Insects

Learning Experiences
proposed schedule (with new insects): [|alternateschedule.doc] Possible insects to study Final assessment: [|finalassessment.doc] Assessment planner: [|Assessment Planner.doc]

Next weeks:
Continue cricket / waxworm observations. Look for cricket behaviors / physical structures, and have students write observations in journals.

With waxworms, look for evidence of molting, silk spinning, or egg-laying. If any of these occur, have students observe, discuss what might be happening, and add to their science notebooks and the class chart on waxworms.

On the day milkweed bug eggs arrive, do:

Next lessons:
Continue observations of milkweed bugs, crickets, and ladybugs. Students observe structures, behaviors, and anything unusual (like molting). Share observations and work on charts for each insect as a class.

Learning Targets:
 * I can describe the life cycle of a milkweed bug.
 * I can describe the structures and behaviors of ladybugs.

=Life cycles=

Ladybug life cycle: 1 week as eggs (4-10 days) After about 4 days, the larvae start to molt They molt 5-7 times After 10-14 days they become pupae They are pupae for 7-14 days.

Insect Bodies
Observations of ladybug larvae and milkweed bug nymphs. Discuss anything interesting that happens (ie. molting, pupating). Students give evidence for their hypotheses about what the ladybug larvae could be.

Learning Targets:
 * //I can describe the life cycle of a waxworm.//
 * //I can list what insects need to live.//
 * //I can give evidence for a hypothesis.//

= Final project / Life cycles=

Continue to act out complete metamorphosis at morning circle. Prepare for quiz on life cycles.

Quiz on life cycles: [|lifecyclesquiz.doc]

Students can hold milkweed bugs. Look for them to be mating and laying eggs. Practice identifying males and females.

Learning Targets:
 * //I can sort insects into those whose bodies change a lot as they grow and those whose bodies don’t change much.//
 * //I can describe what all insects’ bodies have in common.//
 * //I can label the head, thorax, and abdomen on an adult insect.//
 * //I can describe how some insects’ bodies change as they grow.//
 * //I can explain what molting is and when it happens.//
 * //I can explain the difference between simple metamorphosis and complete metamorphosis.//

Review life cycles / Insects' bodies
Set goals with kids who need to practice life cycles. Give them time to practice, and have another quiz at the end of the week.


 * //I can describe how some insects’ bodies change as they grow.//
 * //I can explain what molting is and when it happens.//
 * //I can describe the life cycle of a waxworm, ladybug, and milkweed bug.//

Insects' bodies / final review
Learning Targets:
 * //I can describe what all insects’ bodies have in common.//
 * //I can describe how some insects’ bodies change as they grow.//
 * //I can sort life cycles into complete and simple metamorphosis.//
 * //I can reason about why a creature might or might not be an insect.//

Wednesday: Play __Insect or Not__ as a class Teach some study habits so students can practice life cycles for quiz

study sheet for bodies: [|bodystudying.doc]

Quiz on bodies / needs: [|body quiz.doc]

Quiz on life cycles (for kids who need it): [|lifecyclequiz2.doc]

Start to look at one creature each day and make lists of why it might be an insect or not an insect.

Begin to play Insect or Not at morning circle.