Watts.
Heinrichs, A. (2004). Fireflies. Minneapolis: Compas Point Books.
Himmelman, J. (1998). A ladybug's life. New York: Children's Press.
Holcomb, C. E. (2005). Buggin' with Rudd Des Moines: Meredith Books.
How Do Insects Hear? (n.d.). Retrieved November 23,2007, from Journey to the Wonderful World of Insects: http://new·ecopsychology.orglenlinsects/pages/p.6.htm
Johnson, S. A. (1994). A Beekeeper's Year. Boston: Little, Brown and Company.
Johnson, S. A. (1986). Fireflies. Minneapolis: Lerner Publications Co.
Johnson, S. A. (1983). Ladybugs. Minneapolis: Lerner Publications Company.
Johnson, S. A. (1983). Ladybugs. Minneapolis: Lerner Publications Co.
Kalman, B. (2004). The Lifo Cycle of a Honeybee. New York: Crabtree Publishing Company.
Kirk, D. (2000). Little Miss Spider. New York: Scholastic Press.
Kirk, D. (1997). Miss Spider's New Car. New York: Scholastic Inc.
Kneidel, S. (1999). More Pet Bugs: A Kid's Guide to Catching & Keeping Insects & Other Small Creatures. New York: John Wiley & Sons, Inc.
Kohn, B. (1972). The Busy Honeybee. New York: Four Winds Press.
Llewellyn, C. (1998). The Best Book of Bugs. New York: Scholastic.
Llewellyn, C. (1997). The DK picture encyclopedia. London: Dorling Kindersley Limited.
Marr, M. (1992). I wonder where butterflies go in the winter. New York: Western Publishing Company, Inc.
Maynard, C. (2001). Bugs: A Close-up View of the Insect World. New York: Dorling Kindersley.
McLean, W. (2003). Awesome ants. Sydney: Glenn Johnstone.
McMullan, K. (1986). Buggy Riddles. New York: Dial Books for Young Readers.
Micucci, C. (2003). The Lifo and Times of the Ant. Boston: Houghton Mifflin Company.
Miller, C. C. (2005). Fireflies. Mankato, Minnesota: Capstone Press.
Miller, C. C. (2005). Mosquitoes. Mankato, Minnesota: Capstone Press.
Pallotta, J. (2004). The Beetle Alphabet Book Watertown, MA: Charlesbridge.
Pallotta, J. (1993). The Icky Bug Alphabet Book New York: Charlesbridge.
Parker, S. (1999). It's and Ant's Life. Pleasantville, NY: Reader's Digest Children's Books.
Phillips, D. (2006). bugs and spiders. Minnetonka, MN: Two-Can.
Pringle, L. P. (1971). Cockroaches: here, there, and everywhere. New York: Crowell.
Prischmann, D. A. (2005). Ants. Mankato, Minnesota: Capstone Press.
Prischmann, D. A. (2005). Beetles. Mankato, Minnesota: Capstone Press.
Rillero, P. (2000). Totally creepy bugs. Lincolnwood, IL: Publications International, Ltd.
Rockwell, A. (2002). Becoming Butterflies. New York: Walker & Company.
Rockwell, A. (2001). Bugs are insects. New York: HarperCollins.
Ross, M. E. (1996). Cricketology. Minneapolis: Caro1rhoda Books, Inc.
Ross, M. E. (1996). Cricketology. Minneapolis: CarolRhoda Books.
Royston, A. (1992). What's Inside? Insects. New York: Dorling Kinders1ey, Inc.
Sardegna, J. (1994). The Roly-Poly Spider. New York: Scholastic, Inc.
Selsam, M. E. (1962). Terry and the Caterpillars. New York: Harper and Row Publishers.
Selsam, M. E., & Hunt, J. (1974). A First Look at Insects. New York: Walker and Company.
Simon, S. (1973). Discovering What Crickets Do. New York: McGraw-Hill Book Company.
Siy, A., & Kunkel, D. (2005). Mosquito bite. Watertown, MA: Charlesbridge.
Souza, D. (1991). Insects Around the House. Minneapolis: Carolrhoda Books, Inc.
Stefoff, R. (1998). Ant. Tarrytown, New York: Benchmark Books.
Stewart, M. (2001). Insects. New York: Children's Press.
Townsend, J. (2005). Incredible Insects. Chicago: Raintree.
Two-Can. (1999). Totally Amazing Insects. New York: Golden Books Publishing Company.
Ward, J. (2002). Over in the Garden. New York: Scholastic, Inc.
Teacher Resources
Animal Planet. (2007). Retrieved November 24, 2007, from Buggin' With Ruud: Longhorn Beetle: http://animal.discovery .comlbeyond/index.htm1?playedd=203 719213&categoryId=21 00 13723& lineupId=37069107&titleId=33714633
Arentsen, H. (2007, January 20). The Garden Safari. Retrieved September 14,2007, from http://www.gardensafari.netlenglishlhoverflies.htm
Arnold, T. (2005). Hi! Fly Guy. New York: Scholastic, Inc.
Arnold, T. (2006). Super Fly Guy. New York: Scholastic, Inc.
Baily, J. (2002). Bug Dictionary: An A to Z of Insects and Creepy Crawlies. London: Tangerine Press.
Baker, J. (2007, August/September). Buggy Skills Check. The Mailbox.
Bear, D. R., Dole, J. A., Echevarria, J., Hasbrouck, J., Paris, S., Shanahan, T., et al. (2007). Treasures A Reading/Language Arts Program. New York: Macmillion McGraw~Hill.
Blaker, R. (n.d.). Bee on Honeycomb. Retrieved December 2,2007, from Fotolia: http://pt.fotolia.comlidl63 3451
Bouboul. (2007, August 5). Flickr. Retrieved December 1, 2007, from Green Stinkbug: http://www.f1ickr.comlphotoslboubou64/1 022538619/
Bulion, L. (2006). Hey There, Stink Bug! Watertown, MA: Charlesbridge.
Canizares, S., & Chanko, P. (1998). What Do Insects Do? New York: Scholastic, Inc.
Canizares, S., & Reid, M. (1998). Where Do Insects Live? New York: Scholastic.
Carle, E. (1987). The Very Hungry Caterpillar. New York: Philomel Books.
Cole, J., & Degen, B. (Directors). (2004). The Magic School Bus: Bugs, Bugs, Bugs! [Motion Picture].
Field Cricket. (n.d.). Retrieved November 17,2007, from Insect Identification: http://www.insectidentification.orglinsect~escription.asp?identification=Field~Cricket
Holcomb, C. E. (2005). Buggin' with Rudd. Des Moines: Meredith Books.
Honeycomb Dish. (n.d.). Retrieved November 23, 2007, from My Granny's Attic Antiques, Collectibles, and Custom Gifts: http://www.mygrannysatticantiques.comlassetslimages/clearHoneycomb _ Dish.jpg
Interface Network Inc. Shelley. (2007). Ant Farms, AntWorks, & Insect Habitats. Retrieved September 12, 2007, from Antfann Universe: http://www.antfannu.coml
Ladybird Beetle (Ladybug). (n.d.). Retrieved September 14,2007, from Insectlore: http://www.insectlore.comlxlorepedia _ stufflladybird.html
Landcare Research. (2007). Insects and Spiders of New Zealand. Retrieved September 24, 2007, from Closest Relatives: http://www.landcareresearch.co.nzleducationlinsects _ spiders/insects/closest.asp
Larson, N. (2004). Saxon Math 1 Teacher's Manual. Saxon.
Lewallen, C. S. (2004). Oklahoma Biological Survey. Retrieved December 1,2007, from Oklahoma Wild Things: http://www.biosurvey.ou.edU/okwildlmisc/images/lgbeefly2.jpg
Micucci, C. (2003). The Life and Times of the Ant. Boston: Houghton Mifflin Company.
Numeroff, L. (2002). /fYou Take a Mouse to School. New York: Laura Geringer.
Pallotta, J. (2004). The Beetle Alphabet Book. Watertown, MA: Charlesbridge.
Pallotta, J. (1993). The Icky Bug Alphabet Book. New York: Charlesbridge.
Parker, S. (1999).1t's and Ant's Life. Pleasantville, NY: Reader's Digest Children's Books.
Pollaco, P. (2001). The Keeping Quilt. New York: Alladin.
Reyes, E. (2008). Pet Tricks. In D. R. Bear, J. A. Dole, J. Echevarria, J. E. Hasbrouck, S. G. Paris, T. Shanahan, et al., Treasures: A Reading/Language Arts Program (pp. 90-103). New York: MacmillianlMcGraw-Hill.
Rockwell, A. (200 1). Bugs are insects. New York: HarperCollins.
Stephanie. (n.d.). Insect Hibernation. Retrieved November 24, 2007, from Creamer's Field: http://www.northstar.kI2.alcus/schoolsljoy/creamerslInsects/LinkKidReportsiInsecthibernation.h tml
sypix. (2007, August 27). jlickr. Retrieved November 17, 2007, from Busy Bee: http://www.flickr.comlphotos/sypixlI251944897/
The World. (n.d.). Retrieved November 10,2007, from Map Quest: http://go.hrw.comlatlas/norm_htmlworld.htm
Thompkins, G. E. (2004). 50 Literacy Strategies Step by Step. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Vision, W. (2007, April 29). Flickr. Retrieved December 1,2007, from Busy Bee: http://www.flickr.comlphotos/nickies/476577782/
Williams, D. (n.d.). The Deep Sleep. Retrieved November 12,2007, from Desert USA: http://www.desertusa.comlmag02ldec/sleep.html
Display Area
There will be a bulletin board with a table in front of it. The bulletin board will be titled
"Digging Deep for Dirt on Insects." It will be a brown background with black letters. There will
be a shovel and colorful Ellison cutouts of different insects. On the table in front of the bulletin
board, there will be a variety of insect habitats. There will be a cage with Madagascar hissing
cockroaches, an ant fann, a ladybird beetle habitat, and crickets to feed to the lizards that will
also be on the table.
I will also have up insect sticker charts and ladybug stickers as a motivational tool.
Students will randomly get stickers for their chart for good behavior and good work.
Week 1 Day 1
Topic: Insect Vocabulary
Subject: SciencelLanguage Arts
Objective: Students will match the vocabulary word to the correct defInition.
Materials: Tiny paper squares, vocabulary index cards, bucket, assessment worksheet, PowerPoint
Motivation: Students will playa game similar to Balderdash using insect vocabulary words. Each
student will get 3 tiny paper squares. I will say one of our vocabulary words. Then, they will write a defmition. If they do not know the true defmition, they should try to make a fake one that sounds as realistic as possible. Give some examples of this for them using words that you will not be giving them. After they write their defInition, they turn in the cards to you. Then, everyone closes their eyes and lays their heads down. You read off their defInitions and they vote for the one that they think is correct. They get 2 points if they wrote the correct defInition, 2 points if they vote for the correct defInition and 1 point for every person that voted for their defInition. (Choose 3 words from the following vocabulary list: observe, nocturnal, diurnal, entomology, head, thorax, abdomen, compare, proboscis, chrysalis) If this is too difficult for your students, there are 2 ways that you could adapt it. The fIrst way would be to let the students draw a picture instead of writing a defInition. Another way to adapt it would be letting students go around and say their defInition. You may only want to do 1 or 2 words if you choose this option because of the time it takes for students to do this. Some students also may be too shy to participate if you do it this way, but they can still benefIt and get excited by listening.
Goal for Leamer: We are starting a 2 week unit on insects. Today, you will learn words that will help you
talk like a kind of scientist called an entomologist. Entomologists study insects.
New Information: Show the PowerPoint presentation as you go over the defInitions with the students. This
will allow them to hear the defmition, read the defInition, and see a picture that they can relate to the defInition.
Guided Practice: Students will pull an index card out of a bucket. Some of the cards will have a
vocabulary word on them and others will have a vocabulary defInition on them. You will probably have to read the students' cards to them. Students will then go around the room and fInd their match. Next, each pair will read aloud their word and defInition to the class.
Check for Understanding:
Who can tell me what observation means? Which word means that something is awake during the night and sleeps during the day? Etc.
Practice Application: Students will complete an assessment worksheet.
Closure: We will go over the correct answers on the assessment worksheet.
Evaluation: Each question will be worth 1 point.
Bibliography:
MsEIi. (2005, December 25}.f/ickr. Retrieved 17 2007, November, from Chrysalis: http://www.f1ickr.com/photos/mseli/77 426662/
sypix. (2007, August 27)./lickr. Retrieved November 17, 2007, from Busy Bee: http://www.f1ickr.com/photos/sypix/1251944897 /
12/1/2007
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Name ----------------------------------
observe nocturnal diurnal entomology compare
1. This word describes an animal that is awake during the day and asleep at night.
2. This word means to watch carefully. __________________ _
3. This word describes an animal that is awake during the night and sleeps during the day.
4. This means to look at how 2 or more things are alike or different.
5. This is the study of insects. ____________________ _
proboscis chrysalis
6. 7.
Label the head. thorax, and abdomen on the diagram below.
/7
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Week 1 Days 2, 3, and 4
Subject: SciencelLanguage Arts (3 Day Plan)
Topic: Introduction to Centers
Science Standard 1 The Nature of Science and Technology
Students are actively engaged in exploring how the world works. They explore, observe, count, collect, measure, compare, and ask questions. They discuss observations and use tools to seek answers and solve problems. They share their findings.
1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.
1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.
Science Standard 2 Scientific Thinking
Students begin to find answers to their questions about the world by using measurements, estimation, and observation as well as working with materials. They communicate with others through numbers, words, and drawings.
1.2.6 Describe and compare objects in terms of number, shape, texture, size, weight, color, and motion.
1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.
Science Standard 4 The Living Environment
Students ask questions about a variety of living things and everyday events that can be answered through observations. They become aware of plant and animal interaction. They consider things and processes that plants and animals need to stay alive.
1.4.4 Explain that most living things need water, food, and air.
1.4.3 Observe and explain that animals eat plants or other animals for food.
Objective: Students will be introduced to the new unit and centers. They will write in their new
double entry science journals.
CODtiDued Objectives (as studeDts visit the ceDters meDtioDed iD this lessoD, the following objectives wiD be met):
Students willieam about insects through observation. Students will write and illustrate what they observe. Students willieam that most living things need food and water to survive. Students willleam that some insects and animals eat plants and others eat living things.
Materials: Display area, variety of live insect specimens (recommendations: Madagascar hissing cockroaches, ladybugs, ants, and crickets; I have also had green anole lizards in this center. Although they are not insects, they eat crickets and this allows students to observe and discover that some animals eat other animals to survive. I have done this in two different first grade classrooms and have not had any problems with the students being upset over the lizards eating the crickets.), centers with necessary materials (books, letter tiles, insect of the day word sheets), science journals for each student, world map
Day I
Motivation: Have all of the students come and sit around the display area. Ask the students what they
see. Today, we are going to start a 2 week unit on insects. I have many live insects back here for us to watch and study. I am going to introduce you to our new classroom pets. First of all, we have 3 Madagascar hissing cockroaches. Have a world map available to show students the cockroaches' native land. These insects are nocturnal. This means that they like to sleep during the day and be awake at night. What other animals do you know that are nocturnal? You may get out a cockroach and pass it around for the students to take a closer look. If the cockroach hisses you can talk about where the Madagascar Hissing Cockroach gets its name. Everything back here has things that they need to stay alive. These cockroaches can go a long time without food, but they get dehydrated very easily. This means that we always have to make sure that they have something to drink. We can't just put water in their cage though or they will drown. We have to wet this sponge and they will suck water from it. Next, we have 2 green anole lizards. They are diurnal. This means that they are awake during the day and they sleep at night. The lizards are back here because they eat insects! That is why I have this cage of crickets. Each day the lizards will eat 1 or 2 crickets each. I also have an ant farm and a ladybug habitat that has ladybug larva in it. In the next habitat, I have a variety of insects and insect relatives for you to watch. What you say in this motivation will vary based on what you have at your observation table.
Goal for Leamer: After this unit, you will know what makes an insect an insect. You will also know how
to care for insects.
New Information: You can learn a lot about something by watching it. Sometimes people call this
observing. When you observe something you are watching it closely and paying close attention to what it is doing. You are all going to be given a science journal. You will be divided into 3 groups. Each day one group will get time to come back here and observe. You will draw a picture of something that you observe and then write about it. Sometimes we will come back here as a whole class and make some observations together about specific things. What are some things that you might look for when you are back here observing? (What the insects or lizards
-~~~~~~~~~~~~~~~~~ they interact with each other, noises they make, color, etc.) Pay close attention to changes that are taking place in the ladybug habitat.
Closure: We will learn about the other centers in the classroom over the next couple of days.
Day 2
Motivation: Who remembers what we do at this center? (Point to the observation center.) Who knows
what it is called? Now we are going to learn about another center that you will be visiting in the coming weeks.
New Information: Since I am dividing you into 3 groups, you may be wondering what the other two groups
will be doing while one group is back here observing. We are going to have 2 other centers or stations in the room and we will rotate each day. I am going to assign you to a group. Each day during center time, go to the station or center that has your group number displayed. Each week we will have centers at least 3 times. That means you will get to go to each center at least once a week.
Take the students to the Making Words: Insects center. Each time that group 2 gets back around to this center we will have a new insect of the day. Today, the insect of the day is Monarch Butterfly. On these mornings I will tell you an interesting fact about the insect of the day. The interesting fact about the Monarch Butterfly is that it can travel up to 80 miles in 1 day! That means that a small Monarch Butterfly might fly from here to Ohio in 1 day! Ohio is a different state! At this center, you will be given a paper that has the insect of the day written at the top. You are to take your letter tiles out of this envelope and spell that word with them. Next. you can move the tiles around and spell as many words as you can. As you make new words with your tiles, write them on the blanks on your paper. Make as many words as you can. You do not have to get completely finished and you do not have to fill in every blank. If you can't think of anymore an words, move on to the next word family even if there are more blanks. If you find other words that there isn't a place for. you can write them at the bottom of the paper if you would like.
Guided Practice:
Let's do Monarch Butterfly together. Model moving the tiles to make new words. I see an. We have worked with words in the an family. Let's put an together over here and make as many an words as we can. (m~ ran, c~ ban, tan, fan) What other word families do you see? I see the at family. Let's see what at words we can find. (mat, rat, cat, hat, bat, fat, flat)
Day 3
Motivation: Who remembers what we do at this center? (Point to the observation center.) Who
remembers what we do at this center? (Point to the making words center.) Review the centers with the students.
New Information: Take the students over to the Insect Book Center. Tell students that there are many books
in the tubs about insects. Have one tub of fiction and another of nonfiction. (Look at the attached book list for ideas.) Review the difference between fiction and nonfiction. Tell students that they will be reading about insects and looking at pictures of insect at this center. They will have their science journals with them and if they read or see something interesting they can jot it down in their journal. Model by finding a picture of an insect and saying, "I really like this picture of this insect!" Then, I could draw a picture of that insect in my journal. Model an idea for writing picking up a book and stating something interesting. "I think it's cool that ants are strong." Now, I could write that in my journal. I could also write how strong the book says they are. I also have little blank foldable books back here. If you would like to choose an insect and create a book about it, you can do that in this center, too. Don't worry about not being finished when center time is up. You can work on it the next time you are at this center.
Practice Application: Students will all do a journal entry in their new science journals. The journals will be
double entry journals that require a picture and words. Students can write about something they learned, something they are excited about, what they think of the unit, or questions they might have.
Closure: Some of the students can share their journal entries and pictures with the class.
Evaluation: Students will be evaluated on their ability to use their new science journal and their
ability to follow directions.
Bibliography:
Maynard, C. (2001). Bugs: A Close-up View of the Insect World. New York: Darling Kindersley.
Book Center List
Nonfiction
Baily, J. (2002). Bug Dictionary: An A to Z of Insects and Creepy Crawlies. London: Tangerine Press.
Baily, J. (1999). How Caterpillars Turn into Butterflies. New York: Benchmark Books.
Baily, J. (1999). How Insects Work Together. New York: Benchmark Books.
Bender, L. (1995). Spiders. New York: Shooting Star Press.
Berger, M. (1998). Chirping Crickets. New York: Harper Collins Publishers.
Berger, M., & Berger, G. (2000). Do all spiders spin webs? Questions and answers about spiders. New York: Scholastic Inc.
Canizares, S., & Chanko, P. (1998). What Do Insects Do? New York: Scholastic, Inc.
Canizares, S., & Reid, M. (1998). What is an Insect? New York: Scholastic, Inc.
Canizares, S., & Reid, M. (1998). Where Do Insects Live? New York: Scholastic.
Charlesworth, Liza. (1995). The Life of a Butterfly. New York: Scholastic, Inc.
Clarke, G. L. (2007). Bug out! The world's creepiest, crawliest critters. New York: Grosset and Dunlap.
Cole, J. (1971). Cockroaches. New York: William Morrow and Company.
Conklin, G. (1978). Praying Mantis: The Garden Dinosaur. New York: Holiday House.
Dallinger, J. (1974). Grasshoppers. Minneapolis: Lerner Publications Company.
Dallinger, J., & Overbeck, C. (1982). Swallowtail Butterflies. Minneapolis: Lerner Publications Company.
Danks, H. (1987). The Bug Book. New York: Workman Publishing.
Doris, E. (1993). Entomology. New York: Thames and Hudson.
Earle, O. L. (1969). Praying Mantis. New York: William Morrow and Company.
Ewbank, C. (1973). Insect zoo; how to collect and carefor insects. New York: Walker.
Facklam, M. (1996). Creepy, Crawly, Caterpillars. Boston: Little, Brown and Company.
Ford, B. (1976). Katydids: The Singing Insects. New York: Julian Messner.
Froman, N. (2001). What's That Bug? Boston: Little, Brown and Company.
Getzoff, M. (1996). Butterfly Magic. New York: Scholastic, Inc.
Granowsky, A. (1983). The Praying Mantis. Cleveland: Modem Curriculum Press, Inc.
Grassy, J. (1997). Insects. New York: Scholastic.
Greenbacker, L. (1993). Bugs: Stingers Suckers Sweeties Swingers. New York: Franklin Watts.
Heinrichs, A. (2004). Fireflies. Minneapolis: Compas Point Books.
Himmelman, J. (1998). A ladybug's life. New York: Children's Press.
Holcomb, C. E. (2005). Buggin' with Rudd. Des Moines: Meredith Books.
JohnSon, S. A. (1994). A Beekeeper's Year. Boston: Little, Brown and Company.
Johnson, S. A. (1986). Fireflies. Minneapolis: Lerner Publications Co.
Johnson, S. A. (1983). Ladybugs. Minneapolis: Lerner Publications Company.
Kalman, B. (2004). The Life Cycle of a Honeybee. New York: Crabtree Publishing Company.
Kneidel, S. (1999). More Pet Bugs: A Kid's Guide to Catching & Keeping Insects & Other Small Creatures. New York: John Wiley & Sons, Inc.
Kohn, B. (1972). The Busy Honeybee. New York: Four Winds Press.
Llewellyn, C. (1998). The Best Book of Bugs. New York: Scholastic.
Llewellyn, C. (1997). The DK picture encyclopedia. London: Dorling Kindersley Limited.
Marr, M. (1992). I wonder where butterflies go in the winter. New York: Western Publishing Company, Inc.
Maynard, C. (2001). Bugs: A Close-up View of the Insect World New York: Dorling Kindersley.
McMullan, K. (1986). Buggy Riddles. New York: Dial Books for Young Readers.
Miller, C. C. (2005). Fireflies. Mankato, Minnesota: Capstone Press.
Miller, C. C. (2005). Mosquitoes. Mankato, Minnesota: Capstone Press.
Pallotta, J. (2004). The Beetle Alphabet Book. Watertown, MA: Charlesbridge.
Parker, S., & Madgwick, W. (2003). Discover the amazing world of animals. London: Tucker Slingsby.
Phillips, D. (2006). bugs and spiders. Minnetonka, MN: Two-Can.
Pringle, L. P. (l971). Cockroaches: here, there, and everywhere. New York: CrowelL
Prischmann, D. A. (2005). Ants. Mankato, Minnesota: Capstone Press.
Prischmann, D. A. (2005). Beetles. Mankato, Minnesota: Capstone Press.
Rillero, P. (2000). Totally creepy bugs. Lincolnwood, IL: Publications International, Ltd.
Rockwell, A. (200 1). Bugs are insects. New York: HarperCollins.
Ross, M. E. (l996). Cricketology. Minneapolis: Carolrhoda Books, Inc.
Royston, A. (1992). What's Inside? Insects. New York: Dorling Kindersley, Inc.
Selsam, M. E., & Hunt, J. (l974). A First Look at Insects. New York: Walker and Company.
Simon, S. (l973). Discovering What Crickets Do. New York: McGraw-Hill Book Company.
Siy, A., & Kunkel, D. (2005). Mosquito bite. Watertown, MA: Charlesbridge.
Souza, D. (1991). Insects Around the House. Minneapolis: Carolrhoda Books, Inc.
Stefoff, R. (1998). Ant. Tarrytown, New York: Benchmark Books.
Stewart, M. (2001). Insects. New York: Children's Press.
Townsend, J. (2005). Incredible Insects. Chicago: Raintree.
Two-Can. (1999). Totally Amazing Insects. New York: Golden Books Publishing Company.
Van Dyck, S. (1997). Insect wars. New York: Franklin Watts.
Fiction
Arnold, T. (2005). Hi! Fly Guy. New York: Scholastic, Inc.
Arnold, T. (2006). Super Fly Guy. New York: Scholastic, Inc.
Bulion, L. (2006). Hey There, Stink Bug! Watertown, MA: Charlesbridge.
Carle, E. (1981). The Honeybee and the Robber. New York: Scholastic, Inc.
Carle, E. (1987). The Very Hungry Caterpillar. New York: Philomel Books.
Cole, J., & Wexler, J. (1979). Find the Hidden Insect. New York: William Morrow & Company.
De Luise, D. (1990). Charlie the Caterpillar. New York: Simon & Schuster Inc.
Dorros, A. (1989). Ant Citites. New York: Scholastic, Inc.
Foster, C. K. (1958). Casper the Caterpillar. Minneapolis: T. S. Denison & Company.
French, V. (1993). Caterpillar, caterpillar. Cambridge: Candlewick Press.
Graham, M. B. (1967). Be Nice to Spiders. New York: Harper & Row, Publishers.
Kirk, D. (2000). Little Miss Spider. New York: Scholastic Press.
Kirk, D. (1997). Miss Spider's New Car. New York: Scholastic Inc.
McLean, W. (2003). Awesome ants. Sydney: Glenn Johnstone.
McMullan, K. (1986). Buggy Riddles. New York: Dial Books for Young Readers.
Micucci, C. (2003). The Life and Times of the Ant. Boston: Houghton Miffiin Company.
Parker, S. (1999). It's and Ant's Life. Pleasantville, NY: Reader's Digest Children's Books.
Rockwell, A. (2002). Becoming Butterflies. New York: Walker & Company.
Sardegna, J. (1994). The Roly-Poly Spider. New York: Scholastic, Inc.
Selsam, M. E. (1962). Terry and the Caterpillars. New York: Harper and Row Publishers.
Ward, J. (2002). Over in the Garden. New York: Scholastic, Inc.
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Week 1 Day 5
Topic: Bugs Are Insects
Subject: SciencelReading
Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text
Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List (www.doe.state.in.uslstandardslreadinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 1, in addition to regular classroom reading, students begin to read a variety of norifiction, such as alphabet books, picture books, books in difforent subject areas, children's magazines and periodicals, and beginners' dictionaries).
Indiana Substandard: 1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main
idea of what is read.
Objective:
Example: After reading or listening to the science book Gator or Croc by Allan Fowler, students answer questions about the reptiles and discuss the main ideas.
Students will respond to questions/answer over the book Bugs Are Insects.
Materials: Bugs Are Insects, PowerPoint game
Motivation: Who has watched the game show Jeopardy? Do you ever play along at home? Do you
sometimes think the questions are too hard? I do! We are going to play our own Jeopardy like game today, but I am going to give you the information beforehand, so you will know what the questions will be about. I am going to read you a book and you need to listen very carefully for the details so that you will be able to answer the questions in the game.
Goal for Learner: Today you will learn more about insects.
New Information: Read the book Bugs Are Insects by Anne Rockwell. The new information will come
from this book.
Guided Practice:
Have a class discussion about the book. Who can retell this book for me? What is something that you learned from this book? Did anything surprise you? Did you know that a ladybug was not actually a bug?
Practice Application: Divide the students into teams. The first person in the row will choose a category and
point value and have the opportunity to answer the question. If he or she misses the question, the next person back has the opportunity to correctly answer the question for half the points. Play will continue to the next row over. When you get back to the beginning row, the next person back who has not answered a question chooses a category and point value and has the opportunity to answer the question. Play continues.
Closure: Did you enjoy this book? This book will be available for you to look at. In the back it
has some extra activities that you can do it home. I will read through those now. Read through the extra activities in the back of the book.
Evaluation: The evaluation will just be teacher observation.
Bibliography:
Rockwell, A. (2001). Bugs are insects. New York: HarperCollins.
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Week 2 Day 1
Subject: Science
Topic: Insects (6legs and Observation)
Standard 1 The Nature of Science and Technology
Students are actively engaged in exploring how the world works. They explore, observe, count, col/ect, measure, compare, and ask questions. They discuss observations and use tools to seek answers and solve problems. They share their findings.
1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.
Objectives: Students will decide whether or not a picture shows an insect. Students will draw an insect with 6 legs.
Materials: Display area, variety of live insect specimens (recommendations: Madagascar hissing cockroaches, ladybugs, ants, and crickets), Is it an insect? PowerPoint, science journals for each student
Motivation: Have all of the students come and sit around the display area. Tell all of the students that
they are going to get to pet one of our new pets today! Take around the Madagascar hissing cockroach and let students pet it as you begin the goal for learner and new information.
Goal for Leamer: Today you will one of the things that all insects have in common.
New Information: We are going to begin learning about what makes an insect an insect. As I bring the
cockroach around, count how many legs you see. You will all have time to look at these a little closer when you come back for your small group observations. Take out a Madagascar hissing cockroach and move him around the group so that everyone can take a good look at him. All insects have six legs.
Guided Practice: Now we are going to look at some pictures and decide whether the things shown in the
pictures are insects or not. Show the Is it an insect? PowerPoint and discuss whether or not each picture is an insect and how they know.
Practice Application: Students will do a quick draw of an insect. Their insect should have six legs. Keep these
drawings for tomorrow's lesson which will be over how all insects have 3 body parts. They will revisit their pictures and decide if their picture showed a true insect.
Closure: What have you learned? Are some things that you thought were insects actually not
insects? Did you used to think that a spider or a centipede were insects? Write at least one of the student responses in the L column of your K-W-L.
Evaluation: Students will be evaluated using the following rubric:
0 1 2 Concept: Insects have Student did not Student attempted Student drew an 6 legs complete assignment assignment, but the insect with 6 legs
drawing did not show 6 legs
Bibliography:
Arentsen, H. (2007, January 20). The Garden Safari. Retrieved September 14,2007, from http://www.gardensafari.net/english/hoverflies.htm
Hall, G.; Hoare, R.J.B.; Crosby, T.K. 2001: Insects and spiders of New ZealandiAotearoa. www.LandcareResearch.co.nzleducationiinsects_spiders!
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Week 2 Day 2
Topic: Ordinal Numbers
Subject: MathlLanguage Arts
Standard 1 Number Sense
Students understand symbols, objects, and pictures used to represent numbers up to 100 and show an understanding of fractions.
1.1.6 Match the number names (first, second, third, etc.) with an ordered set of up to 10 items. Example: Point out the fifth child from the front of a line of children.
Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation (raising and lowering voice). Students deliver brief oral presentations about familiar experiences or interests that are organized around a coherent thesis statement (a statement of topic). Students use the same Standard English conventions for oral speech that they use in their writing.
1.7.1 Listen attentively.
Objective: Students will distinguish first, second, third, fourth, fifth, sixth, seventh, eighth, ninth,
and tenth by writing which insect is in which position. Students will listen and follow oral directions. Example: Write the name of the fifth
insect on the first line.
Materials: Pictures of 10 different insects (ladybug, butterfly, cricket, cockroach, ant, stinkbug, bee, mosquito, beetle, grasshopper), recording sheet
Motivation: Everyone is going to get to come to the front of the class and help me out today! First, I
need ten of you to help me write the numbers 1 - lOon the board from least to greatest. I need them nicely spread out with plenty of room between each one. Call up 10 students and have them write the numbers 1 - lOon the board. Underneath each of their numbers, write the
corresponding ordinal nwnber words (first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth).
Goal for Leamer: Today, you are going to learn the ORDINAL nwnbers! It sounds very technical, but I
know you can handle it! It just means that we are going to learn order words like first, second, and third.
New Information: Call up 10 different students to stand by the nwnbers written on the board. Who is
standing by the nwnber one? The word under this nwnber one is first. This just means that __ is standing in the FIRST position. Who is standing by the nwnber 2? The word underneath the two is second. This means that __ is standing in the second position. Continue this all the way through tenth. Thank the students for helping you out and have them go back to their seats. Have students say the ordinal nwnbers aloud with you. First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth
Guided Practice: Have 10 more students come to the front of the room and stand by the nwnbers. Ask
students who is in the fourth position? Seventh? First? Etc. Move students around. Now who is in the first position? Etc.
Check for Understanding: Who can tell me what the fourth letter of the alphabet is? What is the sixth letter of the
alphabet? First? Etc.
Practice Application: Post the 10 pictures of the insects on the board large enough that everyone can see. Write
the name of each insect largely underneath each picture. Go over each insect with the students. Read the name of each insect. You may want to briefly talk about each insect. Give students the recording fonn. Tell students to listen carefully to your directions. Write the name of the third insect on the line. Etc. You may want to do one example together.
Closure: After students have turned in their papers, go over which position each insect was in.
The cricket was first, the grasshopper was second, etc.
Evaluation: Students will receive a grade on their paper. Each line will be worth one point.
Bibliography: Boubou1. (2007, August 5). Green Stinkbug. Retrieved December 1,2007, from Flickr: http://www.flickr.comlphotoslboubou64/1022538619/
Field Cricket. (n.d.). Retrieved November 17,2007, from Insect Identification: http://www.insectidentification.org/insect-description.asp?identification=Field-Cricket
Sypix. (2007, August 27), Busy Bee. Retrieved November 17,2007, from Flickr: http://www.flickr.com/photos/sypixl1251944897/
Insect Recording Sheet
Name ------------------------------------------------------------
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9.
10. ___________________________________________________ __
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