wilmington college lesson plan ohio standards...

Beck

Insect Thematic Unit

Britney Beck

Wilmington College

Wilmington College Lesson Plan OHIO STANDARDS Long

Candidate:____Britney Beck__________________Age/Grade: _1st___ Subject____Reading_____________

Introductory Lesson

1. Learning Goals

1.) Student Objectives- Students will learn what is an insect and what is not an insect. They will understand that bugs are made of different body parts (head, legs, eyes, pinchers, claws, fuzz, antennae, thorax and abdomen) and demonstrate that they comprehend this by creating their own bugs.

Language Arts- Acquisition of vocabulary Standard

Benchmark: D.) Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

Indicator: 1.) Classify words into categories (e.g., colors, fruits, vegetables).

Why have you chosen each of these goals?

I have chosen this goal to first text students prior knowledge or background knowledge on what they think is an insect and what they think is not an insect. Then, students will be introduced to the unit by learning about the body parts of insects and then demonstrate they comprehend the material by making their own bugs.

2. Student Grouping

How will you group students for instruction?

Whole class and individual

Why have you chosen this grouping?

I chose whole class for the beginning of the lesson because students will be able to work together as a class to complete the chart on what they think is an insect and what isnt an insect. I will also do whole class while reading the story Have you seen bugs? Then, to create their own bugs, students will work individually on the assignment.

3. Methods

What teaching method(s) will you use for this lesson?

Teacher directed and Inquiry

Why have you chosen this method or these methods?

I chose teacher directed because we will be doing the first few activities as a class, therefore students will need to be directed and guided through the activities. I chose inquiry because students will be making a bug on their own individually, which means they will have to show skill in problem solving.

4. Materials

What instructional materials will you use? Include teacher-provided and student-provided materials .Have you included technology?

1.) Have you Seen Bugs? By: Joanne Oppenheim

2.) Construction paper for each student (black, red, blue, yellow, brown and green)

3.) Pipe cleaners (already pre-cut for students to use as antennae)

4.) Color pictures cut out of a honeybee, a ladybug, an ant, a spider, a cow, a butterfly, a grasshopper, a snake, a turtle, a fish, and a centipede

5.) If teachers dont have a smart board, print out copies of worksheet from website http://www.bijlmakers.com/entomology/bodypart.htm per each student

6.) Glue

7.) Dry erase markers, magnets

5. Activities

Include: explanations, important questions, and transition statements.

Time Allocated (Write the number of minutes you expect the opener, each activity, and the closure to take.)

Lesson Opener: (30 min)

1.) Introduce the lesson by asking students if theyve ever seen a bug. If students raise their hands, call on them and ask what bug theyve seen. If the student doesnt know the name, ask them to describe the bug. (3 mins)

2.) Explain to students that the word bug includes all bugs and the word insect is only a small section of bugs. Explain that bug is the big heading and insect is a little heading under bug. (4 min)

3.) Then, tell students that today we are learning about insects and theses are a part of bugs. The teacher creates a chart on the board that heads Insects in one column and Not Insects in the second column. Have color pictures cut out of a honeybee, a ladybug, an ant, a spider, a cow, a butterfly, a grasshopper, a snake, a turtle, a fish, and a centipede hanging up on the board with magnets. (4 mins)

4.) Next, hold up a picture of a honeybee and ask students if the honeybee is an insect or a non insect. If a student says non insect, ask why they think that. Then, put the honeybee in the INSECT column. (2 min)

5.) Hold up a picture of a ladybug and ask students if it goes in the insect column or non insect column. Again, if a student says its a non insect, ask why they think that. Then, put the ladybug in the insect column. (2 min)

6.) Continue holding up all the pictures until each picture is in one of the two columns. Ask students if that picture goes in the insect column or non insect column. If students get that answer wrong, ask why they think it should go in that particular column. An ant goes in the insect column. A spider goes in the non insect column. A cow goes in the non insect column. A butterfly goes in the insect column. A grasshopper goes in the insect column. A snake goes in the non insect column. A turtle goes in the non insect column. A fish goes in the non insect column. And finally a centipede goes in the non insect column. (14 min)

7.) Next, tell students that we are going to learn more as a class about insects by reading the book Have you Seen Bugs? By: Joanne Oppenheim. (1 min)

Activities: (18 min)

1.) Read the book Have you Seen Bugs? By: Joanne Oppenheim. (8 min)

2.) Tell students that bugs have body parts just like you and me. Explain to students that bugs have many different body parts. Write the word bug on the board. Say the word bug. Have students repeat the word. (2 min)

3.) Write the words head, legs, eyes, pinchers, claws, feelers, fuzz, antennae, thorax and abdomen on the board. After the teacher writes each word, have students repeat the word as a class. If teachers have a smart board, use the website http://www.bijlmakers.com/entomology/bodypart.htm to show students what a head, legs, wings, antennae, thorax, abdomen and mouthparts are. They have a picture of a bug on this website and each new body part that is introduced is highlighted. If teachers dont have access to a smart board, print out the worksheet on the provided website above for each student to have. (5 min)

4.) Tell students that bugs have 6 legs, 2 wings (but not all insects have wings), 1 abdomen, 1 thorax, 1 head, 2 antennae (which they use as feelers) and mouthparts (which consist of pinchers, claw and suckers) depending on the insect. Explain to students that bugs can also have fuzz. (3 min)

Lesson Closure (19 min)

5.) Tell students that all bugs are different and unique, just like humans. Ask students to create their own bug using the vocabulary words written on the board. Ask them to use at least 3 of the vocabulary words, but they are allowed to use more to make their bugs. (2 min)

6.) Students create their bugs using the provided materials. Students can also refer to the insect column of the chart they did previously in the beginning of the lesson for ideas on how to create their bugs. (14 min)

7.) After students finish creating their bugs, collect the bugs and use as an assessment tool. (3 min)

6. Contingency Plans

What are you going to do if the lesson ends early, runs long, or just doesnt work?

If the lesson runs long, I can just have students draw their bugs instead of taking the time to create them using the materials I provided. If the lesson ends early, we can begin a KWL chart as a whole class about other facts we would like to learn about bugs or any bugs that students would like to research more. This would be a great way to get students thinking about bugs they could research for their research project as well. If the lesson just isnt working, then I can walk around and prompt students on which bug they would like to make or if any bug interests them. I can tell them to look at the insect column of the chart we previously made earlier as a class.

7. Accommodation: Ability Level

How are you accommodating for the unique needs of students with learning differences in your classroom?

I will accommodate accordingly for the makeup of my class.

8. Accommodation: Diverse Experiences

How are you incorporating student background experiences and/or addressing gender, race/ethnicity, English language proficiency, economic status, and/or physical challenges of students in your classroom?


9. Assessment Data

1.) Students will be assessed formally. They will be assessed formally by turning in their bug they made, which will demonstrate comprehension of the entire lesson of learning about what a bug is and the different body parts.

10. Post-Lesson Reflection Address all questions.

Did I have smooth transitions between my lesson opener, my activities and my lesson closure?


Candidate:_____Britney Beck_________________Age/Grade: __1st__ Subject_____Reading____________

Child Research Project

1. Learning Goals

1.) Students will research bugs using nonfiction text and demonstrate understanding by drawing their bug along with writing a descriptive word about their bug.

Language Arts- Phonemic Awareness, Word Recognition and Fluency Standard

Benchmark- A.) Use letter-sound correspondence knowledge and structural analysis to decode words

Indicator- 4.) Decode by using letter sound matches

Quaker Value- Community: Work together as a group to complete the activity and have respect for all people in the group. Having respect means raising hands and no shouting out answers and participation from all students by finding descriptive words and facts.


I chose for students to look at nonfiction text to get them familiar with using this type of text. The books Im incorporating give pictures of certain bugs for children to look at and also give descriptive words and facts about the bugs. They will be drawing their bug with crayons to demonstrate that they researched a bug and are only writing a descriptive word about their bug, which is realistic and age appropriate for first grade. Since these children are only in first grade, they will most likely not be able to actually read the sentences in the text, but they should be able to sound out or decode one word or two words to use as their descriptive words.

2. Student Grouping


Whole class, groups of 3 and individual.


I chose whole class for the first part of lesson when doing the KWL chart and when modeling and looking over the book The Best Book of Bugs. This way, students can be directed by the teacher and it will be easier when giving directions to students. Then, students will get into groups of 3 based on reading ability (the groups are put together by the teacher) and they will work together to look over the text and choose a bug. They will also find descriptive words to go with their bug. Then, students will individually draw the bug that their group chose and write down different descriptive words.

3. Methods


Teacher directed, discovery and cooperative learning.


I chose teacher directed because students will be easier to direct when giving instructions and modeling the nonfiction book when they are as a whole class. I chose discovery because students can explore the ability to decode descriptive words and they can learn by looking through the text of the nonfiction books. Also, they have to problem solve in order to create their bugs. Finally, I chose cooperative learning for children to research bugs as a class and be interactive. Children can also help each other when they need help, such as helping group members with reading new words or finding new descriptive words about their bugs.

4. Materials

1.) Chirping Crickets by Melvin Berger

2.) Cockroaches by Tamara Green

3.) Monarch Butterfly by Gail Gibbons

4.) Its an Ants Life: My story of life in the nest by Steve Parker

5.) Are you a Grasshopper? By Judy Allen

6.) Becoming Butterflies by Anne Rockwell

7.) Have you seen bugs? By Joanne Oppenheim

8.) Best Book of Bugs by Claire Llewellyn

9.) White paper (for each student to draw bugs on)

10.) Crayons

11.) KWL chart

5. Activities



Lesson Opener: (21 min)

1.) Start the lesson by having children do a KWL chart as a whole class. In the first column, have children raise their hands and tell what they know about bugs. Write their responses in this column. (4 min)

2.) Second, have them raise their hands and tell what they would like to know about bugs. Write the students responses in this column. (4 min)

3.) Use the book The Best book of Bugs by Claire Llewellyn. Model for children how to look at the contents page at the very beginning of the book. The contents page allows the reader to see the different sections that the book talks about. Next, turn to page 6-7 and point out to students that these pages have a whole collection of bugs. Tell them to look at the pictures of bugs and try to pick out descriptive words or words that describe the bug. Write the example on the board: A black spider. Point to the spider on page 7 to model. Then, write the example on the board: A ladybug can fly. Tell them to use the words on the page if they dont know how to write a word. Tell them to sound out the word or break the word down to read the word. If they need help, tell them to ask the other members in their groups or raise their hand and ask the teacher. (8 min)

4.) Next, flip through every page and model for students how to look at the major heading on the left hand side in big bold letters. On page 14, the pages talk about a honeybee and have pictures of honeybees. On page 18, the page talks about beetles and has pictures of beetles. Tell students to use pictures to look at the bugs. (5 min)

5.) Put students into groups of 3. Try to put a more fluent reader with 2 students that are struggling at reading. (Grouping by ability can help students work cooperatively).


6.) Give each group of 3 a nonfiction book. Tell students to work together to find the bug they are most interested in. They all must agree on the bug. (4 min)

7.) Next, have students look through their nonfiction book. Then, have them draw the bug that their group chose, but draw it individually. Each child must draw the bug so they can turn it in at the end of the lesson. (17 min)

8.) Then, instruct students to pick out descriptive words that describe their bug. Tell students to look around the picture or at the picture for clues. Also, look on the same page to decode any words they might want to use. Have students individually chose a word to write above their bug, but they may work in their groups to come up with the descriptive word. (11 min)


9.) Ask students to finish up their bugs and finish writing descriptive words. (1 min)

10.) The teacher should call on each group and ask them what bug they selected to draw. Write the name of the bug on the board and ask students what characteristic or descriptive word they used. Say each bug as you write in on the board and have students repeat that bug. Continue asking each group until all the groups bugs are listed on the board. (8 min)

11.) Finish writing the last column of the KWL chart. Ask students what they learned by reading the text and write down their thoughts on the chart. (4 min)

12.) Review over the chart and read each column again. Review over the list of bugs on the board and review over the descriptive words they learned for that day. (4 min)

13.) Collect all the papers with students names on the back. (2 min)



If the lesson runs long, I will skip step number 10 and just have students turn in their individual papers as an assessment. If the lesson runs early, I will have students stay in their same groups, but switch the nonfiction books around, so that way each group has a different book. Then, they can find more descriptive words based on their new text. If the lesson isnt working, I can walk around and prompt students with finding descriptive words. For example, ask students if they notice anything about the picture of the bug in the book. What does the bug look like? What color is the bug? This could help students in finding descriptive words.



I will look at the makeup of my classroom and plan accordingly.



I will look at the makeup of my classroom and plan accordingly.

9. Assessment Data

1.) I will formally assess students by collecting their bugs that they drew individually and I will assess the descriptive words to see if they learned anything new by looking at the nonfiction text. Also, for students who dont obey the Quaker value goal of behaving respectfully, observe them and write down their name in the grade book.


Did the students work together in groups efficiently and did the classroom seem to be under control?


Candidate:____Britney Beck__________________Age/Grade: _1st___ Subject____Reading_____________Lesson Date:________

Cooperating teacher ____________________ School ________________ District_______

1. Learning Goals

1.) The student will demonstrate an understanding of rhyming words by creating bug pictures and a sentence containing rhyming words. Some examples of rhyming words to show the students are mug and hug, sky and fly or tree and bee. Any word families could be represented when doing this lesson due to the fact that students are creating their own stories using rhyming words they create.

Language Arts- Phonemic Awareness, Word Recognition and Fluency Standard- Grade 1 # 7- Add, delete or change sounds in a given word to create new or rhyming words.


To teach students about phonics and having phonetic skills such as recognizing rhyming words and recognizing words that have the same initial and final sounds. This objective corresponds with indicator #7 for the standard phonemic awareness, word recognition and fluency standard.

2. Student Grouping


Whole class for the reading of the book Creepy Beetles! by Fey Robinson and also whole class for the introduction of what rhyming words are. Then, students will write their own sentences using rhyming words about a bug individually.


I chose whole class for the beginning of the lesson that way all the students understand the concept of rhyming words. Second, I chose for students to work individually on their sentences so that they can apply their own schemas to the book Creepy Beetles!. Also, it will be easier to grade the students if they work individually on their own papers.

3. Methods

I will use teacher directed at first for the beginning of the lesson and the inquiry method second. I will use the language experience method for this lesson.


I chose teacher directed at first because this method deals with whole class grouping. I chose inquiry method to use second because the last part of the lesson deals with engaging students in exploration and I am encouraging students to take responsibility for their own learning. I am using the language experience method as a reading method because students are creating rhyming words based on vocabulary they already know. Students are just modifying their vocabulary to rhyming words based on the lesson in order to create their sentences.

4. Materials

Teacher Materials:

1.) Book Creepy Beetles! by Fay Robinson.

2.) Packages of craft foam insects (used to draw bug outlines) plan for 1 bug per student

3.) 1 Package of plastic insects

Student Materials:

1.) 1 sheet of large drawing paper per student

2.) crayons or markers for each student

3.) glue stick for each student

5. Activities


Lesson Opener:(25 min)

1.) Show the students a collection of plastic insects. Ask the students to share their feelings about bugs. (4 min)

2.) Explain to the students that they will be using bugs and rhyming words to create a sentence. Ask students to tell you what they think a rhyming word is or give examples of rhyming words. (4 min)

3.) Then explain that rhyming words must end in the same sound, for example look at the words bug and rug. (2 min)

4.) Ask students to come up with other words that rhyme with bug. (5 min)

5.) Read the story Creepy Beetles! and then ask students to point out the rhyming words in the story. (9 min)

6.) Hold up a foam bug and discuss with the students different ways of drawing the bugs to match rhyming words, for example my bug will fly in the sky; and draw a picture of a bug flying in the clouds. (6 min)


7.) Tell students to write a sentence about a bug using 2 rhyming words, for example my bug will fly in the sky. (15 min)

8.) Then have students illustrate their sentence by drawing a picture about their bug. They can use the foam insects to draw an outline if they wish. Also, see if they can recall what their bug is. For example; have students write down their bug is a spider if they can recall that information from earlier lessons. Students may need help writing the word. (6 min)


9.) Have the students underline their 2 rhyming words. (5 min)

10.) Explain to the students again how rhyming words must end in the same sound, like bug and rug. (3 min)



If the lesson runs early I will ask the students to come up with more rhyming words about their bug as a class or in pairs. They can even come up with words that dont describe their bug, as long as they rhyme and end with the same sound. If the lesson runs long I can have students just write their sentence with 2 rhyming words and save their drawings to do at home. Then, the next day we can take a few minutes and share what they drew with the class. If the lesson doesnt work I can have students practice the initial and final sounds in words. Then explain again how a rhyming word has the same ending sound.







9. Assessment Data

1.) The teacher will walk around and observe students informally as they draw their illustrations and write their sentences. Provide help to students who are struggling. At the end of the lesson, collect students sentences and drawings as a formal assessment. If students used correctly 2 rhyming words and drew an illustration they may receive 3 points. If students used 2 rhyming words but there was no illustration they may receive 2 points. If students attempted to use 2 words that are similar but dont rhyme and they had an illustration they may receive 1 point and if students didnt use any rhyming words( only created a sentence about a bug) and didnt illustrate their sentence then they receive 0 points.


Did it appear by observation that students were grasping the concept of rhyming words?

***From the website www.beaconlearningcenter.com/Lessons/11305.htm


Candidate:_____Britney Beck_________________Age/Grade: _1st ___ Subject___Reading

1. Learning Goals

1.) Students will learn about honeybees and be able to distinguish between the different types of bees.

Life Science Standard

Benchmark- B.) Explain how organisms function and interact with their physical environment.

Indicator- 3.) Explore that humans and other animals have body parts that help to seek, find and take in food when they are hungry (e.g., sharp teeth, flat teeth, good nose and sharp vision)

2.) Students will answer questions after reading the fiction book The Honeybee and the Robber and also answer questions by recalling information from the Magic School Bus video they watch.

Language Arts- Reading process: concepts of print, comprehension strategies and self-monitoring strategies

Benchmark- E.) Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative)

Indicator- 8.) Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.


I chose for students to learn about honeybees because they are bugs and students need to be familiar with all types of bugs and insects. Also, this represents the subject area of science as well, so another content is being incorporated into this lesson. Students will answer question based on the fiction book we read as class called The Honeybee and the Robber by Eric Carle as well as answer questions based on the information from the video they watch to demonstrate that they comprehend the questions being asked in the worksheet and comprehended the material in the video.

2. Student Grouping


Whole class and Individual


Whole class for the introduction when reading the fiction book The Honeybee and the Robber, whole class for discussing different types of bees, and whole class for watching the movie and to review over the worksheet, however students will physically answer the questions individually. Students will individually answer the questions to hand in as an assessment.

3. Methods


Teacher directed and inquiry


Teacher directed for the whole class instruction about bees. Also, students will be directed when they are filling out their worksheets to help them with their answers. Students will use the inquiry method when they answer the questions based on the video to monitor their comprehension.

4. Materials

1.) The Honeybee and the Robber (fiction book) by Eric Carle

2.) Pencils (for each student)

3.) Magic school bus video: Inside a beehive

4.) Class worksheet (see activities section step # 12 for question on worksheet)

5.) Old beehive with no bees inside (optional; See steps # 19 & 20)

6.) Small jar of honey

7.) Paper plates (for every student)

5. Activities



Lesson Opener:(23 min)

1.) Say, Today boys and girls, we are going to learn about bees and how they help us. (1 min)

2.) Read The Honeybee and the Robber. Stop on page 6 and ask children what they think will happen next in the story. (6 min)

3.) After reading the book, ask children as a class how they think the guard bee recognized the other bees that were coming and going from the hive. Ask how do bees recognize each other (smells). Ask how people recognize each other (eyes). Say, That is one difference between humans and bees. (4 min)

4.) Ask students if theyve ever seen a bee or a heard a bee buzz? Then say we are going to learn about the different types of bees and why they buzz around. (3 min)

5.) Explain to students that bees have 3 body parts, like all insects and that they have 4 wings so they can fly. (1 min)

6.) Explain that there are 3 types of bees. Explain that bees are insects and their job is to gather pollen to create honey. Honey is sweet and humans use honey for many things. (1 min)

7.) Write worker bee, queen bee and drone bee on the board. Label them one, two and three. (2 min)

8.) Explain that worker bees make the honey. They have stingers and they are female. There are over 20,000 worker bees in the colony. Say: Isnt this a big number boys and girls! Explain that worker bees are like nurses or aides to the queen bee. They feed her and bring her food. (2 min)

9.) Say, Next, there is the queen bee. She spends her life inside the hive. She is the queen over all the bees and her job is to create more bees. (1 min)

10.) Say, Finally there are drone bees. These are male bees and they live in the beehive and just help to make more bees as well. They dont have stingers. (1 min)

11.) Say, Now we are going to watch a movie called Magic School bus: Inside the Beehive. (1 min)


12.) Tell students they will be completing a worksheet after the video is over. (1 min)

13.) Read the questions from the worksheet to students before starting the movie. Read, Question 1 asks do bees make honey? Question 2 asks what type of bees make the honey. Question 3 asks what is a beehive? And question 4 asks what is something you learned from the video. Now boys and girls, think about these questions while you watch the video because we will be answering them as a class once the movie is over. (2 min)

14.) Start the video Magic School bus: Inside the beehive. (22 min)

15.) Hand out the worksheet to every student. Tell students they will be doing the worksheet as a class. Start with the first question. Read the question out loud to the students. Say, Question 1 asks do bees make honey? What do you think boys and girls? Let students answer the question. Say, The answer is yes, bees do make honey. Now write yes on your worksheet.(2 min)

16.) Read question 2, Question 2 asks what type of bees make the honey. What type did the video say made honey? Let students answer. Say, The answer is honeybees. Write the word honeybees on your worksheets. Write the work honeybees on the board and help students sound out the word. (2 min)

17.) Read question 3, Question 3 asks what is a beehive? Does anybody remember what a beehive is? Let students answer. Prompt them by asking if they live in a home. Then ask what is the home for bees called? Say, The answer is a home for bees. Bees live in the beehive and this is where bees make the honey. Tell students to write down this answer. (2 min)

18.) Read question 4, Question 4 asks what is something you learned from the video. Tell students to answer the question individually. If they need help sounding out a word, tell them to raise their hands. (4 min)

19.) Have students hand in their worksheets once they are finished with them. (2 min)


20.) Review over how many body parts bees have. (The answer is 3). Review over the group that bees belong to. For example; are bees insects or bugs? (The answer is insects). Review over where bees live. (The answer is a beehive). Finally, review over what food bees make. (The answer is honey). (4 min)

21.) ***Optional: Present an old beehive to students and tell them this beehive is vacant, which means no bees live there anymore. Tell students its safe to touch the beehive. Tell students the beehive feels papery to touch. (3 min)

22.) **Optional: Allow students to walk up 2 at a time to feel the beehive and look at the beehive. (10 min)

23.) Then after, ask students if theyve ever tasted honey. Tell students that they get to taste honey today as part of the lesson if they want to. They dont have to taste the honey, but if they would like to then they are allowed. (2 min)

24.) Place a small squirt of honey on a small paper plate. Pass out to each student that wants it. (5 min)

25.) Allow students to get a drink and wash their hands once they have finished their honey and have thrown away their paper plate.



If the lesson runs long, I can have students just complete the entire worksheet as a class. This would help with time because students wouldnt have to think of a statement they learned from the movie. The teacher could just ask students if they learned anything and call on any student that raises their hand. This would be faster than having students write out their thoughts. Also, the beehive could be optional. This would help with time. If the lesson ends early, I can have students get into groups and create a short skit about worker bees, queen bees and drones.



I will accommodate accordingly based on the makeup of my class.




9. Assessment Data

1.) Observe students understanding of the bees and informally assess them.

2.) Informally assess students as they answer questions from the book The Honeybee and the Robber. Then, formally assess students by collecting their worksheet they completed as a class for the video. Check to see if students answered all questions.

10. Post-Lesson Reflection Address all questions. ?

Was the classroom controlled or did I have control over the students when doing the lesson?


Candidate:_____Britney Beck_________________Age/Grade: __1st __ Subject____Reading_____________

1. Learning Goals

1.) Students will go on a scavenger hunt at the Cincinnati Zoos Insect House and demonstrate comprehension of various bugs by looking at clues and answering the questions.

Language Arts Standard- Reading process: concepts of print, comprehension strategies and self-monitoring strategies

Benchmark- C.) Draw conclusions from information in text

Indicator- 3.) Visualize the information in text and demonstrate this by drawing pictures, discussing images in text or writing simple descriptions.

2.) Students will behave respectfully by being quiet, following directions from both the teacher and parent volunteers and cooperatively working with other members in his or her group.


I chose the first goal so students get a hands-on experience when dealing when bugs and insects. They get to physically see the insects we discussed in class and apply their knowledge of what they learned over the course of the unit in order to answer clues during the scavenger hunt. For the second behavioral goal, students need to behave respectfully during the field trip since they will be representing our school. By setting a goal, students are aware of how they are expected to act and if they dont follow these guidelines then they will face the consequences once we return to school.

2. Student Grouping


Whole class and individual.


Students will complete the scavenger hunt as a whole class so I can monitor students behaviors and also in case parent volunteers cant attend the field trip. Students will complete their worksheets individually as an assessment.

3. Methods


Teacher directed and Discovery


Students will directed by the teacher when they are given directions upon arriving at the Zoo. Also, students will be directed by the teacher when completing the scavenger hunt. Students will use the discovery method when trying to solve the questions at each station. Also, they will show their skill in problem solving and use their knowledge to complete their individual papers.

4. Materials

1.) worksheet- (Include: Name {at the top of the paper}: Question 1: Draw the insect for the first riddle. Question 2: Draw the insect for the second riddle. Question 3: Draw the insect for the third riddle. Question 4: Draw the insect for the last riddle.)

2.) Ladybug decorated sugar cookies **Optional

3.) Cincinnati Zoo tickets for the Insect House; Prices ($9/student and $14/adult)

4.) pencils per each student

5.) parent volunteers

6.) permission from principal

7.) buses

8.) Riddle clues (4 riddles)- see activities section for the riddle prompts

9.) name tags per each student

10.) napkins for the cookies **optional

5. Activities



Lesson Opener:(29 min) **also add in drive time for step 3 depending on the location of the school**

1.) Students will quietly get their items ready and get on the bus. (3 min)

2.) Put name tags on each student, complete with the childs first name. (4 min)

3.) After arriving at the zoo, students will quietly exit the bus in a single file line and wait for instructions by the teacher. (6 min)

4.) Students will walk in a single file line with the teacher to the Insect House. (7 min)

5.) The teacher will hand out the worksheets to students to complete at each station. Have students put their names on the worksheets now. Hand out pencils to each student. Have parent volunteers help. (5 min)

6.) Collect the pencils and have students quietly stand when giving directions. Have students hold onto their papers and tell them not to lose their worksheets because this will be a grade. (2 min)

3.) Tell students that even though they might be excited, they should behave respectfully and respectfully by being quiet, following directions from both the teacher and parent volunteers and cooperatively working with other members in his or her group. Tell students that if they cant follow these rules, their names will be written down in the teacher grade book and their will consequences.(1 min)

4.) Start the scavenger hunt by telling students that there will be clues at each station and the students must work together as a class to figure out these clues. Each clue will lead them to the next station and so forth until the very end at the last station. (1 min)


5.) Start with the first clue. Read the clue off a note card. Say, I make my nest in the ground, I am as tiny as your fingernail and am sometimes hard to be found. I use my legs to crawl, since in cannot fly; but even though I am mostly black and have no wings, I use my antennaes to crawl up high. What am I? (1 min)

6.) Allow students to guess and answer the riddle. If students dont guess correctly, prompt them with, I live in an anthill. Students should guess ants. Take the students to the ant section of the insect house and allow them to look at the different ants. (4 min)

7.) After students have been given a chance to observe the ants, give students their worksheets and have them fill out the first question. The first question says draw insect for the first riddle. Students should draw an ant. Give students pencils to draw, and once their finished drawing collect the pencils. (15 min)

8.) Now say Boys and Girls we have another clue! This clue says from flower to flower, I work as I go, carrying pollen to make gardens grow. I live in a hive and make sweet honey, I might have a stinger and I am much smaller than a bunny. I buzz when I fly and have wings to soar high in the sky. What am I? (1 min)

9.) Allow students to guess and answer the riddle. If students dont guess correctly, prompt them with, I live in a beehive. We watched a video about this insect in class. Students should guess bees. Take students to the bee section of the insect house and allow them to look the different bees. (15 min)

10.) After students have been given a chance to observe the bees, pass out the pencils. The second question says draw the insect for the second riddle. Students should draw a bee. Give students pencils to draw and once their finished collect the pencils. (3 min)

11.) Now say, Boys and Girls we have another clue! When I first start out, I am a baby caterpillar. But once I live in my cocoon, the abracadabra!, I grow wings in a magical changing room. I am bright with colors and I fly around, sometimes not even making a sound. What am I? (1 min)

12.) Allow students to guess and answer the riddle. If students dont guess correctly, prompt students with, Remember, I start out as a caterpillar but after I make a cocoon, I change it a beautiful bug that flies. Students should guess a butterfly. Take students to the butterfly section of the insect house and allow them to observe the butterflies. (10 min)

13.) After students have been given a chance to observe the butterflies, give them their pencils and have them answer the third question which reads; draw the insect for the third riddle. Students should draw a butterfly. Collect the pencils after they are done drawing. (5 min)

14.) Now say, Boys and Girls we have one last clue. This clue says I am red and black and have lots of spots. I fly in the sky with wings and I have polka dots. I may be small but I can fly fast and my outer shells are hard as a cast. What am I? Students should guess a ladybug. (1 min)

15.) Take students to the ladybug section and allow them to observe. Give students their pencils so they can answer the last question on their worksheet which reads; draw the insect for the last riddle. Students should draw a lady bug. Collect the pencils and pass out ladybug decorated sugar cookies to each student. (15 min)

Lesson Closure (14 min) **add in drive time for the last step depending on location of the school**

16.) Conclude the field trip by collecting students papers and asking them about the different bugs they observed. Review over an ant, a bee, a butterfly and finally a ladybug. Ask students if they learned anything new they would like to share. (4 min)

17.) Allow students to look at the rest of the insect house if time permits. **add in time depending**

18.) Have students quietly walk back to the bus in a single file line and sit in their seats on the bus. (10 min)



If the field trip runs too long, I can review and allow students to eat their sugar cookies once we get back to school. If the lesson ends early, I can have students look at the rest of the insect house. If the buses dont come and we cant take a trip to the zoo, we can do our field trip at the school. Students can walk around outside to observe different bugs. They can use magnifying glasses to look at bugs and still draw their bugs they find on their worksheet as an assessment. Students could be placed into groups for this activity depending on the number of parent volunteers. All the teacher would need for this lesson is magnifying glasses (one per student), the same worksheet as the zoo field trip, pencils, permission from the principal and parent volunteers.







9. Assessment Data

1.) Formally assess students worksheets as their assessment for this field trip. Check all 4 questions to make sure that students drew bugs for each question.

2.) Formally assess students behavior and write down a check in the grade book next to students names who behaved and a minus next to students who misbehaved and didnt follow the requirements for behaving.


Did students appear to be under control and did they behave and follow the second objective?


Candidate:_______Britney Beck_______________Age/Grade: _1st ___ Subject_____Reading____________

Culminating Lesson

1. Learning Goals

1.) Students will demonstrate that they can recall information from the previous lessons and create their own stories about specific bugs using descriptive words and characteristics of those bugs.

Language Arts Standard- Writing Processes Standard

Benchmark- A.) Generate ideas for written compositions

Indicator- 10.) Add descriptive words and detail


I chose this goal to monitor students comprehension using the material from the entire unit. Students should be able to recall facts and different bugs and insects we discussed in class to create their own short stories. This will then be used as an assessment to see how much information they have learned.

2. Student Grouping


Whole class and Individual


Whole class for the presentation of the big book and individual for the students writing. This will allow the teacher to monitor the information that students have learned and see if they comprehended the material covered during the unit.

3. Methods


Teacher directed and Inquiry


Teacher directed for the introductory section of the lesson when the class reviews over the different bugs weve learned so far. Also teacher directed for the big book presentation to students. Inquiry method will be used when students create their own short stories based on the material theyve learned over the course of the unit.

4. Materials

What instructional materials will you use? Include teacher-provided and student-provided materials .Have you included technology?

1.) Big book: Lilys Fantastic Adventure by Britney Beck power point

2.) White paper for each student

3.) Pencils for each student

4.) Binding and binding machine for class book **optional

5. Activities



Lesson Opener:

1.) Tell students that since this is the last day of the unit on bugs and insects, were going to review as a class over the different bugs we have learned.

2.) Ask students what is an insect. Ask them how many legs they have. (Students should answer 6 legs). Ask them how many wings that some insects have (students should answer 2 or 4). Say, Insects also have a head, a thorax and an abdomen. Some insects have mouthparts and stingers and some are fuzzy and buzz when they fly.

3.) Tell students that bugs are all unique, just like humans.

4.) Review over a few bugs that the class has talked about. Write the words bee, ladybug, ants and butterflies on the board. Write and say out loud to students that bees buzz, they have stingers they make honey and they live in a beehive. Next, write and say out loud to students that ladybugs are small, have spots, are black and red and fly with their wings. Next, write and say out loud to students that ants are mostly black, have legs but doing fly, have no wings, live in anthills and are very small. Finally, write and say out loud to students that butterflies have bright colors, can fly, have 2 wings and start out as a caterpillar.

Activities:

5.) Show students Lilys Fantastic Adventure by Britney Beck as a power point.

6.) Tell students that they are going to create their own story using at least 3 insects theyve learned about. Have students use descriptive words to describe their bugs. Point out to students the descriptive words that were used in my big book. For example, point out to students that I said Lily has 9 spots, Lily can fly, the butterfly is blue and there is a black ant.

7.) Tell students that their stories cant include all 3 of the bugs that I used. Have students raise their hands if they have questions or need help with their stories.

8.) Tell students to think back to the field trip to the insect house at the zoo if they are having trouble thinking of bugs. Also, tell students to think back to the video we watched as a class and think back to the nonfiction books they looked at in groups.

Lesson Closure

9.) Ask students to finish up their stories and then ask students to share their story if they wish. Have students raise their hands if they wish to share.

10.) Write down on the board the students 3 different bugs they used and write down the descriptive words they used next to the bug names.

11.) Repeat step 10 for each student that raises their hand to share.

12.) Collect students stories as an assessment.

13.) Put students stories into a class big book using binding and title it Our Bugs! **Optional



If the lesson runs long, I can skip steps 9 through 11 and just have students turn in their stories. If the lesson ends early, I can call on each student to share their 3 different bugs they used or have students read their stories out loud.



I will plan accordingly to the accommodations of my students.



I will plan accordingly to the accommodations of my students.

9. Assessment Data

1.) Formally assess students short stories. If students used 3 bugs and at least 3 descriptions then they may receive 3 points. If students used 2 bugs and 2 descriptions then they may receive 2 points. If students used 1 bug and 1 description then they may receive 1 point. If they used 0 bugs and 0 descriptions then they may receive 0 points.


Did my transitions flow smoothly between my lesson opener, activities and lesson closure?

Bibliography

Allen, Judy. Are you a Grasshopper? New York: Kingfisher. ISBN 0-7534-5366-5

Berger, Melvin. The Chirping Crickets. New York: Harper Collins Publisher. ISBN 0-06-024961-7

Carle, Eric. The Honeybee and the Robber. New York: G.P. Putnam & Sons. ISBN 0-399-30767-8

Gibbons, Gail. Monarch Butterfly. New York: Scholastic. ISBN 0-43-906195-4

Green, Tamara. Cockroaches. New York: Scholastic. ISBN 0-43-906195-4

Joyce, William. The Leaf Men. New York: Harper Collins Publisher. ISBN 0-590-05963-7

Llewellyn, Claire. The Best Book of Bugs. New York: Kingfisher. ISBN 0-7534-5118-2

Oppenheim, Joanne. Have you Seen Bugs? New York: Scholastic Press. ISBN 0-590-05963-7

Parker, Steve. Its An Ants Life. New York: Readers Digest Children. ISBN 1575843153

Robinson, Fey. Creepy Beetles. New York: Scholastic Press. ISBN 0-439-06754-5

Rockwell, Anne. Becoming Butterflies. New York: Walker & Company. ISBN 0-8027-7686-8

Viewing Material

1.) Lilys Fantastic Adventure By Britney Beck (power point)

2.) Magic School Bus video: Inside a Beehive. Scholastic Press

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