1. Topic-
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| An overview of insects, their body, their life cycle, and what they
do. |
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2. Content-
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| Students will learn vocabulary such as head, thorax, abdomen. They
will also learn about the four phase life cycle of an insect; egg,
larva, pupa, adult. |
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3. Goals: Aims/Outcomes-
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1. Students will know how many body parts insects have.
2. They will understand the four-phase life cycle.
3. They will be able to identify insects. |
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4. Objectives-
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1.Students will discuss why some insects bite and sting. 2. Students
will list the good and not so good things that insects do.
3. Be able to draw pictures of insects they have seen, and identify
some pictures of insects. |
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5. Materials and Aids-
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| We will need a computer to show students the different types of
insects that we will be reviewing and their life cycles, and we will
need drawing supplies for the students. They will also need Flashcards
for their partner time. |
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6. Procedures/Methods-
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A. Introduction-
1. Students will be asked to draw examples of some insects that
they are familiar with.
2. They will then fill out a KWL Chart to let me know what they know
about insects, want to learn, and then finally what they do in fact
learn (after lesson).
3. We will then review the basics of insects such as the fact that
all insects have three body parts and six legs.
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B. Development-
1. We will review the three parts of the body; head, thorax, and
abdomen. We will also go over the four phase life cycle of an insect;
egg, larva, pupa, adult.
2. In order to show students different examples of insects, while
keeping them safe, I will utilize the Internet. We will then visit
several websites such as PBS: Tales from the Hive, Why Lice Aren't
So Nice, and other educational websites. This will allow for students
to see the insects up close and personal why maintaining a safe distance.
3. We will then have a class discussion on which insects they think
bite, and which do not. Has anyone ever been bitten or stung? Did
you know that you can be allergic to insects such as bees? Even though
bees sting, does anyone know something that they make that humans
consume on a regular basis?
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C. Practice-
| To make sure students have learned about insects, we will do partner
flashcards. One partner will show the other an insect and they have
to state what type of insect it is and whether they would consider
it a bad or good insect, and why. |
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D. Independent Practice-
1. Students will be given a worksheet to identify the parts of the
insect
2. They are to write down one interesting fact about it as well.
3. They are also to label the stages of the life cycle.
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E. Accommodations (Differentiated Instruction)-
| Special accommodations can be made for students by allowing them
to use a worksheet that's already labeled and then I will ask them
where the different parts of the insect are. They will simply have
to point to the area. Students will do this for the parts of the body,
type of insect, and the life cycle. |
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F. Checking for understanding-
| Students will have an opportunity to review for about ten minutes
and then I will give them a quick quiz on the information presented.
They will have to label the parts of the insect as well as identify
a few different types of insects, and the life cycle. |
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G. Closure-
1. We will pretend that we are a bee, why would we want to sting
humans? Do we mean to hurt people?
2. What do we produce?
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7. Evaluation-
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| During the course of this unit students will have the opportunity
to research an insect of their choosing and create a PowerPoint. This
PowerPoint will be presented to their classmates in a short presentation.
This will help them to develop their technological skills as well
as their speaking skills. |
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8. Teacher Reflection-
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| After the lesson I will hold a class discussion to find out what
students liked and disliked about this unit of activities. I will
take their recommendations into consideration. I will also personally
reflect on how I think it went and decide if this is something worth
doing again in the future or how I can make it better for next time. |
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