| Even little things on the
earth are important and have a reason for living.
Students will compare living and non-living things in the environment.
Humans can affect the purpose of living things in the environment. Key
Points: Many insects are pests in the United States. Most of these insects were
not harmful in their own country. When they moved to the United States, there
were no natural enemies to keep them from spreading and multiplying.
Bugs and creepy crawlies are alike and different from each other and from
human beings. Key Points: Arthropods are a group of animals that have jointed
feet, bodies and legs are made up of sections, and they have an outside shell
(exoskeleton). Scientists sort bugs and creepy crawlies into like categories.
Insects have 3 body parts, 2 feelers, 6 legs, and most have wings.
How bugs and creepy crawlies grow and develop.
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Watch the videos:
V3379 Wonders In Your Backyard V4470 The Unloveables: Creepy Crawly Creatures
Make a class book about bugs. Make an edible insect.
Find places on the globe where people eat insects. Color these places on a
world map.
Read from the following sections from: Eyewitness Books: Insects p.
60, 61 The How and Why Book of Insects p. 12, 13 Insects That Eat
Plants p. 16, 17 Insects That Keep Cows p. 20, 21 Insects That
Pollinate Flowers p. 32, 33 Insects That Harm Us p. 44, 45 Bees
Wax p. 46, 47 Insects For Varnish/Dye/Silk
On the Internet: go to Yahooligans. Type in Insects As Food!?! From the
University of Kentucky Entomology For Kids: Bugfood II and/or Insects As Food
and Bugfood III Insect Snacks From Around the World (share the information as a
whole class).
Pair up with a partner. Give the pairs the worksheet for this strategy.
direct them to think of and list (with teacher help, if necessary) what comes
to mind when they think of the words-living things. Direct them to think of
things that make something a living thing, not samples of living things.
Teacher made big book from the folk song "The Boll Weevil".
Insects and Plants by Irving and Ruth Adler p. 36-39 (Japanese Beetle,
gypsy moth from France, corn borer from Europe and Asis, boll weevil from
Mexico)
A world map puzzle will be in the puzzle center.
Each student will be given a world map to color in the section that each bug
comes from.
Discuss how you would stop harmful insects from entering the United States.
Introduce the concept of arthropods as compared to other animals. Display a
labeled chart showing what makes an animal an arthropod. Read about arthropods
from Childcraft Encyclopedia #5 p. 110.
Video: V506 Backyard Bugs
Draw a mystery animal activity. Flannel board bug scene; Insect words and
pictures to match; Insect pictures with words with one letter missing-letter
tiles to fill in the missing letter; Listening Library-Over In the
Meadow book and tape; Writing Center-pictures of bugs and insects to write
about; Insect stickers and blank books to make your own insect book.
Art Center: make insect puppets, build a bug cut and paste activity, bug
part stamps to make a bug garden scene; Computer Center: Book and CD ROM
Bugs Factfinder Interactive Multimedia Book.
A chart picturing an insect and its parts.
Answer the question-How do you grow?
Center Activities: Writing-picture booklets of insect and human growth to
write sentences about Art-make the stages of growth for a butterfly with
playdoh; Puzzled-block puzzles to sequence the stages of growth.
Resources: Childcraft Encyclopedia #5: About Animals p. 120-123;
Bugs by Gerald Legg Internet connection-Entomology for Beginners: Insect
Anatomy and Metamorphosis bijlmake@citechco.net.
Book: I Know An Old Lady Who Swallowed a Fly with flannel board
pieces.
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Mind map where bugs are found.
Complete a KWL chart about ways that bugs can help or harm us.
Physical representation
Note-taking strategies employing graphic representations.
Use the Five Words/Three Words Strategy.
Post a chart listing and illustrating the characteristics of a living thing
in the classroom.
Add a science center to the classroom in which students identify and sort
living and non-living things. Include several bugs and creepy crawlies in the
pictures of living things.
A bulletin board will depict the insects and bugs read about on a map of the
united States. The caption for the bulletin board will read: "I Want To Go
Home!" The bug's original country will be represented on the outskirts of
the United States map with a piece of yarn going from it to the insect that
originated there. (Pictorial Representations)
Use the Think/Pair/Share collaboration technique. Complete a problem-solving
graphic organizer together.
Use the concept/attainment strategy.
Pictorial Representations.
The chart showing the steps taken for sorting and classifying will be posted
and reviewed.
Pictorial Representations.
Physical Representations.
Pictorial Representation.
Use the Think/Pair/Share collaborative technique.
KWL chart: A comparison chart for the sequence of growth on humans, molters,
and developers.
Pictographic Representations.
KWL chart for how a fly grows; Observe the actual growth and development to
find out more.
Act out the stage of development to music.
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After viewing
several videos about bugs, the students will complete the close sentence: Bugs
are in the _________. The students will also illustrate their sentence for a
class book about bugs.
The class will continually add to the KWL chart as the teacher shares new
reading material about the ways that insects and bugs can help or harm us.
A worksheet will be given to the students in which they find and color the
helpful or the harmful insects.
Make an edible caterpillar by twisting a piece of licorice to make a head
and stringing fruit loops on it for the rest of the body. Let them eat their
creation! Ask the students if they would have eaten it if it were a real
caterpillar? Do they think that anyone in the world eats real insects or bugs?
Share the material from the Internet. Read and find the places on the globe as
you discuss them. Be sure to discuss safety-some insects are poisonous and you
should never taste insects unless you are with an adult who knows that they are
safe to eat.
Students will write and illustrate the following: I would/would not try to
eat an insect. Write why or why not.
Evaluation: Make a page for a class book named: Why We Should Study About
Bugs. Draw a picture and write a sentence about one of the things that we
have learned about bugs that make them important for us to know about them.
Share the information form Five Words/Three words as a whole group. List the
reasons that the class brainstormed. Add to the list, if necessary.
Post pictures of things found in your backyard on the blackboard. (ex.
Swings, a tree, an ant, a butterfly, rocks, grass, a ladybug, a worm, dirt, a
caterpillar, a sidewalk) Sort the living and non-living things as a class using
the reasons listed as the criteria on the classroom chart list that we have
developed together.
Go out to the playground. Look for living and non-living things in the
playground. (stress that we are looking and not touching the living things that
may bite or sting) Come in to the classroom and draw something that you saw
that was living along with something that was non-living.
Parent Involvement: Send a homework assignment which asks the student and
the parent to find five living things and five non-living things in and around
their home.
Evaluation: The students will be given a worksheet that asks them to color
the living things in and around their home.
Evaluation: The students will be given a worksheet that asks them to color
the living things in the picture.
Teach the students "The Boll Weevil" song. Use the big book for
several shared readings. Discuss why the boll weevil wants to go home and where
his home is. Find and color Mexico on the world map. Read the sections listed
from Insects and Plants. As you read, find and color the section of the
world that each insect came from.
Read to find out what is already being done in our country to solve this
problem. (Insects and Plants p. 40, 41) Go on the Internet together as a
whole class to search laws that keep insects from other countries out of the
United States. E-Mail to the United States Environmental Department asking for
information on this problem. (as a class) **
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Comparing