Insect+Bodies

Learning targets:
 * I can label the head, thorax, and abdomen on an adult insect.
 * I can list what all insects’ bodies have in common.
 * I can give evidence for a hypothesis. This means I can explain my ideas about which creatures are insects.

Day 1

 * 1) Introduce learning targets and self-assess as beginners, medium, or experts.
 * 2) Talk about what they already know. They are going to make predictions (hypothesis) about what all insects might have in common. (Connect to predicting in reading.)
 * 3) Think, Ink, Pair, Share : write what you think all insects have (alone), share with a partner, cross out, add, create one list together that you agree on. Students should look at insect pictures as they work with a partner, to look for more evidence of what they all have.
 * [|insect or not.doc]
 * 1) Share and see if we can create one shared list.

Day 2

 * 1) We are going to confirm what we predicted.
 * 2) Watch powerpoint of adult insects’ bodies. What do you notice about them? What is the same about all insects? Use the powerpoint to check our class list to see if we are correct. Powerpoint to look at insect bodies. [|adultbodies.ppt]
 * 3) Turn to a partner and tell him / her as many things as you can remember that all insects' bodies have in common.
 * 4) Ticket to leave: list 2 things all insects' bodies have.

Next few days:
Either during science or at other times, play Insect or Not. Hold up a picture, students must say if they think it is an insect or is not, and give evidence. Once they have some practice, they can play in pairs, or get pictures and write their answer and evidence.

As a class, create an anchor chart of what all insects have. Different students illustrate and label the different characteristics of insects.