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Project GLAD
Shoreline School District
Insects and Humans: Friends and Foes
Level 2
Idea Pages
I.
UNIT THEME- Insects live in and depend on their habitat to provide them
with air, food, water and space. Human activities might be good or bad for
insects living in particular ecosystems.
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II.
FOCUS/MOTIVATION
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III.
Cross Cultural Sensitivity- the importance of people living in harmony
with each other and with the natural world.
Insect structures and behaviors
Insect lifecycles
Super Entomologist Awards
Inquiry Chart: Insects
Important Book About Insects
Observation Charts
Picture File Cards
Video Clips
Examine real insects
CCD with Signal word
Field trip to Pacific Science Center to see insect exhibits
Nature walk to observe insects in their natural habitat
CLOSURE
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Process all charts
Portfolios: 3 pieces of writing- expository, narrative, poetry
Teacher and student made quizzes and test
Personal explorations with rubrics
3-D Insect Models-student made
Team/Class Big Books
Insect Journals
Group Presentation of all team tasks
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
1
IV.
CONCEPTS- Grade 2 Science (Washington State Standards)
General Concepts:
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Insects have characteristic structures and behaviors.
The structures of some insects change as the insect grows.
Adult insects have six legs, three body parts (head, thorax, abdomen)
and a pair of antennae.
The lifecycle of some insects is called complete metamorphosis, which
is an egg, larva, pupa and adult. The lifecycle of some insects is called
incomplete metamorphosis, which is an egg, nymph stages and adult.
Adult insects reproduce, which begins a new cycle, and eventually die.
Offspring closely resemble their parents.
Insects live in and depend on their habitat to provide them with air,
food, water and space.
Human activities might be good or bad for insects living in a particular
ecosystem.
Washington State Science Standards
2-3 SYSA
2-3 SYSB
2-3 SYSE
2-3 INQA
2-3 INQD
2-3 INQF
2-3 APPC
2-3 APPD
A system is a group of interacting parts that form a whole.
A whole object, plant, or animal may not continue to function the same
way if some of its parts are missing.
Similar parts may play different roles in different objects, plants, or
animals.
Scientific investigations are designed to gain knowledge about the natural
world.
Simple instruments, such as magnifiers provide more information than
scientists can obtain using only their unaided senses.
Scientists develop explanations, using observations (evidence) and what
they already know about the world. Explanations should be based on
evidence from investigations.
People in all cultures around the world have always had problems and
invented tools and techniques (ways of doing something) to solve
problems.
Tools help scientists see more, measure more accurately, and do things
that they could not otherwise accomplish.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
2
2-3 APPE
2-3 LS1B
2-3 LS2A
2-3 LS2C
2-3 LS2D
2-3 LS3A
2-3LS3B
2-3 LS3C
Successful solutions to problems often depend on selection of the best
tools and materials and on previous experience.
Animals have life cycles that include being born; developing into
juveniles, adolescents, then adults; reproducing (which begins a new
cycle); and eventually dying. The details of the life cycle are different for
different animals.
Ecosystems support all life on the planet, including human life, by
providing food, fresh water, and breathable air.
Some changes in ecosystems occur slowly and others occur rapidly.
Changes can affect life forms, including humans.
Humans impact ecosystems in both positive and negative ways. Humans
can help improve the health of ecosystems so that they provide habitats for
plants and animals and resources for humans over the long term. For
example, if people use fewer resources and recycle waste, there will be
fewer negative impacts on natural systems.
There are variations among the same kinds of plants and animals.
The offspring of a plant or animal closely resembles its parents, but close
inspection reveals differences.
Sometimes differences in characteristics give individual plants or animals
an advantage in surviving and reproducing.
Washington State Social Studies Standards
1.1.1
3.1.1
3.1.2
3.2.1
1.1.2
Understands the key ideal of public or common good within the context of
the community.
Understands and applies basic mapping elements such as compass rose,
labels, and a key to read and construct maps that display information and
neighborhoods or local communities.
Understands the physical characteristics of places in the community.
Understands that people in communities affect the environment as they
meet their needs and wants.
Applies the key ideal of the public or common good to uphold rights and
responsibilities within the context of the community.
Washington State Reading Standards
1.1.
1.2
1.3.
Use word recognition skills and strategies to read and comprehend text.
Use vocabulary (word meaning) strategies to comprehend text.
Build vocabulary through wide reading.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
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1.4
2.1.
2.2
2.3
2.4
3.1
3.2
3.4
4.1
4.2
Apply word recognition skills and strategies to read fluently.
Demonstrate evidence of reading comprehension.
Understand and apply knowledge of text components to comprehend text.
Expand comprehension by analyzing, interpreting, and synthesizing
information and ideas in literary and informational text.
Think critically and analyze author’s use of language, style, purpose, and
perspective in literary and informational text.
Read to learn new information.
Read to perform a task.
Read for literary experience in a variety of genres.
Assess reading strengths and need for improvement.
Develop interests and share reading experiences.
Washington State Writing Standards
1.1
1.2
1.3
1.4
2.1
2.2
2.3
2.4
3.1
3.2
3.3
4.1
4.2
Pre-writes to generate ideas and plan writing.
Produces draft(s).
Revises to improve text.
Edits text.
Adapts writing for a variety of audiences.
Writes for different purposes.
Writes in a variety of forms/genres.
Writes for career applications.
Develops ideas and organizes writing.
Uses appropriate style.
Knows and applies writing conventions appropriate for the grade level.
Analyzes and evaluates others' and own writing.
Sets goals for improvement.
Washington State Communication Standards
1.1
1.2
2.1
2.2
Uses listening and observation skills and strategies to focus attention and
interpret information.
Understands, analyzes, synthesizes, or evaluates information from a variety of
sources.
Uses language to interact effectively and responsibly in a multicultural context.
Uses interpersonal skills and strategies in a multicultural context to work
collaboratively, solve problems, and perform tasks.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
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2.3
3.1
3.2
3.3
4.1
4.2
Uses skills and strategies to communicate interculturally.
Uses knowledge of topic/theme, audience, and purpose to plan presentations.
Uses media and other resources to support presentations.
Uses effective delivery.
Assesses effectiveness of one's own and others' communication.
Sets goals for improvement.
Washington State Mathematics Standards
2.3.C
Measure the length to the nearest whole unit in both metric and U.S.
customary units.
Estimate, measure, and compare weight and mass, using appropriate-size
U.S customary and metric units.
Construct and analyze pictographs, fluency tables, line plots, and bar
graphs.
Summarize mathematical information, draw conclusions, and explain
reasoning.
Make and test conjectures based on data (or information) collected from
explorations and experiments.
3.5.C
3.5.E
3.6.I
Washington State Art Standards
1.1
Understands, applies and creates the visual arts elements of line, shape,
form, color, value, texture and space in the production of a work of art.
Understands and applies visual arts skills and techniques to create original
works of art in two and/or three dimensions.
1.2
ELD Proficiency Levels K-2
K-2
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Level 1
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Beginning
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Listening/Speaking
Very limited understanding
of English
Learns to distinguish and
produce English phonemes
Uses words, gestures, and
actions
Practices repetitive social
greetings
Imitates verbalizations of
others to communicate:
o Basic needs
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Reading
Expresses self using words,
drawings, gestures, and
actions to:
o Sequence simple
text
o Answer literal
questions
o Make simple
predictions
Hears and produces familiar
sounds
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
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Writing
Draws, labels, copies
familiar words
Writes to name, describe,
or complete a list
Begins to use invented
spelling, capital letters,
participates in group
editing
Identifies an intended
audience
Sequences pictures to
5
K-2
Listening/Speaking
o Participate in
discussions and
activities
o Respond to simple
directions
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Advanced
Beginning
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Uses words and/or phrases
Uses appropriate social
greetings
Participates in social
discussions on familiar
topics
Participates in academic
discussions on familiar
topics
Develops correct word
order in phrases
Begins to use academic
vocabulary
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Reading
Reads sight words
Uses and comprehends
highly contextualized
vocabulary
Listens to text read aloud
Begins to understand
concepts of print
Expresses self using words
and/or phrases to:
o Identify characters
o Identify setting
o Compare and
contrast
Hears and produces familiar
and unfamiliar sounds
Increases sight vocabulary
Uses word-meaning
strategies
Reads patterned and
repetitive text
Applies concepts of print
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
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Writing
assist with organization
Participates in group
writing process
Writes sight words and
phrases
Demonstrates
inconsistent use of:
o Capitals
o Punctuation
o Correct spelling
Identifies an intended
audience
Begins to write based on
a model
Brainstorms and writes
rough draft
Participates in group
revision
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K-2
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Level 2
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Intermediate
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Listening/Speaking
Uses simple sentences with
inconsistent use of syntax,
tense, plurals, and
subject/verb agreement:
Recalls details in stories
and expository text read
aloud using cues
Participates in social
discussions
Participates in academic
discussions
Begins to use academic
vocabulary
Selects appropriate social
and academic vocabulary
for different audiences with
teacher guidance (register)
Asks questions
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Level 3
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Advanced
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Uses descriptive sentences
with common grammatical
forms with some errors
Participates in social
discussions
Participates in academic
discussions
Retells stories using
descriptive sentences
Begins to use word patterns
to determine the meaning
of new words
Uses appropriate social and
academic vocabulary for
different audiences with
teacher guidance (register)
Asks questions to clarify
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Reading
Expresses self using simple
sentences to:
o Describe images
from text
o Connect text to
prior knowledge
Makes generalizations
based on text
Monitors for
comprehension
Produces unfamiliar sounds
Decodes word patterns
Reads sight words
Reads familiar words in
context
Increases vocabulary
through reading
Uses text features to gain
meaning
Distinguishes between:
o Fiction/non-fiction
o Fact/opinion
o Fantasy/reality
Follows simple written
directions (e.g., color, cut,
glue)
Expresses self using
descriptive sentences to:
o Identify theme
o Recognize literary
devices
Uses a variety of strategies
to monitor comprehension
Recognizes phonemes
within multi-syllabic words
Uses word parts to
determine word meanings
Reads with increasing
fluency
Independently confirms
word meanings
Follows multi-step written
directions
Text increases in length and
complexity
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
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Writing
Writes simple sentences
Demonstrates increasing
control of:
o Capitals
o Punctuation
o Correct spelling
Writes for self, family,
friends, and teacher
Writes individually and in
a group process
Uses simple and
descriptive sentences
Begins to adjust register
for different audiences
Uses grade level
conventions
inconsistently
Needs assistance in
editing and revising
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K-2
Level 4
Transitional
Has met criteria for
exiting Transitional
Bilingual
Instructional
Program (TBIP)
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Listening/Speaking
Speaks clearly and
comprehensibly using
standard English
grammatical forms with
occasional errors
Gives oral presentations
Uses appropriate social and
academic vocabulary for
different audiences
(register)
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Reading
Adjusts reading rate as
appropriate
Uses academic vocabulary,
uses multiple meaning
words appropriately
Follows increasingly
complex written directions
Reads and comprehends
grade level text
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Writing
Uses academic
vocabulary across content
areas
Uses standard grammar
and conventions with
teacher support as needed
V. VOCABULARY
abdomen
adult
air
ant
antennae
bug
butterfly
caterpillar
chirping
chrysalis
classify
cricket
darkling beetle
dead
describe
dropping
ecosystem
egg
entomologist
evidence
extinct
exoskeleton
female
foes
food
habitat
harmful
hatch
head
helpful
insect
investigate
larva
leg
life cycle
living
magnifiers
male
mating
mealworm
metamorphosis
migration
milkweed bugs
molt
nectar
nymph
observations
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
organisms
oviparous
painted lady
pollination
proboscis
pupa
pupate
research
space
sort
thorax
tunnel
waste
water
wing
8
“Kid Friendly” Vocabulary Definitions
Abdomen- the bottom part of an insect’s body.
Adult- a fully grown/mature insect.
Air- a colorless, odorless gas in the atmosphere.
Ant- social insects that live in colonies.
Antennae- a flexible attachment on the head of an insect used to feel things.
Bug- another name for an insect.
Butterfly- an insect that can fly and has four wings covered with scales.
Caterpillar- a young butterfly or moth that has just hatched out of its egg.
Chirping- a short, sharp sound made by some insects.
Chrysalis- a firm case or cocoon that contains the pupa of certain kinds of insects,
especially moths and butterflies.
Cricket- a jumping insect known for its long antennae.
Darkling beetle- a brown or black beetle. The larvae are called mealworms and they
feed on decaying plants, fungi or stored grain.
Dead- no longer living.
Describe- to tell about something through writing or speaking.
Ecosystem- interaction of a community of organisms within their environment.
Egg- the oval or round reproductive body laid by the female insects.
Entomologist- a scientist who studies insects.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
9
Evidence- information that tends to prove something.
Exoskeleton- a protective skeleton on the outside of an insect’s body.
Extinct- the end of an organism or group of living things.
Female- one that can produce babies, a girl
Foes- an enemy
Food- nourishment that is eaten
Habitat- the area where an organism lives
Hatch- to emerge or break out of an egg
Head- the uppermost part of the body
Insect- an arthropod with 6 legs, 3 body parts
Larva – (lar·va n)- the wingless worm-shaped form of many insects
Leg – (leg n) - any of the limbs that animals use for standing, walking, running, or
jumping
Life cycle – (life cy·cle n)- the growth and changes a living organism goes through from
its beginning of life to its death
Living – alive, not dead
Magnifier – (mag·ni·fy v)- a tool that makes something appear larger than it is, especially
a microscope or lens
Male – men or boys
Mating – when a male and female animal come together for breeding to produce young
Mealworm – the larva of the darkling beetle
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
10
Metamorphosis – (met·a·mor·pho·sis n) - a complete change in the form of an animal as
it develops into an adult, for example, the change from caterpillar to butterfly
Migration – (mi·gra·tion n) when a group of animals move together from one region or
area to another
Milkweed bugs Molt – to shed skin
Nectar – (nec·tar n) the sweet liquid that flowering plants produce (as a way of attracting
the insects that assist in pollination)
Nymph - the larva of some insects that looks like the adult, for example the dragonfly or
grasshopper nymph looks like a little adult
Observations – (ob·ser·va·tion n)- the attentive watching and recording of something
Pollination (pol·li·nate vt)-to transfer pollen from the male structure of a plant (such as
the anther) to the female structure of a plant (such as the stigma), and fertilize it
Organism – a living thing such as a plant or animal
Oviparous – animals that lay eggs
Painted lady – a type of butterfly
Proboscis – (pro·bos·cis n) the long or tubular mouthparts of certain insects for feeding,
sucking, and other purposes
Pupa – (pu·pa n)-an insect at the stage between a larva and an adult in complete
metamorphosis, during which the insect is in a cocoon or case, stops feeding, and
undergoes internal changes
Pupate – (pu·pate vi)-to develop from a larva into a pupa
Space – an area for an animal to move around in
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
11
Thorax- the middle part of the body of an insect
Tunnel- an underground passageway
Waste- the undigested remainder of food expelled from the body
Water- the clear liquid needed for animals to live and found in the form of rain, snow,
ice, in lakes or rivers
Wing-a limb on an insect used for flying
Helpful- willing to provide assistance
Harmful- causing damage or injury
Encarta® World English Dictionary © 1999 Microsoft Corporation. All rights reserved.
Developed for Microsoft by Bloomsbury Publishing Plc.
NChavez 1/3/11 10:33 AM
VI.
Comment: Include Math/Science/Social Studies
Skills (for example: graphing, invertebrates can be
grouped by common characteristics- grouping,
organizing, inferring, and applying skills, etc.
RESOURCES AND MATERIALS
Non-fiction
Allen, Judy and Humphries, Tudor- Backyard Books
Are you a Ladybug?
Are you an Ant?
Are you a Bee?
Are you a Butterfly?
Are you a Dragonfly?
Campbell, Brant and Lori Fulton- Science Notebooks: Writing About Inquiry
Crenson, Victoria- The Nature Sticker Book of INSECTS
Delta Education- Butterflies and Moths
Faulkner, Keith- Zoom in on BUGS
Heiligman, Deborah- From Caterpillar to Butterfly
Murphy, Patricia- Investigating Insects with a Scientist
Miller, Connie- Mostquitoes
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
12
Nelson, Kristin- Busy Ants
Prishchmann, Deirdre- Beetles
Fiction
Bulion Leslie- Hey There, Stink Bug
Bunting, Eve- The Butterfly House
Cannon, Janell- Crickwing
Capeci, Anne- The Magic School Bus: Insect Invaders
Carl, Eric- The Very Quiet Cricket
Carl, Eric-The Very Hungry Caterpillar
Cronin, Doreen- Diary of a Worm
McDonald, Megan- Insects Are My Life
Milbourne, Anna-Usborne Aesop’s Fables
Van Allsburg, Chris- Two Bad Ants
White, Nancy- The Magic School Bus: Butterfly Battle
Poetry
Florian, Douglas- Insectopedia
Fleming, Denise- Beetle Bop
Technology
http://kids.nationalgeographic.com/kids/
www.enchantedlearning.com/
http://www.biokids.umich.edu/
http://www.enature.com/home/
http://www.amentsoc.org/insects/what-bug-is-this/
http://www.pbs.org/wnet/nature/episodes/alien-empire/introduction/3409/
http://www.insectlore.com/xlorepedia_stuff/lorepedia_index.html
http://www.learner.org/jnorth/index.html
http://www.fossweb.com
http://www.monarchwatch.org/
KidsPix
Kidspiration
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
13
Project GLAD
Shoreline School District
Insects and Humans: Friends and Foes
Level 2
Planning Pages
I.
FOCUS/MOTIVATION
• Super Entomologist Awards
• 3 Personal Standards
• CCD with signal word
• Inquiry Chart
• Important Book About Insects
• Observation Charts
• Picture File Cards
• Video Clips
• Examine real insects and realia
II.
INPUT
• Graphic Organizer: Six Kingdoms of Living Things
• Narrative Input-The Very Quiet Cricket
• Pictorial Input-Mealworms
• Comparative Input-Complete and Incomplete Metamorphosis –butterfly
and cricket
• Read Aloud with 10/2 lecture
III.
GUIDED PRACTICE
• T-Graph for Social Skills/Team Points: Cooperation
• Picture File Cards of insects- observe, categorize, classify, label
• Exploration Report
• Found Poetry
• Poetry/songs/chants
• Sentence Patterning Chart- noun: insects
o Read & Trade Game
o Flip Chant
• Personal Interactions
• 10/2 Lecture
• Numbered heads together
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
14
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IV.
Expert Groups- (Ants, Butterflies, Mosquitoes, Locusts)
Mind maps
Process Grid
Reader’s Theater
Flexible Groups-ELD review
Daily review and processing charts
READING/WRITING
1. Whole Class
- Cooperative Strip Paragraph
- Poetry Frames
- Found Poetry
- Narrative Story Map
- Listen & Sketch
-Strip Book
-Process Grid
-Mind Map
-Big Book
2. Flexible Groups
- Team Tasks
- Ear-to-ear reading
- Guided reading
- Group Frame for ELD student generated text
-Flexible groupings: leveled and heterogeneous
- Clunkers & Links with SQ3R
- Coop-Strip Paragraph- Emergent/Struggling
-Expert Groups
- Reader’s Theater
3. Individual
- Individual tasks
- Interactive Journals
- Home/School Connection
- Learning Log
- Narrative Writing, expository writing, poetry writing
- Reading/writing choices: picture file cards, add to charts, make word
cards, highlight poetry booklets, flip chant
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
15
4. Writer’s Workshop
- Mini Lesson
- Write
- Author’s Chair
- Conference
- Publish
V.
EXTENTED ACTIVITIES
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VI.
Create your own make believe insect and be sure to include 3 body parts
and designing the life cycle by using the computer.
Illustrate you narrative story
Set up an ant farm
CLOSURE/EVALUATION
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Re-visit Inquiry chart
Student made big book
Team Task Presentations
Portfolios
Group Frames and Learning Logs
Team Exploration
Teacher/Student Make Rubrics
Personal Exploration
Team Action Plan
Teacher and student made quizzes
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
16
Project GLAD
Shoreline School District
Insects and Humans: Friend and Foes
Sample Daily Lesson Plan
DAY 1:
FOCUS/MOTIVATION
• 3 Personal Standards and Super Entomologist Awards
• Cognitive Content Dictionary (CCD)-Signal Word-entomologist
• Observation Charts with Realia
• Inquiry Chart-What do you know about insects? What do you want to
know about insects?
• Read Aloud Big Book –The Important Book About Insects
• Personal Interaction: How do insects and humans help or harm each
other? How do humans help or harm insects?
• Portfolios
INPUT
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Graphic Organizer: Six Kingdoms of Living Things
o 10/2 lecture with primary language/Scouts
o ELD Review
o Learning Log
 Text: Write or sketch something you learned about at
least one of the Six Kingdoms
 You: Write or sketch something you already knew
about organisms or write about something you’re still
wondering about.
GUIDED ORAL PRACTICE
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Poetry/Chant-Here There Chant
T-Graph for Social Skills/Team Points: Cooperation
Picture File Cards- sort activity
o Free exploration
o Classify/categorize
o Exploration Report
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
17
INPUT
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Pictorial Input Chart: Mealworm
o 10/2 lecture with primary language
o ELD Review
o Learning Log
 Text: Write or sketch something you learned about
mealworms
 You: What do you think is most interesting about
mealworms?
Read Aloud
GUIDED ORAL PRACTICE
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Poetry/Chant-Bugaloo
READING/WRITING
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Interactive Journals
Writer’s Workshop
o Mini lesson
o Free Choice Writing
o Conferencing
o Author’s Chair
Flexible Reading Groups
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Home School Connection
Process Charts
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CLOSURE
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
18
DAY 2
FOCUS/MOTIVATION
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CCD-New Signal word-metamorphosis
3 Personal Standards and Awards//Scouts
Share Home/School Connection
Review Input: Six Kingdoms w/word cards
Chants-highlighting/sketching/picture file cards –Bugaloo & Here,
There
Review Pictorial Input: Mealworm w/word cards
INPUT
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Narrative Input Chart –The Very Quiet Cricket
o Learning Log/10/2 lecture with primary language
o ELD Review
GUIDED ORAL PRACTICE
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•
Chant-Is this Complete Metamorphosis? Yes, Ma’am
Process T-Graph-cooperation
READING/WRITING
•
•
•
•
•
Interactive Journals
Writer’s Workshop
o Mini-lesson
o Free-choice writing
o Conferencing
o Author’s chair
Team Tasks (Six Kingdoms, Pictoral Input of Mealworm)
Expert Groups
o Ants
o Butterflies
Flexible Reading Groups
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
19
CLOSURE
•
•
Home-school connection
Process Inquiry Chart
DAY 3
FOCUS/MOTIVATION
•
•
•
•
•
•
Cognitive Content Dictionary w/new signal word-students vote for
stumper word
Super Scientist Awards/Scouts
Process Home/School Connection
Review input charts with word cards, narrative with cards and
conversation bubbles
Big Book- The Important Thing About Insects
Chants-highlight, sketch, add picture file cards –Yes, Ma’am
Complete Metamorphosis
GUIDED ORAL PRACTICE
•
•
•
•
Sentence Patterning Chart/Farmer-in-the-Dell (Insects)
o Reading Game
o Trading Game
o Flip Chant
Chant- Incomplete Metamorphosis Yes, Ma’am
Mind Map of Mealworms
Process Grid: Mealworms & Expert Groups
READING/WRITING
Cooperative Strip Paragraph-topic sentence: Insects are scientific in
many ways.
o Respond
o Revise
o Edit
* Writer’s Workshop
•
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
20
•
•
•
Flexible Group Reading
o Advanced Readers“Clunkers and Links”
Interactive Journals
Finish Expert Groups
o Mosquitoes
o Locusts
CLOSURE
•
•
Process Inquiry Chart
Home/School Connections
DAY 4
FOCUS/MOTIVATION
• Cognitive Content Dictionary-new signal word-habitat
• Super Scientist Awards/Scouts
• Process Home-School Connection
• Process Chants- Incomplete Metamorphosis Yes, Ma’am-highlight,
sketch, add picture file cards
• Interest Piece (newspaper article-bees)
• Personal Interaction: Why are insects important to humans?
GUIDED ORAL PRACTICE
•
•
Chant-Marine Cadence
Review Narrative with Story Map
READING/WRITING
• Flexible group reading- ELD story retell
• Oral Team Evaluation (from T-Graph)
• Team Tasks (team points-audience input from teacher)
• Writing Workshop
o Mini lesson
o Conferencing
o Author’s chair
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
21
* Team Presentation of a completed Team Task
CLOSURE
•
•
Poetry/chant
Home/School Connection
DAY 5:
FOCUS/MOTIVATION
•
•
•
•
CCD with stumper word
Super Scientist Awards/Scouts
Chant-I Can Spell
Process Marine Cadence
READING/WRITING
• Flexible groups
o Reading with coop strip paragraph-struggling /emergent
o Primary language group frame
o Team Tasks: evaluation and presentation
• Found Poetry
• Poetry Frame
• Read Aloud/Listen & Sketch
GUIDED ORAL PRACTICE
• Chants
• Listen and sketch
READING/WRITING
• Writer’s workshop
• Ear-to-Ear reading poetry booklet
• Focused Reading
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
22
CLOSURE
•
•
•
Metacognition of learning/evaluation of the week
Process Inquiry charts
Letter Home
o Take portfolio home
o Read/share with parents
* Team Feud
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
23
The Important Thing About Insects
The important thing about insects is that they live in and depend on their habitat to
provide them with air, food, water, and space.
Even though there are many types of insects they all belong to the insect
family. The majority of the animals on earth are insects. All insects are oviparous;
they lay eggs.
But, the important thing about insects is that they live in and depend on their
habitat to provide them with air, food, water, and space.
The important thing about insects is that they live in and depend on their habitat to
provide them with air, food, water, and space.
Insects live in many different types of habitats from the rainforest to the desert.
Human activities might be good or bad for insects living in particular
ecosystems. Insects and humans are sometimes friends and sometimes foes.
But, the important thing about insects is that they live in and depend on their
habitat to provide them with air, food, water, and space.
The important thing about insects is that they live in and depend on their habitat to
provide them with air, food, water, and space.
The structures of insects change as an insect grows. Adult insects have a head,
thorax, and abdomen. Insects have a pair of antennae on their head and many
insects have wings. Some insects with wings are bees, butterflies, and mosquitoes.
But, the important thing about insects is that they live in and depend on their
habitat to provide them with air, food, water, and space.
The important thing about insects is that they live in and depend on their habitat to
provide them with air, food, water, and space.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
24
The lifecycle of some insects is called complete metamorphosis, which is an egg,
larva, pupa, and adult. Insects that have a complete metamorphosis include
beetles, butterflies, and bees. The lifecycle of other insects is called incomplete
metamorphosis, which is an egg, nymph stage, and adult. An example of an insect
with incomplete metamorphosis is the milkweed bug.
But, the important thing about insects is that they live in and depend on their
habitat to provide them with air, food, water, and space.
The important thing about insects is that they live in and depend on their habitat to
provide them with air, food, water, and space.
Insects can be harmful to humans. In some species of mosquito, the females feed
on human blood and can therefore spread infectious diseases to humans. Insects
are also helpful to humans in many ways. Both adult and larvae ladybugs feed on
insect pests, such as aphids, that eat plants. One ladybug can eat as many as 50
aphids a day!
But, the important thing about insects is that they live in and depend on their
habitat to provide them with air, food, water, and space.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
25
The
Important
Thing About
Insects
Adapted by Sheryl Lundahl and Jillian
Stoknes
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
26
The important thing about insects is that
they depend on their habitat to provide
them with air, food, water, and space.
Even though there are many types of
insects they all belong to the insect family.
The majority of the animals on earth are
insects.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
27
All insects are oviparous; they lay eggs.
But, the important thing about insects is
that they depend on their habitat to
provide them with air, food, water, and
space.
The important thing about insects is that
they depend on their habitat to provide
them with air, food, water, and space.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
28
The structures of insects change as an insect
grows. Adult insects have a head, thorax,
and abdomen and they have six legs.
Insects have a pair of antennae on their
head and many insects have wings. Some
insects with wings are bees, butterflies, and
mosquitoes.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
29
But, the important thing about insects is
that they depend on their habitat to
provide them with air, food, water, and
space.
The important thing about insects is that
they depend on their habitat to provide
them with air, food, water, and space.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
30
The lifecycle of some insects is called
complete metamorphosis, which is an
egg, larva, pupa, and adult. Some insects
that have complete metamorphosis include
beetles, butterflies, and bees.
The lifecycle of other insects is called
incomplete metamorphosis, which is an
egg, nymph stage, and adult. An example of
an insect with incomplete metamorphosis is
the locust.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
31
But, the important thing about insects is
that they depend on their habitat to
provide them with air, food, water, and
space.
The important thing about insects is that
they depend on their habitat to provide
them with air, food, water, and space.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
32
Insects live in many different types of
habitats from the forests to the deserts.
Some live underground, some live in shrubs
or trees, and some even live in water.
Human activities might be good or bad for
insects living in particular habitats.
Spraying insecticides to kill insects may
have a negative impact on the environment.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
33
But, the important thing about insects is
that they depend on their habitat to
provide them with air, food, water, and
space.
The important thing about insects is that
they depend on their habitat to provide
them with air, food, water, and space.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
34
Insects can be harmful to humans. In
some species of mosquito, the females
feed on human blood and can therefore
spread infectious diseases to humans.
Insects are also helpful to humans in many
ways. Both adult and larvae ladybugs feed
on insect pests, such as aphids, that eat
plants. One ladybug can eat as many as 50
aphids a day!
But, the important thing about insects is
that they depend on their habitat to
provide them with air, food, water, and
space.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (3/10)
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
35
Narrative Input Story: Adapted by Sheryl Lundahl
from Eric Carle’s The Very Quiet Cricket
Page 1 – One warm day, from a tiny egg a little cricket was born in a grassy meadow.
Page 2 – Welcome! chirped a big cricket, rubbing his wings together. The little cricket
wanted to answer, so he rubbed his wings together. But nothing happened. Not a sound.
Page 3 - Good morning! whizzed a locust, spinning through the air. Want to eat in the
farmer’s field? The little cricket wanted to answer, so he rubbed his wings together. But
nothing happened. Not a sound.
Page 4 – Hello! chewed a ladybug, crawling on a leaf. Want to munch on some aphids?
The little cricket wanted to answer, so he rubbed his wings together. But nothing
happened. Not a sound.
Page 5 – How are you? hummed a bumblebee, flying from flower to flower. Want to sip
some sweet nectar? The little cricket wanted to answer, so he rubbed his wings together.
But nothing happened. Not a sound.
Page 6 – Good night! buzzed the mosquitoes, dancing among the stars. Want to suck
some blood? The little cricket wanted to answer, so he rubbed his wings together. But
nothing happened. Not a sound.
Page 7 – A luna moth sailed quietly through the night. And the cricket enjoyed the
stillness.
Page 8 – As the luna moth disappeared silently into the distance, the cricket saw another
cricket. She, too, was a very quiet cricket. Then he rubbed his wings together one more
time. And this time . . .
Page 9 – he chirped the most beautiful sound that she had ever heard. (If possible at the
end of the story, open Eric Carle’s book, The Very Quiet Cricket, for students to hear the
sound of a cricket or play a recording of a cricket chirping.)
Foreword by Eric Carle:
There are four thousand different kinds of crickets. Some live underground, others above.
Some live in shrubs or trees, and some even live in water. Both male and female crickets
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
36
can hear, but only the male can make a sound. By rubbing his wings together he chirps.
Some people say that it sounds like a song!
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
37
tiny egg
“Welcome!”
“Welcome!
”
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
38
“Want to eat in the
farmer’s field?”
“What to
munch on
some aphids?”
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
39
“Want to sip
some nectar?”
“Want to suck
some blood?”
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
40
Luna Moth
He rubbed his wings
together one more time.
And this time……………..
He chirped the most
beautiful sound that she
had ever heard.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
41
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
42
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
43
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
44
Six Kingdoms of Living Things Background Information
Taxonomic ranking – the hierarchy of biological classifications.
There are 8 major taxonomic ranks for living things: Domain, Kingdom, Class,
Order, Family, Genus, Species.
There are 6 Kingdoms of living things. Kingdoms contain one or more phyla.
Organisms are placed in a Kingdom based on their cell structure and their ability to make
food or not.
Kingdom #1 – Archaebacteria (archae-the study of ancient things)
Archaebacteria are microscopic one-celled (the smallest living things) organisms
found in extreme environments such as hot boiling water in hot springs, inside
volcanoes in Pacific Ocean vents, and in the Great Salt Lake. They live in
anaerobic environments (where no oxygen is present) and help to break things
down in the environment.
Kingdom #2 – Eubacteria
Eubacteria include most types of bacteria (one-celled and complex) and are found
everywhere. There are “good” bacteria such as the beneficial bacteria in yogurt
(example- “activia”). There are also “bad” bacteria that can cause you to get sick
such as the streptococci bacteria. Streptococci bacteria can give you strep throat.
Kingdom #3 – Protista
One-celled and complex the Protista includes all microscopic organisms that are
not bacteria, not animals, not plants, and not fungi. Protista includes the slime
mold, algae (green in freshwater and red in salt water), and seaweed. Protista
absorb, ingest, or use photosynthesis to get food.
Kingdom #4 – Fungi
Fungi include yeast, mold, and mushrooms. Multi-cellular and unable to make
their own food, Fungi feed on dead plants. Some Fungi are edible and taste great
such as some mushrooms. Other Fungi are poisonous and can kill you.
Kingdom #5 – Plantae
Plantae includes all plants from tiny mosses to giant trees (over 250,000 species).
This is the second largest kingdom. Plants are all multi-cellular and make their
own food through photosynthesis. Plants feed almost all the organisms that eat
other organisms.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
45
Kingdom #6 – Animalia
The largest kingdom with over one million known species. Animals are found in
the most diverse environments in the world. They are all multi-cellular and
heterotrophic (obtaining nourishment by digesting plant or animal matter as
opposed to photosynthesizing food, as plants do).
A. Invertebrates – animals without a backbone
1. Phylum Annelida- includes the segmented worms such as earthworms,
ragworms, bristleworms, and leeches. Earthworms are useful as fishing bait. They
eat vegetable matter and create new soil to be used by plants. Leeches attach to
animals and suck their blood.
2. Phylum Porifera – includes the sponges. Something that is porous has lots of
holes for water to pour through. As water pours through the body of the sponge, it
obtains food and oxygen and removes waste. Sponges have interesting shapes and
colors. They are mainly stationary.
3. Phylum Echinodermata – includes sand dollars, sea stars, sea cucumbers, and
sea urchins. Echinoderms (Phylum Echinodermata) are a phylum of marine
animals including about 7,000 species. They are found at every ocean depth and
are the largest phylum that has no freshwater or terrestrial representatives. The
word is derived from the Greek echinodermata, meaning "spiny skin". They have
radial symmetry.
4. Phylum Coelenterata – includes jellyfish, sea anenome, and coral. The Greek
koilos means “full-bellied”. They have a hollow body cavity, no brain, and rely on
water to flow through their body cavity for digestion and respiration. They are
predators with sticky tentacles that help them catch their prey. Some jellyfish are
toxic and can kill people (Australia has toxic jellyfish).
5. Phylum Mollusca – includes snails, scallops, muscles, oysters, barnacles,
octopus, and squid. Mollusca usually have a shell and a soft body. There are
110,000 species. They are very diverse living on land as well as in fresh water and
salt water. Snails have a muscular foot for movement. Some mollusks have long
tentacle arms. They filter feed on tiny plants and animals with beak-like mouths.
6. Phylum Arthropoda – have segmented bodies, jointed legs, and an
exoskeleton, a skeleton on the outside of their body. There are 10,000 species.
a. Class Crustaceans- crabs, lobsters, pill bugs.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
46
b. Class Arachnids – spiders.
c. Class Insecta – all insects.
B. Phylum Chordata – backbone vertebrates
1. Class Mammalia- have hair or fur, are warm-blooded, produce milk (have
mammary glands), maintain a near constant body temperature, and have live
birth.
2. Class Osteicthys- bony fish (less flexible than the cartilaginous fish such as
shark), have a swim bladder (keeps them afloat), most have scales and fins, have
gills for breathing.
3. Class Aves – birds such as seagulls and pelicans, 8,000 species, the only
animals with feathers and beaks instead of teeth, most are capable of flight
(light-weight bones), lay eggs, and have excellent sight and hearing.
4. Class Reptilia – includes turtles, snakes, lizards, crocodiles, and alligators, are
cold-blooded, their activity is halted in cold weather, oviparous (lay hard leathery
eggs), have dry-scaly skin.
5. Class Amphibia – includes frogs, toads, and salamanders, start life in fresh
water and later live on land, lay soft jelly-like eggs in water, larva breathe through
gills, adults breathe air, thin moist scale-less skin, external ears, and cold-blooded
(their body temperature varies with the surroundings).
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
47
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
48
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
49
INSECT POETRY
BOOKLET
NAME______________
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
50
Insects Here, Insects There
By Jillian Stoknes
Insects here, insects there,
Insects, insects everywhere!
Busy insects pollinating.
Wiggly insects burrowing.
Spotted insects migrating
and social insects working.
Insects in the open air,
Insects on the ground everywhere,
Insect colonies in a mound,
Insects underneath the ground.
Insects here, insects there
Insects, insects everywhere!
Insects! Insects! Insects!
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
51
Complete Metamorphosis Yes Ma’am
By Jillian Stoknes
Full metamorphosis?
Full metamorphosis?
Well, how do you know?
Well, how do you know?
Give me some examples.
Give me some examples.
Complete Ma’am!
Complete Ma’am!
An egg turns to larva.
The larva eats and molts.
Caterpillar, Butterfly
Maggots change to flies.
Full metamorphosis?
Full metamorphosis?
Well, how do you know?
Well, how do you know?
Give me some examples.
Give me some examples.
Complete Ma’am!
Complete Ma’am!
A case around the larva.
It’s the pupa stage.
Forming a chrysalis
Creating a cocoon
Full metamorphosis?
Full metamorphosis?
Well, how do you know?
Well, how do you know?
Give me some examples.
Give me some examples.
Complete Ma’am!
Complete Ma’am!
Emerging an adult.
3 body parts
Beetles, bees, and moths
Silkworms and ants.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
52
Simple Metamorphosis Yes Ma’am
By Jillian Stoknes
Simple metamorphosis?
Simple metamorphosis?
Well, how do you know?
Well. how do you know?
Give me some examples.
Give me some examples.
Yes Ma’am!
Yes Ma’am!
Eggs turn into nymphs
Nymphs look like adults
Grasshoppers and dragonflies
Cockroaches and locusts.
Simple metamorphosis?
Simple metamorphosis?
Well, how do you know?
Well, how do you know?
Give me some examples.
Give me some examples
Yes Ma’am!
Yes Ma’am!
The nymphs have exoskeleton
They shed the exoskeleton
Crickets and cicadas
Milkweed bugs and aphids
Simple metamorphosis?
Simple metamorphosis?
Well, how do you know?
Well, how do you know?
Give me some examples.
Give me some example.
Yes Ma’am!
Yes Ma’am!
Nymphs become adults
Females lay the eggs.
Bedbugs and leaf bugs
Stink bugs and water bugs.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
53
Insect Cadence
By Jillian Stoknes
We just know what we’ve been told,
Insects bite the young and old.
Buzzing here and buzzing there,
Oh, diseases everywhere.
Sound off-Insects!
Sound off-Illness!
1-2-3-4, No more!
Locusts can destroy our crops
Swarming insects plant stems drop
All around is devastation
I see famine and starvation.
Sound Off-Insects
Sound Off-Swarming
1-2-3-4, No more!
Insects can be helpful too
Honey’s made for me and you
Beeswax, candles, and soft lotions
Great things come from pollination.
Sound Off-Insects
Sound Off-Pollinating
1-2-3-4, Some more!
Ladybugs kill garden pests
They eat aphids, they’re the best.
Flying down onto your arm
Ladybug’s a good luck charm.
Sound Off-Insects
Sound Off- Ladybugs
1-2-3-4, Good Luck!
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
54
I CAN SPELL
I can spell insect, i-n-s-e-c-t.
I can spell bug, b-u-g.
I can spell egg, e-g-g.
But I can’t spell metamorphosis.
I can spell larva, l-a-r-v-a.
I can spell pupa, p-u-p-a.
I can spell adult, a-d-u-l-t.
But I can’t spell metamorphosis.
I can spell ant, a-n-t.
I can spell, b-e-e.
I can spell fly, f-l-y.
But I can’t spell metamorphosis.
Yes, I can! Yes, I can!
M-E-T-A-M-O-R-P-H-O-S-I-S, metamorphosis!
By Sheryl Lundahl
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
55
Entomologist Bugaloo
Adapted by Sheryl Lundahl
I’m an entomologist and I’m here to say
I study all about insects everyday.
Starting with an egg,
The insects life will begin
Then the larva hatches
And the eating is in!
Head, thorax, abdomen too,
Doin’ the entomologist bugaloo!
The larva grows and grows
and molts and molts.
Then the pupa is quiet
But this stage will bolt!
.
Head, thorax, abdomen too,
Doin’ the entomologist bugaloo!
The adult emerges and
It lays eggs.
Then we start the life cycle
All over again!
Head, thorax, abdomen too,
Doin’ the entomologist bugaloo.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
56
Home-School Connection
Take a walk around your home or neighborhood. Look for insects or evidence of insects
such as holes in leaves or cocoons. Make a list of your discoveries and sketch or write
your predictions as to what kind of insect may have been there.
Student signature: ___________________________________ Date:________
Parent signature: ____________________________________ Date:________
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
57
Comments:
Home-School Connection
Interview your family and ask them if they have an insect story. Write or sketch to go
with the insect story.
Student signature: ___________________________________ Date:________
Parent signature: ____________________________________ Date:________
Comments:
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
58
Home-School Connection
Tell your family about the story The Very Quiet Cricket. Write or sketch pictures to
show your favorite part and explain why this is your favorite part.
Student signature: ___________________________________ Date:________
Parent signature: ____________________________________ Date:________
Comments:
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
59
Home-School Connection
Together with your family, make up an insect and give it a name. Remember insects
have three body parts; a head, a thorax, an abdomen as well as six legs and two antennae.
Will your insect fly or just crawl around? Write or sketch about what is created.
Student signature: ___________________________________ Date:________
Parent signature: ____________________________________ Date:________
Comments:
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
60
Expert Groups: Butterflies
Physical Characteristics:
Butterflies are beautiful, flying insects with two pairs of large, colorful wings. Like all
insects they have six legs, three body parts, a pair of antennae and an exoskeleton. They
also have a mouth called a proboscis that works like a drinking straw. Butterflies drink
nectar through the proboscis. Butterflies smell and touch with their antennae.
Habitat:
Butterflies live all over the world in many different habitats. Most butterflies live in
tropical areas where many plants provide food for caterpillars and nectar for butterflies.
Butterflies are usually seen around flowers and flowering shrubs and trees. They need
the warmth of the sun in order to fly. Therefore, many butterflies migrate in order to
avoid cold weather. The monarch butterfly migrates thousands of miles.
Diet:
Caterpillars spend most of their time eating leaves using strong jaws. A caterpillar’s first
meal is its own eggshell. Adult butterflies can only sip liquid food using a tube-like
proboscis, which is a long flexible tongue. Most butterflies live on nectar from flowers.
Some butterflies sip the liquid from rotting fruits.
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Life Cycle:
Butterflies go through complete metamorphosis where they go through four different
stages. They start as an egg that is often laid on a leaf. The larva or caterpillar hatches
from the egg and begins to eat leaves and flowers. As the larva gets bigger it begins to
shed its skin. This is called molting. Next, the larva turns into a pupa or chrysalis.
During this stage the insect is changing into an adult insect. Finally, the adult butterfly
comes out from the chrysalis. The adult butterfly lives for only a short time.
Relationship with Humans:
Butterflies are well known for their beauty. They provide food for many other animals
and they are active pollinators of flowers which is important in maintaining plant growth.
But, the larvae can be harmful if they eat crops. Butterfly populations are disappearing
and are in danger because humans destroy their habitat, pollute the air and contribute to
global warming. There are groups of people who are working to make sure butterflies do
not become extinct.
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Expert groups: Ants
Physical Characteristics:
Ants have three main body parts including the head, thorax and the abdomen. Ants touch
things with their two, long antennae attached to their head. They also use their antennae
to detect flavors, sounds and smells. Ants also use their antennae to communicate with
one another. Ants have six legs located on the thorax. They have very skinny waists to
crawl through tiny spaces. Ants can be yellow, brown, red or black.
Habitat:
Ants can be found all around the world in different types of habitats. Many ant species
are found in rain forests. Ants build many types of homes such as simple hills out of dirt
or sand. In Africa, the hills can grow to be over twenty feet tall! Beneath the anthills are
many rooms and tunnels. Some rooms are reserved just for the queen while others rooms
are for the eggs or food.
Diet:
Ants will eat almost anything. They will eat most fruits, vegetables and plants they can
find. Ants will eat smaller ants and eat the meat off of dead insects and other small
creatures. Some ants eat fungus.
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Life Cycle:
The life cycle of the ant has four stages including egg, larva, pupa and adult. Ant eggs
are oval shaped and tiny. When the eggs hatch into larvae they look like small worms
with no eyes or legs. The larvae molt (shed their skin) many times as they get bigger.
After getting big the larva spins a silk-like cocoon around itself and turns into a pupa.
During this time the body changes into an adult. Finally, the pupa comes out as an adult
ant. Queen ants can live over 15 years and worker ants can live to 7 years.
Relationship with Humans:
Ants can be helpful to humans because they clear out insect pests. Ants and their larvae
are eaten in many parts of the world. They are also used as characters in children’s
stories because they work hard and use teamwork. Ants can also be pests to humans
because they come into homes and eat human food. The carpenter ant comes into homes
and makes holes in the wood to live in. Fire ants are pests because they have a powerful
sting.
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Expert Groups: Locusts
Physical Characteristics:
Locusts are related to grasshoppers and the two insects look very much the same. Like
grasshoppers, locusts have two antenna, six legs, a pair of wings, and three body parts, a
head, thorax, and abdomen. They also have an exoskeleton, which means that their
skeleton is on the outside. Locust behavior is different from other grasshoppers. If the
conditions are right, they can form swarms, large groups of adult locust.
Habitat:
Locusts live in many different habitats in the world including deserts and grasslands. A
habitat provides the air, food, water, and space for plants and animals to survive. One
type of locust lives in the deserts of Africa, the Middle East, and Asia. This desert locust
is the most destructive to farmlands in Africa.
Diet:
Nymph and adult locust are herbivores, which means that they eat plants. A swarm of
locust can travel great distances, quickly stripping fields and greatly damaging crops. It is
estimated that the largest swarms have covered hundreds of square miles and consisted of
many billions of locusts. A swarm of locust can eat millions of pounds of plants every
day.
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Life Cycle:
The female locust lays an egg pod one to two inches underground. The egg pod contains
several dozens of tightly packed eggs that look like thin rice grains. Insects that lay eggs
are called oviparous. The eggs stay underground through the winter, and hatch when the
weather has warmed. The first nymph to hatch tunnels up through the ground, and the
rest follow. Nymphs molt several times while getting larger in body and wing size until
they reach adult size. This type of life cycle is called incomplete metamorphosis.
Relationship with Humans:
Locust can be harmful and helpful to humans. A plague of locusts is considered a
devastating natural disaster. Farmers fear huge swarms of locust because they are capable
of stripping a field in a matter of hours. When locusts destroy crops they cause major
problems for people such as famine and starvation. Some people in the world consider
locusts to be an edible insect and a delicacy. They are eaten as a good source of protein in
parts of Africa, Mexico, and South Korea. In Mexico, for example, after locusts are
collected, they are placed in water for 24 hours. Then they can be boiled or eaten raw,
sun-dried, fried, or flavored with spices, such as garlic and onions. They are used in soup
or other dishes and sold in market places.
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Expert Groups: Mosquitoes
Physical Characteristics:
There are about 3,000 species of mosquitoes. Some have longer legs or antennae than
others have. Some are colored differently. Despite the different kinds, all adult
mosquitoes have six legs, three body parts, a pair of antennae, and an exoskeleton. They
also have a straw-like mouth called a proboscis but only female mosquitoes have the
mouth parts needed for sucking blood.
Habitat:
Mosquitoes live in many different habitats around the world such as mountains, forests,
and wetlands. A habitat provides the air, food, water, and space for plants and animals to
survive. Mosquito larvae need water to grow and hatch. To find mosquito larva look
outside for standing water in old tires, birdbaths, or a pond. Larvae look like little wiggly
worms with big heads.
Diet:
For food, both adult male and female mosquitoes eat nectar and other plant sugars.
Female mosquitoes suck animal blood not for food for themselves but for their eggs.
They prefer sucking the blood of horses, cattle, and birds. When biting with their
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proboscis, the female mosquito stabs two tubes into the skin. One tube stops blood from
clotting and the other sucks blood leaving a small red lump on your skin.
Life Cycle:
The mosquito life cycle is a complete metamorphosis with four distinct stages. The four
stages are egg, larva, pupa, and adult. After drinking blood, adult females lay a raft of 40
to 400 tiny white eggs in standing water or very slow-moving water. Within a week, the
eggs hatch into larvae that breathe air through tubes, which they poke above the surface
of the water. Larvae molt four times as they grow; after the fourth molt, they are called
pupae. Pupae also live near the surface of the water, breathing through two horn-like
tubes on their back. Pupae do not eat. An adult emerges from a pupa when the skin splits
after a few days. The adult lives for only a few weeks.
Relationship with Humans:
On summer evenings or dewy mornings, mosquitoes can leave you with itchy red welts
where they've punctured your skin and sucked blood. The whiny hum of their buzzing
wings can wake you up at night. Worst of all, mosquitoes transmit diseases such as
malaria and yellow fever. They carry the West Nile virus, which is now spreading across
the United States. All of these diseases can kill people. The more we know about
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mosquitoes, scientists say, the better we'll be able to control them and prevent disease. To
kill mosquitoes people often spray insecticides, which can be harmful to the environment.
It is important to remember that mosquitoes provide food for thousands of animals,
including birds, bats, dragonflies, and frogs.
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Insect
Physical
Characteristics
Habitat
Food
Life
Cycle
Relationship
with Humans
Mealworm
Ant
Butterfly
Mosquito
Locust
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Physical
Characteristics
Habitat
Egg: oval,
white
Larva: dark
yellow with
brown lines
Pupa: white,
cream, large
head
Adult: beetle,
black, 6 legs,
head, thorax,
abdomen
Egg: oval, tiny
Larva:
wormlike, no
eyes, no legs
Pupa: silk
cocoon
Adult: yellow,
brown, red,
black
Fields
where
there are
seeds.
Barns with
grain.
Cool, dark
places. All
around the
world,
All over
the world,
In
rainforests
Live in
colonies.
Butterfly
Large, scaly
wings, six legs,
3 body parts,
antennae
Mosquito
Six legs,
antennae, 3
body parts,
All over
the world,
but most
found in
tropical
areas.
Many
migrate
away from
the cold
Mountains, Nectar,
forests,
plant
wetlands
sugars,
Mealworm
Ant
Food
Life Cycle
Relationship
with humans
Leaves,
grasses,
dead
insects,
wheat
germ,
decaying
food.
Complete
metamorphosis:
egg, larva, pupa,
adult beetle
The adult lives
only a few weeks
Clean up
decaying
material.
Food for
other animals
like birds,
lizards
Eat seedlings
and grains.
Sugary
foods, dead
insects,
fungus.
Complete
metamorphosis
Egg, larva, pupa,
adult
Some ants
have a
stinger.
Ants can bite
humans.
Carpenter
ants damage
wood by
creating
tunnels.
Caterpillars Complete
Important
eat leaves. metamorphosis: pollinators of
Adults can egg,
flowering
only sip
larva(caterpillar), plants
liquid
pupa(chrysalis),
food/nectar adult
from
flowers.
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
Complete
Leave itchy
metamorphosis: red welts on
eggs (40-400 raft skin.
71
Mosquito
Six legs,
antennae, 3
body parts,
exoskeleton,
proboscis is for
sucking blood
(females only).
Mountains, Nectar,
forests,
plant
wetlands
sugars,
animal
blood for
their eggs.
Complete
metamorphosis:
eggs (40-400 raft
of tiny while
eggs in water)
Larva: molt
several times,
look like adult
Adult
Locust
Look like
grasshoppers, 2
antennae, six
legs, pair of
wings, 3 body
parts
Deserts,
grasslands
Incomplete
metamorphosis:
egg, nymph,
adult
Plants,
crops
Insects, Level 2 - WA
Sheryl Lundahl, Jillian Stoknes
Shoreline School District – Project GLAD (9/16/10)
Leave itchy
red welts on
skin.
Transmit
diseases like
malaria,
yellow fever,
West Nile
Virus.
Provide food
for thousands
of animals
Can swarm
and destroy
crops causing
famine and
starvation
Some people
eat for
protein.
72
Name___________________
Insect Mind Map
Habitat
Diet
Lifecycle
________________
Physical
Characteristics
Relationship with
Humans
Insects, Level 2 - WA
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An entomologist is
a person who studies
insects.
Name__________________
Insects, Level 2 - WA
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Metamorphosis is when an insect changes from a larva to
an adult.
Insects, Level 2 - WA
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