Tuesday, April 17, 2012

lesson plan- ela- non-fiction 2 of 2 - insect parts

Aim or Behavioral Objective: Students will identify and will be able to (SWBAT):
1. Define the three body parts of an insect.
2. Identify any specific body part when given a diagram.
3. Research different facts about insect.

Applicable N.Y.S Learning Standard(s) (http://www.emsc.nysed.gov/nysatl/standards.html):
English Language Arts: S.1 Language for Information and Understanding; S.2 Language for Literary
Response and Expression; S.3 Language for Critical Analysis and Evaluation. Science: S.2

Motivation: The teacher read the story Bustling Beetles by Peter Murray. He asks the students to share
any prior/background knowledge about insects/bugs. Class recently celebrated William T. Davis’ birthday,
a famous entomologist who the school is named after. Students will be learning about insects throughout
the various subjects.
Review and Link with Prior Knowledge: The teacher asked the students to think and share about what they
know about insects. The class brainstormed many ideas, as the teacher recorded the students’ responses on a
kid- friendly chart.
Explanation and Demonstration of Rules and Procedures:
Session 1
Teacher has students sit at rug. He then read a selected book and then elicited from students certain facts
about bugs. (Has anyone ever seen a bug? What would happen if you had 4 legs? 6 legs?)
Teacher showed a creative, kid-friendly HTA chart (Head Thorax Abdomen chart) and begins chant with
a familiar tune. Head, Thorax, Abdomen, 2x . 2 eyes, 2 antenna, 6 legs from its thorax, Head, Thorax,
Abdomen (to the tune of “Head, Shoulders, Knees and Toes”).
Teacher then hands out a bug sheet from teacher website and children label diagram: Head ,Thorax, and Abdomen.
Review.
Now we will create our own bug.
Give out separate parts for children to color (labeled a-b-c) (5 minutes).
Then children will be then be asked to trade one or two specifically labeled parts with their neighbor.
Students will assemble their new bug on a sheet of construction paper and name their special bug.
Medial Summaries: The teacher asks the students at their desks to repeat the chant as they label/mark up their diagrams. Students will be chosen randomly to share their facts and asked to reinforce knowledge by repeating the learned chant about the three body parts.

Opportunities for Practice: The students were then asked to create our own bug. Teacher handed out separate parts for children to color (labeled a-b-c) (5 minutes). Children were asked to trade one or two specifically labeled parts with their neighbor.Students assembled their new bug on a sheet of construction paper and named their special bug.
Students will continue lesson in Session 2 and do further research on a specific insect.

Session 2

Review, Further Research and Share Aloud
Review body parts and facts from previous session.

1. Distribute various books about insects to each group.
2. Have students take turns reading their book about insects.
3. Handout worksheets to each group. Be sure to have students fill out the chart.
4. When all groups are finished, have them share aloud, about what they learned.



Second
Aim or Behavioral Objective: Students will identify and will be able to (SWBAT):
1. Define the three body parts of an insect.
2. Identify any specific body part when given a diagram.
3. Research different facts about insect.

Applicable N.Y.S Learning Standard(s) (http://www.emsc.nysed.gov/nysatl/standards.html):
English Language Arts: S.1 Language for Information and Understanding; S.2 Language for Literary
Response and Expression; S.3 Language for Critical Analysis and Evaluation. Science: S.2

Motivation: The teacher previously read the story Bustling Beetles by Peter Murray. He asks the students to share
any prior/background knowledge about insects/bugs. Class recently celebrated William T. Davis’ birthday,
a famous entomologist who the school is named after. Students will be learning about insects throughout
the various subjects.
Review and Link with Prior Knowledge: The teacher asked the students to think and share about what they
know about insects. The class brainstormed many ideas, as the teacher recorded the students’ responses on a
kid- friendly chart.
Explanation and Demonstration of Rules and Procedures:
In Session 1, Students brainstormed prior knowledge about insects as teacher recorded the responses. T
Teacher has students sit at rug. He then read a selected book and then elicited from students certain facts
about bugs. (Has anyone ever seen a bug? What would happen if you had 4 legs? 6 legs?)
Teacher showed a creative, kid-friendly HTA chart (Head Thorax Abdomen chart) and begins chant with
a familiar tune. Head, Thorax, Abdomen, 2x . 2 eyes, 2 antenna, 6 legs from its thorax, Head, Thorax,
Abdomen (to the tune of “Head, Shoulders, Knees and Toes”).
Teacher also had children return to their desks to label diagram and to color and create their own unique bug while identifying the Head, Thorax, and Abdomen.
In Session 2, class will be doing research on a specific insect.
Students will :
Review, Do Further Research and Share Aloud
Review body parts and facts from previous session.
Teacher will:
1. Distribute various books about insects to each group.
2. Have students take turns reading their book about insects.
3. Handout worksheets to each group. Be sure to have students fill out the chart.
4. When all groups are finished, have them share aloud, about what they learned.

Medial Summaries: The teacher asks the students at their desks to repeat the chant as they label/mark up their diagrams. Students will be chosen randomly to share their facts and asked to reinforce knowledge by repeating the learned chant about the three body parts, In addition, they will share the information that they have periodically.

Opportunities for Practice:
Session 2 is all about practice. Students are not only identifying the parts of their own insect but finding
additional facts to share with their peers.

Final Summary: The teacher reviewed what the class learned through the process of a share aloud.
Assessment of Understanding: Students were asked NOT ONLY the body parts of an insect but additional
facts that they researched. The teacher judged their understanding based on their responses.
Class Management: The first lesson was conducted on the rug. Students were expected to participate by
raising their hand to respond to questions or comments. Students then transitioned to their desks for
independent work. They returned to the rug to share their findings. The second lesson includes class review
and includes some independent and group work. Teachers will monitor and praise positive work.

Comments on Lesson and Related Matters: The students used picture clues ,and a repetitive song/chant to a
childhood song to reinforce their understanding of the body parts of each insect.
The teacher emphasized the singing of the song as the children completed their assignments at their desks .
This was very helpful to the success of this lesson.

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