Insects Everywhere LESSON PLAN
EQ: What can we learn by making careful observations in nature?- How do ants survive?
- What are the stages in an ant’s life cycle?
STANDARD :
SC.2.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration, and systematic observations, and generate appropriate explanations based on those explorations.
SC.2.L.17.2: Recognize and explain that living things are found all over Earth, but each is only able to live in habitats that meet its basic needs.
SC.2.L.16.1: Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
LACC.K12.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Engage / Where are we?
Project the learning goal and EQ, have students record them in their science notebook.
Project the learning goal scale, discuss each level on the scale explaining that they need to be able to prove to you that they know the necessary information for the score they select and have students rate their knowledge of the learning goal on the scale. (they can record their score by coloring in a body part on their ant to show their level of understanding after you have confirmed that their level choice is correct, you may want to monitor by asking each student to prove their level by recording a statement in their science notebook or have them quietly tell you what they think makes them be at a particular level)
Project or pass out a copy to each student of the Pre/Post Test
Have students complete the test independently in their science notebook, or have them tape the copy of the test into their notebook once they have completed it
Have students put their pencils away and pull out a color pencil so they may add information to their test/notebook as they discuss their responses
Students may then “Shoulder Partner” up to share their thoughts on the questions provided, explaining to their partner why they made the choices they did; have the partners listen for one piece of information that caught their attention to share out with the class (for example: my partner said that all insects have wings so they can get away quickly, their legs are too short to help them get away from an enemy)
Allow each partner group to share out while creating a classK-U-L chart to post and make changes to during the lesson (Know – Understand – Learn (this column can be things that the students are still wondering about insects)
Project the learning goal scale again and have students rate their knowledge of the learning goal on the scale. (they can record their score by coloring in a body part on their ant to show their level of understanding). Discuss changes in score, “anyone feel like they went up on the scale, why or why not?” –this will help the teacher make some decisions as to where students may be having misconceptions or trouble understanding areas of the learning goal.
Explore / Students will engage in learning about insects.
Materials: Social Insect Fact Sheet, Ant Identification Sheet, Observation Worksheet, Science Notebook, Sugar, Magnifying Lenses, Outdoor area with ants to attract, color pencils
In Class Procedure:
Divide the class into five groups, pass out one section of theSocial Insect Fact Sheet to each group, allow students to work in their small groups to read through the information and record (using a color pencil) one piece of information in their science notebook that they found especially interesting. Bring class together and have each group share out one piece of information to add to the class K-U-L chart
Project the Observation Worksheet and discuss the observations that will be completed, note the six before adding sugar and then the four aftersugaris laid out. (You may want to have a copy for each student to tape into their notebook to save some time.)
Ask students if they can describe where ants live. Lead the discussion towards the concept that these insects live together like a family.
Ask students to think of jobs they or their family members might have at home or school. Explain that insects that live in families (colonies) are called “social insects” and each family member has a job to do. Brainstorm jobs ants might hold in their colony, add the information to the class K-U-L chart and have students add the information to their science notebook with a new color pencil.
Project the Ant Identification Sheet and discuss the different types of ants that can be found in a colony.
- Outdoor Exploration – WARNING: Be sure to check an area for fire ants prior to the lesson.
Outdoor Procedure:
Explain that they will now begin their research on social insects. They will first need to locate some ants to observe as they fill in together with their small group the first six observations on their sheet. Allow students 5 to 10 minutes to complete their observations.
Now proceed to pouring some sugar on the ground 6 – 12 inches from the ants. Allow students 5 – 10 minutes to complete the last four observations.
Return to the classroom and allow each small group to share out an observation they recorded as everyone adds the information to their science notebook in a new color the teacher adds the information to the class K-U-L chart.
Refer back to the discussion on jobs; can they guess which jobs the ants were doing? (they may have observed ants scouting for food as well as ants carrying back food to their colony)
Ask students what other insects might live in “families”? (bees, wasps, termites)
Project the learning goal scale again and have students rate their knowledge of the learning goal on the scale. (they can record their score by coloring in a body part on their ant to show their level of understanding). Discuss changes in score, “anyone feel like they went up on the scale, why or why not?” –this will help the teacher make some decisions as to where students may be having misconceptions or trouble understanding areas of the learning goal as well as monitor student progress..
Explain / Describing the life cycle of an ant:
Have students complete the Ant Life Cycle activity.
Have students work in small groups of two or three to readthrough thelife cycles given, allowing each student in the group to read at least one stage. The group will then go on to discuss the stages and where on the diagram each stageshould go. (Teacher will need to monitor student discussions and labeling of life cycle to assure comprehension and address misconceptions.)
Each group needs to add the ant life cycle into their science notebook along with thedescription of each stage of the life cycle.
Allow each group to share back their new knowledge while the class adds the new information to their science notebook, continue the process until all groups have shared, and new information has been recorded on the class K-U-L.
Project the learning goal scale again and have students rate their knowledge of the learning goal on the scale. (they can record their score by coloring in a body part on their ant to show their level of understanding). Discuss changes in score, “anyone feel like they went up on the scale, why or why not?” –this will help the teacher make some decisions as to where students may be having misconceptions or trouble understanding areas of the learning goal as well as monitor student progress..
Evaluate / Where are we now?
Pass out a copy to each student of the Pre/Post Test
Have students complete the test independently without the use of their science notebook. (teacher will need to monitor students’ test as they complete it to make note of where they are on the learning goal scale)
Then allow students to use their science notebook along with a color pencil to go back over their test.
Project the learning goal and EQ, have students respond to them in their science notebook.
Project the learning goal scale and have students rate their knowledge of the learning goal on the scale. (they can record their score by coloring in a body part on their ant to show their level of understanding). Discuss changes in score, “anyone feel like they went up on the scale, why or why not?” –this will help the teacher make some decisions as to where students may be having misconceptions or trouble understanding areas of the learning goal, there may be a need to re-teach certain areas in small groups through the use of leveled readers about Ants or additional resources listed in accommodations.
Extend / Have students complete the Good Bugs…Bad Bugsactivity to help them understand how raising questions about the natural world helps scientists understand which bugs help us and which bugs we need to control, the activity will also help students understand that certain bugs live in certain places.
Have students go on an Insect Adventure over the weekend; they can observe insects around their house and create a log of what they see (they can log a picture, description of or describe where they found them or what they were doing). (*Be sure to include as part of the homework assignment to always use caution when making observations outdoors. They are to observe using their sense of sight only.) On Monday the class can share out their recordings and create a graph of insects found.
Have students pick one insect found during the above Insect Adventure and have them create a ‘superhero’ character, (like Spiderman, discuss how a spider’s parts and way of life are used in the superhero’s super abilities). They can create their insect superhero by using recycled items and/or create a story describing the superhero’s adventures.
Possible accommodations: /
- Print out pictures of insects to have as visual reminders for students needing reinforcement on body parts.
- Review essential vocabulary (camouflage, entomologist, insect, head, thorax, and abdomen) and create vocabulary page in science notebook that include the word, definition, picture and use of word in a sentence.
- Allow students to go back into their science notebook to refer to previously recorded information.
- Re-teach information about ants using ANTS article.