RESOURCES
Resources (Annotated Bibliography)
th
Develop an annotated bibliography (formatted in APA style, 5 edition) of possible resources
you could use to help develop the Unit Objectives, Essential questions, and learning
guides/lessons for your unit. These resources might include reading materials, technology,
guest speakers, experts, conference calls, web sites, primary sources, tapes, movies, videos,
manipulatives, etc.
Sample Annotated Bibliography Entries
Brinckloe, J. (1985). Fireflies! New York: Aladdin.
This is a narrative about a boy and his neighborhood friends who go out and collect
fireflies in a jar. At first the fireflies light up the room of one of the boys as he is going to sleep,
but he slowly realizes that the fireflies are not as bright and begin to weaken. He struggles with
the realization that he must save them by letting them go. The theme being it can be fun to
catch insects, but unless you can set up a natural habitat it is better to let them go very quickly
after catching and observing them. I will use this book during the unit to have the students do
some story writing. After discussing the book, the students will come up with a sequel using
another insect.
Fowler, A. (1990). It’s a good thing there are insects. Chicago: Childrens Press.
This is an informational text that describes helpful and harmful characteristics of insects.
It is written at a level that most of the students an read it independently or with a partner. I
will use this text to introduce the compare/contrast text structure. Students will be asked to
list harmful and helpful roles that insects play in the book, and then be encouraged to extend
the list with more information from other resources in the insect center.
Walton, R. (1995). What to do when a bug climbs in your mouth. New York: Lothrup & Lee.
This is a book of humorous poems about insects. It has examples of free form poems,
limericks, free verse, couplets and quatrains. I will use this book to tie content about insects to
various poem structures. We will read the poems, develop a class model and have students
independently write insect poems using a given poem structure.
Bally, S. (2008). Classroom Mascots. Retrieved January 11, 2008 from University of Kentucky
Entomology Web site:
http://www.uky.edu/Ag/CritterFiles/casefile/bugconnection/teaching/mascots.htm
This web site provides general information on collecting and keeping insects and spiders
in the classroom. Topics include containers, lids, food, water, safety and long-term/short-term
classroom mascots. We will use the information from this site to decide what insect(s) we want
to collect and keep in our classroom.
Essential Questions
1. What are insects?
2. How do insects help people and other animals?
3. What is the life cycle of specific insects? (butterfly, ladybug, etc.)
4. What do entomologists do? What questions would you ask an entomologist?
5. What do insects look like under an electron microscope
Thematic Planning Cluster Rubric
1. Create an outline to include the following: (10 points)
• Grade level
• Curriculum Area (Utah State Core)
• Text Set (stories, informational books, poetry, internet, other types of text are
optional)
• Word Wall
• Major Questions (three or more)
2. Bring five pieces of text to class and be prepared to present how you might use these
within the unit and how they might help the students meet the standards and/or
answer the major questions you have developed on the outline. (10 points)
TOTAL 20 points