A Study of Insects
Grades: 1-3 Subjects: Science, Math, Drama, Language Arts Duration: 55 min.-120 min. Location: outdoors (garden or soil area) Group size: 30 or less Curriculum Connections: Overall Expectations:
Grade 1 Science, Life systems: -investigate the characteristics and needs of animals and plants Grade 1 & 2 Math: Data Management: -create and interpret displays of data and present and discuss the information
Specific Expectations:
Grade 1 Science, Life Systems: -describe the different ways in which animals move (e.g., moles burrow with their large, strong front limbs; fish undulate their bodies) to meet their needs; -select and use appropriate tools to increase their capacity to observe (e.g. magnifying glass) -ask questions and identify some needs of living things, and explore possible answers to these questions and ways of meeting these needs (e.g. predict how an animal will move on the basis of two or more characteristics that they have observed); -use appropriate vocabulary in describing their investigations, explorations, and observations (e.g. use body, legs, wings, and feelers in describing an insect). -record relevant observations, findings and measurements, using written language, drawings, charts and concrete materials (e.g. make a drawing of an insect observing with the unaided eye, and a drawing of the same insect while using a magnifying glass) Grade 2 Science, Life Systems: -describe changes in the appearance and activity of an animal as it goes through a complete life cycle -use appropriate vocabulary in describing their investigations, explorations, and observations Grade 1&2 Math, Data Management: -construct and label simple concrete graphs, bar graphs and pictographs using one-to-one correspondence Grade 1 & 2 Language, Writing: -use words from their oral vocabulary as well as less familiar words from class displayed word lists Grade 1&2 Drama and Dance: -demonstrate their knowledge of the movements of natural objects and materials using their voice and/or body -recognize and demonstrate movement sequences used by specific characters or found in their natural surroundings (e.g. the sequence of movements of a butterfly emerging from a cocoon.) Grade 3 Science, Earth and Space Systems: -identify living things found in the soil (e.g. roots, earthworms, larvae) -ask questions about organisms and events in the outdoor environment and identify needs of organisms that arise from these events, and explore possible answers to these questions and ways of meeting these needs -demonstrate awareness of the importance of recycling organic materials in soils (e.g. explain the purpose of a compost heap)
Objectives:
To have students investigate the types of insect species in their local environment (and to get outdoors) To have students identify some characteristics of insects and their adaptations for survival To gain appreciation for the importance of insects in the natural world To introduce the concept of life cycles To learn about sustainable practices such as composting and becoming pesticide free
Key Words/Concepts:
insects life cycle egg, pupa, larva pesticide compost locomotion (different modes of…fly, crawl, hop) pictograph, bar graph, tally sheet magnifying glass
Materials/Resources
Spring or fall garden area or any outdoor space where insects are present Hand shovels or spoons Garden gloves (optional) Clear containers for observing insects (recyclable jars will do if no bug containers are available) Magnifying glasses Clipboards Tally sheet (see appendix) Appendices Reference book of insects (optional)
Introduction
(5 min) Activate prior knowledge by asking students to think about kinds of things they might see in a garden. Create a list of words for the classroom word wall/journals. Ask students to think of reasons why we might have gardens- are they important? Why? After the lesson, (observation period), add new words to the word list.
Lesson
1. (10 min) Tell students that they are going to work in partners to explore and discover what lives in the school (or neighbourhood) garden/outdoor space. Review safety rules(i.e. Shovels are tools, not weapons, show how to use them safely, explain the use of magnifying glasses, demonstrate ways to collect insects that do not harm them, talk about wasps and bees and how to behave around them. Note: make sure that kids with known allergies are safe at all times.) 2. (30 min) Assign an area of the garden/ravine to each of the pairs, making sure they do not trample any plants. The students should look on the underside of leaves and should dig under the soil to look for burrowing insects, as well as turning over rocks and logs
(demonstrate how to do this safely for both student and insect- always place back carefully exactly as found!) if they are present. When an insect is found, one partner will place it gently into the container for observation, while the other should tally it on the clipboard sheet and record where the insect was found (under the soil, on top, on a leaf, on a flower, under a rock or log.) 3. (10 min) Students should gather in a circle (in the shade) and the containers will be passed around for observation. Ask students to note the method of movement, the number of legs, presence of wings or other adaptations (using grade appropriate language.) Students should release their insects back in the garden in their original habitat after the observation period is complete. 4. Have students complete worksheet A in class. (see appendix) Extensions: 1. Students may wish to draw one of the insects they found. This could be done in combination with a journal entry. Provide students with thought provoking questions such as: Why are insects important? How do they help flowers, trees, soil, or humans? Students could describe where they found their insect, what they looked like, how they moved etc. What do they need to survive? (food, water, shelter, air, space). What adaptations do they have to survive? (camouflage, a stinger, etc.) 2. Use the data gathered on tally sheets to create a simple pictograph (one to one correlation for grade 1’s or more complex for grade 3’s) or a bar graph of the number and type of insects found. Get the students to decide how to sort the data…type of insect, mode of locomotion (flies, crawls, hops etc.) 3. Investigate the stages in the life cycle of one of the insects you found, or alternately look at the life cycle of butterflies. (see appendix for diagrams.) Consider keeping some insects in your classroom in an aquarium or similar arrangement (you can order caterpillar kits for raising butterflies by going to www.boreal.com and searching “butterfly kits”). 4. Have a discussion about pesticides…what are they? Why do we have them? Do we need them? Are they good for us and the earth? Discuss how the absence of butterflies often indicates a polluted environment, as they are sensitive and along with frogs are often the first to disappear. 5. Talk about the role of insects in composting. Read a book on composting or watch “Vermi the worm” video (see appendix). Discuss the importance of making less waste (read “Where Does the Garbage Go?” by Paul Showers, Harper Collins Publishers.) Go to www.earthday.net to find a lesson on classroom composting. Set up a vermicomposter in your classroom or start a composting program at your school if you are feeling ambitious! 6.Outdoors: drama and dance…have students move like various insects around the schoolyard…fly, crawl, hop, hide, dig.;
APPENDIX/Background Information
www.organicgardensite.com- excellent site for reference information for teachers on various species of insects (e.g. May/June bug larvae)
fc.waringschool.org
www.kidfish.bc.ca
Information on pesticides: http://www.buggedbybugs.girlscoutsmilehi.org/ Information on composting: http://www.ciwmb.ca.gov/KidStuff/ Vermi the worm teaches kids about composting in a video format