Topic/Title: Insects : IMPORTANT: Kindergarten does not have TEKS for animal life cycle...
Science Social Studies Health
K.9A
TEKS K.9B
K.10A
K.10B
Materials Engage Explore Explain
Chart paper, markers, nonfiction book about insects, Introduction: Does anyone remember what we studied In their science journals, have students sort pictures into
models/poster/pictures of insects and other things, last week? (water/pond) Why is water important? Can a T-chart of insect/ not insect. Are they successful?
Science journals, pictures from magazines, worksheets, living things live without water? Do you think that there Can they explain why? Can they draw something else
or drawings that include several insects and several are living things around and in a pond? What kinds of that is an insect?
noninsects, glue, scissors, pencils, crayons living things could you find around a pond? (Let’s focus
on one type:insects)
Read: nonfiction book about insects
As a class, make a T-chart (insect/not insect) based on
collection of pictures or models. Have students sort the
objects or pictures by whether or not they think it is an
insect and why. Record their observations on the T-
chart.
Collection of living or model insects Look at insects and decide what they all have in Make models of insects using materials from above. Let
T-chart from yesterday, Egg cartons (enough for 3 common. Make a web graphic organizer with “insect” in students choose an insect to make. Which parts must
attached capsules per child), pipe cleaners cut in six for the middle. Characteristics that make them an insect, be the same to make it an insect? OPTIONAL: Label
legs and two for antennae, different colored tissue paper as well as examples of insects students contribute. How these parts by writing on little white strips and gluing
(red, yellow, green, etc.) for wings, toothpicks (3 per do we know it is an insect? (Six legs, three main body them to the toothpicks.(head, throrax, abdomen). Let
child) , little white strips approx 1/2in x 2in(folded in sections) make sure to also focus on the TEKS listed them choose the wings.
half) for labels.(3 per child ) parts: eyes? head? limbs? Compare, in discussion, to
other animals you have studied . (If you discuss the
names of the three main body parts: Sing: “Head,
Thorax, Abdomen” to the tune of “Head, Shoulders,
Knees, and Toes”)
Eric Carle’s They Very Hungry Caterpillar Read The Very Hungry Caterpillar
Toilet paper rolls (one for each child), colored pompoms Make life cycle of the butterfly
(3-5 for each child), Popsicle sticks (one per child), On the tip of the Popsicle stick glue the egg
rhinestones or sequins (one per each child), die cut or (rhinestone), glue caterpillar pompoms in a pattern on
coffee filter butterflies (one per child) the Popsicle stick. The toilet paper roll becomes a
chrysalis. Put butterfly in one end and caterpillar stick
through chrysalis to push out butterfly.
Eric Carle’s They Very Grouchy Ladybug
Bug boxes from AIMS kit
Live ladybugs (at least one for student)
Measuring insects worksheet
Unit cubes
Materials needed for each student: Review: what are the
(1) Large piece blue and brown construction paper. needs of an insect?
(1) small piece of green and teal construction paper
(2) pencils
(1) scissors
crayons
ELA Math Technology
K.10A
Elaborate Evaluate Tech. Resources
Introduction: We have seen how important water is to
the life of an insect, and we have seen how important
food is to a caterpillar’s metamorphosis into a butterfly.
Without leaves the caterpillar would not be able to grow
and change. Not all insects eat leaves. Does anyone
know what ladybugs eat? Let’s see how a teeny tiny
breakfast keeps this very grouchy ladybug from making
some big friends. Watch closely as we read.
Read: The Very Grouchy Ladybug
Discuss: Did anyone notice the size of the different
animals?
Have students measure the size of the ladybug in the
bug box using the squares on the bottom.
At their tables, have students measure the lengths of
the insects on the worksheet using the unit cubes.
Afterwards students will compare the different sizes of
the animals and order them from shortest to longest.
Model this process before having the students begin.
Keep the ecosystem to add more inhabitants
Build an ecosystem.
Using the large blue construction paper as a
background (sky), have students cut or tear in half the
brown to make dirt. Glue to the bottom portion of the
blue paper. Students make underground tunnels by
holding two pencils together. Using the teal paper tear a
pond shape and glue ontop of the brown. This is a
cross-section of the pond and ground around. Using
green paper, have students make plants and trees
around and in the pond. Then have students draw
insects in places they live e.g., ants live in tunnels
underground, dragonflies live around edges of pond,
ants live in trunks of trees etc.