Don t Bug Me! I m Learning!

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1 Don t Bug Me! I m Learning! Grade Level: 2 nd Grade Presented by: Don Gilmore, Springdale Elementary, Springdale, WA Length of Unit: Seventeen Days I. ABSTRACT This unit is an in-depth look at insects. The students will learn entry level methods of animal classification used by scientists. (Introduced in 5 th Grade) They will learn the body types of classification in terms of insects. These lessons are designed to follow up previous learning on Animals and Their Needs in kindergarten and Living Things and Their Environment in First Grade. Art and actual experience with living and non-living insects are also incorporated into this unit II. OVERVIEW A. Concept Objectives (State Standards) Students will gain an understanding of the characteristics of living things Students will develop an understanding of the nature of scientific inquiry. B. Content from the Core Knowledge Sequence (pp. 59 & 60) 1. Insects can be helpful and harmful to people. 2. Distinguishing Characteristics A. Exoskeleton, chitin B. Six legs and three body parts: head, thorax, and abdomen. C. Most but not all insects have wings. 3. Life Cycles: metamorphosis A. Some insects look like miniature adults when born from eggs, and they molt to grow B. Some insects go through distinct stages of egg, larva, pupa, and adult. 4. Social Insects A. Most insects live solitary lives, but some are social B. Ant: colonies C. Honey Bees: workers, drones, and queen C. Skill Objectives 1. Know the distinct body parts of insects 2. Develop abilities necessary to do scientific inquiry. 3. Draw and Label a representative insect (grasshopper) 4. View live and dead insects. 5. Orally and in writing describe body parts of insects 6. List several insects that are helpful and harmful 7. Describe in written language or illustrations to explain metamorphosis in insects. (butterfly) III. BACKGROUND KNOWLEDGE 1. For Teachers a. Know that insects can be helpful or harmful to people. b. Helpful insects: bees, ladybugs, praying mantis 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 1

2 c. Harmful insects: grasshoppers, mosquitoes d. Insects have an exoskeleton, chitin e. Six legs and three body parts: head, thorax, and abdomen. f. Most but not all insects have wings. g. life cycles: metamorphosis h. Social insects IV. RESOURCES 1. Integrated Principles of ZOOLOLOGY, Hickman, Hickman, Hickman, & Roberts. ISBN# (pp ) (pp ) This is a college level resource for science. It is very in-depth and is intended as entry level learning for college students. NOTE: The following resources should have an Placed in front of them. I have excluded them from the address to stop them from becoming links. 2. enchantedlearning.com/subjects/insects/printouts.shtml This site is jammed pack with beautiful printouts on a wide variety of animals. If you aren t an artist or comfortable doing direct instruction of Art in Science then this site is very helpful. 3. earthlife.net/insects/six.html This site is another site packed with information about insects. It s very colorful and fun. V. LESSONS Lesson one Introduction to Insects Approximately 50 minutes A. Daily Objectives 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding the nature of scientific inquiry. 2. Lesson Content a. Distinguishing Characteristics b. Exoskeleton, chitin c. Six legs and three body parts: head, thorax, and abdomen. d. Most but not all insects have wings. 3. Skill Objective(s) a. Know the distinct body parts of insects b. Collect a wide variety of bugs B. Materials a. Plastic or glass jars (enough for each student or teams of students) b. Hand held magnifying glasses (enough for each student or group of students) C. Key Vocabulary 1. Insect 2. Head 3. Thorax 4. Abdomen 5. exoskeleton 6. chitin 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 2

3 D. Procedures/Activities a. Teacher begins by naming several different species of insects and other animals as well. I have the kids put up their thumbs up if they think the named animal is an animal or not. I usually name ants, grasshoppers, caterpillars, butterflies, worms, dogs, humans. (usually there are several kids in class that don t think the mentioned animals, particularly the insects are really animals) b. Teacher moves on to explain that all of the names given are animals. I take this opportunity to make a distinction between plants and animals. I give the following definition to describe an animal. An animal is any living organism that doesn t manufacture its own food. I then explain very briefly how plants eat and how animals get their food. This makes a nice lead in for when the kids learn about plants later in the year. c. The teacher should write the following words on the wall: head, thorax, abdomen, 6 legs, exoskeleton, and chitin. (I usually make a very rudimentary drawing of an insect to illustrate the particular parts of the insect. I also let the kids know that our fingernails are also made up of chitin. d. Hand out the jars or bags to the kids and take them to the playground if the weather permits. I have the kids search the area to capture bugs. We flip over rocks and rustle the grass in our search. I make it very clear that before any spiders can be taken the teacher has to shown the spider. When most of the class has at least one bug I bring the kids back into the classroom. I then place the bugs into an old aquarium and make sure it s tightly covered. e. I let the kids gather any specimen that they can find regardless if it s an insect or not. It makes a good distinction between what is or is not an insect for the next lesson in classification. f. I let the kids know that tomorrow we ll be closely looking at all of the animals. (Usually what happens is the following day the class gets overloaded with bugs that the kids have captured when they get home.) g. Please note: If you are not comfortable working with live animals. Plastic or rubber replicas are very realistic and can be used in their place. E. Assessment/Evaluation 1. Erase the words from the board and ask the following questions; 2. If I flipped over a rock and found an animal; how could I tell if it was an insect or not? a. I m looking for the following answers: 1. 6 legs 2. 3 body parts 3. Exoskeleton 4. Chitin Lesson Two Classification of Animals Approximately 50 minutes A. Daily Objective(s) 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding of the nature of scientific inquiry. 2. Lesson Content a. Characteristics of insects 1. Exoskeleton 2. Chitin 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 3

4 3. Thorax 4. Abdomen 5. Head 3. Skill Objective(s) 1. Students will visually determine whether a specimen is an insect or not an insect. 2. Students will use hand held magnifying glasses to closely inspect particular body parts. 3. Orally answer teacher questions on what or is not an insect. 4. Use a checklist or T-Chart to determine if the specimen is or is or is not an insect. B. Materials 1. T-Chart or Checklist. One per student or group of students. (Please see Appendix A & B) 2. Hand held magnifying glasses 3.Several varieties of bugs. (collected from the previous lesson) 4. Several glass or plastic jars to hold potentially dangerous bugs (spiders or praying mantis) C. Key Vocabulary 1. All vocabulary noted in lesson one 2. Scientific Inquiry D. Procedures/Activities 1. Teacher will review concepts from the previous lesson. 2. Hand out the hand held magnifying glasses and model how they are used. 3. Demonstrate the use of the checklist and T-Chart. I use a very large plastic insect to demonstrate. 4. Hand out the checklists and T-Charts 5. Hand out the specimens gathered during the previous lesson. Note: For potentially dangerous specimens such as spiders or praying mantis I leave them in a clear jar. Under no circumstances allow students to handle these animals! Students work independently or in small groups to complete the checklist and T-Chart. The teacher should add assistance when needed. When students have classified several specimens into insect or not insect groups have them stop. (I find it s easier to collect all of the specimens at this time to keep them from becoming a distraction.) As a whole group the teacher will use the student s data to complete a classroom T-Chart. (If 5 students have grasshoppers I only pick one of the kids for their results.) E. Assessment/Evaluation 1. The correctness of student s observations and completing the checklists and T-Charts will be the primary assessment for this lesson. 2. The students will answer questions orally. (Dependent upon the amount of time that is left in the time allowed I review by asking questions on all topics covered so far.) Lesson Three Helpful and harmful insects/ Mouth Parts 50 Minutes A. Daily Objective(s) 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding of the nature of scientific inquiry 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 4

5 2. Lesson Content. A. Students will list several insects that are helpful and harmful. B. Students as a group will determine whether an insect is harmful or helpful. C. Students will identify and name the 4 major mouth parts of insects. crushing/chewing (grasshopper), piercing/sucking (mosquito), siphoning (butterfly), and sponging/lapping (house fly) 5. Skill Objective(s) 1. Name and list several helpful and harmful insects. 2. Harmful, grasshopper, mosquito, and termites 3. Helpful, honey bees, praying mantis, Lady bugs 4. Orally or in writing identify the four major mouth parts of insects. B. Materials 1. Transparencies showing distinct mouth parts of insects. 2. Overhead projector b. Classroom T-Chart, Labeled Helpful insects/harmful insects C. Key Vocabulary c. Crushing /chewing d. Piercing/sucking e. Siphoning f. Lapping/sponging g. Harmful h. Helpful i. Proboscis j. Mandible k. pollination D. Procedures/Activities 1. Whole group lecture. The teacher begins by talking about food and the production of food. In the lecture the teacher should refresh student s memory of their prior learning in kindergarten about what they learned about animals need specific things to live and from first grade; particularly the food chain. The following concepts and ideas should be brought out during the lecture. 2. Man s greatest competition for food is insects. Insects can eat about one half of the food produced by man. 3. Insects can be both harmful and helpful to man. Give examples of why the insects are harmful or helpful. 4. Praying mantis and lady bugs are helpful because they eat other harmful insects. Honey bees are helpful because the pollinate plants and provide food. 5. The grasshopper is harmful because they eat crops grown to man. Termites because they cause destruction to products used by man. Mosquitoes because they spread disease. 6. List several insects in both categories. Helpful: honey bees, praying mantises, and lady bugs. Harmful: grasshoppers, mosquitoes, and termites. 7. The four specialized mouth parts found in insects. Crushing/chewing (grasshopper), piercing/sucking (mosquito), siphoning (butterfly), sponging/lapping (housefly) 8. Specific purposes of each type of mouth and types of food preferred by each. Crushing/Chewing (grasshopper), used to rip and tear vegetation. (Harmful to crops grown by farmers) Piercing/sucking. (Mosquito), used to pierce the skin 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 5

6 of animals to suck blood needed to reproduce. Siphoning (butterfly), used to lap nectar deep within flowering plants. (also helpful in pollination) Lapping/sponging (housefly), used to lap moisture and substance from surfaces. (harmful by the spread of disease) 9. While on the topic of mouth parts teacher should use the overhead to show examples of the specific mouth parts. (The resources listed above have several excellent examples of each mouth part) 10. Point out specifically the mandible on the grasshopper and the proboscis of the butterfly. E. Assessment/Evaluation 1. Oral answers to the following questions. 2. What is a harmful insect? Why? (because they do something that causes harm to man) 3. What is a helpful insect? Why? (because they do something beneficial to man) 4. Which insect has the Lapping/sponging mouth? (housefly) 5. Which insect has a siphoning mouthpart? (butterfly) 6. Which insect has a piercing/sucking mouthpart? (mosquito) 7. Which insect has a crushing chewing mouthpart? (grasshopper) Lesson Four Art in Science/Pencil sketch and label insect mouthparts two days 100 minutes A. Daily Objective(s) 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding of the nature of scientific inquiry 2. Lesson Content a. Students will learn about compound eyes and antennas. b. Students will understand specific purposes and differences of the four different insect mouth parts. c. Students will visually see distinctive differences of the four different insect mouth parts. 3. Skill Objective(s) a. Students will describe and distinguish between the four different mouth parts of insects. b. Students will describe the function of the four insect mouth parts. c. Students will pencil sketch the four insect mouth parts. d. The Students will use art methods in sketching the four insect mouth parts. (shading) e. The students will label the four different insect mouth parts. B. Materials Student materials 1. 8 ½ X 11 or larger drawing paper 2. At least 4 pre-sharpened pencils per student 3. 1 large eraser per student Teacher materials 1. Pictorial representatives of insects and their specific mouth parts that are labeled. 2. Large 18 X 24 or larger drawing paper 3. Pencils and eraser 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 6

7 C. Key Vocabulary 1. mandible (grasshopper) 2. palps (grasshopper) 3. compound eye (grasshopper, butterfly, housefly, & mosquito) 4. proboscis (butterfly) 5. antenna (grasshopper, butterfly) 6. siphoning tube (butterfly) 7. needle-like stylets (mosquito) 8. labium (housefly) D. Procedures/Activities Note: Prior to teaching this lesson and attempting to sketch using pencils and shading I have pre-taught these principles. I give students time to practice using the sharp tip of their pencil for crisp and concise lines. They also practice using the side of the lead and the eraser to give the illusion of roundness. We usually draw spheres, cones, and fence posts to practice these skills. Personally I prefer to draw all of the following drawings as direct instruction. If you aren t comfortable drawing you can use the resources listed above to get pre-drawn representatives of the four mouth parts of insects. 1. Please see Appendix C for a detailed copy of what the completed drawing should look like prior to labeling. See Appendix C for a labeled sample of the drawing. 2. Start by having the students fold their drawing paper into 4ths. 3. I usually begin drawing the grasshopper s head in the upper left 4 th of the paper. This is the most difficult drawing and will probably take all of the first class time to complete. 4. On day two draw the other 3 mouth parts. 5. When drawings are finished have students label the specific mouth parts to each insect as well as the mouth parts that are common to all of the insects. (appendix C) 6. Mouth parts that are specific to the separate mouth parts a. grasshopper mouth parts: mandible and palps b. mosquito mouth parts: needle-like sylets and palps c. butterfly mouth parts: proboscis/siphoning tube d. housefly: labium e. Mouth parts that are general to all mouth parts f. antenna (grasshopper and butterfly) e. compound eyes (all of the insects) E. Assessment/Evaluation 3. I don t assess the art as long as it s somewhat representative of the particular mouth that has been drawn. 4. The correct labeling of each mouth part Lesson Five Review and catch-up 50 minutes I use this time to review the concepts covered in this unit so far prior to the final assessment on mouth parts in the next lesson. This time is also used to catch students up with their drawing as needed. Lesson Six Assessment Mouth Parts 50 minutes A. Daily Objectives 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 7

8 b. 2.1 Students will develop an understanding of the nature of scientific inquiry. 2. Lesson Content a. Students will be assessed on their knowledge of compound eyes, differences between the four different mouth parts of insects. 5. Skill Objective(s) a. Students will label the four mouth parts of insects. (please see appendix C for answers and appendix D for the assessment) B. Materials 1. Student assessment (Please see appendix D) a. Pencils b. Overhead transparency of assessment. C. Procedures/Activities 2. Tell students that they will be taking an assessment on the four different mouth parts of insects. 3. Hand out the assessment 6. Have students work independently to complete the assessment sheet. D. Assessment/Evaluation 1. When students are finished with their assessment. I put the transparency on the over head and review with students the correct labeling of the mouth parts. 2. Each label is worth 12.5 points each. I give the following number grades wrong receives a wrong receives a wrong receives a or more wrong receives a 1 Lesson Seven Insect bodies Respiration Exoskeleton Molting 100 minutes (Two days) A. Daily Objective(s) 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding of the nature of scientific inquiry 2.Lesson Content a. Exoskeleton, chitin b. Respiration in insects (spiracles) c. Growth of insects by molting d. Differences in leg types: Foreleg (walking and grasping) Middle leg (walking), and Hind leg (walking and jumping) 3.Skill Objective(s) a. Students will orally describe the exoskeleton (skeleton on the outside of its body) b. Students will explain chitin and make connections between chitin of an insect s body and the fingernails of the human body. c. Students will explain molting and how it aids in the growth of insects. d. Students will make connections between breathing with lungs to get oxygen and insects absorbing oxygen through their spiracles. e. Students will explain different purposes of each set of the legs of insects. B. Materials 1.Overheads of the abdomen of insect bodies to show spiracles 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 8

9 C. Key Vocabulary 1. Exoskeleton, chitin 2. spiracles 3. molting 4. foreleg 5. middle leg 6. hind leg 7. wings D. Procedures/Activities 1. This is a whole-group lecture on insect s bodies. During this lesson the following concepts should be addressed. 2. Review the three body parts of insects. Head, thorax, and abdomen. 3. An insects body is surrounded by and exoskeleton or a skeleton on the outside of their bodies versus the skeleton on the inside of our bodies. 4. The exoskeleton is made up of a material the same as our finger nails named chitin. 5. Insects use molting to grow larger. Molting is the splitting of the exoskeleton to allow for a growth spurt before hardening again. Most insects molt 3 or more times during their lifetime. 6. Respiration in humans versus respiration in insects. Humans use lungs to breathe in oxygen; insects use spiracles located on the abdomen to absorb oxygen. 7. Describe the function of each of the separate types of legs. Forelegs are for walking or grasping prey. Middle legs are used for walking. Hind legs are used for walking and/or jumping. 8. Some insects like honey bees and grasshoppers have wings to assist in rapid movement. Note that not all insects have wings. 9. Scientists use the Scientific Method to place certain animals into a particular group. Animals are either vertebrates or invertebrates. Insects are invertebrates under the phylum Arthropods. Their class is called class insecta. E. Assessment/Evaluation 1. The students will orally answer or explain the questions below. a. What is the exoskeleton? (Skeleton on the outside of the body) b. What is the exoskeleton made of? (chitin) c. On the human body what is made up of chitin? (fingernails) d. Why do insects molt? (To help them grow) e. How does molting happen? (The exoskeleton splits and the insect walks out of it. The exoskeleton is soft at this time and the body expands until the chitin hardens again. Usually after about two hours.) f. How do insects breathe? (They absorb oxygen through spiracles) g. Where are they located? (Spiracles are located on the abdomen) h. What do the forelegs do? (walk or grasp prey) i. What do the middle legs do? (Usually used for walking) j. What do the hind legs do? (used for walking or jumping) k. What do insects use their wings for? (Flying or moving quickly) l. Do all insects have wings? (no) 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 9

10 Lesson Eight Art in Science Pencil sketch and label a representative insect (grasshopper) 100 minutes. A. Daily Objective(s) 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding of the nature of scientific inquiry 2. Lesson Content a. Location of the three body parts. b. Location of spiracles c. Location and type of the 3 sets of legs d. Location of wings 3. Skill Objective(s) 1. Students will pencil sketch and label a representative insect. (grasshopper) 2. Students will know the location of the following body parts. a. head (front body part) b. thorax (middle body part) c. abdomen (last body part) d. wing (located on the thorax) e. foreleg, middle leg, and hind legs (located on the thorax) f. spiracles (located on the abdomen) g. compound eyes (located on the head) a. antenna (located on the head) B. Materials 1. Representative labeled drawing of a grasshopper. (See Appendix E) 2. 8 ½ X 11 or larger drawing paper 3. 4 sharpened pencils per student 4. 1 eraser per student X 24 or larger drawing paper C. Key Vocabulary 1. The key vocabulary has already been addressed prior to this lesson. Refer and discuss each body part mentioned in the skill section of this lesson. D. Procedure/Activities 1. Follow procedure as noted in Lesson four. 2. Label the body parts noted in Appendix F. E. Assessment/Evaluation 1. I don t assess the art as long as it s somewhat representative of the insect that has been drawn. 2. The correct labeling of the particular body parts. Lesson Nine Review of Insect body parts and their location 50 minutes I use this time to review the concepts covered in this unit so far prior to the final assessment on mouth parts in the next lesson. This time is also used to catch students up with their drawing as needed Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 10

11 Lesson Ten Assessment Insect body parts 50 minutes A. Daily Objective(s) 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding of the nature of scientific inquiry. 2. Lesson Content a. Location of the three body parts. b. Location of spiracles c. Location and type of the 3 sets of legs d. Location of wings 3. Skill Objective(s) a. Students will label a pre-drawn representative insect. (Grasshopper) b. Students will label the following body parts: 1. Head 2. Thorax 3. Abdomen 4. Wing 5. Foreleg, Middle leg, and Hind leg (Jumping leg) 6. Spiracles 7. Compound Eyes 8. Antenna B. Materials 1. One copy each of the Student Assessment (See Appendix F both sides) 2. Pencils C. Procedures/Activities 1. Hand out individual assessment to each student. 2. Collect and grade assessments. 3. I allow 50 minutes for this assessment. When that time has elapsed I collect all assessments whether or not they re finished. 4. If time allows I go through the test and answers. D. Assessment/Evaluation 1. There are 15 items to be answered in this assessment. They are worth approximately 6.5 points each. a. 0 wrong=4 b. 1-6 wrong=3 c. 7-8 wrong=2 d. 9 or more wrong=1 Lesson Eleven Introduction to Life Cycles/Metamorphosis 50 Minutes A. Daily Objective(s) 1. Concept Objective(s) A. 1.1 Students will gain an understanding of the characteristics of living things. B. 2.1 Students will develop an understanding of the nature of scientific inquiry. 2. Lesson Content A. Life cycle and metamorphosis 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 11

12 B. Some animals look like adults when born from eggs and they molt to grow. (grasshoppers) B. Some insects go through distinct stages of egg, larva, pupa, and adult. (butterfly and ants) 3. Skill Objective(s) A. Know the life cycle of butterflies (metamorphosis) B. Describe orally the process of metamorphosis. C. Give examples of insects that metamorphose. B. Materials 1. This will be a lecture lesson no materials needed. C. Key Vocabulary 1. life cycle 2. metamorphosis 3. egg 4. larva 5. pupa 6. adult D. Procedures/Activities 1. This is a whole group lecture. 2. The following items should be addressed A. life cycle of an insect B. The process of metamorphosis C. Describe the egg and its purpose. (to form a new insect) D. Describe the larva. (growth) E. pupa (process of transformation into an adult) F. adult (final stage of metamorphosis and reproduction) E. Assessment/Evaluation 1. Students orally answering the following questions correctly. A. What is the life cycle of a butterfly? B. What does the egg do? C. What does the larva do D. What does the pupa do? E. What does the adult do? Lesson Twelve Draw and label the life cycle of a butterfly 50 minutes A. Daily Objective(s) 1. Concept Objective(s) A. 1.1 Students will gain an understanding of the characteristics of living things. B. 2.1 Students will develop an understanding of the nature of scientific inquiry. 2. Lesson Content A. Understand the life cycle of a butterfly B. Draw and label the life cycle of a butterfly 3. Skill Objective(s) A. Students will describe the life cycle of a butterfly. B. Students will draw and label the life cycle of a butterfly B. Materials 1. 8 ½ X 11 or larger drawing paper 2. sharpened pencils 3. Color crayons 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 12

13 C. Key Vocabulary 1. life cycle 2. metamorphosis 3. egg, larva, pupa, and adult D. Procedure/Activities 1. Please see appendix G 2. Follow the lesson as one completed in the other direct instruction drawings of the mouth parts and the insect body parts. (Lesson s four and eight) 3. Direct instruction: draw the life cycle of the butterfly. 4. Label the separate steps of the life cycle of the butterfly. 5. If time allows have students color their drawing. E. Assessment/Evaluation 1. I don t grade the art in this activity if the life cycle is fairly represented. 2. Student drawings labeled correctly. Lesson Thirteen Social insects 50 minutes A. Daily Objectives 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding of the nature of scientific inquiry 2. Lesson Content a. Some insects live alone. b. Some insects are social (honey bees, ants, termites, and wasps) c. Ants live in colonies d. Bees live in hives and have, workers, drones, and queens. 3. Skill Objective(s) a. Students will understand that some insects live alone. b. Students will understand that some insects live in societies. c. Students will name insects that are social d. Students will demonstrate knowledge of worker bees, drones, and queens. B. Materials 1. This is a whole group lecture. No materials needed. C. Key Vocabulary 1. Social 2. worker 3. drone 4. queen D. Procedures/Activities 1. This is a whole group lecture activity. Draw upon prior learning s in kindergarten (Animals and their Needs) and first grade, (Living things and their environments.) 2. During the lecture the following should be addressed. a. Society 3. Worker bee a worker bee is female and takes care of the young. They make the wax cells for honey comb, gather nectar from flowers, manufacture honey, collect pollen, and help keep the hive at a constant temperature Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 13

14 4. Drone 5. Queen E. Assessment/Evaluation 1. The students will be assessed on their answers to the following questions. 2. What is a society? (group living together performing duties to the common good) 3. What does a worker bee do? (A worker bee is female and takes care of the young. They make the wax cells for honey comb, gather nectar from flowers, manufacture honey, collect pollen, and keep the hive a constant temperature.) 4. What does a drone bee do? (Drones are used for reproduction.) 5. What does the Queen Bee do? (The queen is responsible for keeping the hive populated. Their purpose is to lay eggs. Lesson Fourteen Assessment Metamorphosis and Social Insects 50 minutes A. Daily Objective(s) 1. Concept Objective(s) a. 1.1 Students will gain an understanding of the characteristics of living things. b. 2.1 Students will develop an understanding of the nature of scientific inquiry. 2. Lesson Content a. All content from lesson Skill Objectives a. Draw and label the life cycle of a butterfly. b. Write the correct answers on assessment of social insects. B. Materials 1. Student Assessment (See appendix H both sides) 1 per student. 2. Pencils. C. Key Vocabulary 1. I write the following terms on the board for the students to use to complete the assessment on metamorphosis. a. egg b. larva/caterpillar/growth c. pupa/chrysalis d. adult/butterfly/reproduction D. Procedures/Activities 1. Hand out copies of the student assessment (Appendix H both sides) 2. The students will draw from memory the life cycle of the butterfly. The final assessment will be based on the correct labeling of their drawing. Note: I have the questions copied on the other side of the assessment. I have the students draw the life cycle of the butterfly on the other side. E. Assessment/Evaluation 1. The drawing and labeling of the life cycle of the butterfly is worth 8 points. 2. The answering of questions regarding social insects (side 2 appendix H) is worth 12 points for a total of 20 possible points or 5 points for each item. a. I use the following to grade this assessment. 0 wrong = Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 14

15 1-5 wrong = wrong = 2 9 or more wrong = Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 15

16 Insect Appendix A T-Chart Is it an Insect? Not an Insect 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 16

17 Appendix B Insect Checklist Does the specimen have 6 legs? Does the specimen have a head? Does the specimen have wings? Does the specimen have an abdomen? Does the specimen have a thorax? Does the specimen have an exoskeleton? Does the specimen have an antenna? Is your specimen an insect? Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 17

18 Appendix C Labeled Mouth Parts 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 18

19 Appendix D Assessment Mouth Parts Use the following terms to label the parts of the insect s head and mouth Antenna, Mandible, Proboscis, Palps, Labium, compound eye, siphoning tube, and needlelike stylets Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 19

20 Appendix E Drawing of a Grasshopper 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 20

21 Appendix F Assessment for Grasshopper (side one) Name: Label the following body parts correctly. 1. Jumping legs 2. Walking legs 3. Head 4. Wing 5. Spiracles 6. Compound Eyes 7. Thorax 8. Antenna 9. Abdomen 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 21

22 Appendix F (side 2) Assessment on Insect Bodies Answer the following questions. Circle the correct answer and write it on the line provided. 1. Insects have a. Skeleton Exoskeleton 2. Insects are classed as. Vertebrates Invertebrates 3. Insects have legs Insects have body sections Insects grow by. Eating right Molting They just grow 6. Insects breathe by using. Their lungs Spiracles 7. Insect bodies have an exoskeleton made up of. Plastic Chitin 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 22

23 Appendix G Life Cycle of a Butterfly 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 23

24 Appendix H (Side 1) Assessment for Life Cycle of a Butterfly and Social Insects Name: Directions: Draw and label the life cycle of a butterfly Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 24

25 Appendix H (side two) Social Insects Instructions: Answer the following questions. 1. What does a worker bee do? 2. What does a drone do? 3. What does the queen do? 4. What is a society? Write Yes or No next to the insect name. Yes if the insect is social. No if the insect is not social. Are these insects social? Wasp s Grasshoppers Ants Lady Bugs Mosquito s Flies Praying Mantis Honey Bees 2005 Core Knowledge National Conference, Don t Bug Me, I m Learning, 2 nd Grade 25

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