Dissemination Website Lesson Plan Format
SUBJECT: _Writing/Science-Insect Unit
GRADE LEVEL: 1st-3rd
LESSON TITLE: Creating a Make Believe Insect
LESSON SUMMARY & LEARNING GOAL (Lesson details and specifics should be written here:
1. Students will gain understanding of insects through prior knowledge and simple reference
books.
2. Students will demonstrate good writing skills through drawing and illustrating a make believe
insect.
3. Students will use a graphic organizer to create a plan from writing using main idea and details.
TEACHING STRATEGIES/ACTIVITIES:
A. Concepts/content:
Students will improve writing skills.
B. Skills to be developed:
Students will enhance their skills to use reference materials to gain information, improve writing skills
by incorporating the main idea and details, and enhance their imagination.
C. Questions to promote higher order thinking:
Describe the characteristics of an insect.
What types of habitats do insects have?
Explain how insects are good for the environment.
Explain the main idea of a story?
D. Teaching Procedures:
1. Review previous lesson on insects.
-What do all insects have in common?
Three body parts: head, abdomen, and thorax, 6 legs, and two antennas.
-Describe types of bugs that fit into the category of insects?
Create list of bugs on board. Review each bug to make sure it has all the characteristics of an insect.
Not all bugs will be classified as insects.
2. Teacher will explain how insects are good for the environment.
3. The teacher will discuss the different types of habitats for insects using visuals.
4. The teacher will discuss the main idea and the use of details for writing a good description.
5. The teacher will read The Lonely Firefly by Eric Carl.
6. After the reading, students will determine the main idea and list the details from the story.
7. Distribute “Bug Go” bingo cards to each student and enough chips to cover the card. Use this
activity as a review, reteach facts, and check for comprehension on the characteristics of an insect.
8. As you show a bug card and say its name, review the characteristics of an insect by asking the
students,
-“Does this bug fit into the insect category?”
-Explain why or why not.
The teacher will choose different bugs to be categorized making sure that the choices fit into both
categories: bugs or insect. This game will give students prior knowledge and different images to refer
back to while completing the writing assignment.
9. Give directions for creating a make believe insect and write the instructions on the board.
Creator: Sandra Swearingen
Dissemination Website Lesson Plan Format
-Each group will create a make believe insect.
-The drawing must have the main characteristics of an insect.
-The parts of the insect must be visible and labeled.
-Each team member will have a specific job in the writing process.
-Teacher will assign writing projects according to cooperative learning groups.
Number ones-habitat
Number twos-food
Number threes-description
Number fours-interesting facts
Students will find information in reference books on insects and web pages from the internet.
-The group will work together and create a drawing of the insect, label the parts, and write
about the food, habitat, description, and interesting facts.
-Use the graphic organizer to organize information.
-Each group will present their insect to the class.
Display an example of the completed project for students to reference.
10. Give instructions to review reference materials to gain information on habitats, food sources, and
interesting facts.
11. Then, instruct students to talk, plan, and draw their insect. Allow students approximately 15
minutes. Walk around the room to assure comprehension of the directions. Higher level students in
the group will help lower level students. Students will use vocabulary words while labeling their
insect.
12. Next, students must begin the writing process. All students can contribute their thoughts while
the student in charge of the specific characteristic writes down details on the graphic organizer. Offer
assistance where needed.
13. Next, each student will take the information from the graphic organizer and compile it into a
paragraph describing their insect. Remind students to use word wall and spelling dictionaries for the
use of correct spelling.
14. Glue drawing of insect and description writings onto one large paper for demonstration.
15. Each group will present and describe their insect to the rest of the class.
Instructional Time:
Resource Supports Reading in Content Area: Yes/No
Content: ELA & Science
Instructional Design Framework(s): (Direct Instruction, Inquiry, Cooperative Learning, Inquiry, etc.):
Direct instruction, cooperative learning, guided support will be used throughout instruction.
Direct Specialized Instruction during large group, guidance and support during small group activities,
students working in cooperative learning groups.
Technology Required for Implementation: No required but useful for the research component
Addresses Universal Design for Learning Principles:
 Representation
Action & Expression  Engagement
Representation:
Action & Expression:
Engagement:
Students may listen to insect
Students will be working in
Creating an insect and
stories on tape if desired.
cooperative learning groups
presenting insect to the class.
while using books and internet
as research components. Play
Bug Bingo.
Creator: Sandra Swearingen
Dissemination Website Lesson Plan Format
Instructional Components (Lesson, Worksheet, Lab, Text, WebQuest, Assessment, Formative
Assessment, etc.):
Reference books on insects, drawing paper, writing paper, colored pencils, pencils, graphic organizer,
“Bug Go” bingo game, overhead projector, Venn diagram, glue sticks, large white paper, spelling
dictionaries.
LESSON COMPONENT DOCUMENTS/ATTACHMENTS: (Lesson, Readiness Assessment, Independent
Practice Activity, Warm Up, Formative Assessment Checklist, etc.,-- Attach documents with lesson)
A. Graphic Organizer
B. http://bogglesworldesl.com/insectbingo.htm Print insect bingo cards
C.
D.
E.
LESSON CONTENT and DIFFERENTIATION:
Learning Objective(s):
Students will know/be able to (Level 3 outcome):
Students will participate in a shared research and writing project on
creating an insect using a graphic organizer.
Guiding Questions:
Describe the characteristics of an insect.
What types of habitats do insects have?
Explain how insects are good for the environment.
Explain the main idea of a story?
Prior Knowledge:
Students should have working knowledge of the following standards or
concepts/skills: Students should be able to recognize a bug. They will pull
from prior knowledge of understanding characteristics of an insect.
Instruction Onset:
Concept or skill will be presented by: The creative writing process will be
presented through research books internet sources, and graphic organizers.
Guided Practice:
Activities that will be completed with teacher guidance or support: Teacher
will offer guided practice and supports through facilitating the bingo game,
reviewing the characteristics of an insect, and helping with determining the
main idea, and listing details.
Independent Practice:
Activities that students will completed independently to reinforce
concept/skill:
Students will enhance their skills to use reference materials to gain
information, improve writing skills by incorporating the main idea and
details, and enhance their imagination. Students will understand the
characteristics of an insect through playing the bingo game and reviewing
reference materials. Students will apply that knowledge to draw, label, and
write the description of a make believe insect.
Creator: Sandra Swearingen
Dissemination Website Lesson Plan Format
Closure:
ASSESSMENT:
Formative:
Feedback to Students:
Summative
Assessment:
Activity to support students in scaffolding/organizing newly acquired
knowledge into existing knowledge: Students will use the information
learned in the first lesson of the insect unit discussing what an insect is to
understand the characteristics of an insect.
Students will be monitored for comprehension through asking higher level
thinking questions throughout the activity and observing their participation
in the small group writing activity.
Teacher will provide positive feedback through restating student answers,
giving high 5’s, and thumbs up.
Students will be assed using the final product of the writing activity. Did
students determine the main idea and use details appropriately? Students
will be assessed individually and for group effort.
ACCOMMODATIONS & RECOMMENDATIONS:
Accommodations:
Accommodations will include working in small groups, cooperative learning
groups, visuals, small segments of directions, graphic organizers, modeling
of project, and the use of combining drawing and writing.
Extensions:
Suggested Technology:
Special Materials
Needed:
Further
Recommendations:
RELATED STANDARDS
STANDARD
LAFS.K.W.1.2
LAFS.K.W.3.7
Creator: Sandra Swearingen
Students will use the information they have learned on creating an insect to
complete the science unit on insects.
Using computers for students to access information on insects.
Reference books on insects, drawing paper, writing paper, colored pencils,
pencils, graphic organizer, “Bug Go” bingo game, overhead projector, Venn
diagram, glue sticks, large white paper, spelling dictionaries.
Teacher will show individual bingo cards and students will respond “bug or
insect”. Review the characteristics of an insect. Students may share
comments on other group’s insects.
Have students write a story about the insect they created.
DESCRIPTION
Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
Participate in shared research and writing projects (e.g., explore a number
of books by
a favorite author and express opinions about them).
Dissemination Website Lesson Plan Format
SCALE
LEVEL
4
STUDENT OUTCOME
Student will:…and enhances
understanding by…
STUDENT ACTION/ACTIVITY
Students will participate in a shared research
and writing project on creating an insect.
3
Student will (Taken from Learning
Objective above):
Students will participate in a shared research
and writing project on creating an insect
using a graphic organizer.
2
Student will… with minimal assistance.
Students will participate in a shared research
and writing project on creating an insect
using a graphic organizer with minimal
assistance.
1
Student will …with assistance.
Students will participate in a shared research
and writing project on creating an insect
using a graphic organizer with full teacher
assistance.
Creator: Sandra Swearingen
Dissemination Website Lesson Plan Format
Graphic Organizer
Name:
Habitat: 2 Details
__________________________________________________________
__________________________________________________________
Food: 2 Details
__________________________________________________________
__________________________________________________________
Description: 5 Details
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Interesting Facts: 3 Details
__________________________________________________________
__________________________________________________________
__________________________________________________________
Creator: Sandra Swearingen
Dissemination Website Lesson Plan Format
Creator: Sandra Swearingen