I. Overview

This thematic unit on Creepy Crawlies was created for Mrs. Burdwood’s first grade class at Bear Tavern Elementary School.  Our lessons are designed to stimulate young, active minds and provide them with valuable knowledge about insects and spiders.  The students will be introduced to the world of creepy crawlies through a vast array of literature, photographs, and authentic specimens to observe.  At the completion of this unit, our students will come away with their own “Creepy Crawly Portfolio” filled with activities and hands-on crafts that they will have completed throughout the two weeks.  Perhaps more importantly, our children will come away with a newfound respect and fascination for these amazing animals we call creepy crawlies.
 
 

III. Initiatory Activities

A. Motivators

1. Library Table
a. A library table will be decorated with a "Creepy Crawly Picnic" theme.  A checkerboard tablecloth will be spread out on the table with a brown wicker basket on it.  A large selection of fiction, non-fiction, and poetry books will be on display, some coming out of the basket.  This collection of books will be added to throughout the Unit.  There will be rubber creepy crawlies scattered around trying to walk away with our book picnic.

2. Bulletin board:
a. Week One:  An interactive bulletin board will review basic Creepy Crawly knowledge.  The bulletin board will be divided into three separate sections.  Each section will portray the habitat of a bee, a locust, and a spider.  Across the bottom of the bulletin board will be envelopes labeled "Head", "Thorax", and "Abdomen."  Students may select a habitat and choose the appropriate body parts of the creepy crawly that lives in that habitat.  Each body part has part of the creepy crawly's name written on it.  When constructed correctly, the creepy crawly's body will spell its name.  Students will attach their creepy crawly to the appropriate habitat.
Week Two:  The teachers will take down the original envelopes and will staple the constructed creepy crawlies in their appropriate habitats.  New, labeled envelopes, containing pictures of ways humans have been helped and harmed by these creepy crawlies will replace the old envelopes.  Students will select a creepy crawly and will attach the appropriate pictures of the way it helps or harms humans underneath it.

3. Classroom Ant Farm
a. An ant farm will be on display and will serve as a resource not only during the "Social Lives of Insects" lesson, but also everyday as a resource for early finishers.

4. "What's it Going to Bee Today?" Honeycomb
a. A honeycomb shape will be drawn on poster-board.  The honeycomb
 will be divided into ten hexagons, each one representing one day of
   the Unit.  Each hexagon will have the subject of one lesson written on
   it, and will be covered with a hexagon-shaped piece of yellow paper.
   Each day, at the beginning of Unit Time, the student teacher will say,
                   "What's it going to Bee today?"  The class will respond with the secret
                    password: Buzzzzz!  The student teacher will remove the yellow sheet of
                    paper to reveal the lesson that will be taught that day.

5. Creepy Crawly Fact Box
a. As each lesson closes, a Fun Fact about Creepy Crawlies
will be drawn from a box decorated to look like a caterpillar. This will serve as a motivator because students will know that the Fun Fact
   will only be read once they have cleaned up and are seated quietly.
   Some examples follow:
   1.)    After the introductory lesson of the five main characteristics of
 insects, this Fun Fact will be read: "The average number of
 insects in one square mile is more than all of the people on
 earth."
2.) After teaching the lesson on social insects, where bees will be
        used as an example, this Fun Fact will be read: "A queen bee lays up to
        3,500 eggs a day, for several weeks at a time.  No wonder she only lives
        for a couple of years!"
   3.)   After teaching the lesson on how insects are helpful to humans, the
          following Fun Fact will be read:  "In South Africa, some people roast
           termites and eat them like popcorn!"

6. Creepy Crawly Name Tags
a. The Creepy Crawly nametags will be made in the shape of a fly and will be worn by the students and teachers during the teaching of the Unit.

7. Mascot
a. The mascot for the unit will be "Bumble", a stuffed toy bee who watches over the "What's it Going to Bee Today?" honeycomb.  The students must give Bumble the secret password (BUZZZZ!) before the honeycomb is removed.

8. Song:  (Sung to the tune of "Twinkle Twinkle Little Star")
Insect, Insect, please tell me
How you hear and how you see.
What you do with those six legs
Do your babies come from eggs?
Insect, insect, one more thing..
Do you fly on pairs of wings?

Children, children please listen,
I wear an outside skeleton.
Cold-blooded with jointed legs
Yes, my babies come from eggs.
Thorax, abdomen, and head
That is what the insect said.

Now, I think I know you well
There's two more things you didn't tell
What about those pretty wings?
Do you bite or do you sting?
Children, children, come and see
What it is that makes me me.
 
9. Creepy Crawly Portfolio
a. Students will be given a folder on the first day of the unit with the words,
      “Creepy Crawly Folder” written on it.  On the first day, early finishers may
       color and decorate their folder.  The students will put all of their worksheets
       and projects in the folder.  This folder will serve as an assessment tool for
       the student teachers at the end of the unit.
 

B. Introductions to Lessons

1. Lesson One:  "The Five Main Characteristics of Insects/ Examples of
  Insects"
 a.   This lesson will begin with a reading of "I Hate Bugs!  I Like Them."
 This poem provides an opportunity for the student teachers to
 engage in a humorous, argumentative, rhyming, conversation about
 their conflicting opinions about bugs.  The student teachers will explain unit
      procedures.
 
  2.  Lesson Two:   "Five Main Characteristics of Insects/Examples of Insects"
    (continued)
   a.   This lesson will begin with a reading of  We Like Bugs, a story
    that touches on a variety of insects in their natural habitats.

 3.  Lesson Three:  "How Insects Smell, Touch, and Taste"
a. This lesson will be introduced with a reading of "Oh  the Toe-Test", a
 humorous poem about a fly's ability to taste with its feet.

4.   Lesson Four:  "How Insects See and Hear"
a. This lesson will begin with a reading of the story, Old Black Fly.  This book will allow the students to connect a fly's escape with its incredible senses of sight and hearing.
b. The student teachers will bring in two round disks that the students can look through to see how an insect views the world.

  5. Lesson Five:   "How Insects are Helpful and Harmful to Humans"
   a.   After reading the lesson of the day from the honeycomb, the student teacher
            will tell the class that Bumble (our mascot) has left them a gift of honey to
            taste.  This introduces the students to the idea that insects provide us with
            useful products.  The book, It's A Good Thing There Are Insects will be
            read to give an overview of helpful and harmful insects.  To introduce
            harmful insects, we will read the poem, "The Locust." This poem discusses
            how locusts damage crops.

 6.   Lesson Six:   "The Social Life of Insects"
a. The book Honeybees will be read.  This book discusses how a hive functions and also discusses the division of labor within the hive.  It provides beautiful, detailed pictures as well.

7. Lesson Seven:  "Insect Reproduction"
a. This lesson will begin with a reading of The Very Hungry Caterpillar, a story about a caterpillar that goes through metamorphosis and becomes a butterfly.

 8. Lesson Eight:   "How Insects Protect Themselves and Survive in Their
  Habitats"
a. This lesson will begin with the student teacher showing the students pictures of insects and discussing the physical characteristics that help them protect themselves.  This will lead to a discussion about other ways that insects protect themselves.

 9.  Lesson Nine: "Spiders"
a. This lesson will begin with the book Spiders Are Not Insects.

  10. Lesson Ten:  Culminating Activity
a. This lesson will begin with several riddles that the students will be
 able to answer by drawing on new knowledge learned throughout the
 unit.
 

 IV. Students' Objectives
A. Problem: What is the largest group of animals?
B. Problem:  Why don't creepy crawlies have to be told what to do?
1. Sub-problem: What are some examples of creepy crawlies that exhibit inherited behavior?
C. Problem: What are the five main characteristics of insects?
1. Sub-problem: What does "cold-blooded" mean?
2. Sub-problem: What is an exoskeleton and what purpose do you think it serves?
a. What is molting?  Why do you think an insect needs to molt?
3. Sub-problem: What are the three main body parts of insects?
a. What features are on an insect's head?
b. What 2 body parts of an insect can be found on the thorax?
c.  What are some of the functions of the abdomen?
4. Sub-problem: How many pairs of wings do insects usually have?
a. What are some examples of insects that have one pair of
 wings?  Two pairs?
b. What insects do you know of that make musical sounds with their wings?
5. Sub-problem: How many legs does an insect have?
a. Using examples, describe the different ways insects use their legs.  In what ways do you use your legs like an insect does?
D. Problem: What are the five senses of insects?
1.    Sub-problem: What are two different ways insects hear?
2.     Sub-problem: What are the insect's touch organs?
a.     How do the touch organs work?
3.     Sub-problem: What kinds of foods do insects eat?  Do you think insects eat
              any of the same foods you do?
4.     Sub-problem: Where may an insect's taste organs be located?
a.     How are an insect's taste organs used?
  5. Sub-problem: Where is an insect's sense of smell chiefly located?
a. What are some specific ways an insect uses its sense of
 smell?  Do you use your sense of smell in any of the same
  ways?
1.) How does an ant use its sense of smell to protect its colony?  What do you think would happen if an ant lost its antennae?
6. Sub-problem: What two types of eyes do most insects have?
a. Describe how compound and ocelli eyes affect how an insect sees the world. How is your vision different than an insect's?
E. Problem: How does life begin for every insect?
1.       Sub-problem: What method of growth and development do most insects
use?

a.  Describe the four stages of complete metamorphosis by using moths and butterflies as examples.
F. Problem: What behaviors make an insect social?
1. Sub-problem: Describe the social life of ants.  What can we learn from ants?
2. Sub-problem: Describe the social life of bees.  What do you think is the best job in the hive?
3. Sub-problem: What is the difference between social and non-social insects?
G. Problem: What are some ways insects are helpful to our ecosystem?  How have you been helped by insects?
H. Problem: How are insects harmful to our ecosystem?  How have you been harmed by insects?  Do you think humans harm insects?
I. Problem: What are some ways that insects protect themselves and survive in their environment?  Why do you think they need to use methods of protection like camouflage?
1. Sub-problem: Give examples of some insects and their methods of protection.
J. Problem: Are spiders insects?
1. Sub-problem: What are the main characteristics of spiders?
2. Sub-problem: Identify two different ways spiders trap prey.  Do you think spiders are helpful, harmful, or both?  Why do you think this?
 

V. Teachers’ Objectives

A.    Content and Subject Matter
1. Students will be able to recall that insects are the largest group of animals.
2. Students will be able to explain that the behavior patterns of creepy crawlies are inherited from their parents.
a. Students will be able to give an example of a creepy crawly that displays inherited behavior.
3. Students will be able to list the five main characteristics of insects (5.2, 5.5, 5.6, 5.7).
a. Students will be able to define “cold-blooded.”
b. Students will be able to define “exoskeleton” and list the purpose it serves.
1.) Students will be able define “molting.”
c. Students will be able to list the three main body parts of insects.
1.) Students will be able to list the features that appear on an insect's head.
2.) Students will be able to name the two parts of the insect that can be found on the thorax.
3.) Students will be able to list the functions of the abdomen.
d. Students will be able to recall that insects usually have one or two
pairs of wings.
1.) Students will be able to identify insects that have one and two pairs of wings.
2.) Students will be able to recall that some insects, like grasshoppers and crickets, make musical sounds with their wings.
e. Students will be able to list what the insect’s six jointed legs are used for.
1.) Students will be able to give examples of insects that use their legs for these purposes.
4. Students will be able to list the five senses of insects (5.7).
a. Students will be able to name two different ways insects
hear.
b. Students will be able to recall the insect’s touch organs.
1.) Students will be able to explain how the touch organs work.
c. Students will be able to list the different foods insects eat.
d. Students will be able to identify where an insect’s taste organs may
be located.
1.) Students will be able to describe how the taste organs may
be used.
e. Students will be able to identify where an insect’s sense of smell is
chiefly located.
1.) Students will be able to describe specific ways an insect
uses its sense of smell.
a.) Students will be able to describe how an ant uses its
sense of smell to protect its colony.
f. Students will be able to recall the two different types of eyes that insects have.
a.) Students will be able to describe how an insect sees the
world through its compound and ocelli eyes.
5. Students will be able to recall that all insects start life as an egg (5.6, 5.8).
a. Students will be able to describe the process of simple growth and development.
1.) Students will be able to describe the four stages of complete
metamorphosis by using butterflies and moths as examples.
   6.  Students will be able to identify what behaviors make an insect social (5.1, 5.4,
  5.6, 5.12).
 a. Students will be able to describe the social life of ants.
a. Students will be able to describe the social life of bees.
b. Students will be able to recognize the difference between social
and non-social insects.
7. Students will be able to describe several different ways insects are helpful to our ecosystem (5.6, 5.12).
8. Students will be able to describe several different ways insects are harmful (5.6, 5.12).
9. Students will be able to describe different ways insects protect themselves and survive in their environment (5.6).
a. Students will be able to identify some examples of insects and their methods of protection.
10. Students will be able to recall that a spider is an arachnid and not an insect (5.4, 5.5, 5.6, 5.7).
a. Students will be able to list the main characteristics of spiders.
b. Students will be able to identify two different ways spiders trap prey.

A. Abilities and Skills
1.       Lesson One
A. Students will be able to listen to an explanation of Unit time
            routines, such as wearing nametags and gathering around Bumble
            for the topic of the day. Students will carry out the Unit routines.
            Students will be able to listen to "I Hate Bugs!  I Like Them!"
            Students will try to memorize the Insect Song while singing it with
            the student teachers.  Students will be able to listen as the student
            teacher discusses the five main characteristics of insects.  Students
            will be able to complete a worksheet by coloring in insects to
            distinguish them from the other animal illustrations.  Students will
            be able to listen to the Fun Fact of the day.
2.       Lesson Two

A. The students will be able to listen to We Like Bugs and will be
          able  to recall the five main characteristics that all of the insects in
          the  book share.  Students will be able to sing and act out a song
           that  focuses on the three main body parts of insects.  Through this
           activity, students will sharpen their skills in identifying insect parts.
           Students will learn how to use the bulletin board independently.
           Finally, they will complete a worksheet by coloring and labeling
            the body parts of an insect.
3.       Lesson Three
A.     The students will be able to listen to "Oh the Toe Test."  Students
            will be able to act out the way an insect smells, tastes, and touches
            an apple slice.  As students observe their insect specimen, they will
            be able to write the parts of insect that are used to taste, smell, and
            touch.
4.       Lesson Four
A.       Students will be able to listen to Old Black Fly.  Students will be
            able to see the world as an insect does.  Students will be able to
            create their own compound eye using aluminum  foil and egg
            cartons.
5.       Lesson Five
A. Students will be able to listen to It’s a Good Thing There Are
           Insects.  Students will be able to recall several ways insects are
           helpful and harmful and provide some examples.  Students will be
           able to listen to the poem, “The Locust” and to the book, Bugs At
 Work. Students will be able to write a sentence about an insect they
                       are going to create will be helpful.  Students will apply their
                       knowledge of insect anatomy to create their own unique insect that
                       will help the environment in a special way.
6.        Lesson Six
A. Students will be able to listen to Honeybees.  Students will be able
                                                 to observe the ant farm and create a class list of observations.
                                                 Students will be able to color and cut out an insect body part to
                                                 contribute to the construction of a class insect.
7.       Lesson Seven
A. The students will be able to listen to the story The Very Hungry
            Caterpillar.  The students will be able to recall that every insect
            begins life as an egg.  The students will be able to describe the
            concept of simple reproduction.  The students will be able to
            identify the four stages of metamorphosis.  The students will be
            able to create their own chrysalis and butterfly using household
            materials.
8.       Lesson Eight
A. Students will be able to identify ways an insect protects itself in its
            environment.   Students will be able to identify where a
            camouflaged insect is hiding in its environment.  Students will be
            able to design their own insect’s camouflage so that it may blend in
            with its chosen classroom surroundings.
9.        Lesson Nine
A.  The students will be able to listen to the book, Spiders Are Not Insects.  Students will be able to contribute to a class list by recalling from the book the ways spiders are different from insects.  The students will conclude that spiders are not insects, but that they are Arachnids.  The class will be able to view a spider specimen. The students will be able to apply their knowledge of the main characteristics to color, cut out, paste, create and label a spider.
10.        Lesson Ten
A. The students will exercise their higher order thinking skills as
they listen to and answer fun Creepy Crawly Riddles.  The students will be able to apply their knowledge of insects and spiders to play Creepy Crawly Bingo.  The students will be able to create and eat their own Creepy Crawly Snack
C. Attitudes and Appreciations
1.       Lesson One
A. The students will enjoy the introduction to the unit.  Having a nametag of their own and having the privilege of knowing the secret password into Bumble's honeycomb will make them feel special. Students will enjoy listening to "I Hate Bugs! I Like Them!" and will be excited to learn the Insect Song.  Students will feel a sense of confidence during the completion of the worksheet.  Students will be amazed by the Fun Fact of the day.

2.         Lesson Two
A.  Students will appreciate We Like Bugs.  Students will enjoy singing and wiggling to a "The Insect Wiggle."  Students will appreciate the interactive component of the bulletin board.  Finally, students will feel a sense of pride as they correctly label the body parts of insects on a worksheet.
3.         Lesson Three
A.  Students will appreciate the poem, "Oh the Toe Test."  Students will enjoy using various body parts to interact with food as an insect would.  Students will be excited to observe an insect specimen.
4.          Lesson Four
A.  Students will appreciate the story, Old Black Fly.  Students will be able to see the world as an insect does through insect vision simulators.  Students will be fascinated by pictures of the insects' hearing and sight features.  Students will appreciate creating their own compound eye using aluminum foil and egg cartons.
5.          Lesson Five
A. Students will be surprised by a honey treat.  Students will enjoy
           listening to the book, It’s a Good Thing There Are Insects.
           Students will appreciate the many ways insects are helpful and
           harmful.  Students will be fascinated by the student teacher’s
           artifacts relating to insects: a silk shirt, a moth eaten sweater, a
            beeswax candle and a honeycomb.  Students will enjoy listening to
            the poem, “The Locust” and to the book Bugs At Work.  Students
            will be excited to use their imaginations in creating their own
            original insect.
6.          Lesson Six
A. Students will appreciate the aesthetic beauty of the natural life photographs of bees in the book Honeybees.  Students will be excited to share their observations of the ant farm with the class.  Students will enjoy playing the role of a social student by creating class insects.
7.        Lesson Seven
A.  Students will appreciate listening to the story The Very Hungry Caterpillar.  The students will be intrigued by the three different ways that insects reproduce.  The students will enjoy simulating the last two stages of complete metamorphosis using their chrysalis and butterfly.
8.       Lesson Eight
A. The students will be excited to learn about the many different ways
 an insect may  protect itself.  Student will be fascinated by the
             pictures that show insects camouflaging themselves in their
             environment.  Students will be excited to design their own
             insect camouflage so that it blends in with a chosen area in the
             classroom.
 
 
9.        Lesson Nine
A. The students will appreciate the book, Spiders Are Not Insects.  Students will appreciate the differences between insects and spiders.  The students will be fascinated by the spider specimen.  The students will be surprised by spider fun facts.  The students will appreciate applying their knowledge in the creation of their spider.
10.       Lesson Ten
A.  The students will enjoy the challenge of answering the Creepy Crawly Riddles.  The students will feel confident as they realize they are able to answer the riddles correctly.  The students will be excited to play Creepy Crawly Bingo.  The students will enjoy creating and eating their Creepy Crawly Snack.
 

 
VI. Content

A. Insects are the largest group of animals. There are over a million kinds of insects.
1. Insects often appear to be intelligent and to know what they are doing.
a. Young insects do not have to be told what to do.  Their behavior patterns are inherited from their parents.
1.) For example, moths gravitate towards light, cockroaches move away from light, and fruit flies are drawn to fruit automatically, without having to learn.
B. Five main characteristics of insects.
1. All insects are cold-blooded.
a. Their blood temperature varies with the surrounding environment.
1.) The insect's body temperature changes to keep it comfortable in all types of weather.
2. All insects have an exoskeleton.
a. An exoskeleton is on the outside of the insect's body.
b. The exoskeleton serves as a suit of armor that protects the internal organs.
c. The exoskeleton becomes too tight as the insect grows and is shed off, in a process called molting.
3. All insects have three main body parts.
a. Head
1.) The eyes, mouthparts, and antennae are on the head.
b. Thorax
1.) The thorax is the middle section of an insect's body.
2.) The thorax holds six jointed legs and may hold a pair of wings depending upon the insect.
c. Abdomen
1.) Insects do not have nostrils.  They breathe through openings in their abdomen, called spiracles.
2.) Insects also digest food, reproduce, and get rid of waste products through their abdomen.
4. Insects usually have one or two pairs of wings.
a. They are the only animals besides birds and bats that have wings.
b. Flies, mosquitoes, and gnats, have only one pair of wings.
c. Butterflies, dragonflies, moths, bees, and many other insects have two pairs of wings.
d. Some insects use their wings to make musical sound.
1.) An insect does not have vocal cords, so it does not have a voice.
2.)  Nearly all insect sounds are made by males.
3.) Crickets rub the bases of their wing covers together to make a musical sound.
4.) Grasshoppers rub a rough place on their leg against the upper part of their wing covers to make a musical sound.
5.  Insects have six jointed legs.
a. The legs are used for many purposes.
1.) Some insects use their legs to walk.  The ant uses its legs to walk.
2.) Some insects, like the grasshopper use their legs to jump.
3.) Some insects, like the praying mantis use their legs to catch prey, hold food, and to dig.
4.) Some insects use their legs to collect food.  The bee collects food in the pollen "baskets" on its legs.
C. The Five Senses of Insects
 1. Hearing
a. Insects have wide range of hearing.  They can hear high and low sounds that are out of human range.
b.   Some insects have ears.
1.) Short-horned grasshoppers, cicadas, and many moths have their ears on the side of their bodies.
2.) Long-horned grasshoppers and crickets have their ears on their front legs.
c.    Other insects hear by means of the delicate hairs on their body.
1.) Male mosquitoes and some ants hear by means of hairs on their antennae.
2.) Caterpillars hear with hair scattered over the whole body.
2. Touch
a.    Insects are highly sensitive to touch.
b. Touch organs consist of hairs and spines that cover all parts of the insect's body, even its eyes.
1.)  Hairs are especially plentiful on the antennae.
c. Any kind of air current or pressure moves the hairs and warns the insect that something is coming near.
3. Taste
a. Insects are extremely sensitive to the same four taste sensations that people are: sweet, sour, salt, and bitter.
b. Insects eat a variety of food such as leaves, nectar, food scraps, soap, paper, and each other.
c. The taste organs of most insects are on their mouth parts.
1.) Some insects, like the hummingbird hawk moth use a proboscis which acts as a straw.
d. Some kinds of insects (ants, bees, and wasps) have taste organs on their antennae.
1.) They touch food with their antennae and eat it if they like the taste.
e. Insects such as butterflies, some moths and flies taste with their feet.
f. Some insects taste with their ovipositor, a long egg-laying organ.  The ovipositor is used to taste the places where they will lay their eggs.
4. Smell
a. The sense of smell is located chiefly in the antennae of insects and is very sharp.
b. Insects use their sense of smell to locate food, to find their way about, and to locate places to lay their eggs.
c. Insects also use their sense of smell to recognize insects of their own kind and to find mates.
1.) Ants recognize the members of their colony by their odor.
a.) Ants will drive away or kill an ant from another colony if it tries to enter their colony.
b.) Ants that normally fight one another will feed together peacefully if their antennae are removed.
5. Sight
a. Most insects have two large compound eyes that occupy most of the head.
1.) Each eye is made up of tiny six-sided lenses that fit together like the sides of a honeycomb.
a.) Through each lens an insect sees a small part of the total scene.  All of the parts together combine and form the whole picture.
b. Insects have no eyelids.  Their eyes are always open.
c. Insects cannot move or focus their eyes.  They see objects more than one yard away as a blur.
d. Insects can see movements and can tell colors apart.
1.) Butterflies will first visit flowers of purple and pink in search of nectar.
e. Many adult insects also have three simple eyes called ocelli set in the form of a triangle between compound eyes.
1.) Ocelli can only tell the difference between light and dark.
D. Insect Reproduction
1.  A new insect is created when the male fertilizes the egg of a female.
 a.  Every insect starts life as an egg.
1.) Simple growth and development involves the hatching of insect that looks like a miniature adult.  The insect simply grows larger each time it molts.
2.) Complete metamorphosis takes place in most species of insects, including bees, moths, butterflies, beetles, flies, wasps, and ants.
a.) These insects go through four stages.  These are the egg, larva, pupa, and adult stages.
1.) The larva are worm-like creatures that look completely different from their parents.
(a.)  For example they may eat different things, may not have compound eyes or wings, may have different mouthparts.  Some larvae don't even have any legs, while others have extra legs.
(b.)  The larvae of insects have many different names.  For example the larva of butterflies and moths are called caterpillars; those of flies are maggots.
(c.) After the larva completes its growth, it stops eating and enters the pupa.
(1.) In preparation for this stage some larva spin a cocoon or spin some other kind of protective covering around their bodies.
(2.) Most pupa appear lifeless, but inside there is great activity.  The larval structures are being broken down into a liquid and reformed into adult organs.
(3.) After the change is complete the pupal covering cracks open and the adult insect crawls out.
b.) The butterfly goes through complete metamorphosis.
(1.)  The caterpillar (larva) molts four times before it is fully- grown.
(2.)   Once it is fully- grown it spins a silk thread through its silk glands (spinnerets) around its body for support and protection.  This support structure is called a chrysalis.
(3.)  After about two weeks, all of the organs have changed, the skin of the pupa splits, and the butterfly emerges fully developed ready to sip nectar, mate, and lay eggs.
a. Family Life
1.) Insects such as ants and bees work together.  They are social insects.
a.)    Ants work together to collect food and build homes.
a.)  Thousands of bees live together in hives and work together to    build honeycombs out of wax and to collect nectar for food.
(1.) In the family there is one mother bee (the queen), with worker daughters and drone sons.
(a.) The drone is responsible for mating with the queen.
(b.) Workers construct the hive and gather nectar for the family.
2.) Most insects have no family life.
a.) The parents may get together only to mate.  Females lay the eggs where the developing insect will have food.
b.) Some insects such as a few kinds of beetles stay with their young after they are born, guarding and feeding them.
E.      Ways insects are helpful and harmful
1.  Many insects are helpful to our ecosystem.
a. Bees, wasps, flies, and butterflies pollinate plants like fruits, vegetables, field crops, and flowers.
b.    Insects cultivate the soil.
c. Insects are an important food source for birds, frogs, fish, skunks, lizards, and other animals.  Plants, such as the Venus Fly -Trap also eat insects.  Many humans eat insects as well!
d. Insects provide us with products.  Some examples are honey and wax from bees and silk from silkworms.
e. Many insects help clean our earth by feeding on animal waste and dead animals, or the remains of dead plants.  Insects that live in the ground enrich the soil with their waste and their dead bodies.
f. Many insects are beneficial because they are predators (animals that eat other animals).  They feed on other harmful insects.
2. Many insects are harmful.
a. A small amount of insects are harmful, but those that are do a lot of damage.
b. Insects attack and injure almost all types of plants.  They destroy about 10% of our crops.
c. Many insects are household pests.  Clothes moths and carpet beetles ruin clothing, carpets, upholstery, and furs.  Silverfish damage books.  Termites attack furniture and the beams and floors of buildings.  Ants and cockroaches eat spoiled foods.
d. Many insects are a danger to human health.  Flies and mosquitoes may inject a painful and sometimes deadly poison.  Many fleas and lice may damage our skin and cause soreness.  Some blood-sucking insects carry deadly diseases such as malaria.
F. Protection and Survival
1. Insects have many means of self-defense against their enemies.
a. Most insects simply try to escape, and quickly fly, leap, or scamper away.
b. Many insects have powerful weapons for defense.
1.) Walking sticks, roaches, and earwigs use a harmful spray against their enemies.
2.) Stinkbugs give off foul odors.
3.) Some ants have powerful jaws and can pinch painfully.
4.) Bees, wasps, and some ants have poisonous stings.
c. Many insects are protected because they are camouflaged, that is their color or form blends with their surroundings.
1.) Many moths look like bark or bird droppings.
2.) Walking sticks and caterpillars look like twigs.
3.) A leaf butterfly resembles a dead leaf when its wings are folded.
d. Some insects protect themselves by means of bright color patterns.
1.) Many bees and wasps have bright color patterns to warn predators that they are dangerous.
e. Insects use their habitat as a means of survival and protection.
1.) Insects live everywhere- houses, backyards, trees, mountains,
  water, and deserts.
G. Spiders
1. Spiders are not insects, they are arachnids.
a. Spiders have eight legs.
b. Spiders have two body parts.  The head and the thorax are joined on spider's body.  There is no abdomen.
c. Spiders have no antennae, they have feelers.
d. All spiders spin silk, but they don't all make webs.
1.) When an insect flies into the web, it gets stuck.  The spider rushes out to spin silk around it. Inside the silk, the insect turns into a liquid mush.
2.) The spitting spider catches insects by spitting a sticky gum all over them.
  e.     Spiders have eight eyes, but they are very near-sighted.
 

VII. Developmental Activities
A.       Lesson One
The students will learn the Insect Song.  This song is a fun way to
help students remember the five main characteristics of insects that were previously discussed.  Students will then complete a worksheet where they will be given a number of animal illustrations.  They will be asked to color in only those animals that are insects.
B.      Lesson Two
Students will be divided into groups of three to represent the three body parts of an insect.  Students will then sing a song about the main body parts.  When the body part that they represent is mentioned in the song, they will wiggle. Student teachers will use the bulletin board to review basic body parts and the features found on them.  They will then complete a worksheet where they are asked to color and label the parts of an insect.
C.       Lesson Three
Students will simulate insect behavior in a group activity. The students will use their bodies to show how an insect would smell, taste, and touch the apple. The students will be asked to remember different uses for the senses.  Students will go back to their desks and each table will be given an actual insect specimen to be examined through magnifying glasses.  Students will then make educated guesses about how the insect smells, touches, and tastes and will report back to the class.
D. Lesson Four
      Students will look through two round disks that have many tiny holes.  This activity simulates how an insect sees the world.  Students will make their own compound eye using egg cartons and aluminum foil
E. Lesson Five
Students will write: “My insect is helpful because…” and will complete the sentence.  Students will then create an original helpful insect by drawing it and gluing on craft materials.  The only criteria are that it has three body parts, six legs, and two compound eyes.
E.       Lesson Six
Students will observe the class ant farm with their magnifying glasses and will contribute ideas about how the ants work together to a class list on the dry erase board.  Students will then be assigned a part of an ant or a bee to color and cut out.  The students’ parts will be arranged to form the two insects.  Through this activity, students will grasp the concept of how social insects work together to reach a common goal.
 G. Lesson Seven
Students will be able to simulate the last two stages of complete metamorphosis by constructing their own chrysalis out of household materials.
H. Lesson Eight
      Students will be able to design an insect’s camouflage so that it may blend in with its classroom surroundings.  Students will then display their insect on their chosen background.
I.       Lesson Nine
      Sitting in a circle, the class will create a spider web by rolling a ball of yarn back and forth across the circle.  Students will color and cut out the body parts of a spider and glue them on a piece of construction paper.  They will use black pipe cleaners for legs.  They will then label these parts on the paper.
J.       Lesson Ten
      Students will answer fun riddles about creepy crawlies.  Students will play Creepy Crawlie Bingo to help the student teachers assess their understanding. Students will create a snack that resembles an insect.  Upon completion of these activities, and of the unit as a whole, students will be recognized for their hard work.  Each student will receive an “Expert and Friend of All Creepy Crawlies” certificate that displays a photograph of them wearing the insect vision simulators.
 
 
 
 
 
 
 
 
 
 

VIII. Evaluation

A. Student Evaluation

1. Informal assessment is one of the best ways to evaluate a first grader’s understanding of new material.  During the two weeks of this unit, we will be continuously assessing the students’ understanding of creepy crawlies through questioning and careful observation.  The student teachers will stimulate higher order thinking through questioning.
2. Bulletin Board: The student teachers will assess the students’ understanding of creepy crawly body structure, the different ways bees, locusts, and spiders are helpful and harmful, and the habitats that these creepy crawlies live in.  The bulletin board will also help the student teachers assess whether or not the students recognize the names of these creepy crawlies.
3. Creepy Crawly Portfolio: The students will each have their own “Creepy Crawly Folder” to keep all of their completed unit activities and worksheets in.  The student teachers will periodically check on the students’ portfolios to see if all of the activities and worksheets have been completed accurately.
4. Daily Activities:
a. Lesson One: The student teachers will assess the students’ comprehension of the five main characteristics with a worksheet on which students will only color those animals that are insects.
b. Lesson Two: The student teacher will observe the students to see if they know when it is their turn to wiggle during the “Insect Wiggle.”  This acting out of a body part will help the student teacher assess whether the students understand the location of an insect’s basic body parts. The students’ understanding of insect body structure will be also assessed through the use of a worksheet on which students will color and label the parts of an insect.  The student teacher will also be able to assess the students’ writing skills by using this worksheet.
c. Lesson Three: The students’ understanding of how insects use their senses of smell, touch, and taste will be evaluated in a group activity.  The student teacher will observe as students act out the way an insect would smell, touch, and taste an apple.  The student teacher will also assess the students’ understanding by having them complete the “Sense-ational Insects” worksheet. This worksheet tests the students’ ability to identify which body parts are sensing features.  Finally, it helps the student teacher assess the students’ handwriting and reading abilities.
d. Lesson Four: The student teacher will assess the students’ listening skills and their understanding of the structure of a compound eye by having them create a pair of compound eyes out of egg cartons and aluminum foil.
e. Lesson Five: The student teacher will assess the students’ understanding of what it means to be beneficial by observing the insects that they created to see if they are helpful in some way.  The student teacher will also evaluate the students’ handwriting and their ability to construct meaningful sentences by reading the sentences that they wrote about their insect.
f. Lesson Six: The students’ understanding of what it means to be a social insect will be assessed as they contribute to a list of observations about the class ant farm.  The students’ ability to cooperate and work together to reach a common goal will be evaluated as they create one part of a class insect.
g. Lesson Seven: The students’ ability to list the four stages of complete metamorphosis will be assessed as the student teacher asks them to predict the stages on the “Complete Metamorphosis Wheel.”  The students’ ability to follow directions and to use materials properly will also be assessed as the student teacher monitors the classroom during the creation of the chrysalis and butterfly.
h. Lesson Eight: The student teacher will evaluate the students’ understanding of the concept “camouflage” by observing how well their insect blends in with its environment.
i. Lesson Nine: The student teacher will assess the students’ understanding of a spider’s body structure by having them assemble a spider that they will color and cut out.  The students’ writing skills will be assessed as the student teacher observes the labels on their spiders.
j. Lesson Ten: The students’ understanding of the information taught during the Creepy Crawly unit will be assessed through “Creepy Crawly Bingo.”  The students will also be assessed by their accuracy in answering the riddles.
 
 
 
 

B. Teacher Evaluation:
During the unit, we will assess ourselves not only through personal reflection, but also through verbal and nonverbal feedback that we receive from the students.  The following is a list of questions that we hope to keep in mind as we teach our unit:
1. Did we establish a good rapport with the students?
2. Did we show good classroom management?
3. Did we account for the diverse learners in the classroom by using a variety of teaching techniques?
4. Did we use a sufficient amount of wait time and stay with the same child while questioning him/her?
5. Did we use open-ended questions to elicit higher order thinking skills?
6. Were we well organized and prepared for each lesson?
7. Did we have sufficient knowledge of the subject matter?
8. Did we show leadership while teaching the lesson?
9. Did we meet all of our objectives?
10. Were we enthusiastic?
11. Did we move the students to be enthusiastic?
12. What would we change if we taught the lesson again?
 
 

A.  Teacher Resources

Bailey, Stephanie. "Bug Fun." University of Kentucky Department of Entomology (20 Jan.
           1997). Online. Internet. Oct. 1999.

Berger, Melvin. Chirping Crickets. New York: HarperCollins Publishers Inc., 1998.

Bee, Mrs. “Insects and Bugs.” Mrs. Bee’s Busy Classroom (Apr. 1999). Online. Internet. Nov.
           1999.

Bernhard, Emery. Ladybug. New York: Holiday House, 1992.

Church, Jole. "Why Don't Spiders Stick to Their Own Webs?" Southeastern Michigan Math-
Science Learning Coalition (1995). Online. Internet. Oct. 1999.

Conklin, Gladys. How Insects Grow. New York: Holiday House, 1969.

Crew, Glenda. “Spiders.” Rochedale State School Home Page (1997). Online. Internet. Nov.
           1999.

Demi.  Dragon Kites and Dragonflies. New York: Harcourt Brace Jovanovich, Publishers, 1986.

Demuth, Patricia Brennan. Those Amazing Ants. New York: MacMillan Publishing Co., 1994.

Dorros, Arthur. Ant Cities. New York: Harper & Row, Publishers, Inc., 1997.

Ewbank, Constance. Insect Zoo: How to Collect and Care for Insects. New York: Walker and
Company, 1973.

Farber, Norma. Never Say Ugh to a Bug. New York: Greenwillow Books, 1979.

Fisher, Allen. Cricket in a Thicket. New York: Charles Scribner's Sons, 1963.

Fleischman, Paul. Joyful Noise. United States of America: Charlotte Zolotow, 1988.

Fowler, Allan. It’s A Good Thing There Are Insects. Chicago: Children’s Press Inc., 1990.

Fowler, Allan. Spiders Are Not Insects. New York: Children’s Press Inc., 1996.

Gibbons, Gail. The Honey Makers. New York: Morrow Junior Books, 1997.

Goor, Nancy and Ron. Insect Metamorphosis. New York: Atheneum, 1990.

Himmelman, John. A Ladybug’s Life. New York: Children’s Press, 1998.

Hoberman, Mary Ann. Bugs. New York: The Viking Press, 1976.

Hogan, Paula Z. The Butterfly. Milwaukee: Raintree Childrens Books, 1979.

Hogan, Paula Z. The Honeybee. Milwaukee: Raintree Childrens Books, 1979.

Hunt, Joyce and Selsam, Millicent E. A First Look At Caterpillars. New York: Walker and Co.,
           1997.

Itse, Elizabeth M. Hey Bug! and Other Poems About Little Things. New York: American
           Heritage Press, 1972.

Lecht, Jane. Honeybees. United States of America: National Geographic Society, 1973.

Llewellyn, Claire. I Didn’t Know That Spiders Have Fangs. Connecticut: Copper Beech Books,
           1997.

Mitgutsch, Ali. From Blossom to Honey. Minneapolis: Carolrhoda Books, 1981.

Newman, L.H. Man and Insects. New York: The Natural History Press, 1966.

Nye, John. “Beneficial Insects.” Delaware Cooperative Extension  (Dec. 1996). Online. Internet.
           Nov. 1999

O'Neill, Amanda. I Wonder Why Spiders Spin Webs. New York: Kingfisher, 1995.

Pluckrose, Henry. Ants. New York: Gloucester Press, 1981.

Pluckrose, Henry. Bees and Wasps. New York: Gloucester Press, 1981.

Pluckrose, Henry. Butterflies and Moths. New York: Gloucester Press, 1981.

Ritchie, Carson I.A. Insects, The Creeping Conquerers. New York: Elsevier/ Nelson Books,
           1979.

Royston, Angela. Insects And Crawly Creatures. London: Dorling Kindersley Ltd., 1992.
 
S.E.D.L. "Activity: Spider Venom." Southwest Educational Development Laboratory (15 June
           1999). Online. Internet. Oct. 1999.

S.E.D.L. "Activity: Who Am I?" Southwest Educational Development Laboratory (15 June
           1999). Online. Internet. Oct. 1999.

Selsam, Millicent E. Insects in Winter: Where Do They Go? New York: Four Winds Press, 1982.

Simon, Seymour. Pets in a Jar. New York: The Viking Press, 1975.

Souza, D.M. Insects in the Garden. Minneapolis: Carolrhoda Books, 1991.

Teale, Edwin Way. The Junior Book of Insects. New York: E.P. Dutton & Company, 1953.

Toth, Martha W. “What is an Insect?” University of Michigan K-12 Math-Science Outreach
           Office (1995). Online. Internet. Nov. 1999.

Towers, Fawlty. “Insects.” Teachers’ Net (31 Mar. 1998). Online. Internet. Nov. 1999.

VanCleave, Janice. Play and Find Out About Bugs. New York: John Wiley and Sons, Inc., 1999.

Watts, Barrie. Butterfly and Caterpillar. Morristown: Silver Burdett Company, 1985.
 
 
 
 
 

 B.  Children's Resources

Aylesworth, Jim. Old Black Fly. New York: Henry Holt and Company, 1992.

Berger, Melvin. Chirping Crickets. New York: HarperCollins Publishers Inc., 1998.

Bernhard, Emery. Ladybug. New York: Holiday House, 1992.

Carle, Eric. The Very Hungry Caterpillar. New York: Philomel Books, 1987.

Conklin, Gladys. We Like Bugs. New York: Holiday House, 1962.

Demuth, Patricia Brennan. Those Amazing Ants. New York: MacMillan Publishing Co., 1994.

Dorros, Arthur. Ant Cities. New York: Harper & Row, Publishers, Inc., 1997.

Farber, Norma. Never Say Ugh to a Bug. New York: Greenwillow Books, 1979.

Fleischman, Paul. Joyful Noise. United States of America: Charlotte Zolotow, 1988.

Fowler, Allan. It’s A Good Thing There Are Insects. Chicago: Children’s Press Inc., 1990.

Fowler, Allan. Spiders Are Not Insects. Children’s Press Inc., 1996.

Freschet, Berniece. The Web in the Grass. New York: Charles Scribner's Sons, 1972.

Garelick, May. Where Does the Butterfly go When it Rains. New York: Scott, Foresman and
           Company, 1961.

Gibbons, Gail. The Honey Makers. New York: Morrow Junior Books, 1997.

Goor, Nancy and Ron. Insect Metamorphosis. New York: Atheneum, 1990.

Griffen, Elizabeth. A Dog's Book of Bugs. New York: Atheneum, 1968.

Hawes, Judy. Fireflies in the Night. Toronto: Fitzhenry and Whiteside Limited, 1963.

Hoberman, Mary Ann. Bugs. New York: The Viking Press, 1976.

Hogan, Paula Z. The Butterfly. Milwaukee: Raintree Childrens Books, 1979.

Hogan, Paula Z. The Honeybee. Milwaukee: Raintree Children’s Books, 1979.

Himmelman, John. A Ladybug’s Life. New York: Children’s Press, 1998.
 

Hunt, Joyce and Selsam, Millicent E. A First Look At Caterpillars. New York: Walker and Co.,
           1997.

Lecht, Jane. Honeybees. United States of America: National Geographic Society, 1973.

Llewellyn, Claire. I Didn’t Know That Spiders Have Fangs. Connecticut: Copper Beech Books,
          1997.

Lobel, Arnold. Grasshopper on the Road. New York: Harper and Row, 1978.

Mitgutsch, Ali. From Blossom to Honey. Minneapolis: Carolrhoda Books, 1981.

O'Neill, Amanda. I Wonder Why Spiders Spin Webs. New York: Kingfisher, 1995.

Pluckrose, Henry. Ants. New York: Gloucester Press, 1981.

Pluckrose, Henry. Bees and Wasps. New York: Gloucester Press, 1981.

Pluckrose, Henry. Butterflies and Moths. New York: Gloucester Press, 1981.

Royston, Angela. Insects And Crawly Creatures. London: Dorling Kindersley Ltd., 1992.

Selsam, Millicent E. Insects in Winter: Where Do They Go? New York: Four Winds Press, 1982.

Souza, D.M. Insects in the Garden. Minneapolis: Carolrhoda Books, 1991.

Watts, Barrie. Butterfly and Caterpillar. Morristown: Silver Burdett Company, 1985.

Winter, Paula. The Bear & The Fly. New York: Crown Publishers, Inc., 1976.

Wolkstein, Diane. The Visit. New York: Alfred A. Knopf, 1977.
Wong, Herbert H.and Vessel, Matthew F. Our Caterpillars. Massachusetts: Addison-Wesley
                Publishing Co., 1977.
 
 
 
 
 

C.  Instructional Aids:
1. Lesson One:  "What's it Going to Bee?" honeycomb, Bumble (stuffed animal bee),
      student nametags, ant farm, the Insect Song, "I Like Bugs! I Hate Them!", the Five
      Main Characteristics poster, pictures of insects and other animals, Five Main
      Characteristics Worksheet.

2. Lesson Two:  We Like Bugs, The Insect Wiggle, Creepy Crawly bulletin board, Bug
      Parts worksheet

3. Lesson Three: "Oh the Toe Test", photographs, apple slice, napkins, party blower,
     four different insect specimens, magnifying glasses, "Sense-ational Insects"
     worksheet.

4.  Lesson Four: Old Black Fly, insect vision simulators, pictures, camera, aluminum foil,
            egg cartons.

5.   Lesson 5: The book, It’s a Good Thing There Are Insects, the poem, “The Locust,”
      silk shirt, beeswax candle, honeycomb, moth eaten sweater, the book, Bugs At Work,
      and craft materials (sequins, pom poms, googly eyes, yarn).

6.   Lesson 6: Honeybees, class ant farm, pictures of non-social insects, insect parts
                   worksheet.

            7.  Lesson 7: The Very Hungry Caterpillar, I Wonder Why Spiders Spin Webs and
                 Other Questions About Creepy Crawlies, Insect Metamorphosis, Insect “Reproduction
                 Wheels”, construction paper, paint, popsicle sticks, toilet paper tubes, tissue paper.

        8.   Lesson 8: Honeybees, It’s a Good Thing There Are Insects, Bees and Wasps, I
 Wonder Why Spiders Spin Webs and Other Questions About Creepy Crawlies,
 Insect Metamorphosis, Insects in the Garden, Butterflies and Moths, Insects and
 Crawly Creatures, insect shape on construction paper.

9.   Lesson 9: Spider specimen, magnifying glass, Spiders Are Not Insects, I Didn’t
                  Know That Spiders Have Fangs, yarn, plastic insects, spider body parts sheet,
                 construction paper, and black pipe cleaners.

10.  Lesson 10:  Creepy Crawly Riddles, Creepy Crawly Bingo materials, pretzels, peanut
      butter, m & m’s, cream cheese, celery sticks, raisins, bug juice, plastic knives, paper
                  plates, cups, napkins, “Expert and Friend of All Creepy Crawlies” certificate.
 
 
 
 
 
 
 

D.  Use of Technology
1. Microsoft Word 1997
2. Netscape Communicator 4.6
3. Hallmark Greetings Workshop (CD ROM)
4. Camera (for student certificates)
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

X. Lesson Plans
Creepy Crawlies         50 minutes
The Five Main Characteristics of Insects

I.   Objectives:

Content:
The students will be able to distinguish insects from other animals after learning the five  main characteristics of insects.

Abilities and Skills:
Students will be able to listen to an explanation of Unit time routines, such as wearing nametags and gathering around Bumble for the topic of the day. Students will carry out the Unit routines.  Students will be able to listen to "I Hate Bugs!  I Like Them!" Students will try to memorize the Insect Song while singing it with the student teachers.  Students will be able to listen as the teacher discusses the five main characteristics of insects.  Students will be able to complete a worksheet by coloring in insects to distinguish them from the other animal illustrations.  Students will be able to listen to the Fun Fact of the day.

Attitudes and Appreciations:
The students will enjoy the introduction to the unit.  Having a nametag of their own and the privilege of knowing the secret password into Bumble's honeycomb will make them feel special. Students will enjoy listening to "I Hate Bugs! I Like Them!" and will be excited to learn the Insect Song.  Students will feel a sense of confidence during the completion of the worksheet.  Students will be amazed by the Fun Fact of the day.

Objectives for Individual Students:
The student teachers will ensure that students who tend to act out are seated near the front, so that they can be easily seen.  The student teachers will monitor the classroom during the completion of the worksheet and will give assistance to any student(s) who may need it.  Early finishers may begin to decorate their "Creepy Crawly Folder."

II.  Thinking Operations:

The students will be: listening, asking, speaking, memorizing, singing, applying, differentiating, completing, distinguishing, coloring.
 
 
 
 
 
 
 
 

III. Procedure:

A.        Introduction:
1. The student teachers will introduce the unit to the students and will explain Unit Procedures: Honeycomb lesson of the day, Bumble and the secret password, and nametags.
2. The students will gather around the Honeycomb and will ask Bumble, "What's It Going to Bee?"
3. The student teachers will tell the class that they will have their very
own ant farm to observe.  The student teachers will tell the class that they are invited to observe the ant farm during their free time.
4. The students will then go to the reading rug and will listen to the student teachers' reading of "I Hate Bugs! I Like Them!"  Students
may share their opinions of insects.
5.   Students will learn the Insect Song.

B.       Development:
1. The student teachers will begin to introduce the lesson by giving
      students a general description of creepy crawlies.
2. The student teachers will have a large poster of an insect with labeled
body parts.
3.     The student teachers will use this poster as a resource during the discussion of the five main characteristics of insects (cold-blooded, exoskeleton, three main body parts, wings, and six jointed legs).  The student teacher will ask the students what they think the exoskeleton is needed for.  The student teacher will ask the students why they think an insect needs to molt.  When the wings are being discussed, the student teacher will ask the class if they know of any insects that make musical sounds.  When the legs are being discussed, the students will be asked to share what ways they use their legs as an insect does.
4. The student teachers will have several photographs of insects to illustrate the five main characteristics.  Student teachers will also have a supply of photographs that includes insects that have not been discussed and of other animals.  Students will be asked to use the five main characteristics as a guide in determining which of the animals are insects.

C.       Conclusion:
1. Students will be asked to return to their seats to complete the Five
Main Characteristics Worksheet by coloring in only those animals that are insects.
2. Student teachers will introduce the Creepy Crawly Fun
Fact Box and will tell students that the fact will only be read when all materials are put away and they are sitting quietly.
3. Early finishers may observe the ant farm, select a book from the
library table, or listen to a story on the reading rug.
 

IV. Observation and Assessment:

Students' abilities will be assessed through questioning and through close observation.  The student teachers will also assess the students' comprehension of the five main characteristics by looking at their completed worksheets.

V. Resources/ Instructional Aids:

"What's it Going to Bee?" honeycomb, Bumble (stuffed animal bee), student nametags, ant farm, the Insect Song, "I Like Bugs! I Hate Them!", the Five Main Characteristics poster, pictures of insects and other animals, Five Main Characteristics Worksheet.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Creepy Crawlies         50 minutes
The Five Main Characteristics of Insects (cont.)

I. Objectives

Content:
The students will be able to sharpen their skills in identifying insect parts and will be able to identify and label the body parts of insect.

Abilities and Skills:
The students will be able to listen to We Like Bugs and will be able to recall the five main characteristics that all of the insects in the book share. Students will be able to sing and act out a song that focuses on the three main body parts of insects.  Through this activity, students will sharpen their skills in identifying insect parts.  Students will learn how to use the bulletin board independently.  Finally, they will complete a worksheet by coloring and labeling the body parts of an insect.

Attitudes and Appreciations:
Students will appreciate We Like Bugs.  Students will enjoy singing and wiggling to a new insect song.  Students will appreciate the interactive component of the bulletin board.  Finally, students will feel a sense of pride as they correctly label the body parts of the insects on a worksheet.
 
Objectives for Individual Students:
Students who tend to act out will not be placed in the same groups during the singing and acting out of the song.  The student teacher will monitor the classroom to assist any student who is having difficulty identifying, labeling, or coloring the body parts.  Early finishers will be invited to choose a book from the library table, observe the ant farm, or do a dot to dot worksheet.

II. Thinking Operations:

The students will be: listening, remembering, singing, acting out, identifying, applying, completing, labeling, and coloring.

III. Procedure:
 
  A.  Introduction:
1. The students will be gathered on the reading rug.  The student teacher will read the book We Like Bugs.
2. The student teacher will ask the students if they can remember what five things all of the insects in the book have in common.
3. The student teacher will briefly review with the class the five main characteristics of insects.

B. Development:
1. The student teacher will introduce "The Insect Wiggle" to the class.  She will assign different body parts to the students and organize them into insects.
2. The class will sing and act out the song.  For example, when the thorax  is mentioned in the song, the students representing this body part will wiggle.  The song will be sung until all the body parts have been mentioned.
3. The student teacher will have the class gather around the bulletin board.  The student teacher will show the class how to use the bulletin board by engaging their attention in the construction of an insect.  The student teacher will tell the class that during Unit time two early finishers at a time may use the bulletin board.

C. Conclusion:
1. Students will return to their desks to complete a worksheet where
they will color and label the body parts of an insect.
2. Early finishers may work on the bulletin board or choose a book to
  read from the library table.
 
IV. Observation and Assessment:

The student teacher will observe the students to see if they know when it is their turn to wiggle during the song.  The student teacher will also observe the students during the completion of the worksheet and will look at their completed work to assess their comprehension.

V. Resources/ Instructional Aids:

We Like Bugs, "The Insect Wiggle," interactive Insect bulletin board, Bug Parts
 Worksheet.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Creepy Crawlies         50 minutes
Insects' Smell, Taste, and Touch

I. Objectives

Content::
The students will listen as the student teacher discusses how an insect smells, tastes, and touches.  The students will simulate insect behavior by using their bodies to show how an insect would smell, taste, and touch an apple.  Students will examine an actual insect specimen and complete a worksheet where they will identify the parts of the insect that aid in smelling, touching, and tasting.

 Abilities and Skills:
 The students will be able to listen to "Oh the Toe Test."  Students will be able to act out
the way an insect smells, tastes, and touches an apple slice.  As students observe their insect specimen, they will be able to write the parts of insect that are used to taste, smell, and touch.

Attitudes and Appreciations:
Students will appreciate the poem, "Oh the Toe Test."  Students will enjoy using varoius body parts to interact with food as an insect would.  Students will be excited to observe an insect specimen.

Objectives for Individual Students:
The student teacher will seat those students who have trouble staying focused closer to her on the reading rug.  The student teacher will observe the students during the group activity to ensure that learning is taking place.  The student teacher will also monitor the classroom during the specimen observation and will use
cueing techniques to point students in the right direction.  Early finishers will receive a fun coloring activity to complete.   Early finishers may also observe the ant farm or read a book from the library table.

 
II. Thinking Operations

 Students will be: listening, simulating, acting out, applying, observing, examining, discussing, writing, and coloring.

III. Procedure

A. Introduction:
1.  The student teacher will read the poem, "Oh the Toe Test."

B. Development:
1. The student teacher will discuss the many different ways insects smell
(antennae), touch (hairs and spines on body respond to air movement),
and taste (mouthparts, proboscis, ovipositor, feet).  The student teacher will ask the student if they use their sense of smell for any of the same reasons that insects do.  When discussing the use of the antennae, the students will be asked what they think would happen if an ant lost
      its antennae.
2. The student teacher will show the students photographs of insects and
will point out the sensing features.
3. While the chewing mouthparts are being discussed, the student teacher
will have a set a pliers with a pair of antennae on it.  This will be used to show how the chewing mouthparts work.  The student teacher will use a party blower to show students what a proboscis looks like and will compare the way an insect soaks and sucks food to the                            way students soak and suck a chocolate chip cookie in milk.
4. The students will be asked if they think insects eat any of the same
foods they do.  The student teacher will also discuss the variety of food that insects eat and will provide a few examples.
5. The student teacher will set out a napkin with an apple slice on it in
front of each student.  The students will act out the way an insect would smell, taste, and touch the piece of apple using their body parts.

C. Conclusion:
1. The students will return to their seats.   Each table will receive an
insect specimen to observe.  They will complete the Sense-ational
Insects worksheet.  Students will have time at each station to examine a different insect, discuss the sensing features with their table mates, and complete their worksheet.
 

IV. Observation and Assessment

The student teacher will observe the students and will listen to their responses to see whether or not they can identify the parts of the insect that smell, taste, and touch.  The student teacher will observe student behavior to see how cooperative they are while working in groups.

V. Resources/ Instructional Aids

"Oh the Toe Test", photographs, apple slice, napkins, party blower, four different insect specimens, magnifying glasses, Sense-ational Insects worksheet.
 
 
 
 
 
 

Creepy Crawlies         50 minutes
Insects' Sight and Hearing

I. Objectives

Content::
The students will listen as the student teacher discusses insect sight and hearing.  The students will simulate insect vision and will create their own compound eye.

Abilities and Skills:
Students will be able to listen to Old Black Fly.  Students will be able to see the world as an insect does.  Students will be able to create their own compound eye using aluminum foil and egg cartons.

Attitudes and Appreciations:
The students will appreciate the story, Old Black Fly.  Students will be able to see the world as an insect does through insect vision simulators.  Students will be fascinated by pictures of the insects' hearing and sight features.  Students will appreciate creating their own compound eye using aluminum foil and egg cartons.

Objectives for Individual Students:
Students who tend to act out will be seated in the front during the reading of the book.  The student teacher will monitor the classroom and help those who need assistance.  Early finishers may use the bulletin board, choose a book from the library table, or observe the ant farm quietly.

II. Thinking Operations

Students will be: listening, viewing, simulating, speaking, comprehending, applying, creating.

III. Procedure

A.  Introduction:
1. The students will be gathered on the Reading Rug.  The student
teacher will read Old Black Fly to the students.
2. The student teacher will ask the students how they think the fly
avoided getting swatted in the story.
3. The student teacher will tell the students that the fly got away by using its incredible senses of sight and hearing.

B.  Development::
1. The student teacher will pass around the insect vision simulators and
  will ask the students to look through them.
2. The student teacher will discuss insect vision (compound eyes and/or
ocelli eyes) and will show pictures of insect eyes.  The student teachers will take a picture of each student while he/she is wearing the "compound eyes."  The pictures will be used at a later date.  The students will be asked how their vision is
 different from an insects.
3. The student teacher will discuss insect hearing (via delicate hairs that
respond to sound waves or via ears).

C.  Conclusion:
1. The students will return to their desks and will create a compound
eye out of Aluminum foil and egg cartons.

IV. Observation and Assessment

The student teacher will observe the students throughout the lesson.  She will assess the students’ understanding through questioning techniques and by looking at their completed projects.
 
V. Resources/ Instructional Aids
 
Old Black Fly, insect vision simulators, pictures, camera, aluminum foil, egg cartons.
 
 
 
 

 Creepy Crawlies         50 minutes
Helpful and Harmful Insects

I. Objectives

Content::
Students will learn the different ways that insects are helpful and harmful.  Students will use their knowledge about insect anatomy to create and write about their own original helpful insect.

Abilities and Skills:
Students will be able to listen to It’s a Good Thing There Are Insects.  Students will be able to recall several ways insects are helpful and harmful and provide some examples.  Students will be able to listen to the poem, “The Locust” and to the book, Bugs At Work. Students will be able to write a sentence about an insect they are going to create will be helpful.  Students will apply their knowledge of insect anatomy to create their own unique insect that will help the environment in a special way.

Attitudes and Appreciations:
Students will be surprised by a honey treat.  Students will enjoy listening to the book, It’s a Good Thing There Are Insects.  Students will appreciate the many ways insects are helpful and harmful.  Students will be fascinated by the student teacher’s artifacts relating to insects: a silk shirt, a moth eaten sweater, a beeswax candle and a honeycomb.  Students will enjoy listening to the poem, “The Locust” and to the book Bugs At Work.  Students will be excited to use their imaginations in creating their own original insects.

Objectives for Individual Students:
The student teacher will seat those students who have trouble staying focused closer to her on the reading rug.  The student teachers will monitor the class as they create and write about their original insects.  The student teachers will provide assistance to those who need help thinking of an idea or those who need help constructing their insect.  Early finishers are invited to the reading rug to listen to the book, Ladybug.

II. Thinking Operations

Students will be: listening, recalling, speaking, viewing, applying, writing, creating,
           gluing, and coloring.

III. Procedure
A. Introduction:
1. As usual, students will be gathered around the honeycomb and the student teacher will tell them that Bumble has left them a honey treat.
2. The students will each receive a teaspoon of honey to taste.
3. The student teacher will then have the class go over to the reading rug to listen to the book, It’s a Good Thing There Are Insects.

B. Development:
1.  The student teacher will ask the students to recall ways that insects are
      helpful and harmful in the book.  These comments will be recorded on
      the dry erase board.  The students will be asked to share how insects
      may have helped or harmed by insects.  The student teacher will ask
      the students if they think that humans harm insects.
2.   When the locust is brought up as a harmful insect, the poem, “The
       Locust” will be read.
3.   The student teacher will show the class the helpful/harmful artifacts
      she has brought in.
4. The student teacher will read to the class, Bugs At Work, a cartoon
 book that provides examples of fictitious helpful insects, ex. A
 plumber insect.  The student teacher will tell the class that they will
 create their own original helpful insect.  The student teacher will give
 instructions to the class regarding the completion of the activity.
 
C. Conclusion:
   1.  The students will return to their desks to write their sentence about
                                         their insect.  They will then create the insect they wrote about.
 
 IV. Observation and Assessment
 
The student teacher will assess the students listening skills by having them recall the
            different ways insects were helpful and harmful in the book.  The student teacher will
            also monitor the class to ensure that they are making proper use of the craft materials.

V. Resources/Instructional Aids

The book, It’s a Good Thing There Are Insects, the poem, “The Locust,” silk shirt, beeswax candle, honeycomb, moth eaten sweater, the book, Bugs At Work, and craft materials (sequins, pom poms, googly eyes, yarn).
 
 
 

 Creepy Crawlies       50 minutes
The Social Life of Insects

I. Objectives
Content::
Students will learn about the social life of insects.  Bees, ants, and beetles will be used as main examples of social and nonsocial insects.  Students will be involved in the construction of a class insect to illustrate how social insects work together.

Abilities and Skills:
Students will be able to listen to Honeybees.  Students will be able to observe the ant farm and create a class list of observations.  Students will be able to color and cut out an insect body part to contribute to the construction of a class insect.

Attitudes and Appreciations:
Students will appreciate the aesthetic beauty of the natural life photographs of bees in the book Honeybees.  Students will be excited to share their observations of the ant farm with the class.  Students will enjoy playing the role of a social student by creating class insects.

Objectives for Individual Students:
The student teacher will seat those students who have trouble staying focused closer to her on the reading rug.  The student teacher will monitor the class as they color and cut out their section of the class insect.

II. Thinking Operations

Students will be listening, viewing, speaking, evaluating, observing, listing, recalling, applying coloring, cutting, and contributing.

 III. Procedure

A. Introduction:
1. The student will be gathered on the reading rug.  The student teacher will read the book, Honeybees.

B. Development:
1.    The student teacher will tell the class that bees are social insects.  The
student teacher will ask the students if they know what the word      “social” means.  The student teacher will give the class some other examples of social insects.  The class will then engage in a discussion of the life of bees and what makes bees social insects.  During this discussion, the student teacher will ask the students to evaluate the jobs in the hive and share what they think the best job in the hive is.
2. The student teacher will tell the class that they can observe the social
       life of ants by taking a close look at the class ant farm.  The ant farm
       will be place on a desk at the front of the reading rug.  The student
       teacher will tell the class to take a minute to observe the ant farm.
       The student teacher will then ask students to share their observations
       with the class.  These will be listed on the dry erase board.  The
       student teacher will ask the students what they think we can learn
       from ants.
3.    The student teacher will then tell the class that not all insects are
       social.  The student teacher will provide pictures and examples of
       nonsocial insects.  The student teacher will ask the class if they
       would rather be a social or nonsocial insect and why.
4.    The student teacher will tell the class that they will be social students
       while creating class insects.  The student teacher will ask the students
       to recall what it means to be social.  The student teacher will tell the
       students that each of them is going to be responsible for the
       completion of a part of a class insect.

C. Conclusion:
1. The students will be sent back to their desks and will create their
       insect part with the provided materials.

IV.  Observation and Assessment

The student teacher will assess the students’ observation skills by listening to their
comments about the ant farm.  The student teacher will assess the students’
comprehension of the word “social” by asking what the word means and by
observing their behavior to see if they are working together like social students.

V. Resources and Instructional Aids

Honeybees, class ant farm, pictures of non-social insects, insect parts worksheet.
 
 

 Creepy Crawlies       50 minutes
Insect Reproduction
I. Objectives

Content:
The students will learn that every insect begins life as an egg.  The students will learn about the three kinds of insect reproduction and the stages that each includes.

Abilities and Skills:
The students will be able to listen to the story The Very Hungry Caterpillar.  The students will be able to recall that every insect begins life as an egg.  The students will be able to describe simple reproduction.  The students will be able to identify the four stages of metamorphosis.  The students will be able to create their own chrysalis and butterfly using household materials.

Attitudes and Appreciations:
Students will appreciate listening to the story The Very Hungry Caterpillar.  The students will be intrigued by the intricate stages of metamorphosis.  The students will enjoy simulating the last two stages of complete metamorphosis using their chrysalis and butterfly.

Objectives for Individual Students:
The student teacher will seat those students who have trouble staying focused closer to her on the reading rug.  The student teacher will assist those students who need help in the creation of their chrysalis and butterfly.  Early finishers may color a fun worksheet.

II.  Thinking Operations

The students will be listening, recalling, identifying, speaking, viewing, creating, cutting,
 gluing, and painting.
 

III.  Procedure
 A.           Introduction
1. The students will be gathered on the reading rug and the student
  teacher will read, The Very Hungry Caterpillar.
 
 B.          Development
1. The student teacher will elicit prior knowledge of metamorphosis
      as the book is discussed.  The student teacher will explain that
      metamorphosis is the way most insects grow while other insects go
      through simple growth and development.
2.   The student teacher will tell the students that they will now discuss
      metamorphosis, which insects such as butterflies and
      moths go through.  The student teacher will illustrate complete
      metamorphosis by reading a selection from I Wonder Why Spiders
      Spin Webs and Other Questions About Creepy Crawlies and also
      showing them photographs from the book, Insect Metamorphosis.
3.   The student teacher will show them the "metamorphosis
                                                wheel” which features a butterfly.  She will show them how it
works and then will go through the stages using the wheel.  She will ask questions as she spins it and ask them to predict what the next stage will be.
 
 C.            Conclusion
1. The student teacher will show students a completed chrysalis and
butterfly and will tell them that they will be making one just like it.  The butterfly will be made from construction paper and popsicle
sticks, and paint for designs.  Once dry, its wings will be folded
and placed inside the chrysalis.  The students will simulate the
emergence of the butterfly in its last stage of complete
metamorphosis.
2. The student teacher will give the students directions on how to
complete the project
3. The students will go back to their desks and will complete the
butterfly project.

            IV.  Observation and Assessment

            The student teacher will assess the students’ comprehension through questioning while
            going through the stages on the reproduction wheels.  The student teacher will also
            observe the students to see that they are behaving properly and are using their materials
            as directed.

            V.  Resources/Instructional Aids

            The Very Hungry Caterpillar, I Wonder Why Spiders Spin Webs and Other Questions
            About Creepy Crawlies, Insect Metamorphosis, "Metamorphosis Wheel”, construction
            paper, paint, popsicle sticks, toilet paper tubes, tissue paper.
 
 
 

 Creepy Crawlies         50 minutes
Insects' Protection and Survival

I. Objectives

Content::
The students will learn about how an insect protects itself.  Physical characteristics such as camouflage will be discussed as well as an insect’s defense mechanisms used to survive in the animal world.

Abilities and Skills:
Students will be able to identify ways an insect protects itself in its environment.   Students will be able to identify where a camouflaged insect is hiding in its environment.  Students will be able to design their own insect’s camouflage so that it may blend in with its chosen classroom surroundings.

Attitudes and Appreciations:
The students will be excited to learn about the many different ways an insect may
 protect itself.  Student will be fascinated by the pictures that show insects
 camouflaging themselves in their environment.  Students will be excited to design
 their own insect camouflage so that it blends in with a chosen area in the classroom.

 Objectives for Individual Students:
 The student teacher will seat those students who have trouble staying focused closer
 to her on the reading rug.  The student teacher will monitor the class as they design
 their insect’s camouflage and will pay close attention to see that directions are being
 followed correctly.  Early finishers may select a book to read from the library table or
 use the bulletin board.

II.  Thinking Operations

The students will be listening, viewing, speaking, identifying, choosing, designing, coloring, cutting, and camouflaging.

III. Procedure

A. Introduction:
1. The students will be gathered on the reading rug.  The student teacher will show the class several pictures from books that contain an insect that has camouflaged itself in its environment.  The student teacher will ask the class if they can identify where the insect is in the pictures.

B.        Development:
1.   The student teacher will ask the class what it is called when an insect
      blends in with its environment.  After the answer camouflage is given,
      the students will be asked why they think an insect needs to do this.
2. The student teacher will explain that camouflage is only one of many ways that insects protect themselves.  The student teacher will ask the class if they can think of any other ways that insects protect themselves.  These comments will be recorded on the dry erase board.  She will then discuss these means of protections and others such as warning colors, weapons, habitat, ways of protecting their young and means of escape.  The student teacher will show photographs of insects protecting themselves in these ways from a variety of books.

C. Conclusion:
1. The student teacher will tell the class that they will be given their own
      insect to hide in the classroom.  They will decide where they want
      their insect to hide and will color their insect so that it will be
      camouflaged with their chosen environment.  For ex. If the student
      wanted their insect to hide on the bookshelf, he/she would draw and
      color books for camouflage on the insect.
2. The students will return to their desks and complete the camouflaging
      activity.
3. When they are finished, the students may put up their insect in the area they wish it to hide in.

IV.  Observation and Assessment
The student teacher will assess the students’ understanding of camouflage by observing how well the insect blends in with its environment.

V.   Resources and Instructional Aids
Honeybees, It’s a Good Thing There Are Insects, Bees and Wasps, I Wonder Why Spiders Spin Webs and Other Questions About Creepy Crawlies, Insect Metamorphosis, Insects in the Garden, Butterflies and Moths, Insects and Crawly Creatures, insect shape on construction paper.
 
 
 
 
 
 
 
 
 
 
 
 
 

Creepy Crawlies         50 minutes
Spiders
I. Objectives

Content::
The students will learn that spiders are not insects, but are Arachnids.  The class will learn the main characteristics of spiders and compare these to those of insects.

Abilities and Skills:
The students will be able to listen to the book, Spiders Are Not Insects.  Students will be able to contribute to a class list by recalling from the book the ways spiders are different from insects.  The students will conclude that spiders are not insects, but that they are Arachnids.  The class will be able to view a spider specimen. The students will be able to apply their knowledge of the main characteristics to color, cut out, paste, create and label a spider.

Attitudes and Appreciations:
The students will appreciate the book, Spiders Are Not Insects.  Students will appreciate the differences between insects and spiders.  The students will be fascinated by the spider specimen.  The students will be surprised by spider fun facts.  The students will appreciate applying their knowledge in the creation of their spider.

Objectives for Individual Students:
The student teacher will seat those students who have trouble staying focused closer
 to her on the reading rug.  The student teacher will observe the students as they pass around the spider specimen to be sure they are using gentle hands.  The student teacher will monitor the room to make sure that the spiders are being put together and labeled properly.  Early finishers will be invited to observe the spider specimen and color in a fun worksheet.

 II.  Thinking Operations
 
Students will be listening, viewing recalling, speaking, listing, comparing, applying,
            creating, coloring, cutting, pasting, and labeling.

            III.  Procedure

A. Introduction:
1.   The students will be gathered on the reading rug.  The student teacher
      walk around to each student and show them the spider specimen that
      they may view with a magnifying glass.  The student teacher will then
      read, Spiders Are Not Insects.
2.  The student teacher will show the students a realistic looking plastic
      spider.  The student teacher will ask the students if they remember
      what group spiders belong to.
B. Development:
1. The student teacher will ask the students what are some differences between spiders and insects that they recall from the story.  These comments will be recorded on the dry erase board.
2. The student teacher will discuss these and also go over any characteristics of the spider that were not mentioned.  The student teacher will also tell the class some fun facts from the book, I Didn’t Know That Spiders Have Fangs that they may be surprised to hear.
3. The student teacher will ask the class to sit in a circle and will tell them that they will make a spider web.
4. The student teacher will show the class the ball of yarn and explain that they will pass the yarn back and forth across the circle to each other to weave a web.
5. The student teacher will start the yarn ball rolling.  The ball will be rolled until everyone has had a turn.
6. The student teacher will tell the students that they will be putting their own spider together with the parts provided.  The student teacher will record on the dry erase board the body parts that she wants the students to label on their spider.  The student teacher will place at each table a plastic spider that students may refer to when pasting the body parts on the construction paper.

C. Conclusion:
1. The students will go back to their seats and will color in the spider body parts and cut them out.  They will glue these parts in the appropriate position onto a piece of construction paper.  The students will use black pipe cleaners to glue on for legs.  The students will label the spiders: head, thorax, feelers and 8 legs.

IV.  Observation and Assessment
            The student teacher will assess the students’ listening skills by how much they can recall
            from the book.  The student teacher will assess their understanding of the characteristics
            of spiders by looking to see if the parts of the spider are properly labeled.

V.   Resources and Instructional Aids
Spider specimen, magnifying glass, Spiders Are Not Insects, I Didn’t Know That Spiders Have Fangs, yarn, plastic insects, spider body parts sheet, construction paper, and black pipe cleaners.
 
 
 

Creepy Crawlies        50 minutes
Culminating Activity

      I.  Objectives

Content::
The students will review their Creepy Crawly knowledge that they have acquired throughout the unit.  The students will use this knowledge to answer fun riddles and play Creepy Crawly Bingo.  The students will also make their own creepy crawly snack to enjoy.

Abilities and Skills:
The students will be exercising their higher order thinking skills as they listen to and answer fun Creepy Crawly Riddles.  The students will be able to apply their knowledge of insects and spiders to play Creepy Crawly Bingo.  The students will be able to create their own Creepy Crawly Snack.

Attitudes and Appreciations:
 The students will enjoy the challenge of answering the Creepy Crawly Riddles.  The students will feel confident as they realize they are able to answer the riddles correctly.  The students will be excited to play Creepy Crawly Bingo.  The students will enjoy creating and eating their Creepy Crawly Snack.

Objectives for Individual Students:
The student teachers will seat those students who have trouble staying focused closer to her on the reading rug.  The student teachers will remind the students that the fun learning activities they have planned will take place only if the students are being good listeners and are following directions.

II.  Thinking Operations
 
The students will be listening, speaking, reviewing, answering, applying, playing, creating, and eating.

III.  Procedure
 
 A.      Introduction:
1. The student teachers will have the class gather on the reading rug.  They will tell them that since they are now all experts on Creepy Crawlies, they can use  knowledge to play some fun games.

 B.    Development:
1. The student teachers will read aloud the riddles and will ask the students to
           answer them.
1. The student teachers will ask the students to return to their seats for their next Creepy Crawly challenge.  The student teachers will explain how to play Creepy Crawly Bingo and hand out the materials.
2. The student teachers will call out the clue and the students will mark off the appropriate space if it is on their card.  The student teachers will repeat this game several times.

 C.      Conclusion:
1. The student teachers will tell the students that since they have met their
       challenges for today and have worked hard, it is time to refuel their brains
        with a Creepy Crawly Feast!
      2.    The students will have a chance to make two different Creepy Crawly
             Snacks and quench their thirst with “Bug Juice.”
      3.    After the Creepy Crawly Feast is over, the student teachers will present
             the students with their “Expert and Friend of All Creepy Crawlies”
             certificate.  Each student’s certificate will have a picture of him/her
             wearing insect vision simulators.

IV.  Observation and Assessment

The student teachers will assess the class by how well they are listening and following directions.  The student teachers will be able to assess how much the students learned through the unit by how much knowledge they exhibit during the activities.

V.    Resources and Instructional Aids

Creepy Crawly Riddles, Creepy Crawly Bingo materials, pretzels, peanut butter, m & m’s, cream cheese, celery sticks, raisins, bug juice, plastic knives, paper plates, cups, napkins, “Expert and Friend of All Creepy Crawlies” certificate.