Project GLAD · Web viewProject GLAD Shoreline School District Insects and Humans: Friends and Foes Level 2 Idea Pages UNIT THEME- Insects live in and depend on their habitat to provide

Project GLADShoreline School District

Insects and Humans: Friends and FoesLevel 2

Idea Pages

I. UNIT THEME- Insects live in and depend on their habitat to provide them with air, food, water and space. Human activities might be good or bad for insects living in particular ecosystems.

Cross Cultural Sensitivity- the importance of people living in harmony with each other and with the natural world.

Insect structures and behaviors Insect lifecycles

II. FOCUS/MOTIVATION

Super Entomologist Awards Inquiry Chart: Insects Important Book About Insects Observation Charts Picture File Cards Video Clips Examine real insects CCD with Signal word Field trip to Pacific Science Center to see insect exhibits Nature walk to observe insects in their natural habitat

III. CLOSURE

Process all charts Portfolios: 3 pieces of writing- expository, narrative, poetry Teacher and student made quizzes and test Personal explorations with rubrics 3-D Insect Models-student made Team/Class Big Books Insect Journals Group Presentation of all team tasks

Insects & Humans: Friends & Foes, Level 2, WA 1Sheryl Lundahl, Jillian Stoknes, Shoreline School District – Project GLAD (9/16/10)

IV. CONCEPTS- Grade 2 Science (Washington State Standards)

General Concepts: Insects have characteristic structures and behaviors. The structures of some insects change as the insect grows. Adult insects have six legs, three body parts (head, thorax, abdomen)

and a pair of antennae. The lifecycle of some insects is called complete metamorphosis, which

is an egg, larva, pupa and adult. The lifecycle of some insects is called incomplete metamorphosis, which is an egg, nymph stages and adult.

Adult insects reproduce, which begins a new cycle, and eventually die. Offspring closely resemble their parents.

Insects live in and depend on their habitat to provide them with air, food, water and space.

Human activities might be good or bad for insects living in a particular ecosystem.

Washington State Science Standards

2-3 SYSA A system is a group of interacting parts that form a whole.2-3 SYSB A whole object, plant, or animal may not continue to function the same

way if some of its parts are missing.2-3 SYSE Similar parts may play different roles in different objects, plants, or

animals.2-3 INQA Scientific investigations are designed to gain knowledge about the natural

world.2-3 INQD Simple instruments, such as magnifiers provide more information than

scientists can obtain using only their unaided senses.2-3 INQF Scientists develop explanations, using observations (evidence) and what

they already know about the world. Explanations should be based on evidence from investigations.

2-3 APPC People in all cultures around the world have always had problems and invented tools and techniques (ways of doing something) to solve problems.

2-3 APPD Tools help scientists see more, measure more accurately, and do things that they could not otherwise accomplish.

2-3 APPE Successful solutions to problems often depend on selection of the best tools and materials and on previous experience.

2-3 LS1B Animals have life cycles that include being born; developing into juveniles, adolescents, then adults; reproducing (which begins a new cycle); and eventually dying. The details of the life cycle are different for different animals.

2-3 LS2A Ecosystems support all life on the planet, including human life, by providing food, fresh water, and breathable air.


2-3 LS2C Some changes in ecosystems occur slowly and others occur rapidly. Changes can affect life forms, including humans.

2-3 LS2D Humans impact ecosystems in both positive and negative ways. Humans can help improve the health of ecosystems so that they provide habitats for plants and animals and resources for humans over the long term. For example, if people use fewer resources and recycle waste, there will be fewer negative impacts on natural systems.

2-3 LS3A There are variations among the same kinds of plants and animals.2-3LS3B The offspring of a plant or animal closely resembles its parents, but close

inspection reveals differences.2-3 LS3C Sometimes differences in characteristics give individual plants or animals

an advantage in surviving and reproducing.

Washington State Social Studies Standards

1.1.1 Understands the key ideal of public or common good within the context of the community.

3.1.1 Understands and applies basic mapping elements such as compass rose, labels, and a key to read and construct maps that display information and neighborhoods or local communities.

3.1.2 Understands the physical characteristics of places in the community.3.2.1 Understands that people in communities affect the environment as they

meet their needs and wants.1.1.2 Applies the key ideal of the public or common good to uphold rights and

responsibilities within the context of the community.

Washington State Reading Standards

1.1. Use word recognition skills and strategies to read and comprehend text.1.2 Use vocabulary (word meaning) strategies to comprehend text.1.3. Build vocabulary through wide reading.1.4 Apply word recognition skills and strategies to read fluently.2.1. Demonstrate evidence of reading comprehension.2.2 Understand and apply knowledge of text components to comprehend text.2.3 Expand comprehension by analyzing, interpreting, and synthesizing

information and ideas in literary and informational text.2.4 Think critically and analyze author’s use of language, style, purpose, and

perspective in literary and informational text.3.1 Read to learn new information.3.2 Read to perform a task.3.4 Read for literary experience in a variety of genres.4.1 Assess reading strengths and need for improvement.4.2 Develop interests and share reading experiences.


Washington State Writing Standards

1.1 Pre-writes to generate ideas and plan writing. 1.2 Produces draft(s). 1.3 Revises to improve text. 1.4 Edits text. 2.1 Adapts writing for a variety of audiences. 2.2 Writes for different purposes. 2.3 Writes in a variety of forms/genres. 2.4 Writes for career applications. 3.1 Develops ideas and organizes writing. 3.2 Uses appropriate style. 3.3 Knows and applies writing conventions appropriate for the grade level. 4.1 Analyzes and evaluates others' and own writing. 4.2 Sets goals for improvement.

Washington State Communication Standards

1.1 Uses listening and observation skills and strategies to focus attention and interpret information.

1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

2.1 Uses language to interact effectively and responsibly in a multicultural context.2.2 Uses interpersonal skills and strategies in a multicultural context to work

collaboratively, solve problems, and perform tasks.2.3 Uses skills and strategies to communicate interculturally.3.1 Uses knowledge of topic/theme, audience, and purpose to plan presentations.3.2 Uses media and other resources to support presentations.3.3 Uses effective delivery.4.1 Assesses effectiveness of one's own and others' communication.4.2 Sets goals for improvement.

Washington State Mathematics Standards

2.3.C Measure the length to the nearest whole unit in both metric and U.S. customary units.

3.5.C Estimate, measure, and compare weight and mass, using appropriate-size U.S customary and metric units.

3.5.E Construct and analyze pictographs, fluency tables, line plots, and bar graphs.

3.6.I Summarize mathematical information, draw conclusions, and explain reasoning.Make and test conjectures based on data (or information) collected from explorations and experiments.


Washington State Art Standards

1.1 Understands, applies and creates the visual arts elements of line, shape, form, color, value, texture and space in the production of a work of art.

1.2 Understands and applies visual arts skills and techniques to create original works of art in two and/or three dimensions.

ELD Proficiency Levels K-2

K-2 Listening/Speaking Reading Writing

Lev

el 1

Beginning

Very limited understanding of English

Learns to distinguish and produce English phonemes

Uses words, gestures, and actions

Practices repetitive social greetings

Imitates verbalizations of others to communicate:

o Basic needs o Participate in

discussions and activities

o Respond to simple directions

Expresses self using words, drawings, gestures, and actions to:

o Sequence simple texto Answer literal

questionso Make simple

predictions Hears and produces familiar

sounds Reads sight words Uses and comprehends highly

contextualized vocabulary Listens to text read aloud Begins to understand concepts

of print

Draws, labels, copies familiar words

Writes to name, describe, or complete a list

Begins to use invented spelling, capital letters, participates in group editing

Identifies an intended audience

Sequences pictures to assist with organization

Participates in group writing process

Advanced Beginning

Uses words and/or phrases Uses appropriate social

greetings Participates in social

discussions on familiar topics

Participates in academic discussions on familiar topics

Develops correct word order in phrases

Begins to use academic vocabulary

Expresses self using words and/or phrases to:

o Identify characterso Identify settingo Compare and contrast

Hears and produces familiar and unfamiliar sounds

Increases sight vocabulary Uses word-meaning strategies Reads patterned and repetitive

text Applies concepts of print

Writes sight words and phrases

Demonstrates inconsistent use of:

o Capitalso Punctuationo Correct spelling

Identifies an intended audience

Begins to write based on a model

Brainstorms and writes rough draft

Participates in group revision


K-2 Listening/Speaking Reading Writing

Lev

el 2

Intermediate

Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement:

Recalls details in stories and expository text read aloud using cues

Participates in social discussions

Participates in academic discussions

Begins to use academic vocabulary

Selects appropriate social and academic vocabulary for different audiences with teacher guidance (register)

Asks questions

Expresses self using simple sentences to:

o Describe images from text

o Connect text to prior knowledge

Makes generalizations based on text

Monitors for comprehension Produces unfamiliar sounds Decodes word patterns Reads sight words Reads familiar words in context Increases vocabulary through

reading Uses text features to gain

meaning Distinguishes between:

o Fiction/non-fictiono Fact/opiniono Fantasy/reality

Follows simple written directions (e.g., color, cut, glue)

Writes simple sentences Demonstrates increasing

control of:o Capitalso Punctuationo Correct spelling

Writes for self, family, friends, and teacher

Writes individually and in a group process

Lev

el 3

Advanced

Uses descriptive sentences with common grammatical forms with some errors

Participates in social discussions

Participates in academic discussions

Retells stories using descriptive sentences

Begins to use word patterns to determine the meaning of new words

Uses appropriate social and academic vocabulary for different audiences with teacher guidance (register)

Asks questions to clarify

Expresses self using descriptive sentences to:

o Identify theme o Recognize literary

devices Uses a variety of strategies to

monitor comprehension Recognizes phonemes within

multi-syllabic words Uses word parts to determine

word meanings Reads with increasing fluency Independently confirms word

meanings Follows multi-step written

directions Text increases in length and

complexity

Uses simple and descriptive sentences

Begins to adjust register for different audiences

Uses grade level conventions inconsistently

Needs assistance in editing and revising

Lev

el 4

Transitional

Has met criteria for exiting Transitional Bilingual Instructional Program (TBIP)

Speaks clearly and comprehensibly using standard English grammatical forms with occasional errors

Gives oral presentations Uses appropriate social and

academic vocabulary for different audiences (register)

Adjusts reading rate as appropriate

Uses academic vocabulary, uses multiple meaning words appropriately

Follows increasingly complex written directions

Reads and comprehends grade level text

Uses academic vocabulary across content areas

Uses standard grammar and conventions with teacher support as needed


V. VOCABULARY

abdomen adultairantantennae bug butterflycaterpillarchirpingchrysalisclassifycricketdarkling beetledeaddescribedropping

ecosystemeggentomologistevidenceextinctexoskeletonfemalefoesfoodhabitatharmfulhatchheadhelpfulinsectinvestigatelarva

leglife cyclelivingmagnifiersmale matingmealwormmetamorphosismigrationmilkweed bugsmolt nectarnymphobservations

organisms oviparouspainted ladypollinationproboscispupa pupateresearchspacesortthoraxtunnelwastewaterwing

“Kid Friendly” Vocabulary Definitions

Abdomen- the bottom part of an insect’s body.

Adult- a fully grown/mature insect.

Air- a colorless, odorless gas in the atmosphere.

Ant- social insects that live in colonies.

Antennae- a flexible attachment on the head of an insect used to feel things.

Bug- another name for an insect.

Butterfly- an insect that can fly and has four wings covered with scales.

Caterpillar- a young butterfly or moth that has just hatched out of its egg.


Chirping- a short, sharp sound made by some insects.

Chrysalis- a firm case or cocoon that contains the pupa of certain kinds of insects, especially moths and butterflies.

Cricket- a jumping insect known for its long antennae.

Darkling beetle- a brown or black beetle. The larvae are called mealworms and they feed on decaying plants, fungi or stored grain.

Dead- no longer living.

Describe- to tell about something through writing or speaking.

Ecosystem- interaction of a community of organisms within their environment.

Egg- the oval or round reproductive body laid by the female insects.

Entomologist- a scientist who studies insects.

Evidence- information that tends to prove something.

Exoskeleton- a protective skeleton on the outside of an insect’s body.

Extinct- the end of an organism or group of living things.

Female- one that can produce babies, a girl

Foes- an enemy

Food- nourishment that is eaten

Habitat- the area where an organism lives

Hatch- to emerge or break out of an egg

Head- the uppermost part of the body

Insect- an arthropod with 6 legs, 3 body parts

Larva – (lar·va n)- the wingless worm-shaped form of many insects

Leg – (leg n) - any of the limbs that animals use for standing, walking, running, or jumping


Life cycle – (life cy·cle n)- the growth and changes a living organism goes through from its beginning of life to its death

Living – alive, not dead

Magnifier – (mag·ni·fy v)- a tool that makes something appear larger than it is, especially a microscope or lens

Male – men or boys Mating – when a male and female animal come together for breeding to produce young

Mealworm – the larva of the darkling beetle

Metamorphosis – (met·a·mor·pho·sis n) - a complete change in the form of an animal as it develops into an adult, for example, the change from caterpillar to butterfly

Migration – (mi·gra·tion n) when a group of animals move together from one region or area to another

Milkweed bugs -

Molt – to shed skin

Nectar – (nec·tar n) the sweet liquid that flowering plants produce (as a way of attracting the insects that assist in pollination)

Nymph - the larva of some insects that looks like the adult, for example the dragonfly or grasshopper nymph looks like a little adult

Observations – (ob·ser·va·tion n)- the attentive watching and recording of something

Pollination (pol·li·nate vt)-to transfer pollen from the male structure of a plant (such as the anther) to the female structure of a plant (such as the stigma), and fertilize it

Organism – a living thing such as a plant or animal

Oviparous – animals that lay eggs

Painted lady – a type of butterfly

Proboscis – (pro·bos·cis n) the long or tubular mouthparts of certain insects for feeding, sucking, and other purposes


Pupa – (pu·pa n)-an insect at the stage between a larva and an adult in complete metamorphosis, during which the insect is in a cocoon or case, stops feeding, and undergoes internal changes

Pupate – (pu·pate vi)-to develop from a larva into a pupa

Space – an area for an animal to move around in

Thorax- the middle part of the body of an insect

Tunnel- an underground passageway

Waste- the undigested remainder of food expelled from the body

Water- the clear liquid needed for animals to live and found in the form of rain, snow, ice, in lakes or rivers

Wing-a limb on an insect used for flying

Helpful- willing to provide assistance

Harmful- causing damage or injury

Encarta® World English Dictionary © 1999 Microsoft Corporation. All rights reserved. Developed for Microsoft by Bloomsbury Publishing Plc.

VI. RESOURCES AND MATERIALS

Non-fiction

Allen, Judy and Humphries, Tudor- Backyard BooksAre you a Ladybug?Are you an Ant?Are you a Bee?Are you a Butterfly?Are you a Dragonfly?

Campbell, Brant and Lori Fulton- Science Notebooks: Writing About InquiryCrenson, Victoria- The Nature Sticker Book of INSECTSDelta Education- Butterflies and MothsFaulkner, Keith- Zoom in on BUGSHeiligman, Deborah- From Caterpillar to ButterflyMurphy, Patricia- Investigating Insects with a ScientistMiller, Connie- Mostquitoes


NChavez, 01/03/11,

Include Math/Science/Social Studies Skills (for example: graphing, invertebrates can be grouped by common characteristics- grouping, organizing, inferring, and applying skills, etc.

Nelson, Kristin- Busy AntsPrishchmann, Deirdre- Beetles

Fiction

Bulion Leslie- Hey There, Stink BugBunting, Eve- The Butterfly HouseCannon, Janell- CrickwingCapeci, Anne- The Magic School Bus: Insect InvadersCarl, Eric- The Very Quiet CricketCarl, Eric-The Very Hungry CaterpillarCronin, Doreen- Diary of a WormMcDonald, Megan- Insects Are My LifeMilbourne, Anna-Usborne Aesop’s FablesVan Allsburg, Chris- Two Bad AntsWhite, Nancy- The Magic School Bus: Butterfly Battle

Poetry

Florian, Douglas- InsectopediaFleming, Denise- Beetle Bop

Technology

http://kids.nationalgeographic.com/kids/www.enchantedlearning.com/http://www.biokids.umich.edu/http://www.enature.com/home/http://www.amentsoc.org/insects/what-bug-is-this/http://www.pbs.org/wnet/nature/episodes/alien-empire/introduction/3409/http://www.insectlore.com/xlorepedia_stuff/lorepedia_index.htmlhttp://www.learner.org/jnorth/index.htmlhttp://www.fossweb.comhttp://www.monarchwatch.org/KidsPixKidspiration


http://www.monarchwatch.org/

http://www.learner.org/jnorth/index.html

http://www.insectlore.com/xlorepedia_stuff/lorepedia_index.html

http://www.pbs.org/wnet/nature/episodes/alien-empire/introduction/3409/

http://www.amentsoc.org/insects/what-bug-is-this/

http://www.enature.com/home/

http://www.biokids.umich.edu/

http://www.enchantedlearning.com/

http://kids.nationalgeographic.com/kids/

Project GLADShoreline School District

Insects and Humans: Friends and FoesLevel 2

Planning Pages

I. FOCUS/MOTIVATION Super Entomologist Awards 3 Personal Standards CCD with signal word Inquiry Chart Important Book About Insects Observation Charts Picture File Cards Video Clips Examine real insects and realia

II. INPUT Graphic Organizer: Six Kingdoms of Living Things Narrative Input-The Very Quiet Cricket Pictorial Input-Mealworms Comparative Input-Complete and Incomplete Metamorphosis –butterfly

and cricket Read Aloud with 10/2 lecture

III. GUIDED PRACTICE T-Graph for Social Skills/Team Points: Cooperation Picture File Cards of insects- observe, categorize, classify, label Exploration Report Found Poetry Poetry/songs/chants Sentence Patterning Chart- noun: insects

o Read & Trade Gameo Flip Chant

Personal Interactions 10/2 Lecture Numbered heads together Expert Groups- (Ants, Butterflies, Mosquitoes, Locusts) Mind maps Process Grid Reader’s Theater Flexible Groups-ELD review Daily review and processing charts

IV. READING/WRITING


1. Whole Class- Cooperative Strip Paragraph- Poetry Frames- Found Poetry- Narrative Story Map- Listen & Sketch-Strip Book-Process Grid-Mind Map-Big Book

2. Flexible Groups- Team Tasks- Ear-to-ear reading- Guided reading- Group Frame for ELD student generated text

-Flexible groupings: leveled and heterogeneous - Clunkers & Links with SQ3R- Coop-Strip Paragraph- Emergent/Struggling

-Expert Groups- Reader’s Theater

3. Individual- Individual tasks- Interactive Journals- Home/School Connection- Learning Log- Narrative Writing, expository writing, poetry writing- Reading/writing choices: picture file cards, add to charts, make word cards, highlight poetry booklets, flip chant

4. Writer’s Workshop- Mini Lesson- Write- Author’s Chair- Conference- Publish

V. EXTENTED ACTIVITIES

Create your own make believe insect and be sure to include 3 body parts and designing the life cycle by using the computer.

Illustrate you narrative story Set up an ant farm


VI. CLOSURE/EVALUATION

Re-visit Inquiry chart Student made big book Team Task Presentations Portfolios Group Frames and Learning Logs Team Exploration Teacher/Student Make Rubrics Personal Exploration Team Action Plan Teacher and student made quizzes


Sample Daily Lesson Plan

DAY 1:

FOCUS/MOTIVATION 3 Personal Standards and Super Entomologist Awards Cognitive Content Dictionary (CCD)-Signal Word-entomologist Observation Charts with Realia Inquiry Chart-What do you know about insects? What do you want to

know about insects? Read Aloud Big Book –The Important Book About Insects Personal Interaction: How do insects and humans help or harm each

other? How do humans help or harm insects? Portfolios

INPUT Graphic Organizer: Six Kingdoms of Living Things

o 10/2 lecture with primary language/Scoutso ELD Reviewo Learning Log

Text: Write or sketch something you learned about at least one of the Six Kingdoms

You: Write or sketch something you already knew about organisms or write about something you’re still wondering about.

GUIDED ORAL PRACTICE

Poetry/Chant-Here There Chant T-Graph for Social Skills/Team Points: Cooperation Picture File Cards- sort activity

o Free explorationo Classify/categorizeo Exploration Report

INPUT Pictorial Input Chart: Mealworm

o 10/2 lecture with primary languageo ELD Reviewo Learning Log

Text: Write or sketch something you learned about mealworms

You: What do you think is most interesting about mealworms?

Read Aloud



Poetry/Chant-Bugaloo

READING/WRITING

Interactive Journals Writer’s Workshop

o Mini lessono Free Choice Writingo Conferencingo Author’s Chair

Flexible Reading Groups

CLOSURE Home School Connection Process Charts

DAY 2

FOCUS/MOTIVATION

CCD-New Signal word-metamorphosis 3 Personal Standards and Awards//Scouts Share Home/School Connection Review Input: Six Kingdoms w/word cards Chants-highlighting/sketching/picture file cards –Bugaloo & Here,

There Review Pictorial Input: Mealworm w/word cards

INPUT

Narrative Input Chart –The Very Quiet Cricketo Learning Log/10/2 lecture with primary languageo ELD Review



Chant-Is this Complete Metamorphosis? Yes, Ma’am Process T-Graph-cooperation

READING/WRITING

Interactive Journals Writer’s Workshop

o Mini-lessono Free-choice writingo Conferencingo Author’s chair

Team Tasks (Six Kingdoms, Pictoral Input of Mealworm) Expert Groups

o Antso Butterflies

Flexible Reading Groups

CLOSURE

Home-school connection Process Inquiry Chart

DAY 3

FOCUS/MOTIVATION

Cognitive Content Dictionary w/new signal word-students vote for stumper word

Super Scientist Awards/Scouts Process Home/School Connection Review input charts with word cards, narrative with cards and

conversation bubbles Big Book- The Important Thing About Insects Chants-highlight, sketch, add picture file cards –Yes, Ma’am

Complete Metamorphosis


Sentence Patterning Chart/Farmer-in-the-Dell (Insects)


o Reading Gameo Trading Gameo Flip Chant

Chant- Incomplete Metamorphosis Yes, Ma’am Mind Map of Mealworms Process Grid: Mealworms & Expert Groups

READING/WRITING

Cooperative Strip Paragraph-topic sentence: Insects are scientific in many ways.

o Respondo Reviseo Edit

* Writer’s Workshop Flexible Group Reading

o Advanced Readers-“Clunkers and Links”

Interactive Journals Finish Expert Groups

o Mosquitoeso Locusts

CLOSURE

Process Inquiry Chart Home/School Connections

DAY 4

FOCUS/MOTIVATION Cognitive Content Dictionary-new signal word-habitat Super Scientist Awards/Scouts Process Home-School Connection Process Chants- Incomplete Metamorphosis Yes, Ma’am-highlight,

sketch, add picture file cards Interest Piece (newspaper article-bees) Personal Interaction: Why are insects important to humans?


Chant-Marine Cadence Review Narrative with Story Map


READING/WRITING Flexible group reading- ELD story retell Oral Team Evaluation (from T-Graph) Team Tasks (team points-audience input from teacher) Writing Workshop

o Mini lessono Conferencingo Author’s chair

* Team Presentation of a completed Team Task

CLOSURE Poetry/chant Home/School Connection

DAY 5:

FOCUS/MOTIVATION

CCD with stumper word Super Scientist Awards/Scouts Chant-I Can Spell Process Marine Cadence

READING/WRITING Flexible groups

o Reading with coop strip paragraph-struggling /emergento Primary language group frameo Team Tasks: evaluation and presentation

Found Poetry Poetry Frame Read Aloud/Listen & Sketch

GUIDED ORAL PRACTICE Chants Listen and sketch

READING/WRITING Writer’s workshop Ear-to-Ear reading poetry booklet Focused Reading


CLOSURE

Metacognition of learning/evaluation of the week Process Inquiry charts Letter Home

o Take portfolio homeo Read/share with parents

* Team Feud


An entomologist is

a person who studies

insects.

QuickTime™ and a decompressor

are needed to see this picture.

Metamorphosis is when an insect changes from a larva to an adult.


The Important Thing About Insects

The important thing about insects is that they live in and depend on their habitat to provide them with air, food, water, and space.

Even though there are many types of insects they all belong to the insect family. The majority of the animals on earth are insects. All insects are oviparous; they lay eggs.

But, the important thing about insects is that they live in and depend on their habitat to provide them with air, food, water, and space.


Insects live in many different types of habitats from the rainforest to the desert. Human activities might be good or bad for insects living in particular ecosystems. Insects and humans are sometimes friends and sometimes foes.



The structures of insects change as an insect grows. Adult insects have a head, thorax, and abdomen. Insects have a pair of antennae on their head and many insects have wings. Some insects with wings are bees, butterflies, and mosquitoes.



The lifecycle of some insects is called complete metamorphosis, which is an egg, larva, pupa, and adult. Insects that have a complete metamorphosis include beetles, butterflies, and bees. The lifecycle of other insects is called incomplete metamorphosis, which is an egg, nymph stage, and adult. An example of an insect with incomplete metamorphosis is the milkweed bug.




Insects can be harmful to humans. In some species of mosquito, the females feed on human blood and can therefore spread infectious diseases to humans. Insects are also helpful to humans in many ways. Both adult and larvae ladybugs feed on insect pests, such as aphids, that eat plants. One ladybug can eat as many as 50 aphids a day!





Six Kingdoms of Living Things Background Information

Taxonomic ranking – the hierarchy of biological classifications.There are 8 major taxonomic ranks for living things: Domain, Kingdom, Class, Order, Family, Genus, Species.There are 6 Kingdoms of living things. Kingdoms contain one or more phyla. Organisms are placed in a Kingdom based on their cell structure and their ability to make food or not.

Kingdom #1 – Archaebacteria (archae-the study of ancient things)Archaebacteria are microscopic one-celled (the smallest living things) organisms found in extreme environments such as hot boiling water in hot springs, inside volcanoes in Pacific Ocean vents, and in the Great Salt Lake. They live in anaerobic environments (where no oxygen is present) and help to break things down in the environment.

Kingdom #2 – Eubacteria Eubacteria include most types of bacteria (one-celled and complex) and are found everywhere. There are “good” bacteria such as the beneficial bacteria in yogurt (example- “activia”). There are also “bad” bacteria that can cause you to get sick such as the streptococci bacteria. Streptococci bacteria can give you strep throat.

Kingdom #3 – ProtistaOne-celled and complex the Protista includes all microscopic organisms that are not bacteria, not animals, not plants, and not fungi. Protista includes the slime mold, algae (green in freshwater and red in salt water), and seaweed. Protista absorb, ingest, or use photosynthesis to get food.

Kingdom #4 – FungiFungi include yeast, mold, and mushrooms. Multi-cellular and unable to make their own food, Fungi feed on dead plants. Some Fungi are edible and taste great such as some mushrooms. Other Fungi are poisonous and can kill you.

Kingdom #5 – PlantaePlantae includes all plants from tiny mosses to giant trees (over 250,000 species). This is the second largest kingdom. Plants are all multi-cellular and make their own food through photosynthesis. Plants feed almost all the organisms that eat other organisms.

Kingdom #6 – Animalia The largest kingdom with over one million known species. Animals are found in the most diverse environments in the world. They are all multi-cellular and heterotrophic (obtaining nourishment by digesting plant or animal matter as opposed to photosynthesizing food, as plants do).

A. Invertebrates – animals without a backbone


1. Phylum Annelida- includes the segmented worms such as earthworms, ragworms, bristleworms, and leeches. Earthworms are useful as fishing bait. They eat vegetable matter and create new soil to be used by plants. Leeches attach to animals and suck their blood.

2. Phylum Porifera – includes the sponges. Something that is porous has lots of holes for water to pour through. As water pours through the body of the

sponge, it obtains food and oxygen and removes waste. Sponges have interesting shapes and colors. They are mainly stationary.

3. Phylum Echinodermata – includes sand dollars, sea stars, sea cucumbers, and sea urchins. Echinoderms (Phylum Echinodermata) are a phylum of marine animals including about 7,000 species. They are found at every ocean depth and are the largest phylum that has no freshwater or terrestrial representatives. The word is derived from the Greek echinodermata, meaning "spiny skin". They have radial symmetry.

4. Phylum Coelenterata – includes jellyfish, sea anenome, and coral. The Greek koilos means “full-bellied”. They have a hollow body cavity, no brain, and rely on water to flow through their body cavity for digestion and respiration. They are predators with sticky tentacles that help them catch their prey. Some jellyfish are toxic and can kill people (Australia has toxic jellyfish).

5. Phylum Mollusca – includes snails, scallops, muscles, oysters, barnacles, octopus, and squid. Mollusca usually have a shell and a soft body. There are 110,000 species. They are very diverse living on land as well as in fresh water and salt water. Snails have a muscular foot for movement. Some mollusks have long tentacle arms. They filter feed on tiny plants and animals with beak-like mouths.

6. Phylum Arthropoda – have segmented bodies, jointed legs, and an exoskeleton, a skeleton on the outside of their body. There are 10,000 species.

a. Class Crustaceans- crabs, lobsters, pill bugs.b. Class Arachnids – spiders.c. Class Insecta – all insects.

B. Phylum Chordata – backbone vertebrates 1. Class Mammalia- have hair or fur, are warm-blooded, produce milk (have mammary glands), maintain a near constant body temperature, and have live birth.

2. Class Osteicthys- bony fish (less flexible than the cartilaginous fish such as shark), have a swim bladder (keeps them afloat), most have scales and fins, have gills for breathing.


3. Class Aves – birds such as seagulls and pelicans, 8,000 species, the only animals with feathers and beaks instead of teeth, most are capable of flight (light-weight bones), lay eggs, and have excellent sight and hearing.

4. Class Reptilia – includes turtles, snakes, lizards, crocodiles, and alligators, are cold-blooded, their activity is halted in cold weather, oviparous (lay hard leathery eggs), have dry-scaly skin.

5. Class Amphibia – includes frogs, toads, and salamanders, start life in fresh water and later live on land, lay soft jelly-like eggs in water, larva breathe through gills, adults breathe air, thin moist scale-less skin, external ears, and cold-blooded (their body temperature varies with the surroundings).



Narrative Input Story: Adapted by Sheryl Lundahl from Eric Carle’s The Very Quiet Cricket

Page 1 – One warm day, from a tiny egg a little cricket was born in a grassy meadow.

Page 2 – Welcome! chirped a big cricket, rubbing his wings together. The little cricket wanted to answer, so he rubbed his wings together. But nothing happened. Not a sound.

Page 3 - Good morning! whizzed a locust, spinning through the air. Want to eat in the farmer’s field? The little cricket wanted to answer, so he rubbed his wings together. But nothing happened. Not a sound.

Page 4 – Hello! chewed a ladybug, crawling on a leaf. Want to munch on some aphids? The little cricket wanted to answer, so he rubbed his wings together. But nothing happened. Not a sound.

Page 5 – How are you? hummed a bumblebee, flying from flower to flower. Want to sip some sweet nectar? The little cricket wanted to answer, so he rubbed his wings together. But nothing happened. Not a sound.

Page 6 – Good night! buzzed the mosquitoes, dancing among the stars. Want to suck some blood? The little cricket wanted to answer, so he rubbed his wings together. But nothing happened. Not a sound.

Page 7 – A luna moth sailed quietly through the night. And the cricket enjoyed the stillness.

Page 8 – As the luna moth disappeared silently into the distance, the cricket saw another cricket. She, too, was a very quiet cricket. Then he rubbed his wings together one more time. And this time . . .

Page 9 – he chirped the most beautiful sound that she had ever heard. (If possible at the end of the story, open Eric Carle’s book, The Very Quiet Cricket, for students to hear the sound of a cricket or play a recording of a cricket chirping.)

Foreword by Eric Carle: There are four thousand different kinds of crickets. Some live underground, others above. Some live in shrubs or trees, and some even live in water. Both male and female crickets can hear, but only the male can make a sound. By rubbing his wings together he chirps. Some people say that it sounds like a song!


“Welcome!”

tiny egg


“Welcome!”

“Want to eat in the farmer’s field?”


“What to munch on some aphids?”

“Want to sip some nectar?”

“Want to suck some blood?”

Luna Moth

He rubbed his wings together one more time. And this time……………..

He chirped the most beautiful sound that she had ever heard.


INSECT POETRY BOOKLET

NAME______________


Insects Here, Insects ThereBy Jillian Stoknes

Insects here, insects there,Insects, insects everywhere!

Busy insects pollinating.Wiggly insects burrowing.Spotted insects migratingand social insects working.

Insects in the open air,Insects on the ground everywhere,Insect colonies in a mound,Insects underneath the ground.

Insects here, insects thereInsects, insects everywhere!

Insects! Insects! Insects!


Complete Metamorphosis Yes Ma’amBy Jillian Stoknes

Full metamorphosis? Complete Ma’am!Full metamorphosis? Complete Ma’am!Well, how do you know? An egg turns to larva.Well, how do you know? The larva eats and molts.Give me some examples. Caterpillar, Butterfly Give me some examples. Maggots change to flies.

Full metamorphosis? Complete Ma’am!Full metamorphosis? Complete Ma’am!Well, how do you know? A case around the larva.Well, how do you know? It’s the pupa stage.Give me some examples. Forming a chrysalisGive me some examples. Creating a cocoon

Full metamorphosis? Complete Ma’am!Full metamorphosis? Complete Ma’am!Well, how do you know? Emerging an adult.Well, how do you know? 3 body parts Give me some examples. Beetles, bees, and mothsGive me some examples. Silkworms and ants.


Simple Metamorphosis Yes Ma’amBy Jillian Stoknes

Simple metamorphosis? Yes Ma’am!Simple metamorphosis? Yes Ma’am!Well, how do you know? Eggs turn into nymphsWell. how do you know? Nymphs look like adultsGive me some examples. Grasshoppers and dragonfliesGive me some examples. Cockroaches and locusts.

Simple metamorphosis? Yes Ma’am!Simple metamorphosis? Yes Ma’am!Well, how do you know? The nymphs have exoskeleton Well, how do you know? They shed the exoskeletonGive me some examples. Crickets and cicadasGive me some examples Milkweed bugs and aphids

Simple metamorphosis? Yes Ma’am!Simple metamorphosis? Yes Ma’am!Well, how do you know? Nymphs become adultsWell, how do you know? Females lay the eggs.Give me some examples. Bedbugs and leaf bugsGive me some example. Stink bugs and water bugs.


Insect CadenceBy Jillian Stoknes

We just know what we’ve been told,Insects bite the young and old. Buzzing here and buzzing there,Oh, diseases everywhere.

Sound off-Insects!Sound off-Illness!1-2-3-4, No more!

Locusts can destroy our cropsSwarming insects plant stems dropAll around is devastationI see famine and starvation.

Sound Off-InsectsSound Off-Swarming1-2-3-4, No more!

Insects can be helpful tooHoney’s made for me and youBeeswax, candles, and soft lotionsGreat things come from pollination.

Sound Off-InsectsSound Off-Pollinating1-2-3-4, Some more!

Ladybugs kill garden pestsThey eat aphids, they’re the best.Flying down onto your armLadybug’s a good luck charm.

Sound Off-InsectsSound Off- Ladybugs1-2-3-4, Good Luck!


I CAN SPELL

I can spell insect, i-n-s-e-c-t. I can spell bug, b-u-g.I can spell egg, e-g-g.

But I can’t spell metamorphosis.

I can spell larva, l-a-r-v-a.

I can spell pupa, p-u-p-a.I can spell adult, a-d-u-l-t.


I can spell ant, a-n-t.I can spell, b-e-e.I can spell fly, f-l-y.


Yes, I can! Yes, I can!M-E-T-A-M-O-R-P-H-O-S-I-S, metamorphosis!

By Sheryl Lundahl


Entomologist BugalooAdapted by Sheryl Lundahl

I’m an entomologist and I’m here to sayI study all about insects everyday.

Starting with an egg, The insects life will beginThen the larva hatches And the eating is in!

Head, thorax, abdomen too,Doin’ the entomologist bugaloo!

The larva grows and grows and molts and molts.Then the pupa is quietBut this stage will bolt!. Head, thorax, abdomen too,Doin’ the entomologist bugaloo!

The adult emerges andIt lays eggs.Then we start the life cycle All over again!

Head, thorax, abdomen too,Doin’ the entomologist bugaloo.


Home-School Connection

Take a walk around your home or neighborhood. Look for insects or evidence of insects such as holes in leaves or cocoons. Make a list of your discoveries and sketch or write your predictions as to what kind of insect may have been there.

Student signature: ___________________________________ Date:________

Parent signature: ____________________________________ Date:________

Comments:



Interview your family and ask them if they have an insect story. Write or sketch to go with the insect story.


Parent signature: ____________________________________ Date:________Comments:



Tell your family about the story The Very Quiet Cricket. Write or sketch pictures to show your favorite part and explain why this is your favorite part.



Comments:



Together with your family, make up an insect and give it a name. Remember insects have three body parts; a head, a thorax, an abdomen as well as six legs and two antennae. Will your insect fly or just crawl around? Write or sketch about what is created.



Comments:


Expert Groups: Butterflies

Physical Characteristics:Butterflies are beautiful, flying insects with two pairs of large, colorful wings. Like all insects they have six legs, three body parts, a pair of antennae and an exoskeleton. They also have a mouth called a proboscis that works like a drinking straw. Butterflies drink nectar through the proboscis. Butterflies smell and touch with their antennae.

Habitat:Butterflies live all over the world in many different habitats. Most butterflies live in tropical areas where many plants provide food for caterpillars and nectar for butterflies. Butterflies are usually seen around flowers and flowering shrubs and trees. They need the warmth of the sun in order to fly. Therefore, many butterflies migrate in order to avoid cold weather. The monarch butterfly migrates thousands of miles.

Diet:Caterpillars spend most of their time eating leaves using strong jaws. A caterpillar’s first meal is its own eggshell. Adult butterflies can only sip liquid food using a tube-like proboscis, which is a long flexible tongue. Most butterflies live on nectar from flowers. Some butterflies sip the liquid from rotting fruits.


Life Cycle:

Butterflies go through complete metamorphosis where they go through four different stages. They start as an egg that is often laid on a leaf. The larva or caterpillar hatches from the egg and begins to eat leaves and flowers. As the larva gets bigger it begins to shed its skin. This is called molting. Next, the larva turns into a pupa or chrysalis. During this stage the insect is changing into an adult insect. Finally, the adult butterfly comes out from the chrysalis. The adult butterfly lives for only a short time.

Relationship with Humans:

Butterflies are well known for their beauty. They provide food for many other animals and they are active pollinators of flowers which is important in maintaining plant growth. But, the larvae can be harmful if they eat crops. Butterfly populations are disappearing and are in danger because humans destroy their habitat, pollute the air and contribute to global warming. There are groups of people who are working to make sure butterflies do not become extinct.


Expert groups: Ants

Physical Characteristics:

Ants have three main body parts including the head, thorax and the abdomen. Ants touch things with their two, long antennae attached to their head. They also use their antennae to detect flavors, sounds and smells. Ants also use their antennae to communicate with one another. Ants have six legs located on the thorax. They have very skinny waists to crawl through tiny spaces. Ants can be yellow, brown, red or black.

Habitat:

Ants can be found all around the world in different types of habitats. Many ant species are found in rain forests. Ants build many types of homes such as simple hills out of dirt or sand. In Africa, the hills can grow to be over twenty feet tall! Beneath the anthills are many rooms and tunnels. Some rooms are reserved just for the queen while others rooms are for the eggs or food.

Diet:

Ants will eat almost anything. They will eat most fruits, vegetables and plants they can find. Ants will eat smaller ants and eat the meat off of dead insects and other small creatures. Some ants eat fungus.


Life Cycle:

The life cycle of the ant has four stages including egg, larva, pupa and adult. Ant eggs are oval shaped and tiny. When the eggs hatch into larvae they look like small worms with no eyes or legs. The larvae molt (shed their skin) many times as they get bigger. After getting big the larva spins a silk-like cocoon around itself and turns into a pupa. During this time the body changes into an adult. Finally, the pupa comes out as an adult ant. Queen ants can live over 15 years and worker ants can live to 7 years.

Relationship with Humans:

Ants can be helpful to humans because they clear out insect pests. Ants and their larvae are eaten in many parts of the world. They are also used as characters in children’s stories because they work hard and use teamwork. Ants can also be pests to humans because they come into homes and eat human food. The carpenter ant comes into homes and makes holes in the wood to live in. Fire ants are pests because they have a powerful sting.


Expert Groups: Locusts

Physical Characteristics:Locusts are related to grasshoppers and the two insects look very much the same. Like grasshoppers, locusts have two antenna, six legs, a pair of wings, and three body parts, a head, thorax, and abdomen. They also have an exoskeleton, which means that their skeleton is on the outside. Locust behavior is different from other grasshoppers. If the conditions are right, they can form swarms, large groups of adult locust.

Habitat:Locusts live in many different habitats in the world including deserts and grasslands. A habitat provides the air, food, water, and space for plants and animals to survive. One type of locust lives in the deserts of Africa, the Middle East, and Asia. This desert locust is the most destructive to farmlands in Africa.

Diet:Nymph and adult locust are herbivores, which means that they eat plants. A swarm of locust can travel great distances, quickly stripping fields and greatly damaging crops. It is estimated that the largest swarms have covered hundreds of square miles and consisted of many billions of locusts. A swarm of locust can eat millions of pounds of plants every day.


Life Cycle:The female locust lays an egg pod one to two inches underground. The egg pod contains several dozens of tightly packed eggs that look like thin rice grains. Insects that lay eggs are called oviparous. The eggs stay underground through the winter, and hatch when the weather has warmed. The first nymph to hatch tunnels up through the ground, and the rest follow. Nymphs molt several times while getting larger in body and wing size until they reach adult size. This type of life cycle is called incomplete metamorphosis.

Relationship with Humans:Locust can be harmful and helpful to humans. A plague of locusts is considered a devastating natural disaster. Farmers fear huge swarms of locust because they are capable of stripping a field in a matter of hours. When locusts destroy crops they cause major problems for people such as famine and starvation. Some people in the world consider locusts to be an edible insect and a delicacy. They are eaten as a good source of protein in parts of Africa, Mexico, and South Korea. In Mexico, for example, after locusts are collected, they are placed in water for 24 hours. Then they can be boiled or eaten raw, sun-dried, fried, or flavored with spices, such as garlic and onions. They are used in soup or other dishes and sold in market places.


Expert Groups: Mosquitoes

Physical Characteristics:There are about 3,000 species of mosquitoes. Some have longer legs or antennae than others have. Some are colored differently. Despite the different kinds, all adult mosquitoes have six legs, three body parts, a pair of antennae, and an exoskeleton. They also have a straw-like mouth called a proboscis but only female mosquitoes have the mouth parts needed for sucking blood.

Habitat:Mosquitoes live in many different habitats around the world such as mountains, forests, and wetlands. A habitat provides the air, food, water, and space for plants and animals to survive. Mosquito larvae need water to grow and hatch. To find mosquito larva look outside for standing water in old tires, birdbaths, or a pond. Larvae look like little wiggly worms with big heads.

Diet:For food, both adult male and female mosquitoes eat nectar and other plant sugars. Female mosquitoes suck animal blood not for food for themselves but for their eggs. They prefer sucking the blood of horses, cattle, and birds. When biting with their proboscis, the female mosquito stabs two tubes into the skin. One tube stops blood from clotting and the other sucks blood leaving a small red lump on your skin.


Life Cycle:The mosquito life cycle is a complete metamorphosis with four distinct stages. The four stages are egg, larva, pupa, and adult. After drinking blood, adult females lay a raft of 40 to 400 tiny white eggs in standing water or very slow-moving water. Within a week, the eggs hatch into larvae that breathe air through tubes, which they poke above the surface of the water. Larvae molt four times as they grow; after the fourth molt, they are called pupae. Pupae also live near the surface of the water, breathing through two horn-like tubes on their back. Pupae do not eat. An adult emerges from a pupa when the skin splits after a few days. The adult lives for only a few weeks.

Relationship with Humans:On summer evenings or dewy mornings, mosquitoes can leave you with itchy red welts where they've punctured your skin and sucked blood. The whiny hum of their buzzing wings can wake you up at night. Worst of all, mosquitoes transmit diseases such as malaria and yellow fever. They carry the West Nile virus, which is now spreading across the United States. All of these diseases can kill people. The more we know about mosquitoes, scientists say, the better we'll be able to control them and prevent disease. To kill mosquitoes people often spray insecticides, which can be harmful to the environment.It is important to remember that mosquitoes provide food for thousands of animals, including birds, bats, dragonflies, and frogs.


Name___________________Insect Mind Map


________________

HabitatDiet

Physical Characteristics

Relationship with Humans

Lifecycle

InsectPhysical

Characteristics Habitat FoodLife

CycleRelationship with Humans

Mealworm

Ant

Butterfly

Mosquito

Locust

Physical Characteristics

Habitat Food Life Cycle Relationship with humans

Mealworm Egg: oval, whiteLarva: dark

Fields where there are

Leaves, grasses, dead

Complete metamorphosis: egg, larva, pupa,

Clean up decaying material.


yellow with brown linesPupa: white, cream, large headAdult: beetle, black, 6 legs, head, thorax, abdomen

seeds. Barns with grain. Cool, dark places. All around the world,

insects, wheat germ, decaying food.

adult beetleThe adult lives only a few weeks

Food for other animals like birds, lizardsEat seedlings and grains.

Ant Egg: oval, tinyLarva: wormlike, no eyes, no legsPupa: silk cocoonAdult: yellow, brown, red, black

All over the world,In rainforestsLive in colonies.

Sugary foods, dead insects, fungus.

Complete metamorphosisEgg, larva, pupa, adult

Some ants have a stinger.Ants can bite humans.Carpenter ants damage wood by creating tunnels.

Butterfly Large, scaly wings, six legs, 3 body parts, antennae

All over the world, but most found in tropical areas. Many migrate away from the cold

Caterpillars eat leaves. Adults can only sip liquid food/nectar from flowers.

Complete metamorphosis: egg, larva(caterpillar), pupa(chrysalis), adult

Important pollinators of flowering plants

Mosquito Six legs, antennae, 3 body parts, exoskeleton, proboscis is for sucking blood (females only).

Mountains, forests, wetlands

Nectar, plant sugars, animal blood for their eggs.

Complete metamorphosis: eggs (40-400 raft of tiny while eggs in water)Larva: molt several times, look like adultAdult

Leave itchy red welts on skin. Transmit diseases like malaria, yellow fever, West Nile Virus. Provide food for thousands of animals

Locust Look like grasshoppers, 2 antennae, six legs, pair of wings, 3 body

Deserts, grasslands

Plants, crops

Incomplete metamorphosis: egg, nymph, adult

Can swarm and destroy crops causing famine and starvation


parts Some people eat for protein.


Documents

Project GLAD · Web viewProject GLAD Shoreline School District Insects and Humans: Friends and Foes Level 2 Idea Pages UNIT THEME- Insects live in and depend on their habitat to provide