Chloe Laundrie Topic: Insects Grade



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Chloe Laundrie Topic: Insects

Grade: Second

Bloom’s Taxonomy

Knowledge

Comprehension

Application

Analysis

Evaluation

Synthesis

Gardner’s Multiple



Intelligences

tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate

locate, explain, summarize, identify, describe, report, discuss, review, paraphrase, restate, retell, show, outline, rewrite

demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate

compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, investigate, categorize, infer

judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate

compose, design, hypothesize, formulate, create, invent, develop, refine, produce, transform

Verbal/linguistic

poetry, debate, story-telling, essay, checklist, journal

List the four stages of a butterfly’s life cycle in order.


Explain to another classmate the main characteristics of an insect.


Demonstrate understanding of how Honey Bees help our environment and provide us food by telling another student about it.

Students will complete a webquest on the life cycles of plants and insects. In this webquest students will investigate by finding the similarities and differences between a plant and animal lifecycle.

Students will make a prediction about a moth life cycle and a butterfly life cycle. Students will base their answers on prior knowledge and determinate if their lifecycles will be similar or different using a checklist.

Create a “picture dictionary” using key vocabulary learned throughout unit.

Visual/spatial

drawing, model, poster, photograph, storyboard, illustration, board game


Draw the four things insects need to survive (air, food, water, space) and label each one.

Explain how some insects do help us and provide things we may need and can use.

Demonstrate understanding of a life cycle by making a book with a drawing of each life cycle stage and a sentence about what is happening during that stage.

Using a camera, take photographs of various different insects. Use these to categorize insects by key characteristics. (Can find pictures on the internet to take pictures of or take pictures outside).

Watch the beginning of The Magic School Bus Insect Invasion. Make a prediction based on prior knowledge about what is going to happen next. Write it on a group chart. Finish the movie and see who is correct!

Create your own insect: Students will create their own insect using at least 3 of the main characteristics insects have. Students will illustrate and name their insect.

Logical/mathematical

diagram, outline, timeline, chart, critique, graph

List the differences between an insect and a spider. Write these answers on a class chart.


Explain the reasons why spiders are not considered insects by summarizing a diagram, which shows the reasons why spiders are not insects.



Demonstrate understanding of the lifecycle of a ladybug by creating a time line for each stage.

When given pictures of both insects and non-insects, categorize them into each category and chart the information.

Make a prediction about how long it takes a class caterpillar to turn into a butterfly. Graph the students’ predictions.



Students will listen to the picture book “The hungry Caterpillar” Students will use information to create a habitat for their own caterpillar by making a collage using pictures from magazines.

Naturalist

classification, collection, display, observation, forecast, investigation, simulation, exhibit, identification


Identify 10 insects. Choose one to further investigate.

When given 5 different insects, use the computer to research and find out what environment they live in.

Students will observe a class ant farm and research the environment of where an ant lives.

Compare and contrast a caterpillar and a butterfly. Investigate why a caterpillar is considered an insect.

Pretend you are an ant. Determine what items you would look for and how you would be able to carry them home.

Pretend you are a scientist and want to learn more about a certain insect. Go outside and find an insect. Observe how your insect walks, if it makes sounds, etc.

Musical

song, rap, lyrics, composition, jingle, slogan, melody


Memorize a song, which teaches about the lifecycle of a butterfly.



Summarize a time where an insect has either bothered you or helped you. Use these ideas to create a poem to share with others.

Students will listen to a brain pop video about the lifecycle of a butterfly on an IPad or the computer. Students will then play a game, which reviews putting the lifecycle in sequential order.

Students will infer from prior knowledge how many insects there are in the world. Students will then listen to a song about how there are over 1 million species of insects!

Students will go on a bug hunt and sing “going on a bug hunt” in groups. Students will each find one type of insect, observe it, and draw a picture of it.

Using a popular song, change the words to teach about how insects help us and provide for us. Compose it to the class.

Bodily/Kinesthetic

role play, skit, pantomime, dance, invention, lab, improvisation, prototype

Students will relate themselves to an insect. Using their hands they will show they have a head, abdomen, and “thorax”



Students will sing and march to The Ants go Marching In. Students will discuss in a group why they think ants “march” rather then walk.

Students will record information from a virtual lab on the mating of flies. The lab will be completed in a group on a computer.

Each student will pick an insect out of a hat. Without telling the rest of their group, the students will improvise, telling their fellow peers 3 facts they know about their insect then act out how their insect would act. Students in the group will try and guess what the person’s insect is as well as critique one another if any of their “facts” are incorrect.

Students will choose an Eric Carl book (The Grouchy Lady Bug, The Very Lonely Firefly, ect.) Students will read the picture book together out loud (taking turns reading each page) than split up the pages for each person to act the book out.

Create a skit of the life cycle of a butterfly with 3 other students. Each student will act out their stage and explain what is happening.

Intrapersonal

journal, log, goal statement, belief statement, self-assessment, editorial


Write in a journal recalling any differences in the class ant farm each day.

Students will identify their favorite insect and state the reasons why it is their favorite insect. Students who finish early will do the same thing but pick an insect that they dislike and write a statement why they do not like the insect they chose.

Students will read a journal of the everyday life of a beekeeper. Students will pick their favorite part of the journal and write their own journal entry about it.

Do other countries have different types of insects than the united states? Using an IPad investigate insects from other countries. Keep a log about each one that includes the insect name, where it is located, and what type of environment does it live in.

Student will decide on a goal on what they would like to learn about insects in the beginning of the unit. At the end students will self access and see if they met their goal or not using a checklist.

Research a famous entomologist. Write an editorial about this person. The student will write about the person’s life.

Interpersonal

discussion, roundtable, service learning, conversation, group activity, position statement, interview


Students will recall a time when or if he/she was ever hurt by an insect (such as stung by a bee). Students will than have a discussion on why they think the insect hurt them.

Have a group conversation on how our environment would be if there were no insects. Students will discuss the positives and the negatives.

Students will construct an insect habitat individually using various materials (pictures, magazines, art supplies) and than discuss their habitat with another student.

Investigate: Do insects have bones? Have students discuss with other students in a group if insects have bones or not.

Interview another student who will be pretending to be a type of insect. Determine what their insect eats by giving clues about the environment.

Create a mock interview between you and an entomologist. Explain how insects can help our world, and how they may destroy it.

For Mrs. Martin’s class I created a UDL toolkit based on the topic of insects. Here is the link if you would like to see it 



http://udlinsecttoolkit.weebly.com/


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