Project GLAD



Project GLAD

Willamette Educational Service District

Shealon Cooper, Amy Erwin, Terri Hethorn, Denise Duran

North Santiam School District, Dallas School District OR

Insects Grade K

IDEA PAGES

I. UNIT THEME

• Insects play an important role in the ecosystem

• People can help insects help the environment

• Insects:

• Classification

II. FOCUS/MOTIVATION

• Observation charts

• Teacher made big book

• Examine insect collections

• Inquiry chart

• Entomologist awards

• Picture file cards

• Live insects: antlions, ladybugs, crickets, and ants, along with others donated by the students

• Read aloud

• Cognitive Content Dictionary

III. CLOSURE

• Process charts and poems

• Team build an insect project

• Personal exploration free choice writing

• A letter home to families/evaluation of unit

• Living wall

• Authors party to share team entomologist big books

IV. CONCEPTS

• Characteristics of Phylum Insecta

• Organisms have basic needs. For example, animals need air, water, and food. Organisms can survive only in environments in which their needs can be met.

• Living things can be grouped according to similarities

• Plants and animals have predictable life cycles

SCIENCE

LIFE SCIENCE - ORGANISMS

CCG: Understand the characteristics, structure, and functions of organisms. Content Standard: Describe the characteristics, structure, and functions of organisms.

• Sort and classify collections using various features.

• Recognize that all living things have basic needs to survive.

LIFE SCIENCE - HEREDITY

CCG: Understand the transmission of traits in living things. Content Standard: Understand the transmission of traits in living things.

• Recognize cycle as a pattern.

LIFE SCIENCE – DIVERSITY/INTERDEPENDENCE

CCG: Understand the relationships among living things and between living things and their environments. Content Standard: Explain and analyze the interdependence of organisms in their natural environment.

• Understand that plants and animals have external features, which are different.

SCIENTIFIC INQUIRY – FORMING A QUESTION OR HYPOTHESIS

CCG: Formulate and express scientific questions or hypotheses to be investigated. Content Standard: Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.

• Make observations.

• Describe and compare things in terms of their number, shape, texture, size, and color.

• Raise questions about the world around the students.

EARTH/SPACE SCIENCE – THE DYNAMIC EARTH

CCG: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth. Content Standard: Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.

• Know that change is something that happens to many things.

CCG: Understand the properties and limited availability of the materials, which make up the Earth. Content Standard: Identify the structure of the Earth system and the availability and use of the materials that make up that system.

• Know that some materials can be used over again.

SOCIAL SCIENCE

GEOGRAPHY

CCG: Understand the spatial concepts of location, distance, direction, scale, movement, and region. Content Standard: Understand and use spatial concepts of geography.

• Know terms that describe relative location (for example, near, far, up, down, left, right, behind, in front).

CCG: Use maps and other geographic tools and technologies to acquire, process, and report information from a special perspective. Content Standard: Locate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and other geographic representations.

• Practice being careful observers of natural surroundings

• Note regular changes/patterns: length of day/night, seasons, features of local topography, geology, biology

SOCIAL SCIENCE ANALYSIS

CCG: Identify and analyze an issue. Content Standard: Identify and analyze characteristics, causes, and consequences of an event, issue, problem, or phenomenon.

• Identify a problem in the environment.

V. VOCABULARY

Spiracle

Hive

Symmetry

Entomologist

Arthropod

Proboscis

Segment

Translucent

Pesticide

Ecosystem

Herbivore

Insect

Predator

Prey

Habitat

Life Cycle

Metamorphosis

Abdomen

Thorax

Head

Exoskeleton

Wing

Camouflage

Social

Colony

Plant

Egg

Larva

Pupa

Nymph

Cocoon

Antenna

Hatch

VI. ENGLISH LANGUAGE ARTS

READING

CCG: Concepts of Print: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

• Follow words read left to right and top to bottom.

• Know that print is spoken words written down and has meaning.

• Recognize that sentences in print are made up of separate words.

• Recognize and name all upper and lower case letters.

CCG: Phonemic Awareness: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

• Listen to spoken sentences and recognize individual words in a sentence.

• Orally blend two to three spoken sounds into recognizable words.

• Orally segment single syllable spoken words into their components.

• Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word.

CCG: Decoding and Word Recognition: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

• Understand that as letters of words change, so do the sounds.

• Blend sounds to read one-syllable decodable words.

• Recognize some words by sight, including a few very common ones.

CCG: Listen to and Read Informational and Narrative Text: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

• Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children's magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.

• Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through discussions.

CCG: Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

• Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.

• Classify categories of words (e.g., concrete collections of animals, foods, toys).

CCG: Read to Perform a Task: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

• Recognize and demonstrate familiarity with everyday print such as signs, notices, labels; newspapers; and informational books.

CCG: Informational Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level informational text across the subject areas.

• Correctly answer simple questions about a text read aloud.

CCG: Informational Text: Develop an Interpretation: Develop an interpretation of grade-level informational text across the subject areas.

• Use pictures or portions of the text to make predictions about the text.

• Connect the information in the text to life experiences.

LITERATURE

CCG: Listen to and Read Literary Text: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity.

• Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature-including poetry, fiction, non-fiction, and drama-from a variety of cultures and time periods.

• Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through discussions.

CCG: Literary Text: Demonstrate General Understanding: Demonstrate general understanding of grade-level literary text.

• Tell the sequence of events in a story.

• Correctly answer simple questions about stories read aloud.

• Retell, reenact, dramatize, or draw stories or parts of stories.

WRITING

CCG: Writing: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest ; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs ; and use precise words and fluent sentence structures that support meaning.

• Write unconventionally to express own meaning.

• Produce or dictate writing that approximates natural or story language.

SPEAKING AND LISTENING

CCG: Speaking: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose ; organize oral, visual, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements ; use language appropriate to topic, context, audience, and purpose ; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.

• Recite poems, rhymes, songs, and stories.

• Retell , reenact, or dramatize stories or parts of stories.

• Describe, people, places, things, locations and actions.

• Look at listeners most of the time.

ELP STANDARDS: Reading GRADE K

LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT

|2. CCG (K-12): Listen to, read, and understand a wide variety of informational and narrative (story) text across the subject areas at school and on own, applying |

|comprehension strategies as needed. |

|Proficie|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|ncy | | | | | | |

|Level | | | | | | |

|Descript| | | | | | |

|ors | | | | | | |

| |Students demonstrate |Students demonstrate |Students demonstrate |Students demonstrate |Students comprehend |English Language Arts Foundations|

| |minimal comprehension of|increased comprehension |good comprehension of |consistent comprehension|general and implied | |

| |general meaning; gain |of general meaning and |general meaning and |of general meaning and |meaning, including | |

| |familiarity with the |some specific meaning. |increased comprehension |good understanding of |idiomatic and | |

| |sounds, rhythms and |They use routine |of specific meaning. |implied meaning. They |figurative language. | |

| |patterns of English. |expressions |They respond in more |sustain conversation, |Students initiate and | |

| |Early stages show no |independently and |complex sentences with |respond with detail in |negotiate using | |

| |verbal responses while |respond using phrases |more detail using newly |compound and complex |appropriate discourse,| |

| |in later stages one or |and simple sentences, |acquired vocabulary to |sentences, actively |varied grammatical | |

| |two word responses are |which include a subject |experiment and form |participate using more |structures and | |

| |expected. Students |and predicate. Students |messages. (The brown |extensive vocabulary, |vocabulary, use | |

| |respond in single words |show basic errors in |bear lived with his |use standard grammar |conventions for formal| |

| |and phrases, which may |speech. (The bear is |family in the forest.) |with few random errors. |and informal language.| |

| |include subject or a |brown. He is eating.) | |(Can bears live in the |(Would you like me to | |

| |predicate. Many speech | | |forest if they find food|bring pictures of the | |

| |errors are observed. | | |there?) |bear that I saw last | |

| |(bear, brown) | | | |summer?) | |

|1 |Listens to familiar |Chorally reads familiar |Listens to, reads, and |Listens to, reads grade |Listens to, reads, and|Listen to, read, and understand a|

| |stories or text. |stories, text or poetry.|understands narrative, |level texts, children’s |understands a wide |wide variety of grade-level |

| | | |informational text using|newspapers, children’s |variety of grade level|informational and narrative |

| | | |picture clues and or |magazines. |informational and or |(story) text including children’s|

| | | |visual organizers. | |narrative text. |magazines and newspapers, |

| | | | | | |dictionaries, other reference |

| | | | | | |materials, online information, |

| | | | | | |classic and contemporary |

| | | | | | |literature, and poetry. |

ELP STANDARDS: Reading GRADE K

LISTEN TO AND READ INFORMATIONAL AND NARRATIVE TEXT (cont.)

| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|2 |Demonstrates literal |Using picture cues |Responds to inferential |Responds to literal |Demonstrates literal and|Demonstrate literal and inferential|

| |listening comprehension |retells or answers |questions about a familiar|and inferential |inferential listening |listening comprehension of more |

| |by sequencing pictures |questions about stories|story with short phrases |questions of simple |comprehension of |complex text through discussions. |

| |of story (e.g., |using single words/ |and sentences. |unfamiliar text using |unfamiliar text through | |

| |beginning, middle and |phrases. | |more complex sentence |discussions. | |

| |end). | | |structure. | | |

|3 |Uses pictures to preview|Uses pictures to |Uses visual cues to |Uses context clues to |Self-corrects when using|Monitor own reading and |

| |story and/or attach |monitor understanding |self-correct with teacher |self- correct. Uses |phonics, word meaning |self-correct when an incorrectly |

| |meaning to print. |during shared reading. |support. |context clues to |and visual cues with |identified word does not fit with |

| | | | |self-correct with |teacher support. |cues provided by the letters in the|

| | | | |teacher support. | |word or the context surrounding the|

| | | | | | |word. |

|4 |Uses story pictures to |Identifies words and |Identifies words and |Identifies |Notices difficulties in |Notice when difficulties are |

| |identify difficulties of|phrases not understood |phrases not understood in |difficulties |understanding longer |encountered in understanding text. |

| |understanding through |in short familiar |longer familiar passages |encountered in short |unfamiliar text. | |

| |gestures. Uses gestures |passage of text. |of text. |unfamiliar text. | | |

| |(hand raising, pointing)| | | | | |

| |when difficulties are | | | | | |

| |encountered in | | | | | |

| |understanding text. | | | | | |

ELP STANDARDS: Reading GRADE K

VOCABULARY

|3. CCG (K-12): Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge or word origins, word |

|relationships, and context clues; verify the meaning of news words; and use those new words accurately across the subject areas (similar to 1996 “…know the meaning |

|of words in text by using...language structure, contextual clues, and visual clues”). |

|Proficie|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|ncy | | | | | | |

|Level | | | | | | |

|Descript| | | | | | |

|ors | | | | | | |

| |Students demonstrate |Students demonstrate |Students demonstrate good|Students demonstrate |Students comprehend |English Language Arts |

| |minimal comprehension |increased comprehension of |comprehension of general |consistent comprehension|general and implied |Foundations |

| |of general meaning; |general meaning and some |meaning and increased |of general meaning and |meaning, including | |

| |gain familiarity with |specific meaning. They use |comprehension of specific|good understanding of |idiomatic and | |

| |the sounds, rhythms and|routine expressions |meaning. They respond in|implied meaning. They |figurative language. | |

| |patterns of English. |independently and respond |more complex sentences |sustain conversation, |Students initiate and| |

| |Early stages show no |using phrases and simple |with more detail using |respond with detail in |negotiate using | |

| |verbal responses while |sentences, which include a |newly acquired vocabulary|compound and complex |appropriate | |

| |in later stages one or |subject and predicate. |to experiment and form |sentences, actively |discourse, varied | |

| |two word responses are |Students show basic errors |messages. (The brown bear|participate using more |grammatical | |

| |expected. Students |in speech. (The bear is |lived with his family in |extensive vocabulary, |structures and | |

| |respond in single words|brown. He is eating.) |the forest.) |use standard grammar |vocabulary, use | |

| |and phrases, which may | | |with few random errors. |conventions for | |

| |include subject or a | | |(Can bears live in the |formal and informal | |

| |predicate. Many speech | | |forest if they find food|language. (Would you | |

| |errors are observed. | | |there?) |like me to bring | |

| |(bear, brown) | | | |pictures of the bear | |

| | | | | |that I saw last | |

| | | | | |summer?) | |

|1 |Choral reads stories |Understands and learns |Understands, learns, and |Uses knowledge of |Understands and uses |Understand, learn, and use new |

| |and informational text.|vocabulary through graphs, |uses new vocabulary of |language structure, and |new vocabulary that |vocabulary that is introduced |

| | |charts, diagrams and |familiar text through |context clues to learn |is taught through |and taught directly through |

| | |pictures. |visual cues. |new vocabulary. |clues. Orally reads |orally- read stories and |

| | | | | |stories and |informational text as well as |

| | | | | |informational text. |student-read stories and |

| | | | | | |informational text. |

ELP STANDARDS: Reading GRADE K

VOCABULARY (cont)

|2 |Develops vocabulary by |Develops vocabulary by |Develops vocabulary by |Develops vocabulary by |Develops vocabulary by|Develop vocabulary by listening|

| |listening to familiar |listening to simple |listening and discussing |listening and discussing|listening and |and discussing both familiar |

| |literary text and |familiar text and |simple or modified text |simple or modified short|discussing short |and conceptually challenging |

| |demonstrates by drawings|discussing familiar |using short phrases or |conceptually text using |conceptually |selections read aloud. |

| |or actions with teacher |words and phrases with |sentences with teacher |more complex phrases and|challenging selections| |

| |support. |teacher support. |support. |sentences with teacher |in small-guided | |

| | | | |support. |groups. | |

|3 |Sorts pictures by |Sorts words with |Classifies words in |Classifies words by |Classifies categories |Classify categories of words |

| |concrete classifications|pictures by concrete |simple semantic |inflectional endings |of simple words (e.g.,|(e.g., concrete collections of |

| |(e.g., foods, animals, |classifications (e.g., |categories (e.g., |(e.g., -s, -es, -ed, |colors, numbers, |animals, foods, toys |

| |toys). |foods, animals). |plural/singular). |-ing). |shapes, animals). | |

|4 |None available |None available |None available |Uses prior knowledge to |Looks for known words |Use context to understand word |

| | | | |understand word meaning |and picture clues to |and sentence meanings. |

| | | | |and sentence meaning |determine meaning. | |

| | | | |from non-print features,| | |

| | | | |illustrations, graphs, | | |

| | | | |and maps. | | |

ELP STANDARDS: Reading GRADE K

INFORMATIONAL TEXT: DEMONSTRATE GENERAL UNDERSTANDING

|5. CCG (K-12): Demonstrate general understanding of grade-level informational text across the subject areas (similar to 1996 “Demonstrate literal comprehension”). |

|Proficie|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|ncy | | | | | | |

|Level | | | | | | |

|Descript| | | | | | |

|ors | | | | | | |

| |Students demonstrate |Students demonstrate |Students demonstrate |Students demonstrate |Students comprehend |English Language Arts Foundations|

| |minimal comprehension |increased comprehension of |good comprehension of |consistent |general and implied | |

| |of general meaning; |general meaning and some |general meaning and |comprehension of |meaning, including | |

| |gain familiarity with |specific meaning. They use |increased comprehension|general meaning and |idiomatic and | |

| |the sounds, rhythms and|routine expressions |of specific meaning. |good understanding of |figurative language. | |

| |patterns of English. |independently and respond |They respond in more |implied meaning. They |Students initiate and | |

| |Early stages show no |using phrases and simple |complex sentences with |sustain conversation, |negotiate using | |

| |verbal responses while |sentences, which include a |more detail using newly|respond with detail in |appropriate discourse, | |

| |in later stages one or |subject and predicate. |acquired vocabulary to |compound and complex |varied grammatical | |

| |two word responses are |Students show basic errors |experiment and form |sentences, actively |structures and | |

| |expected. Students |in speech. (The bear is |messages. (The brown |participate using more |vocabulary, use | |

| |respond in single words|brown. He is eating.) |bear lived with his |extensive vocabulary, |conventions for formal | |

| |and phrases, which may | |family in the forest.) |use standard grammar |and informal language. | |

| |include subject or a | | |with few random errors.|(Would you like me to | |

| |predicate. Many speech | | |(Can bears live in the |bring pictures of the | |

| |errors are observed. | | |forest if they find |bear that I saw last | |

| |(bear, brown) | | |food there?) |summer?) | |

|1 |Draws pictures or uses |Uses single words or short |Demonstrates new |Recalls facts from |Describes new |Describe new information gained |

| |gestures to convey |phrases and pictures to |knowledge from simple |informational text with|information gained from|from text in own words. |

| |message. |convey message with teacher |known text using short |teacher support. |text in own words. | |

| | |support. |phrases or sentences | | | |

| | | |and illustrations with | | | |

| | | |teacher support. | | | |

|2 |Draws picture to show |Draws pictures and labels to|Answers simple oral or |Answers simple written |Answers simple written |Answer simple written |

| |understanding of simple|show understanding of simple|written comprehension |comprehension questions|comprehension |comprehension questions based on |

| |oral comprehension |oral comprehension questions|questions with teacher |using phrases, |questions. |material read. |

| |questions (e.g., |(e.g., character, setting). |support. |sentences, and/or | | |

| |character, setting) | | |visual organizers with | | |

| |with teacher support. | | |teacher support. | | |

ELP STANDARDS: Reading GRADE K

INFORMATIONAL TEXT: DEVELOP AN INTERPRETATION

|6. CCG (K-12): Develop an interpretation of grade-level informational text across the subject areas (similar to 1996 “Demonstrate inferential |

|comprehension”). |

|Profic|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|iency | | | | | | |

|Level | | | | | | |

|Descri| | | | | | |

|ptors | | | | | | |

| |Students demonstrate |Students demonstrate |Students demonstrate good|Students demonstrate |Students comprehend |English Language Arts|

| |minimal comprehension of|increased comprehension|comprehension of general |consistent |general and implied |Foundations |

| |general meaning; gain |of general meaning and |meaning and increased |comprehension of |meaning, including | |

| |familiarity with the |some specific meaning. |comprehension of specific|general meaning and |idiomatic and figurative | |

| |sounds, rhythms and |They use routine |meaning. They respond in|good understanding of |language. Students | |

| |patterns of English. |expressions |more complex sentences |implied meaning. They |initiate and negotiate | |

| |Early stages show no |independently and |with more detail using |sustain conversation, |using appropriate | |

| |verbal responses while |respond using phrases |newly acquired vocabulary|respond with detail in |discourse, varied | |

| |in later stages one or |and simple sentences, |to experiment and form |compound and complex |grammatical structures | |

| |two word responses are |which include a subject|messages. (The brown bear|sentences, actively |and vocabulary, use | |

| |expected. Students |and predicate. Students|lived with his family in |participate using more |conventions for formal | |

| |respond in single words |show basic errors in |the forest.) |extensive vocabulary, |and informal language. | |

| |and phrases, which may |speech. (The bear is | |use standard grammar |(Would you like me to | |

| |include subject or a |brown. He is eating.) | |with few random errors.|bring pictures of the | |

| |predicate. Many speech | | |(Can bears live in the |bear that I saw last | |

| |errors are observed. | | |forest if they find |summer?) | |

| |(bear, brown) | | |food there?) | | |

|1 |Listens to a variety of |Uses pictures or |Expresses prior knowledge|Connects prior |Makes connections and |Make connections and |

| |informational text. |drawings to express |through language, |knowledge to text with |discusses prior knowledge|discuss prior |

| | |prior knowledge of |experience, and |teacher support. |of topics in |knowledge of topics |

| | |topic. |activities. | |informational text. |in informational |

| | | | | | |texts |

|2 |Shows “what if” changes |Answers how, why, and |Answers how, why, and |Discusses how, why, and|Discusses how, why, and |Discuss how, why, and|

| |to informational topics |what if questions with |what if questions with |what if questions on |what if questions on new |what-if questions in |

| |through pictures, |one or two words and/or|short phrases or |known topics with |topics with teacher |sharing informational|

| |gestures, and actions |nonverbal responses |sentences on known topic |teacher support. |support. |texts. |

| |with teacher support. |with teacher support. |with teacher support. | | | |

ELP STANDARDS WRITING GRADE K

WRITING

|2. CCG (K-12): Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience |

|and purpose that engage reader interest (1996 “Convey clear, focused main ideas…”); organize information in clear sequence, making connections and |

|transitions among ideas, sentences, and paragraphs (1996 “Structure information in clear sequence…”); and use precise words and fluent sentence structures |

|that support meaning (1996 “Sentence Structure”). |

|Proficie|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|ncy | | | | | | |

|Level | | | | | | |

|Descript| | | | | | |

|ors | | | | | | |

| |Students demonstrate |Students demonstrate |Students demonstrate |Students demonstrate |Students comprehend |English Language Arts |

| |minimal comprehension |increased comprehension of |good comprehension of |consistent |general and implied |Foundations |

| |of general meaning; |general meaning and some |general meaning and |comprehension of |meaning, including | |

| |gain familiarity with |specific meaning. They use |increased comprehension|general meaning and |idiomatic and | |

| |the sounds, rhythms and|routine expressions |of specific meaning. |good understanding of |figurative language. | |

| |patterns of English. |independently and respond |They respond in more |implied meaning. They|Students initiate and | |

| |Early stages show no |using phrases and simple |complex sentences with |sustain conversation, |negotiate using | |

| |verbal responses while |sentences, which include a |more detail using newly|respond with detail in|appropriate discourse,| |

| |in later stages one or |subject and predicate. |acquired vocabulary to |compound and complex |varied grammatical | |

| |two word responses are |Students show basic errors in|experiment and form |sentences, actively |structures and | |

| |expected. Students |speech. (The bear is brown. |messages. (The brown |participate using more|vocabulary, use | |

| |respond in single words|He is eating.) |bear lived with his |extensive vocabulary, |conventions for formal| |

| |and phrases, which may | |family in the forest.) |use standard grammar |and informal language.| |

| |include subject or a | | |with few random |(Would you like me to | |

| |predicate. Many speech | | |errors. (Can bears |bring pictures of the | |

| |errors are observed. | | |live in the forest if |bear that I saw last | |

| |(bear, brown) | | |they find food there?)|summer?) | |

|1 |Participates using |Discusses focus and |Generates 1-3 word |Rereads self-generated|Rereads self-generated|With assistance, write|

| |visual in |vocabulary with teacher |sentences (not |writing in order to |writing to teacher or |for different purposes|

| |class-generated model |support. |grammatically correct),|generate more details |peers, with teacher |and to a specific |

| |to demonstrate writing | |with teacher support |and further ideas, |support. |audience or person. |

| |purpose (style), with | |student. |with teacher support. | | |

| |teacher support. | | | | | |

ELP STANDARDS WRITING GRADE K

Writing (cont.)

| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|2 |Participates in group |Uses a graphic organizer to |Sequences |Rereads self-generated|Rereads self-generated |Develop an idea with |

| |activity where teacher |delineate beginning, middle and|self-generated |story and begins to |writing, clearly |an identifiable |

| |and students discuss |end, with teacher support. |sentences to create |identify beginning, |identifying beginning, |beginning, middle and |

| |beginning, middle and | |beginning, middle and |middle and end. |middle and end. |end. |

| |end of story. | |end. | | | |

|3 |Listens and |Generates meaningful |Underlines or |Adds descriptive words|Verbally shares self |Use descriptive words |

| |participates in group |descriptive words with teacher |identifies descriptive |to already created |generated descriptive |when writing. |

| |discussion, narrations |support. |words that have been |sentences with teacher|words and begins to use| |

| |or stories where | |added to teacher |support. |descriptive words when | |

| |descriptive words are | |created sentences. | |writing. | |

| |generated and | | | | | |

| |reinforced. | | | | | |

|4 |Writes familiar or |Writes phrases or simple |Writes in simple |Reads sentences to |Shares with teacher and|Write in complete |

| |commonly used words or |sentences. |sentences. |teacher and/or peers. |peers sentences to see |sentences and |

| |phrases. | | | |if they make sense. |distinguish whether |

| | | | | | |simple sentences are |

| | | | | | |incomplete or fail to |

| | | | | | |make sense. |

ELP STANDARDS WRITING GRADE K

WRITING APPLICATIONS

|4. CCG (K-12): Write narrative, expository, and persuasive texts, and use a variety of written forms (including journals, essays, short stories, poems, |

|research reports, research papers, business and technical writing) to express ideas appropriate to audience and purpose across the subject areas (1996 |

|Modes/Forms). |

|Profici|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|ency | | | | | | |

|Level | | | | | | |

|Descrip| | | | | | |

|tors | | | | | | |

| |Students demonstrate |Students demonstrate |Students demonstrate |Students demonstrate |Students comprehend |English Language |

| |minimal comprehension of |increased comprehension of |good comprehension of |consistent comprehension|general and implied |Arts Foundations |

| |general meaning; gain |general meaning and some |general meaning and |of general meaning and |meaning, including | |

| |familiarity with the |specific meaning. They use |increased comprehension |good understanding of |idiomatic and | |

| |sounds, rhythms and |routine expressions |of specific meaning. |implied meaning. They |figurative language. | |

| |patterns of English. |independently and respond |They respond in more |sustain conversation, |Students initiate and| |

| |Early stages show no |using phrases and simple |complex sentences with |respond with detail in |negotiate using | |

| |verbal responses while in|sentences, which include a |more detail using newly |compound and complex |appropriate | |

| |later stages one or two |subject and predicate. |acquired vocabulary to |sentences, actively |discourse, varied | |

| |word responses are |Students show basic errors |experiment and form |participate using more |grammatical | |

| |expected. Students |in speech. (The bear is |messages. (The brown |extensive vocabulary, |structures and | |

| |respond in single words |brown. He is eating.) |bear lived with his |use standard grammar |vocabulary, use | |

| |and phrases, which may | |family in the forest.) |with few random errors. |conventions for | |

| |include subject or a | | |(Can bears live in the |formal and informal | |

| |predicate. Many speech | | |forest if they find food|language. (Would you | |

| |errors are observed. | | |there?) |like me to bring | |

| |(bear, brown) | | | |pictures of the bear | |

| | | | | |that I saw last | |

| | | | | |summer?) | |

Narrative Writing

|1 |Draws a picture that |Draws a picture or pictures |Describes verbally an |Writes stories that |Writes stories that |Write brief stories |

| |correlates with teacher |to tell a story and adds 1-3|experience. |describe an experience |describe an |that describe an |

| |narrative. |word descriptions. | |using limited |experience. |experience. |

| | | | |vocabulary. | | |

ELP STANDARDS WRITING GRADE K

WRITING APPLICATIONS (cont)

| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

Expository Writing

|1 |Draws a picture that |Draws a picture or pictures |Generates new vocabulary|Adds more detail to |Writes simple |Write simple |

| |correlates with teacher |to tell a story and adds 1-3|with teacher support. |story by creating new |expository |expository |

| |narrative. |word descriptions. | |vocabulary with |descriptions with |descriptions of a |

| | | | |assistance. |teacher support. |real object, person, |

| | | | | | |place, or event using|

| | | | | | |words that help the |

| | | | | | |reader to see, feel, |

| | | | | | |smell, taste, and |

| | | | | | |hear what is being |

| | | | | | |described. |

|2 |Participates in group |Performs task when asked to |Reads simple directions |States 1-step directions|Writes simple |Write simple |

| |lesson where simple |follow simple 1-step |to teacher/peers who |during modeled writing |directions. |directions. |

| |directions are acted out |directions. |perform the actions for |activity. | | |

| |and modeled. | |reinforcement. | | | |

ELP STANDARDS SPEAKING GRADE K

|1. CCG (K-12): Communicate supported ideas across the subject areas, using oral, visual, written, and multi-media forms in ways appropriate to topic, |

|context, audience, and purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making |

|connections and transitions among ideas and elements (1996 Organization); and use language appropriate to topic, context, audience, and purpose (1996 |

|Language). |

|Proficie|Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|ncy | | | | | | |

|Level | | | | | | |

|Descript| | | | | | |

|ors | | | | | | |

| |Students demonstrate |Students demonstrate |Students demonstrate |Students demonstrate |Students comprehend |English Language |

| |minimal comprehension of |increased comprehension |good comprehension of |consistent comprehension|general and implied |Arts Foundations |

| |general meaning; gain |of general meaning and |general meaning and |of general meaning and |meaning, including | |

| |familiarity with the |some specific meaning. |increased comprehension|good understanding of |idiomatic and | |

| |sounds, rhythms and |They use routine |of specific meaning. |implied meaning. They |figurative language. | |

| |patterns of English. |expressions independently|They respond in more |sustain conversation, |Students initiate and | |

| |Early stages show no |and respond using phrases|complex sentences with |respond with detail in |negotiate using | |

| |verbal responses while in|and simple sentences, |more detail using newly|compound and complex |appropriate discourse, | |

| |later stages one or two |which include a subject |acquired vocabulary to |sentences, actively |varied grammatical | |

| |word responses are |and predicate. Students |experiment and form |participate using more |structures and | |

| |expected. Students |show basic errors in |messages. (The brown |extensive vocabulary, |vocabulary, use | |

| |respond in single words |speech. (The bear is |bear lived with his |use standard grammar |conventions for formal | |

| |and phrases, which may |brown. He is eating.) |family in the forest.) |with few random errors. |and informal language. | |

| |include subject or a | | |(Can bears live in the |(Would you like me to | |

| |predicate. Many speech | | |forest if they find food|bring pictures of the | |

| |errors are observed. | | |there?) |bear that I saw last | |

| |(bear, brown) | | | |summer?) | |

|1 |Gesturing to pictures. |Identifies verbally |Recites simple familiar|Recites a familiar story|Recites a familiar |Recite poems, |

| |Identifies rhyming words |rhyming picture pairs. |rhymes, chants, and/or |with picture prompts. |story, poem, rhyme, or |rhymes, songs, and |

| |with picture prompts | |songs. | |song without prompts. |stories. |

| |using gestures or | | | | | |

| |nonverbal communication. | | | | | |

ELP STANDARDS SPEAKING GRADE K (cont)

| |Beginning |Early Intermediate |Intermediate |Early Advanced |Advanced |Proficient |

|2 |Responds to topic through|Responds with single |Responds to questions |Stays on topic when |Begins to stay on topic|Stay on topic when |

| |gestures, drawings, and |words or phrases about |about topic with visual|speaking with prompting,|when speaking without |speaking. |

| |actions. |topic. |organizers. |visual or oral. |prompts. | |

VII. Math/SCIENCE/SOCIAL SCIENCE SKILLS

• Social Studies

- expressing ideas orally

- group/partner discussions

- organizing

- comparing/contrasting

- inferring and predicting

- hypothesis

• Science

- graphing

- problem-solving

- communicating

- comparing/contrasting

- organizing

- classifying

- sequencing

- grouping

• Math

- graphing

- sorting

- patterning

VIII. RESOURCES/MATERIALS

BOOKS

Insects Are My Life by Megan Mcdonald

Insect (EYE KNOW) by DK Publishing

Ant, Ant, Ant! An Insect Chant by April Pulley Sayer and Trip Park

Insect Soup: Bug Poems by Barry Louis Polisar and David Clark

The Bug Scientists by Donna M. Jackson

It's a Good Thing There Are Insects (Rookie Read-About Science) by Allan Fowler

Busy, Buzzy Bees (Rookie Read-About Science Series) by Allan Fowler

What Do Insects Do (Science Emergent Readers) by Susan Canizares, Pamela Chanko

Insect Homes (The World of Insects) by Bobbie Kalman, John Crossingham

Extremely Weird Insects (Extremely Weird) by Sarah Lovett, Mary Sundstrom

What Is an Insect (What is series) by Robert Snedden, Adrian Lascom

Find the Insect by Cate Foley

Helpful And Harmful Insects (The World of Insects) by Molly Aloian, Bobbie Kalman

Insects (National Geographic: My First Pocket Guide) by National Geographic

Insects (Face To Face) by Robin Wasserman

Insects in Danger (The World of Insects) by Kathryn Smithyman, Bobbie Kalman

Insect Life Cycles (The World of Insects) by Molly Aloian, Bobbie Kalman

Insects That Work Together (The World of Insects) by Molly Aloian, Bobbie Kalman

The Big Bug Ball by Dee Lillegard

Teacher Resources

Bridges in Mathematics (Grade K) Math Learning Center

Lady Bugs Teachers Guide Lawrence Hall of Science (LHS GEMS)

Buzzing a Hive Teachers Guide Lawrence Hall of Science (LHS GEMS)

ONLINE

































Project GLAD

Willamette Educational Service District

Insect Unit Level K

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION

• Cognitive Content Dictionary for Primary with Signal Word

• Teacher Made Big Book

• Observation Charts

• Inquiry Charts

• Realia: Live Insects

• Super Scientists Awards Entomologist

II. INPUT

• Input Charts

- Pictorial Input with 10/2 - Ladybeetle Anatomy

- Pictorial Input- Life of a Ladybeetle

- Narrative -Insect Safari

- Graphic Organizer 6 Kingdoms of Life

• Read Aloud

• Poetry/Chants

• Insect Books

III. GUIDED ORAL PRACTICE

• T-graph for Social Skills and Team Points

• Poetry /Chants

• Picture File Activities

• Team Pictures

• Sentence Patterning Chart

• Personal Interaction

• Team Tasks

• Expert Groups

• Process Grid

• Mind Maps

• Cooperative Work Numbered Heads Together

• Echo Reading

IV. READING/WRITING

Whole Group:

• Group Frame- Compare and Contrast

• Cooperative Strip Paragraph with responding, revising, and editing

• Pocket Poetry

• Strip Books

• Big Book

• Chalkboard Phonics

• Interactive Writing

• Story Map

• Poetry Frame and Flip Chant

Small Group/Flexible Groupings

• Team Tasks

• Flip Chant

• Process Grid

• Focused Reading

• Input Charts: Creating and Labeling

• ELD Review

• Expert Groups-Numbered Heads Together

• Ear to Ear Reading

• Flexible Group Reading-leveled and heterogeneous

Individual

• Learning Log

• Authentic Literacy Events

• Interactive Journals

• Silent Sustained Reading

• Team Tasks Taken to Individual Task

Writer’s Workshop

• Mini-lesson

• Writing

• Conferences

• Authors Chair

V. EXTENDED ACTIVITIES

• Observation of Live Insects

• Bug Observation Walk

• Bridges Math Insect Unit

• Art

• Guest Speakers on Entomology

Vi. CLOSURE

• Process All Charts and Information

• Evaluate Week

• Build an Insect Using Recyclable Materials

• Share Student Created Big Book

• Framed Inquiry Letter Home to Parents

• Release of insects

Project GLAD

Willamette Educational Service District

Insect Unit Level K

SAMPLE DAILY LESSON PLANS

DAY 1

FOCUS/MOTIVATION

• Super Scientist Awards- 3 Standards

• Cognitive Content Dictionary with Signal Word/Interactive Writing

• Observation Charts

• Inquiry Chart

• Big Book- Important Book About Insects

- Shared Reading

INPUT

• Graphic Organizer-Six Kingdoms of Living Things

- 10/2 Primary Language

- ELD Review

- Learning Log

FOCUS/MOTIVATION

• Poetry/Chant

GUIDED ORAL PRACTICE

• T-graph for Social Skills-Team Points

• Picture File Activity

-Free exploration

-Classify/categorize

• Exploration Report-Modeled Writing

• Poetry/Chant

INPUT

• Pictorial Input – Ladybeetle

- 10/2 Primary Language

- ELD Review

- Learning Log

• Read Aloud- Are You a Ladybug?

- Learning Log

READING/WRITING/LANGUAGE ARTS

• Reading/Writing Choice

- Journals/Teacher Models

- Authors Chair

• Alphabet Book

• Chalkboard Phonics

CLOSURE

• Process Inquiry Chart

• Home/School Connection

DAY 2

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word/Interactive Writing

• Super Scientist Awards

• Process Home School Connection

• Review Graphic Organizer with Word Cards

• Review Input Chart with Word Cards

• Read Aloud

INPUT

• Narrative Input Chart

- 10/2 Primary Language

- ELD Review

- Learning Log

GUIDED ORAL PRACTICE

• Poetry/ Chant-Highlighting

INPUT

Pictorial-Ladybeetle Life Cycle

- 10/2 Primary Language

- ELD Review

- Learning Log

READING/ WRITING/LANGUAGE ARTS

• Big Book Insects are as…

• Flexible Grouping

- Expert Group

- Team Tasks

• Phonemic Awareness Chant

• Chalkboard Phonics

• Reading/Writing Choice

- Pocket Poetry, Retelling of Narrative, etc

CLOSURE

• Read Aloud What Is An Insect?

- Learning Log

• Process Inquiry

• Home/School Connection

DAY 3

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word

• Process Home School Connection

• Review Input Chart with Word Cards

• Act Out/ Review Narrative with Word Cards/Conversation Bubbles

• Highlight Poetry/Chants

GUIDED ORAL PRACTICE

• Sentence Patterning Chart

- Reading Game

- Trading Game

- Flip Chant

READING/WRITING/LANGUAGE ARTS

• Alphabet Book

• Flexible Grouping

- Expert Groups

- Team Tasks

GUIDED ORAL PRACTICE

• Mind Map

• Process Grid

• Poetry/Chants

READING/WRITING/LANGUAGE ARTS

• Cooperative Strip Paragraph/Group Frame

- Respond

- Revise

- Edit

• Reading/Writing Choice

- Journals/Teacher Models

- Author’s Chair

CLOSURE

• Review Charts

• Process Inquiry

• Home/School Connection

DAY 4

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word/Interactive Writing

• Process Home School Connection

• Process Charts

• Poetry/Chants

INPUT

• Narrative Story Map

READING/WRITING/LANGUAGE ARTS

• Flexible Grouping-Leveled Groups

- ELD Retell-Group Frame

- Team Tasks

GUIDED ORAL PRACTICE

• Poetry/Chant

• Strip Book-Insects are…

READING/WRITING/LANGUAGE ARTS

• Listen/Sketch: The Bug Scientist

• Reading/Writing Choice

- Journals

- Authors Chair

CLOSURE

• Process Inquiry

• Home/School Connection

• Poetry/Chants

Day 5

FOCUS/MOTIVATION

• Cognitive Content Dictionary with Signal Word/Interactive Writing/Model Picture Dictionary

• Process Home School Connection

• Poetry/Chants-Highlighting

INPUT

• Guess My Category

• Introduce Social Action Plan: Using Insects Instead of Pesticides

- Letter To City of Salem Parks and Recreation- Ladybeetles/Pesticide

• Big Book Tasks

- Model-Total Class

- Students-Write, Respond, Edit, Art

READING/WRITING/LANGUAGE ARTS

• Flexible Grouping-Leveled Groups

- At or Above Grade Level from Class Group Frame

- Struggling /Emergent –Small Here, There Poetry Booklet

- Team Tasks

• Cloze Reading Activity

• Ear to Ear Reading

• Read Aloud

GUIDED ORAL PRACTICE

• Poetry/Chants

• Read The Walls

- Picture Dictionary

CLOSURE

• Team Presentations

• Process Inquiry

• Framed Letter Home

• Evaluation of the Week

• Team Big Book

• Home/School Connection

- Take Portfolios Home

- Share Work With Parents

The Important Thing About Insects

The important things about insects are they have a head, a thorax, an abdomen and they have six legs.

Even though there are many types of insects they all belong to the insect family.

The majority of the animals on earth are insects.

But, the important things about insects are they have a head, a thorax, an abdomen and they have six legs.

The important things about insects are they have a head, a thorax, an abdomen and they have six legs.

All insects are oviparous; they lay eggs.

Insects all have a hard covering called an exoskeleton.

But, the important things about insects are they have a head, a thorax, an abdomen and they have six legs.

The important things about insects are they have a head, a thorax, an abdomen and they have six legs.

Insects have a pair of antennae on their head.

Many insects have wings.

Some insects with wings are ladybeetles, flies, and bees.

But, the important things about insects are they have a head, a thorax, an abdomen and they have six legs.

The important things about insects are they have a head, a thorax, and an abdomen and they have six legs.

Insects are champion chewers that keep plants under control.

Insects are a food source for many other animals.

Insects are needed to keep our planet healthy.

But, the important things about insects are they have a head, a thorax, and an abdomen and they have six legs.

Shealon Cooper `06

The Life of a Ladybeetle

Ladybeetle Anatomy

Insect Safari

By Amy Erwin and Shealon Cooper

One day I went on an insect walk with my uncle. He is an entomologist and know the most interesting things about insects. I grabbed my magnifying glass and we headed to the flower garden.

We looked at the top of a flower. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. I see 4 wings and a stinger. It is a honey bee.”

My uncle pointed down to the ground below the flower. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. It has strong mandibles that are carrying a piece of bread. It is an ant.”

We followed the ant who was moving quickly. My uncle pointed up in the air. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. It has large compound eyes and transparent wings. It is a dragonfly.”

The ant headed deeper into the garden and so did we. My uncle pointed to the stem of a flower. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. Its front legs are held together as if it is praying. It is a preying mantis.”

I wondered where could this ant be going? My uncle suddenly pointed to a flower. He asked “What do you see?” I said, “I see six legs, a head, a thorax, and an abdomen. It has a proboscis and large colorful wings. It is a butterfly.”

In the distance I heard my father calling my name. Lunch must be ready. I would have to come back to examine the insects another day.

Insect

Poetry Book

INSECTS HERE

Insects here, insects there,

Insects, insects, everywhere.

Spotted insects flying.

Quiet insects hiding.

Striped insects stinging,

And hungry insects hunting.

Insects on the ground,

Insects in the trees,

Insects under the rocks,

And insects around the lights.

Insects here, insects there,

Insects, insects, everywhere.

Insects! Insects! Insects!

S. Cooper

I’M A LITTLE INSECT

I’m a little insect with six legs,

I began life inside an egg.

All around the world I can be found,

In the air or on the ground.

Rand Cooper

To the tune of I’m a little teapot

COUNTNG INSECTS

1, 2,

Insects for you.

3, 4,

Ants galore.

5, 6,

Walking Sticks.

7, 8,

Bees are great.

9, 10,

Flies buzz in.

11, 12,

Roaches on shelves.

13, 14,

Grasshoppers jumping.

15, 16,

Crickets singing.

17, 18,

Butterflies flying.

19, 20,

Insects… we have plenty!

S. Cooper

I’m An Insect

I’m an insect small and round,

Crawling on the cold, wet ground.

Birds and spiders look for me,

That is why I’m careful as can be.

I’m an innnnsect!

I’m an innnnsect!

With antenna I listen for sounds,

Six strong legs carry me around.

keep the planet healthy,

So remember, don’t step on me!

I’m an innnnsect!

I’m an innnnsect!

Amy Erwin

To the Tune of I’m A Nut

ANTLION CHANT

Deep in a pit, baby Antlion slept,

And then three insects up to him crept.

“Asleep” said the cricket,

“Asleep” said the fly,

“Asleep” said the moth,

And away they went.

Deep in a pit, baby Antlion slept,

And then one more insect, up to him crept.

“Asleep” said the ant.

“Not asleep,” said the Antlion, (gulp)

“Not I”.

Shealon Cooper

THIS IS THE INSECT I SAW

This is the insect I saw.

This is the aphid,

eating the flower,

next to the insect I saw.

This is the ladybeetle,

crawling across the leaf,

toward the aphid,

eating the flower,

next to the insect I saw.

This is the praying mantis

silently watching the ladybeetle,

crawling across the leaf,

toward the aphid,

eating the flower,

next to the insect I saw.

This is the child,

who caught the praying mantis,

silently watching the ladybeetle,

crawling across the leaf,

toward the aphid,

eating the flower,

next to the insect I saw.

A Erwin, S. Cooper

La Conexión Entre la Escuela y el Hogar #1

Unidad de Insectos

Nombre: _____________________ Fecha: _____________

Ve a caminar con tu familia y dibuja los animales que veas.

Firma del Padre: _______________________________

La Conexión Entre la Escuela y el Hogar #2

Unidad de Insectos

Nombre: _____________________ Fecha: _____________

Platica con tu familia acerca del los insectos que estamos aprendiendo en la clase. Escribe o dibuja lo que compartiste.

Firma del Padre: ________________________

La Conexión Entre la Escuela y el Hogar #3

Unidad de Insectos

Nombre: _____________________ Fecha: _____________

Pregúntale a tu familia porqué creen que los insectos son importantes. Escribe y dibuja su respuesta.

Firma del Padre: _______________________________

La Conexión Entre la Escuela y el Hogar #4

Unidad de Insectos

Nombre: _____________________ Fecha: _____________

Platica con tu familia acerca de uno de los insectos de nuestra clase. Escribe o dibuja lo que compartiste.

Firma del Padre: _______________________________

ANTLION

Physical Characteristics

Antlions have three body parts: a head, a thorax, and an abdomen. They have six legs, and two antenna and strong jaws. Adults have wings.

| |

| |

Habitat

Antlions live in sandy areas. The larva digs a pit in the sand and lives inside.

| |

| |

Life Cycle

Antlions go through complete metamorphosis. They begin life in an egg. The eggs hatch into larva. When the larva is ready to change it forms a cocoon and is called a pupa. After three weeks a winged adult breaks out of the cocoon.

| |

| |

Predator/Prey

Antlions prey on other small insects like ants and crickets. One of their predators is birds.

| |

| |

Interesting Fact

The antlion buries itself in the pit with only a small amount of its head and jaws showing and waits for its prey to slide into the pit.

| |

| |

Grasshopper

Physical Characteristics

Grasshoppers are green or brown and have a head, a thorax, and an abdomen. They have six legs, and two antenna and 4 wings.

| |

| |

Habitat

Grasshoppers will live in any area where there is food for them to eat.

| |

| |

Life Cycle

Grasshoppers undergo incomplete metamorphosis. They begin life in an egg. When they hatch out they are larva called nymphs and look like tiny adult grasshoppers without the wings. The nymphs grow and become adults.

| |

| |

Predator/Prey

Grasshoppers are herbivores, which mean they only eat plants. They do not prey on other animals. Birds are the main predator of grasshoppers.

| |

| |

Interesting Facts

Grasshoppers have long back legs that they use for jumping.

| |

| |

Honey Bee

Physical Characteristics

Honey bees are yellow and black and have a head, a thorax, and an abdomen. They have six legs, and two antenna and wings. Honey bees have a tube-like tongue called a proboscis. Females have a stinger at the end of their abdomen.

| |

| |

Habitat

They live in hives that they build themselves from wax they produce.

| |

| |

Lifecycle

Bees undergo complete metamorphosis. The queen bee lays eggs. The eggs hatch into larva. When larva begins to change it is called pupa until they become adult bees.

| |

| |

Predator/Prey

Honeybees eat honey that they make from the nectar and pollen gathered from flowers. Honeybees do not prey on other animals. Skunks are a predator of honeybees.

| |

| |

Interesting Facts

Bees are social insects that live in groups called colonies. The bees communicate with each by dancing.

| |

| |

Dragonfly

Physical Characteristics

Dragonflies have three body parts: a head, a thorax, and an abdomen. They have six legs, and two antenna and strong jaws. Adults have 4 wings

| |

| |

Habitat

Dragonflies live near bodies of water such as lakes, rivers, and ponds.

| |

| |

Life Cycle

Dragonflies undergo incomplete metamorphosis. They begin life in an egg. When they hatch out they are larva called nymphs. The nymphs’ stay underwater until they become adult dragonflies.

| |

| |

Predtor/Prey

Dragonflies prey on other insects like mosquitoes and flies. Fish, frogs and birds are predators of dragonflies.

| |

| |

Interesting Facts

They are called dragonflies because of their fierce jaws, which they use for catching food. A dragonfly can catch up to 40 flies in two hours.

| |

| |

| |Physical Characteristics | | | |Interesting |

|Insect | |Habitat |Life Cycle |Predator/Prey |Facts |

| | | | | | |

| | | | | | |

|Ladybeetle | | | | | |

| | | | | | |

|Grasshopper | | | | | |

|Antlion | | | | | |

|Honey Bee | | | | | |

|Dragonfly | | | | | |

Guess My Category

|Ladybeetle |Grasshopper |Antlion |

|Prey on aphids | | |

|Wing cases |Long back legs for jumping |Dig pits in sand |

|Taste bad |Herbivore, eat plants |Wait for prey to fall in their pit |

|Can have spots |Live where there is food |Eat ants and other small insects |

| | |Strong large mandibles |

| | | |

| | | |

| | | |

|Honey Bee |Dragonfly |

| | |

|Gather nectar from plants to make honey |Lay eggs in the water |

|Live in a hive |Larva stays underwater |

|Dance to communicate |Prey on mosquitoes, flies and other insects |

|Skunks are a predator |Predators are fish, frogs, and birds |

|Produce wax |Fierce jaws for catching prey |

Insects (K)-Alphabet Book

Antenna

Beetle

Cocoon

Dragonfly

Egg

Fly

Grasshopper

Head

Insecticide

June beetle

Katydid

Larva

Metamorphosis

Nymph

Oviparous

Pupa

Queen bee

Roaches

Six legs

Thorax

Underground

Viceroy Butterfly

Wing

eXoskeleton

Yellow jacket

Zoo

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