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Project GLADWillamette Educational Service District

Shealon Cooper, Amy Erwin, Terri Hethorn, Denise DuranNorth Santiam School District, Dallas School District OR

Insects Grade KIDEA PAGES

I. UNIT THEME Insects play an important role in the ecosystem People can help insects help the environment Insects: Classification

II. FOCUS/MOTIVATION Observation charts Teacher made big book Examine insect collections Inquiry chart Entomologist awards Picture file cards Live insects: antlions, ladybugs, crickets, and ants, along with others donated

by the students Read aloud Cognitive Content Dictionary

III. CLOSURE Process charts and poems Team build an insect project Personal exploration free choice writing A letter home to families/evaluation of unit Living wall Authors party to share team entomologist big books

IV. CONCEPTS

Characteristics of Phylum Insecta Organisms have basic needs. For example, animals need air, water, and food.

Organisms can survive only in environments in which their needs can be met. Living things can be grouped according to similarities Plants and animals have predictable life cycles

Insects, Level K - ORShealon Cooper, Amy Erwin, Terri Hethorn, Denise DuranWillamette ESD Consortium – Project GLAD (12/06 JB)

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SCIENCE LIFE SCIENCE - ORGANISMSCCG: Understand the characteristics, structure, and functions of organisms. Content Standard: Describe the characteristics, structure, and functions of organisms.

Sort and classify collections using various features. Recognize that all living things have basic needs to survive.

LIFE SCIENCE - HEREDITYCCG: Understand the transmission of traits in living things. Content Standard: Understand the transmission of traits in living things.

Recognize cycle as a pattern.

LIFE SCIENCE – DIVERSITY/INTERDEPENDENCECCG: Understand the relationships among living things and between living things and their environments. Content Standard: Explain and analyze the interdependence of organisms in their natural environment.

Understand that plants and animals have external features, which are different.

SCIENTIFIC INQUIRY – FORMING A QUESTION OR HYPOTHESIS CCG: Formulate and express scientific questions or hypotheses to be investigated. Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.

Make observations. Describe and compare things in terms of their number, shape, texture, size,

and color. Raise questions about the world around the students.

EARTH/SPACE SCIENCE – THE DYNAMIC EARTHCCG: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Content Standard: Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.

Know that change is something that happens to many things.

CCG: Understand the properties and limited availability of the materials, which make up the Earth. Content Standard: Identify the structure of the Earth system and the availability and use of the materials that make up that system.

Know that some materials can be used over again.


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SOCIAL SCIENCE

GEOGRAPHYCCG: Understand the spatial concepts of location, distance, direction, scale, movement, and region. Content Standard: Understand and use spatial concepts of geography.

Know terms that describe relative location (for example, near, far, up, down, left, right, behind, in front).

CCG: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective. Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations.

Practice being careful observers of natural surroundings Note regular changes/patterns: length of day/night, seasons, features of local

topography, geology, biology

SOCIAL SCIENCE ANALYSISCCG: Identify and analyze an issue. Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.

Identify a problem in the environment.

V. VOCABULARYSpiracleHiveSymmetryEntomologistArthropodProboscisSegmentTranslucentPesticideEcosystemHerbivoreInsect

PredatorPreyHabitatLife CycleMetamorphosisAbdomenThoraxHead ExoskeletonWingCamouflage

SocialColonyPlantEggLarvaPupaNymphCocoonAntennaHatch


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VI. ENGLISH LANGUAGE ARTS

READINGCCG: Concepts of Print: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

Follow words read left to right and top to bottom. Know that print is spoken words written down and has meaning. Recognize that sentences in print are made up of separate words. Recognize and name all upper and lower case letters.

CCG: Phonemic Awareness: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

Listen to spoken sentences and recognize individual words in a sentence. Orally blend two to three spoken sounds into recognizable words. Orally segment single syllable spoken words into their components. Understand that the sequence of letters in a written word represents the

sequence of sounds (phonemes) in a spoken word.

CCG: Decoding and Word Recognition: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

Understand that as letters of words change, so do the sounds. Blend sounds to read one-syllable decodable words. Recognize some words by sight, including a few very common ones.

CCG: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.


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CCG: Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.

Classify categories of words (e.g., concrete collections of animals, foods, toys).

CCG: Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

Recognize and demonstrate familiarity with everyday print such as signs, notices, labels; newspapers; and informational books.

CCG: Informational Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level informational text across the subject areas.

Correctly answer simple questions about a text read aloud.

CCG: Informational Text: Develop an Interpretation: Develop an interpretation of grade-level informational text across the subject areas.

Use pictures or portions of the text to make predictions about the text. Connect the information in the text to life experiences.

LITERATURE

CCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.

Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature-including poetry, fiction, non-fiction, and drama-from a variety of cultures and time periods.

Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through discussions.

CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text.Insects, Level K - ORShealon Cooper, Amy Erwin, Terri Hethorn, Denise DuranWillamette ESD Consortium – Project GLAD (12/06 JB)

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Tell the sequence of events in a story. Correctly answer simple questions about stories read aloud. Retell, reenact, dramatize, or draw stories or parts of stories.

WRITING

CCG: Writing: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning.

Write unconventionally to express own meaning. Produce or dictate writing that approximates natural or story language.

SPEAKING AND LISTENING

CCG: Speaking: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose ; organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements ; use language appropriate to topic, context, audience, and purpose ; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.

Recite poems, rhymes, songs, and stories. Retell , reenact, or dramatize stories or parts of stories. Describe, people, places, things, locations and actions. Look at listeners most of the time.


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ELP STANDARDS: READING GRADE KLISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT 2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying comprehension strategies as needed.

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Beginning Early Intermediate

Intermediate Early Advanced Advanced Proficient

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)

Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)

Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in more complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)

Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. (Would you like me to bring pictures of the bear that I saw last summer?)

English Language Arts Foundations

1 Listens to familiar stories or text.

Chorally reads familiar stories, text or poetry.

Listens to, reads, and understands narrative, informational text using picture clues and or visual organizers.

Listens to, reads grade level texts, children’s newspapers, children’s magazines.

Listens to, reads, and understands a wide variety of grade level informational and or narrative text.

Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children’s magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.


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ELP STANDARDS: READING GRADE KLISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.)


Intermediate Early Advanced

Advanced Proficient

2 Demonstrates literal listening comprehension by sequencing pictures of story (e.g., beginning, middle and end).

Using picture cues retells or answers questions about stories using single words/ phrases.

Responds to inferential questions about a familiar story with short phrases and sentences.

Responds to literal and inferential questions of simple unfamiliar text using more complex sentence structure.

Demonstrates literal and inferential listening comprehension of unfamiliar text through discussions.

Demonstrate literal and inferential listening comprehension of more complex text through discussions.

3 Uses pictures to preview story and/or attach meaning to print.

Uses pictures to monitor understanding during shared reading.

Uses visual cues to self-correct with teacher support.

Uses context clues to self- correct. Uses context clues to self-correct with teacher support.

Self-corrects when using phonics, word meaning and visual cues with teacher support.

Monitor own reading and self-correct when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.

4 Uses story pictures to identify difficulties of understanding through gestures. Uses gestures (hand raising, pointing) when difficulties are encountered in understanding text.

Identifies words and phrases not understood in short familiar passage of text.

Identifies words and phrases not understood in longer familiar passages of text.

Identifies difficulties encountered in short unfamiliar text.

Notices difficulties in understanding longer unfamiliar text.

Notice when difficulties are encountered in understanding text.


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ELP STANDARDS: READING GRADE KVOCABULARY

3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge or word origins, word relationships, and context clues; verify the meaning of news words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning of words in text by using...language structure, contextual clues, and visual clues”).

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Beginning Early Intermediate Intermediate Early Advanced Advanced Proficient







1 Choral reads stories and informational text.

Understands and learns vocabulary through graphs, charts, diagrams and pictures.

Understands, learns, and uses new vocabulary of familiar text through visual cues.

Uses knowledge of language structure, and context clues to learn new vocabulary.

Understands and uses new vocabulary that is taught through clues. Orally reads stories and informational text.

Understand, learn, and use new vocabulary that is introduced and taught directly through orally- read stories and informational text as well as student-read stories and informational text.


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ELP STANDARDS: READING GRADE KVOCABULARY (cont)

2 Develops vocabulary by listening to familiar literary text and demonstrates by drawings or actions with teacher support.

Develops vocabulary by listening to simple familiar text and discussing familiar words and phrases with teacher support.

Develops vocabulary by listening and discussing simple or modified text using short phrases or sentences with teacher support.

Develops vocabulary by listening and discussing simple or modified short conceptually text using more complex phrases and sentences with teacher support.

Develops vocabulary by listening and discussing short conceptually challenging selections in small-guided groups.

Develop vocabulary by listening and discussing both familiar and conceptually challenging selections read aloud.

3 Sorts pictures by concrete classifications (e.g., foods, animals, toys).

Sorts words with pictures by concrete classifications (e.g., foods, animals).

Classifies words in simple semantic categories (e.g., plural/singular).

Classifies words by inflectional endings (e.g., -s, -es, -ed, -ing).

Classifies categories of simple words (e.g., colors, numbers, shapes, animals).

Classify categories of words (e.g., concrete collections of animals, foods, toys

4 None available None available None available Uses prior knowledge to understand word meaning and sentence meaning from non-print features, illustrations, graphs, and maps.

Looks for known words and picture clues to determine meaning.

Use context to understand word and sentence meanings.


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ELP STANDARDS: READING GRADE KINFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING

5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”).

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Beginning Early Intermediate Intermediate Early Advanced

Advanced Proficient







1 Draws pictures or uses gestures to convey message.

Uses single words or short phrases and pictures to convey message with teacher support.

Demonstrates new knowledge from simple known text using short phrases or sentences and illustrations with teacher support.

Recalls facts from informational text with teacher support.

Describes new information gained from text in own words.

Describe new information gained from text in own words.

2 Draws picture to show understanding of simple oral comprehension questions (e.g., character, setting) with teacher support.

Draws pictures and labels to show understanding of simple oral comprehension questions (e.g., character, setting).

Answers simple oral or written comprehension questions with teacher support.

Answers simple written comprehension questions using phrases, sentences, and/or visual organizers with teacher support.

Answers simple written comprehension questions.

Answer simple written comprehension questions based on material read.


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ELP STANDARDS: READING GRADE KINFORMATIONAL TEXT: DEVELOP AN INTERPRETATION

6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential comprehension”).

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1 Listens to a variety of informational text.

Uses pictures or drawings to express prior knowledge of topic.

Expresses prior knowledge through language, experience, and activities.

Connects prior knowledge to text with teacher support.

Makes connections and discusses prior knowledge of topics in informational text.

Make connections and discuss prior knowledge of topics in informational texts

2 Shows “what if” changes to informational topics through pictures, gestures, and actions with teacher support.

Answers how, why, and what if questions with one or two words and/or nonverbal responses with teacher support.

Answers how, why, and what if questions with short phrases or sentences on known topic with teacher support.

Discusses how, why, and what if questions on known topics with teacher support.

Discusses how, why, and what if questions on new topics with teacher support.

Discuss how, why, and what-if questions in sharing informational texts.


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ELP STANDARDS WRITING GRADE KWRITING

2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures that support meaning (1996 “Sentence Structure”).

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Advanced Proficient







1 Participates using visual in class-generated model to demonstrate writing purpose (style), with teacher support.

Discusses focus and vocabulary with teacher support.

Generates 1-3 word sentences (not grammatically correct), with teacher support student.

Rereads self-generated writing in order to generate more details and further ideas, with teacher support.

Rereads self-generated writing to teacher or peers, with teacher support.

With assistance, write for different purposes and to a specific audience or person.


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ELP STANDARDS WRITING GRADE KWRITING (cont.)


Advanced Proficient

2 Participates in group activity where teacher and students discuss beginning, middle and end of story.

Uses a graphic organizer to delineate beginning, middle and end, with teacher support.

Sequences self-generated sentences to create beginning, middle and end.

Rereads self-generated story and begins to identify beginning, middle and end.

Rereads self-generated writing, clearly identifying beginning, middle and end.

Develop an idea with an identifiable beginning, middle and end.

3 Listens and participates in group discussion, narrations or stories where descriptive words are generated and reinforced.

Generates meaningful descriptive words with teacher support.

Underlines or identifies descriptive words that have been added to teacher created sentences.

Adds descriptive words to already created sentences with teacher support.

Verbally shares self generated descriptive words and begins to use descriptive words when writing.

Use descriptive words when writing.

4 Writes familiar or commonly used words or phrases.

Writes phrases or simple sentences.

Writes in simple sentences.

Reads sentences to teacher and/or peers.

Shares with teacher and peers sentences to see if they make sense.

Write in complete sentences and distinguish whether simple sentences are incomplete or fail to make sense.


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ELP STANDARDS WRITING GRADE KWRITING APPLICATIONS

4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (including journals, essays, short stories, poems, research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 Modes/Forms).

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Narrative Writing1 Draws a picture that

correlates with teacher narrative.

Draws a picture or pictures to tell a story and adds 1-3 word descriptions.

Describes verbally an experience.

Writes stories that describe an experience using limited vocabulary.

Writes stories that describe an experience.

Write brief stories that describe an experience.


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ELP STANDARDS WRITING GRADE KWRITING APPLICATIONS (cont)


Expository Writing1 Draws a picture that

correlates with teacher narrative.

Draws a picture or pictures to tell a story and adds 1-3 word descriptions.

Generates new vocabulary with teacher support.

Adds more detail to story by creating new vocabulary with assistance.

Writes simple expository descriptions with teacher support.

Write simple expository descriptions of a real object, person, place, or event using words that help the reader to see, feel, smell, taste, and hear what is being described.

2 Participates in group lesson where simple directions are acted out and modeled.

Performs task when asked to follow simple 1-step directions.

Reads simple directions to teacher/peers who perform the actions for reinforcement.

States 1-step directions during modeled writing activity.

Writes simple directions.

Write simple directions.


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ELP STANDARDS SPEAKING GRADE K

1. CCG (K-12): Communicate supported ideas across the subject areas, using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 Language).

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1 Gesturing to pictures. Identifies rhyming words with picture prompts using gestures or nonverbal communication.

Identifies verbally rhyming picture pairs.

Recites simple familiar rhymes, chants, and/or songs.

Recites a familiar story with picture prompts.

Recites a familiar story, poem, rhyme, or song without prompts.

Recite poems, rhymes, songs, and stories.


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ELP STANDARDS SPEAKING GRADE K (cont)



2 Responds to topic through gestures, drawings, and actions.

Responds with single words or phrases about topic.

Responds to questions about topic with visual organizers.

Stays on topic when speaking with prompting, visual or oral.

Begins to stay on topic when speaking without prompts.

Stay on topic when speaking.

VII. Math/SCIENCE/SOCIAL SCIENCE SKILLS• Social Studies

- expressing ideas orally- group/partner discussions- organizing- comparing/contrasting- inferring and predicting- hypothesis

• Science- graphing - problem-solving- communicating- comparing/contrasting- organizing

- classifying- sequencing- grouping

• Math- graphing- sorting- patterning


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VIII. RESOURCES/MATERIALSBOOKSInsects Are My Life by Megan Mcdonald Insect (EYE KNOW) by DK Publishing Ant, Ant, Ant! An Insect Chant by April Pulley Sayer and Trip ParkInsect Soup: Bug Poems by Barry Louis Polisar and David ClarkThe Bug Scientists by Donna M. JacksonIt's a Good Thing There Are Insects (Rookie Read-About Science) by Allan FowlerBusy, Buzzy Bees (Rookie Read-About Science Series) by Allan FowlerWhat Do Insects Do (Science Emergent Readers) by Susan Canizares, Pamela ChankoInsect Homes (The World of Insects) by Bobbie Kalman, John Crossingham Extremely Weird Insects (Extremely Weird) by Sarah Lovett, Mary SundstromWhat Is an Insect (What is series) by Robert Snedden, Adrian LascomFind the Insect by Cate Foley Helpful And Harmful Insects (The World of Insects) by Molly Aloian, Bobbie Kalman Insects (National Geographic: My First Pocket Guide) by National Geographic Insects (Face To Face) by Robin Wasserman Insects in Danger (The World of Insects) by Kathryn Smithyman, Bobbie Kalman Insect Life Cycles (The World of Insects) by Molly Aloian, Bobbie Kalman Insects That Work Together (The World of Insects) by Molly Aloian, Bobbie Kalman The Big Bug Ball by Dee Lillegard

Teacher ResourcesBridges in Mathematics (Grade K) Math Learning CenterLady Bugs Teachers Guide Lawrence Hall of Science (LHS GEMS) Buzzing a Hive Teachers Guide Lawrence Hall of Science (LHS GEMS)

ONLINEhttp://www.ivyhall.district96.k12.il.us/4th/kkhp/1insects/bugmenu.htmlhttp://www.antlionfarms.com/what_is_an_antlion_http://www.entomology.wisc.edu/insectid/index.htmlhttp://www.insectclopedia.com/http://www.amonline.net.au/insects/insects/index.htmhttp://ohioline.osu.edu/hyg-fact/2000/2002.htmlhttp://www.insecta.co.za/http://insected.arizona.edu/uli.htmhttp://www.kendall-bioresearch.co.uk/morph.htmhttp://www.slshrimp.com/gallery/bugfeast2004.htmlhttp://bugscope.beckman.uiuc.edu/http://whatsthatbug.com/unnecessary_carnage.htmlhttp://www.uky.edu/Ag/CritterFiles/casefile/insects/dragonflies/dragonflies.htmhttp://www.insecta-inspecta.com/bees/honey/index.htmlhttp://www.kidfish.bc.ca/dragonfly_cycle.htmhttp://www.uky.edu/Ag/Entomology/ythfacts/entyouth.htm


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Insect Unit Level KUNIT PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary for Primary with Signal Word Teacher Made Big Book Observation Charts Inquiry Charts Realia: Live Insects Super Scientists Awards Entomologist

II. INPUT Input Charts

- Pictorial Input with 10/2 - Ladybeetle Anatomy- Pictorial Input- Life of a Ladybeetle- Narrative -Insect Safari- Graphic Organizer 6 Kingdoms of Life

Read Aloud Poetry/Chants Insect Books

III. GUIDED ORAL PRACTICE T-graph for Social Skills and Team Points Poetry /Chants Picture File Activities Team Pictures Sentence Patterning Chart Personal Interaction Team Tasks Expert Groups Process Grid Mind Maps Cooperative Work Numbered Heads Together Echo Reading


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IV. READING/WRITINGWhole Group:

Group Frame- Compare and Contrast Cooperative Strip Paragraph with responding, revising, and editing Pocket Poetry Strip Books Big Book Chalkboard Phonics Interactive Writing Story Map Poetry Frame and Flip Chant

Small Group/Flexible Groupings Team Tasks Flip Chant Process Grid Focused Reading Input Charts: Creating and Labeling ELD Review Expert Groups-Numbered Heads Together Ear to Ear Reading Flexible Group Reading-leveled and heterogeneous

Individual Learning Log Authentic Literacy Events Interactive Journals Silent Sustained Reading Team Tasks Taken to Individual Task

Writer’s Workshop Mini-lesson Writing Conferences Authors Chair


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V. EXTENDED ACTIVITIES Observation of Live Insects Bug Observation Walk Bridges Math Insect Unit Art Guest Speakers on Entomology

Vi. CLOSURE Process All Charts and Information Evaluate Week Build an Insect Using Recyclable Materials Share Student Created Big Book Framed Inquiry Letter Home to Parents Release of insects


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Insect Unit Level KSAMPLE DAILY LESSON PLANS

DAY 1FOCUS/MOTIVATION

Super Scientist Awards- 3 Standards Cognitive Content Dictionary with Signal Word/Interactive Writing Observation Charts Inquiry Chart Big Book- Important Book About Insects

- Shared Reading

INPUT Graphic Organizer-Six Kingdoms of Living Things

- 10/2 Primary Language- ELD Review- Learning Log

FOCUS/MOTIVATION Poetry/Chant

GUIDED ORAL PRACTICE T-graph for Social Skills-Team Points Picture File Activity

-Free exploration-Classify/categorize

Exploration Report-Modeled Writing Poetry/Chant

INPUT Pictorial Input – Ladybeetle


Read Aloud- Are You a Ladybug?- Learning Log

READING/WRITING/LANGUAGE ARTS Reading/Writing Choice

- Journals/Teacher Models- Authors Chair

Alphabet Book Chalkboard Phonics


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CLOSURE Process Inquiry Chart Home/School Connection


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Cognitive Content Dictionary with Signal Word/Interactive Writing Super Scientist Awards Process Home School Connection Review Graphic Organizer with Word Cards Review Input Chart with Word Cards Read Aloud

INPUT Narrative Input Chart


GUIDED ORAL PRACTICE Poetry/ Chant-Highlighting

INPUT Pictorial-Ladybeetle Life Cycle


READING/ WRITING/LANGUAGE ARTS Big Book Insects are as… Flexible Grouping

- Expert Group- Team Tasks

Phonemic Awareness Chant Chalkboard Phonics Reading/Writing Choice

- Pocket Poetry, Retelling of Narrative, etc

CLOSURE Read Aloud What Is An Insect?

- Learning Log Process Inquiry Home/School Connection


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Cognitive Content Dictionary with Signal Word Process Home School Connection Review Input Chart with Word Cards Act Out/ Review Narrative with Word Cards/Conversation Bubbles Highlight Poetry/Chants

GUIDED ORAL PRACTICE Sentence Patterning Chart

- Reading Game- Trading Game- Flip Chant

READING/WRITING/LANGUAGE ARTS Alphabet Book Flexible Grouping

- Expert Groups- Team Tasks

GUIDED ORAL PRACTICE Mind Map Process Grid Poetry/Chants

READING/WRITING/LANGUAGE ARTS Cooperative Strip Paragraph/Group Frame

- Respond- Revise- Edit

Reading/Writing Choice- Journals/Teacher Models- Author’s Chair

CLOSURE Review Charts Process Inquiry Home/School Connection


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Cognitive Content Dictionary with Signal Word/Interactive Writing Process Home School Connection Process Charts Poetry/Chants

INPUT Narrative Story Map

READING/WRITING/LANGUAGE ARTS Flexible Grouping-Leveled Groups

- ELD Retell-Group Frame- Team Tasks

GUIDED ORAL PRACTICE Poetry/Chant Strip Book-Insects are…

READING/WRITING/LANGUAGE ARTS Listen/Sketch: The Bug Scientist Reading/Writing Choice

- Journals- Authors Chair

CLOSURE Process Inquiry Home/School Connection Poetry/Chants


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Day 5FOCUS/MOTIVATION

Cognitive Content Dictionary with Signal Word/Interactive Writing/Model Picture Dictionary

Process Home School Connection Poetry/Chants-Highlighting

INPUT Guess My Category Introduce Social Action Plan: Using Insects Instead of Pesticides

- Letter To City of Salem Parks and Recreation- Ladybeetles/Pesticide Big Book Tasks

- Model-Total Class- Students-Write, Respond, Edit, Art

READING/WRITING/LANGUAGE ARTS Flexible Grouping-Leveled Groups

- At or Above Grade Level from Class Group Frame- Struggling /Emergent –Small Here, There Poetry Booklet- Team Tasks

Cloze Reading Activity Ear to Ear Reading Read Aloud

GUIDED ORAL PRACTICE Poetry/Chants Read The Walls

- Picture Dictionary

CLOSURE Team Presentations Process Inquiry Framed Letter Home Evaluation of the Week Team Big Book Home/School Connection

- Take Portfolios Home- Share Work With Parents


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The Important Thing About InsectsThe important things about insects are they have a head, a thorax, an abdomen and they have six legs.

Even though there are many types of insects they all belong to the insect family.

The majority of the animals on earth are insects.

But, the important things about insects are they have a head, a thorax, an abdomen and they have six legs.

The important things about insects are they have a head, a thorax, an abdomen and they have six legs.

All insects are oviparous; they lay eggs. Insects all have a hard covering called an exoskeleton.


The important things about insects are they have a head, a thorax, an abdomen and they have six legs.

Insects have a pair of antennae on their head.Many insects have wings. Some insects with wings are ladybeetles, flies, and bees.


The important things about insects are they have a head, a thorax, and an abdomen and they have six legs.

Insects are champion chewers that keep plants under control.Insects are a food source for many other animals.Insects are needed to keep our planet healthy.

But, the important things about insects are they have a head, a thorax, and an abdomen and they have six legs.

Shealon Cooper `06


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The Life of a Ladybeetle


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Ladybeetle Anatomy


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Insect SafariBy Amy Erwin and Shealon Cooper

One day I went on an insect walk with my uncle. He is an entomologist and know the most interesting things about insects. I grabbed my magnifying glass and we headed to the flower garden.

We looked at the top of a flower. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. I see 4 wings and a stinger. It is a honey bee.”

My uncle pointed down to the ground below the flower. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. It has strong mandibles that are carrying a piece of bread. It is an ant.”

We followed the ant who was moving quickly. My uncle pointed up in the air. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. It has large compound eyes and transparent wings. It is a dragonfly.”

The ant headed deeper into the garden and so did we. My uncle pointed to the stem of a flower. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. Its front legs are held together as if it is praying. It is a preying mantis.”

I wondered where could this ant be going? My uncle suddenly pointed to a flower. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. It has a proboscis and large colorful wings. It is a butterfly.”

In the distance I heard my father calling my name. Lunch must be ready. I would have to come back to examine the insects another day.


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InsectPoetry Book


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INSECTS HERE

Insects here, insects there,

Insects, insects, everywhere.

Spotted insects flying.

Quiet insects hiding.

Striped insects stinging,

And hungry insects hunting.

Insects on the ground,

Insects in the trees,

Insects under the rocks,

And insects around the lights.

Insects here, insects there,

Insects, insects, everywhere.

Insects! Insects! Insects!

S. Cooper


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I’M A LITTLE INSECT

I’m a little insect with six legs,

I began life inside an egg.

All around the world I can be found,

In the air or on the ground.Rand CooperTo the tune of I’m a little teapot


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COUNTNG INSECTS

1, 2, Insects for you.

3, 4, Ants galore.

5, 6,Walking Sticks.

7, 8,Bees are great.

9, 10,Flies buzz in.

11, 12,Roaches on shelves.

13, 14,Grasshoppers jumping.

15, 16,Crickets singing.

17, 18,Butterflies flying.

19, 20,Insects… we have plenty! S. Cooper

I’m An Insect

I’m an insect small and round,Crawling on the cold, wet ground.Birds and spiders look for me,That is why I’m careful as can be. Insects, Level K - ORShealon Cooper, Amy Erwin, Terri Hethorn, Denise DuranWillamette ESD Consortium – Project GLAD (12/06 JB)

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I’m an innnnsect! I’m an innnnsect!

With antenna I listen for sounds,Six strong legs carry me around.keep the planet healthy,So remember, don’t step on me!

I’m an innnnsect!I’m an innnnsect!

Amy Erwin To the Tune of I’m A Nut


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ANTLION CHANT

Deep in a pit, baby Antlion slept,

And then three insects up to him crept.

“Asleep” said the cricket,

“Asleep” said the fly,

“Asleep” said the moth,

And away they went.

Deep in a pit, baby Antlion slept,

And then one more insect, up to him crept.

“Asleep” said the ant.

“Not asleep,” said the Antlion, (gulp)

“Not I”.Shealon Cooper


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THIS IS THE INSECT I SAW

This is the insect I saw.

This is the aphid,

eating the f lower,

next to the insect I saw.

This is the ladybeetle,

crawling across the leaf,

toward the aphid,

eating the f lower,


This is the praying mantis

silently watching the ladybeetle,


toward the aphid,

eating the f lower,


This is the child,

who caught the praying mantis,

silently watching the ladybeetle,


toward the aphid,

eating the f lower,


A Erwin, S. Cooper


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La Conexión Entre la Escuela y el Hogar #1Unidad de Insectos

Nombre: _____________________ Fecha: _____________

Ve a caminar con tu familia y dibuja los animales que veas.

Firma del Padre: _______________________________


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Nombre: _____________________ Fecha: _____________

Platica con tu familia acerca del los insectos que estamos aprendiendo en la clase. Escribe o dibuja lo que compartiste.

Firma del Padre: ________________________


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Nombre: _____________________ Fecha: _____________

Pregúntale a tu familia porqué creen que los insectos son importantes. Escribe y dibuja su respuesta.

Firma del Padre: _______________________________


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Nombre: _____________________ Fecha: _____________

Platica con tu familia acerca de uno de los insectos de nuestra clase. Escribe o dibuja lo que compartiste.

Firma del Padre: _______________________________


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ANTLION

Physical CharacteristicsAntlions have three body parts: a head, a thorax, and an abdomen. They have six legs, and two antenna and strong jaws. Adults have wings.

HabitatAntlions live in sandy areas. The larva digs a pit in the sand and lives inside.

Life CycleAntlions go through complete metamorphosis. They begin life in an egg. The eggs hatch into larva. When the larva is ready to change it forms a cocoon and is called a pupa. After three weeks a winged adult breaks out of the cocoon.

Predator/PreyAntlions prey on other small insects like ants and crickets. One of their predators is birds.

Interesting FactThe antlion buries itself in the pit with only a small amount of its head and jaws showing and waits for its prey to slide into the pit.


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Grasshopper

Physical CharacteristicsGrasshoppers are green or brown and have a head, a thorax, and an abdomen. They have six legs, and two antenna and 4 wings.

HabitatGrasshoppers will live in any area where there is food for them to eat.

Life CycleGrasshoppers undergo incomplete metamorphosis. They begin life in an egg. When they hatch out they are larva called nymphs and look like tiny adult grasshoppers without the wings. The nymphs grow and become adults.

Predator/PreyGrasshoppers are herbivores, which mean they only eat plants. They do not prey on other animals. Birds are the main predator of grasshoppers.

Interesting FactsGrasshoppers have long back legs that they use for jumping.


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Honey BeePhysical CharacteristicsHoney bees are yellow and black and have a head, a thorax, and an abdomen. They have six legs, and two antenna and wings. Honey bees have a tube-like tongue called a proboscis. Females have a stinger at the end of their abdomen.

HabitatThey live in hives that they build themselves from wax they produce.

LifecycleBees undergo complete metamorphosis. The queen bee lays eggs. The eggs hatch into larva. When larva begins to change it is called pupa until they become adult bees.

Predator/PreyHoneybees eat honey that they make from the nectar and pollen gathered from flowers. Honeybees do not prey on other animals. Skunks are a predator of honeybees.

Interesting FactsBees are social insects that live in groups called colonies. The bees communicate with each by dancing.


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DragonflyPhysical CharacteristicsDragonflies have three body parts: a head, a thorax, and an abdomen. They have six legs, and two antenna and strong jaws. Adults have 4 wings

HabitatDragonflies live near bodies of water such as lakes, rivers, and ponds.

Life CycleDragonflies undergo incomplete metamorphosis. They begin life in an egg. When they hatch out they are larva called nymphs. The nymphs’ stay underwater until they become adult dragonflies.

Predtor/PreyDragonflies prey on other insects like mosquitoes and flies. Fish, frogs and birds are predators of dragonflies.

Interesting FactsThey are called dragonflies because of their fierce jaws, which they use for catching food. A dragonfly can catch up to 40 flies in two hours.


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InsectPhysical

Characteristics

Habitat Life Cycle Predator/Prey

InterestingFacts

Ladybeetle

Grasshopper

Antlion

Honey Bee

Dragonfly

Guess My CategoryLadybeetlePrey on aphids

Wing casesTaste bad

Can have spots

Grasshopper

Long back legs for jumping

Herbivore, eat plantsLive where there is

food

Antlion

Dig pits in sandWait for prey to fall in

their pitEat ants and other

small insectsStrong large mandibles

Honey Bee

Gather nectar from plants to make honey

Live in a hiveDance to communicateSkunks are a predator

Produce wax

Dragonfly

Lay eggs in the waterLarva stays underwater

Prey on mosquitoes, flies and other insects

Predators are fish, frogs, and birds

Fierce jaws for catching prey

Insects (K)-Alphabet Book

AntennaBeetleCocoonDragonflyEggFlyGrasshopperHeadInsecticideJune beetleKatydidLarvaMetamorphosisNymphOviparousPupaQueen beeRoachesSix legsThoraxUndergroundViceroy ButterflyWingeXoskeletonYellow jacketZoo

project glad€¦ · web viewhoney bee. physical characteristics. honey bees are yellow and black...

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