Name: Meghan Gillespie
EDEL 200 Sect. 1/Group: A-1
Email: mngillespie@bsu.edu
Classroom Teacher: Mrs. Huffman
Grade: Kindergarten
Objective: The students will draw their own insect and label the parts.
IN Standard: Standard 3- Life Science
Observe living organisms, compare and contrast their characteristics, and
ask questions about them.
Indicator: K.3.1 Describe and draw physical features of common plants and
animals.
K.3.2 Describe and compare living animals in terms of shape, texture of
body covering, size, weight, color, and the way they move.
Content:
1. What is an insect
2. Parts of an insect
3. Difference between insects and bugs
Materials: The book: The Magic School Bus Insect Invaders, The song
book: Wee Sing Fun n’ Folk, Cootie game, matching game I created, paper
to make T-charts on, plastic toy bugs, paper and crayons for students to draw
their own insects
I.
Motivation:
a. Sing the song “Grasshopper Three”
i. I will sing the song first one time through and then I will
teach the students the song and sing it with them
b. While singing, use grasshopper puppet
c. Ask questions at the end of the song
I. What was the song about?
II. What is special about the grasshopper?
III. What are some other insects you know?
d. Play a clip of sounds from a grasshopper
i. http://www.youtube.com/watch?v=VWLRvrYKvlI
ii. Ask students to compare the sound to something they have
heard before
Goal For Learner: Today we are going to learn about insects, like
the grasshopper, and what makes them different from bugs. At the end, you
will draw your own insects.
II.
Procedure
a. New Information: (Powerpoint of insect and non-insect photos)
i. Insects make up more than half of all living things in the
world.
ii. They are found all over the globe-forests, mountains, near
the sea, and deserts
iii. There are a million known types of insects today.
iv. Insects belong to a group called Arthropods, which means
limbs with many joints that bend in many directions. This
means that their arms and legs not only bend back and forth, but
side to side as well.
v. Insects do not have a backbone like we do. Instead, they have
a hard outside shell called an exoskeleton.
vi. Read 3 or 4 pages of The Magic School Bus Insect
Invaders
a. Insect vs. Arachnid- insects have six legs, spiders
have eight and don’t have antennae or wings
b. Beetles are the largest group of insects-one of every
four animals on the planet is a beetle
c. The red and black coloring of ladybugs is like a
warning signs to birds so they are less likely to get
eaten
d. Ants can pick up objects that are twenty times as
heavy as they are
e. Aphids are very small, but they feed in big groups and
can cause large amounts of damage to plants.
f. Most of a dragonfly’s head is taken up by its two
compound eyes.
g. Dragonflies can fly forward and backward.
h. Praying mantises get their name from the prayer like
way they hold their front legs while resting.
b. Checking For Understanding:
i. What were some insects that were listed in the book?
ii. How many legs must an insect have?
iii. What is something named that was not an insect?
c. New Information: (Use Grasshopper Poster here)
i. Insects have a body divided into three parts: the head, the
thorax (the middle section), and the abdomen.
ii. They have two antennae attached to the head and six legs
that are in pairs attached to the thorax.
iii. Insects have compound eyes and simple eyes.
The large eyes on the outside are the compound eyes and allow
the insect to see. Compared to our eyes, they see multiple
pictures of one object all at once. The smaller eyes are the
simple eyes and they let the insect know if it is light or dark
outside.
iv. Some insects have wings that can be found on the thorax
either one pair, two or none.
v. Insects communicate with each other by making noises.
vi. The head of an insect is used mainly for eating, sensing
things and gathering information.
vii. Insects use their antennae to feel, smell, and taste.
d. Check for Understanding:
i. How many body parts do insects have?
ii. How many legs do insects have?
iii. What kinds of eyes do insects have? How are they different
from our eyes?
iv. Do insects have wings?
v. What are the antennae used for?
e. Guided Practice:
i. Let’s build our own insects. Help pass out cootie game parts.
ii. Explain how we will be using parts from the game to build
our insects.
iii. Go over what the different parts in the game are:
a. Legs- walking and getting around
b. Mouth- to eat
c. Antennae- to feel and sense things
d. Segmented body- thorax, abdomen
e. Head- holds the eyes, mouth, antennae
f. Eyes- single and compound- to see
Tell them that they need to make sure they have all the parts I
have listed in order to have a complete insect.
iv. Students will be building their insects individually, piece by
piece as I model it.
f. Modeling:
i. I will build the first “insect” as an example.
ii. I will say each part out loud before putting the pieces
together. <Build the insect at this time>
g. Check For Understanding:
i. Observe the students putting the insects together and record
their results. Ask questions and help them work together to
make sure they are doing it correctly.
h. Practice:
i. Each student will be given a handful of toy bugs.
ii. They will also be given a piece of paper with a T-chart on it.
iii. The students will be asked to identify each bug as either a
“bug” or an “insect.”
iv. As they identify each bug, they will place each one under
the correct heading of the T-chart.
i. Modeling:
i. I will have my own T-chart and own group of toy bugs.
ii. As I pick up each bug, I will talk through the process of how
to identify it. i.e. “Does this bug have six legs? Does this bug
have two antennae?”
iii. I will then place the bug in the correct column it goes in.
j. Checking For Understanding:
i. Observe students as they work to see that they have a
clear understanding. When they are finished, have them
explain their results.
k. Assessment:
i. Each student will be given a plain piece of paper.
ii. Students will be asked to draw an insect with all the correct
parts.
iii. They will be free to draw any insect they want.
iv. After some time, I will go around to each student and ask
them to tell me how they drew their insect and what parts they
added to make it an insect
v. They will then share with the rest of the group their insect.
l. Closure:
i. Great job today everyone! Let’s talk about what we have
learned. We explored the world of insects and found out they
come in all shapes and sizes. Some have specific jobs that they
do in the environment. Can someone tell me exactly what an
insect is? What makes them different than bugs? The next time
you see a bug on the sidewalk, look more closely. It may be an
insect instead!
m. Extension:
i. The students will play a matching game that I created. The
topic of the matching game will be different kinds of insects
and the different parts that they are made of. They will sit in a
circle on the ground and take turns drawing two cards at a time.
If they find a match, they take another turn. If the pair is not a
match, the turn goes on to the next student. The students will
play the game until all pairs have been matched.
III.
Evaluation
a. For assessment, the students drew their own insects and
correctly labeled the different parts.
Criteria:
Head
:)
In correct place
:/
Thorax
In correct place
and all legs are
there
In correct place
In correct place,
but legs are not
attached
All six are
present and
attached to the
thorax
Are present and
located on the
head
Are present and
Some legs are
present and
attached to
thorax
Abdomen
Legs
Antennae
Eyes
:(
Not in correct
place
Not in correct
place, legs are
not attached
Not in correct
place
Not enough legs
and not in the
correct place
Are not present
Are present, but
Are not present
located on the
head
Overall grade:
are not on the
head
anywhere