Insects

3rd grade
By: Ann Frith, Sherry Howell, Linda Jordan, Marte Lee
Squires Elementary School

Organizers:

How do the interactions of insects affect their environment and other organisms?

Targeted Standards:

2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems.

2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

2.3 Students identify and analyze systems and the ways their components work together or affect each other.

3.1 Students demonstrate positive growth in self-concept through appropriate tasks or projects

3.3 Students demonstrate the ability to be adaptable and flexible through appropriate tasks or projects.

3.4 Students demonstrate the ability to be resourceful and creative.

3.5 Students demonstrate self-control and self discipline.

3.7 Students demonstrate the ability to learn on one's own.

4.1 Students effectively use interpersonal skills.

Essential Questions:

How are organisms classified based upon similarities and differences?
Explain the interaction between predator and prey.
How are animals classified by feeding relationships?
What are the feeding interactions among populations of plant and animals (food chain) and what effect does it have?

Culminating Performance:

Each student researches an insect and creates a brochure on that selected insect.

Give a description of the insect
Describe the habitat of the insect
Tell what foods the insect eats
Interesting facts about the insect
Credits for research

Scoring Guide

Level 4:

Used 3 resources
Lists credits
Shows complete understanding of content
Answers all parts of the question accurately and realistically
Consistency and creativity of design adds to the quality brochure (illustrations, neatness, and use of white space)
Effective, organized and detailed brochure
Pictures and graphics support content and are relevant
Correct spelling, grammar, and punctuation

Level 3:

Used 2 resources
Lists credits
Shows general understanding of content
Answers all parts of the questions; minimal errors do not distract from the overall product (brochure)
Some consistency and/or creativity of design adds to a good brochure (text, readability, and use of white space)
Well organized content in brochure
Pictures and graphics support content and are relevant
Few spelling, grammar, and punctuation errors

Level 2:

Used 1 resource
Lists credit
Shows basic understanding of content
Answers most parts of the question; errors distract from the brochure
Some consistency or creativity of design lead to an adequate presentation (text, readability, and use of white space)
Some organization present
Pictures and graphics do not support content
Spelling, grammar, and punctuation errors distract from presentation

Level 1:

Used no resources
No credits listed
Shows minimal understanding of content
Answers some of the questions; error present
Little consistency or creativity of design
Ineffective and unorganized brochure
Pictures or graphics, if any, do not enhance presentation
Many spelling, grammar, and punctuation errors make brochure confusing

Knowledge:

Hands on
Vocabulary
Physiological changes over time
Effective writing and speaking/listening techniques
Graphic organizers
Synthesize information from multiple resources
Draw conclusions
Collect, organize, and display data
Predictions from data
Sort and compare objects and properties
Diversity and adaptations of organisms
Energy as property, food chain/food web

Skills/Abilities:

Research skills
Use data to construct reasonable explanations.
Label information.
The writing process
Open Response Question
Science Skills:
- observe
- classify
- infer
- predict
- collect and organize data
- communicate (oral and written)
Technology Skills
- Use of computer
- Paint
- Publisher
- Inspiration

Critical Resources:

Encyclopedias
Internet research
Inspiration
Publisher
Fayette County Extension Agent
Science Lab Teacher
Scholastic News
Library Books
Videos
Hands on materials
Scoring Guides
Trade Books
Charts

Instructional/Assessment Activities:

Each student will develop a Venn Diagram comparing similarities and differences between moths and butterflies.

Student reads article describing similarities and differences between butterflies and moths.
Students create a list of similarities and differences in moths and butterflies.
Students respond to Open Response Question related to the Venn Diagram.
Students will create a food chain diagram using Inspiration.

Week One	Week Two
Pre-test Brief study of Seeds & Plants Make Terrariums Observe and record changes in terrariums	Characteristics of insects Observe and record changes in terrariums
Week Three	Week Four
Introduce insects to terrariums Observe and record changes in terrariums Observe insects in terrariums and record observations through drawings Compare and contrast butterflies and moths	Introduce Chameleons to terrariums Observe organisms Observe and record changes in terrariums Discuss predators/prey
Week Five	Week Six
Observe and record changes in terrariums Introduce flow chart Class discussions on samples of food chains Introduce Inspiration Create food chain Students do Competency Assurance on Food Chain	Post-test Observe and record changes in terrariums Introduce characteristics of a brochure Make a list of insects Assign Insects for research Discuss format and expectations for brochure
Week Seven	Week Eight
Observe and record changes in terrariums Introduce techniques for note taking Introduce index and table of contents (Library books) Research in library and work on brochure*	Observe and record changes in terrariums Introduce Internet Research on the Internet and work on brochure*
Week Nine	Week Ten
Observe and record changes in terrariums Introduce skills for use of encyclopedias Research with encyclopedias for brochure*	Observe and record changes in terrariums Create rough draft of brochure Conference with students on brochure
Week Eleven	Week Twelve
Produce Layout copy for brochure Learn how to use Publisher	Completion of brochures Presentation of brochures

PRE TEST AND POST TEST

Science Test-Insects

NAME: ____________________ DATE: ______________________

MATCHING:

A. A home	___ 1. Metamorphosis
B. Section of an insect that contains the organs	___ 2. Abdomen
C. To change	___ 3. Exoskeleton
D. An organism that hunts	___ 4. Prey
E. Outside skeleton	___ 5. Thorax
F. An organism hunted for food	___ 6. Predator
G. Middle section of an insect	___ 7. Habitat

FILL IN THE BLANKS

8. All insects have ________________________ legs.

9. The antennae are used to ____________________ and ________________.

10.Two types of metamorphosis are ________________________

and __________________________.

11.____________________, ___________________, and

___________________ are three types of insect mouthparts.

TRUE OR FALSE

(Write T for True, F for False)

___ 12. All insects have three body parts.

___ 13. The legs and wings of insects are connected to the abdomen.

___ 14. A frog is a predator of a fly.

___ 15. Some insects can be harmful by destroying crops.

___ 16. The pupa is part of the complete metamorphosis life cycle.

17-19. Label the insect parts in the picture.

SHORT ANSWER

20-21. List two similar characteristics moths and butterflies have in common.

22-25. ESSAY

Draw a food chain. Include three different living organisms in your food chain.

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