INSECT INVESTIGATION
INTRODUCTION TO SETTING
NEED
RATIONAL FOR INVESTIGATION (S.T.E.M.)
NEED
HOW IT RELATES TO S.T.E.M.
STANDARDS ADDRESSED
NEED
CONCEPT PLANNER
| INSECT SCIENCE CONCEPT PLANNER |
DOCUMENTATION OF PROCESS
INSECTS
The children used a model to create insect words. They matched the magnetic letters to the model. Through this experience the children will be able to identify matching sounds, identify same and different sounds, and understand new words.
The children explore plastic bugs as they sort by one or more attributes. Through this experience children were able to gather, sort, classify, and compare objects naturally. They sorted by shape, size, color, and type.
Before investigating insects, the children used previous experiences to draw pictures of insects. They drew pictures of insects and labeled their insects with words. This gave them an opportunity to sound out and blend letter sounds to create words. Through this experience the children recorded their first drawing of insects.
The children used a model to create insect words. They matched the magnetic letters to the model. Through this experience the children will be able to identify matching sounds, identify same and different sounds, and understand new words.
The children explore plastic bugs as they sort by one or more attributes. Through this experience children were able to gather, sort, classify, and compare objects naturally. They sorted by shape, size, color, and type.
Before investigating insects, the children used previous experiences to draw pictures of insects. They drew pictures of insects and labeled their insects with words. This gave them an opportunity to sound out and blend letter sounds to create words. Through this experience the children recorded their first drawing of insects.
INSECTS
The children research insects through books. They record their findings and ask open ended questions as they use the resources to discover information and answers to the questions they have about insects.
The children explore plastic bugs as they classify them by type. They discover the words by identifying the sounds and blending the sounds together. Through this experience children were able to understand new words, identify matching sounds, and identify words.
The children engage in simple scientific inquiry as they explore real live bugs in the classroom. They are able to observe ants, beetles, broccoli worms, and butterflies. Through this experience the children record their findings with pictures and words using clip boards and paper. The children discuss the differences between moths and butterflies.
Outside they navigate through a familiar environment to explore bugs on the playground. They demonstrate safe use of tools, magnifying glasses and bugs catchers. The tools are used for the purpose of collecting bugs from our playground.
The children research insects through books. They record their findings and ask open ended questions as they use the resources to discover information and answers to the questions they have about insects.
The children explore plastic bugs as they classify them by type. They discover the words by identifying the sounds and blending the sounds together. Through this experience children were able to understand new words, identify matching sounds, and identify words.
The children engage in simple scientific inquiry as they explore real live bugs in the classroom. They are able to observe ants, beetles, broccoli worms, and butterflies. Through this experience the children record their findings with pictures and words using clip boards and paper. The children discuss the differences between moths and butterflies.
Outside they navigate through a familiar environment to explore bugs on the playground. They demonstrate safe use of tools, magnifying glasses and bugs catchers. The tools are used for the purpose of collecting bugs from our playground.
INSECTS
The children explored plastic bugs by classifying them into groups of insects, retiles, arthropods with more than six legs, and arachnids. Through experience the children had the opportunity to sort and classify bugs by counting the number of legs and body parts.
The children went on a bug hunt on our playground. They gather and sorted naturally and matched real bugs to pictures of bugs. During this experience the children recorded their finding by circling the insects that they found on paper.
The children engage in simple scientific inquiry as they explore real live bugs on the playground. They are able to observe ants, beetles, broccoli worms, crickets, spiders, pill bugs, flies, bees and butterflies. Outside they navigate through a familiar environment to explore bugs on the playground. They demonstrate safe use of tools, magnifying glasses and bugs catchers. The tools are used for the purpose of collecting bugs from our playground.
The children explored plastic bugs by classifying them into groups of insects, retiles, arthropods with more than six legs, and arachnids. Through experience the children had the opportunity to sort and classify bugs by counting the number of legs and body parts.
The children went on a bug hunt on our playground. They gather and sorted naturally and matched real bugs to pictures of bugs. During this experience the children recorded their finding by circling the insects that they found on paper.
The children engage in simple scientific inquiry as they explore real live bugs on the playground. They are able to observe ants, beetles, broccoli worms, crickets, spiders, pill bugs, flies, bees and butterflies. Outside they navigate through a familiar environment to explore bugs on the playground. They demonstrate safe use of tools, magnifying glasses and bugs catchers. The tools are used for the purpose of collecting bugs from our playground.
INSECTS
The children investigated arthropods by sorting them by one attribute, researching in informational books, and observing live insects. They discovered that arthropods are: insects which have three body parts and six legs; arachnids which have eight legs; and there are other arthropods that have more than six or eight legs. Through this experience the children also found that the majority of insects are beetles.
During this experience the children labeled the parts of insects. Through this experience the children were able to explore and identify the parts and whole of familiar insects. They were also able to indentify similarities and differences among arthropods found on our playground. This experience provided the children the opportunity to develop their skills in writing and identifying letters and words.
The children investigated arthropods by sorting them by one attribute, researching in informational books, and observing live insects. They discovered that arthropods are: insects which have three body parts and six legs; arachnids which have eight legs; and there are other arthropods that have more than six or eight legs. Through this experience the children also found that the majority of insects are beetles.
During this experience the children labeled the parts of insects. Through this experience the children were able to explore and identify the parts and whole of familiar insects. They were also able to indentify similarities and differences among arthropods found on our playground. This experience provided the children the opportunity to develop their skills in writing and identifying letters and words.
INSECTS
During are insect investigation the children used stamps and a model to make a list of insect parts on paper. This experience gave the children to practice early reading skills of letter, sound, and word recognition. The children also investigated arthropods by sorting them by one attribute: insects, arachnids, and other arthropods with more than eight legs. Through this experience the children had the opportunity to gather and sort like objects and classify objects by one or more attributes as stated in the Math ELCS.
During this experience the children, used informational books to select an insect to create. They drew a plan for their three dimensional insects. After drawing their insect, the children labeled the parts. Through this experience the children had the opportunity to experience parts to whole of insects and engage in simple scientific inquiry by recording data and representing events using various media as stated in the Science ELCS.
During are insect investigation the children used stamps and a model to make a list of insect parts on paper. This experience gave the children to practice early reading skills of letter, sound, and word recognition. The children also investigated arthropods by sorting them by one attribute: insects, arachnids, and other arthropods with more than eight legs. Through this experience the children had the opportunity to gather and sort like objects and classify objects by one or more attributes as stated in the Math ELCS.
During this experience the children, used informational books to select an insect to create. They drew a plan for their three dimensional insects. After drawing their insect, the children labeled the parts. Through this experience the children had the opportunity to experience parts to whole of insects and engage in simple scientific inquiry by recording data and representing events using various media as stated in the Science ELCS.
INSECTS
During our insect investigation the children discover how insects eat. They discovered that insects suck using a straw like tube called a proboscis, lap food with their tongues, or chew and mash food with their jaws. The children experimented with eating like an insect by putting their hands behind their backs and using their teeth to chew, lapping with their tongues, and sucking with a straw. They tried to eat yogurt, crackers, and juice like an insect. We provided pictures of real insect mouths and diagrams of insect mouths for children to reference and see details.
Through this experience the children had the opportunity to use familiar objects to accomplish a purpose, complete a task, or solve a problem as stated in the Science ELCS and understand and learn new words as stated in the English Language Arts ELCS. They also had an opportunity to develop fine motor skills by pouring liquid and scooping food out of a bowl with a spoon.
During our insect investigation the children discover how insects eat. They discovered that insects suck using a straw like tube called a proboscis, lap food with their tongues, or chew and mash food with their jaws. The children experimented with eating like an insect by putting their hands behind their backs and using their teeth to chew, lapping with their tongues, and sucking with a straw. They tried to eat yogurt, crackers, and juice like an insect. We provided pictures of real insect mouths and diagrams of insect mouths for children to reference and see details.
Through this experience the children had the opportunity to use familiar objects to accomplish a purpose, complete a task, or solve a problem as stated in the Science ELCS and understand and learn new words as stated in the English Language Arts ELCS. They also had an opportunity to develop fine motor skills by pouring liquid and scooping food out of a bowl with a spoon.
INSECTS
During our insect investigation, the children were able to make a connection to a book read at meeting time about patterns. They used pictures of flies, ants, and fireflies to glue patterns on strips of paper. This experience gave the children the opportunity to create patterns using pictures of insects which is listed in the Math ELCS. The children also used magnetic letters to create arthropod words on metal trays. They used models with an insect word and the picture of the insect. Through this experience the children were exposed to letter, sound, and word recognition as stated in the English Language Arts ELCS.
While investigating insects and other arthropods, the children cut out real pictures of various insects, arachnids, and other arthropods. After cutting those out, they sorted them by at least one attribute as stated in the Math ELCS. Through this experience the children were able to refine their cutting skills and strengthen their pincer grasp as stated in the Self Help ELCS.
During our insect investigation, the children were able to make a connection to a book read at meeting time about patterns. They used pictures of flies, ants, and fireflies to glue patterns on strips of paper. This experience gave the children the opportunity to create patterns using pictures of insects which is listed in the Math ELCS. The children also used magnetic letters to create arthropod words on metal trays. They used models with an insect word and the picture of the insect. Through this experience the children were exposed to letter, sound, and word recognition as stated in the English Language Arts ELCS.
While investigating insects and other arthropods, the children cut out real pictures of various insects, arachnids, and other arthropods. After cutting those out, they sorted them by at least one attribute as stated in the Math ELCS. Through this experience the children were able to refine their cutting skills and strengthen their pincer grasp as stated in the Self Help ELCS.
ASSESMENT OF LEARNING
NEED
RESOURCES & MATERIALS
NEED
