District 11 Division of Operations & Instruction
Science



Grade 2: Insects Unit
Overview
View the Video Introduction. This unit is a Full Option Science System (FOSS) kit created by the Lawrence Hall of Science at the University of California, Berkeley. It is published by Delta Education. The insects kit provides experiences that heighten students' awareness of the diversity of animal forms. They come to know first-hand the life sequences of a number of insects. In each activity, an insect is introduced, and students observe structures and behaviors, discuss their findings, and ask questions. Students observe life cycles of insects and compare the stages of metamorphosis exhibited by each species. The insects provided to the teacher include mealworms, milkweed bugs, butterfly larvae, and crickets.

Curriculum Integration: This is an Integrated Unit for Science and Art.

Daily Lessons 1-3 4-6 7-9 10-12 13-15 16-18

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

  • Interdependence - Insects have physical characteristics and structure, undergo changes within life cycles and interact with each other and their environments.

  • Scientific Process - A well designed investigation involves the use of a written plan that identifies the materials to be used, the procedure to follow, and the variables. A plan needs to be followed to make sure all steps in an investigation are completed. Scientists use many tools when conducting an investigation.

  • Complete data makes it possible to explain the results of an investigation and compare it with the prediction.

  • A written plan must be followed in the correct sequence to make sure it is done the same way each time. (Replication of results.) An investigation should be done more than once to make sure data is accurate.

  • Living Things - All things can be categorized as living or nonliving and have have basic needs for survival.

  • All organisms must consume food to survive. This can be in the form of plants or other insects or animals.

  • Living organisms have physical characteristics and structure that are unique to their populations, while individuals exhibit variations within that structure.  

  • Some organisms undergo simple or complete metamorphosis within their life cycle.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

  • Scientific Process - Why are predictions an important part of the scientific process? How can we make better predictions?

  • Why should we follow a plan when conducting an investigation? What tools are available to gather data when conducting an investigation? How does data help us explain our investigation? What are some of the ways we can collect data? How can we communicate the results of our investigation to others? How can we make sure an investigation is done the same way each time? 

  • Living Things - What is necessary for all organisms to survive? What is the difference between living and nonliving things?

  • What are some specific characteristics of the organisms that allow them to adapt and survive in their environments? What characteristics are common to each of these species?

Standards 
Highest Frequency Standards High Frequency Standards Other Standards & E-skills

 
 Standard 1: Students understand the processes of scientific investigations and design, conduct, communicate about, and evaluate such investigation.
Standard 3:  Life Science:  Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment. Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment. Students know and understand interrelationships of matter and energy in living systems. Students know and understand how the human body functions, factors that influence its structures and functions compared with those of other organisms. Students know and understand how organisms change over time in terms of biological evolution and genetics.
Standard 5: Students know and understand interrelationships among science, technology, and human activity and how they affect the world.
Standard 6: Students understand that science involves a particular way of knowing and they understand common connections among scientific disciplines.

Literacy Connection Resources
 Bug Catcher Game - learn to identify insects and the environments they inhabit.

Science Leveled Readers with Audio
Exoskeleton (3)      Exoskeleton (3) Practice      Exoskeleton (3) Answers
 All About Bees - learn about different types of bees.
 Bugs K
 About Insects K
 The Insects K
 A Bee Like Me 1
The Ant and the Grasshopper 1
Where Are the Butterflies? 1
 Monarchs Take Flight 2
 Amazing Insect and Spider Builders 3
 The Curious World of Beetles 3

Vocabulary:  structure, behavior, life cycle, habitat, metamorphosis

Sample Units

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Lessons 1-3: Mealworms
  
Duration: @ 3 class periods
Standard 3: Life Science:  Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment.
Enduring Understanding: Interdependence- Insects have physical characteristics and structure, undergo changes within life cycles and interact with each other and their environments.
Essential Questions: What are some specific characteristics of the organisms that allow them to adapt and survive in their environments? What characteristics are common to each of these species?

Activities  

  1. Notebook Writing: Constructed Response A, “Mealworm Habitat” (Embedded Assessment Package p. 62)Reading: Bug Faces by Darlene Murawski
    Math: “How Many”  (TG Investigations tab, Investigation 1, p.26, investigation Duplication Masters # 14)
    Explore the Ask a Scientist website and     Backyard Bugs  by the National Geographic Society.  Available through D11 Medianet

  2. Larva, Pupa, Adult - Notebook Writing: “An Insect Hunt” (TG Science Stories Tab, p.3)
    Reading: “So Many Kinds, So Many Places” Insects;
    FOSS Science Stories, p. 2-7 and TG Science Stories tab p.2)
    Math: “Start A Timeline”, (TG Investigations Tab, Investigation 1, p. 27, investigation Duplication Master # 34)
    Explore the     Interesting Insect Photo Gallery.

  3. Life Cycle - Notebook Writing: Home/School Connection: “News Flash” Duplication Master #25 (TG Investigations tab, Investigation 1, p.28)
    Math: “Interpreting a Chart” (TG Investigations tab, Investigation 1, p.26)
    Assessment Introduction - (Embedded Assessment Package, Performance Assessment Tab, p. 12)

Differentiation
 Support: Read or listen to the audio books Bugs, About Insects, and The Insects.
Extension: Play the Bug Catcher Game, and learn to identify insects and the environments they inhabit.

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Lessons 4-6: Waxworms
  
Duration: @ 3 class periods
Standard 3: Life Science:  Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment.
Enduring Understanding: Interdependence- Insects have physical characteristics and structure, undergo changes within life cycles and interact with each other and their environments.
Essential Questions: What are some specific characteristics of the organisms that allow them to adapt and survive in their environments? What characteristics are common to each of these species?

Activities  

  1. Notebook Writing: Constructed Response B, “Insect Body Structures” (Embedded Assessment Package p.72)
    Reading: Insects by Robin Bernard
    View the Wax Moth Pupa video.

  2. Larva, Pupa, Adult
    Notebook Writing: “Waxworms for Paragraph Topics” (TG, Investigation 2 p. 25)
    Math: “A Waxworm Timeline” (TG  Investigation 2 p. 27

  3. Life Cycle - Notebook Writing: Home/School Connection: “News Flash” Duplication Master #26 (TG Investigations tab, Investigation 2, p.28)
    Math: Venn Diagram “Comparison of Mealworm and Waxworm” (TG Investigation 2 p. 26, Investigation Duplication Master # 16

Differentiation
 Support: 
Extension: Play the Bug Catcher Game, and learn to identify insects and the environments they inhabit.

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Lessons 7-9: Milkweed Bugs
  
Duration: @ 3 class periods
Standard 3: Life Science:  Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment.
Enduring Understanding: Interdependence- Insects have physical characteristics and structure, undergo changes within life cycles and interact with each other and their environments.
Essential Questions: What are some specific characteristics of the organisms that allow them to adapt and survive in their environments? What characteristics are common to each of these species?

Activities  

  1. Eggs - Reading: Bugs For Lunch by Margery Flacklam
     Math: “Habitat Numbers”,  (TG Investigation 3 p.27, Investigation Duplicate Master # 17)
    View the Milkweed Bug Washing Up video.
    Habitats -     Math: “Bar Graphs”, (TG Investigation 3 p.27, Investigation Duplication Master # 18)

  2. “Milkweed Bug Pictures”, (TG Investigation 3 p. 27, Investigation Duplication Master #7)

  3. Growing Milkweed Bugs:
    Notebook Writing: Constructed Response C “Insect Life Cycles” (Embedded Assessment Package, p. 81)     (or after third insect studied)
    Reading: “Insect Shapes and Colors” (Insects; FOSS Science Stories, p. 8-11 and TG Science Stories Tab p. 4)
    Math: “Milkweed Bug Timeline” (TG, Investigation 3 p.28)
    Explore the         Why Bugs are Interesting in so Many Ways website.
    Home/School Connection “How to Collect and Release Insects” (TG Investigation 3 p. 28 Investigation Duplication Master #27) 
    Complete the "Life Cycle of the Milkweed Bug”  (TG Investigation 3, p28)

Differentiation
 Support: 
Extension: Read the audio book Exoskeleton (3). Complete the Exoskeleton (3) Practice, then check our answers using the Exoskeleton (3) Answers.

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Lessons 10-12: Silkworms
  
Duration: @ 3 class periods
Standard 3: Life Science:  Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment.
Enduring Understanding: Interdependence- Insects have physical characteristics and structure, undergo changes within life cycles and interact with each other and their environments.
Essential Questions: What are some specific characteristics of the organisms that allow them to adapt and survive in their environments? What characteristics are common to each of these species?

Activities  

  1. Eggs - Math: “Silkworm Timeline” (TG Investigation 4 p. 32)
    Watch the Silk Moth Larvae Eating     video.

  2. Notebook Writing: Home/School Connection “Insect Evidence” (TG Investigation 4, p.31, Duplication Master #28

  3. Explore the Silk Production website that tells the story of silk production–from the mulberry harvest, to the spinning and weaving of thread. 

  4. Silkworm Structures Activities: “Look Inside a Cocoon” (TG Investigation 4, p. 31)

  5. Pupae and Adults - Reading: “What Makes an Insect an Insect”? (Insects; FOSS Science Stories, p. 12-15 and TG Science Stories Tab p.6)
    Explore the Insect Lore and Bug Fun website.
    Home/School Connection “Evidence of Insects” (TG Investigation 4, p.31)     

Differentiation
 Support: 
Extension: Play the Bug Catcher Game, and learn to identify insects and the environments they inhabit.

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Lessons 13-15: Butterflies
  
Duration: @ 3 class periods
Standard 3: Life Science:  Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment.
Enduring Understanding: Interdependence- Insects have physical characteristics and structure, undergo changes within life cycles and interact with each other and their environments.
Essential Questions: What are some specific characteristics of the organisms that allow them to adapt and survive in their environments? What characteristics are common to each of these species?

Activities  

  1. Watch the Caterpillar Video and see the caterpillar building a cocoon and coming out of it as a butterfly.
    Caterpillars - Math: “Painted Lady Timeline” (TG, Investigation 5, p. 27)
    "Reconstruct the Butterfly” (TG Investigation 5 p. 26 Investigation    Duplication Master #12     

  2. Chrysalises - Notebook Writing: “Compare Butterflies and moths with a Venn Diagram” (TG, Investigation 5 p. 25)
    “Raise Local Larvae” (TG Investigation 5 p. 27)     

  3. Butterflies- Reading: “Insect Life Cycles” (Insects, FOSS Science Stories. P. 16-21, TG Science Stories Tab, p.8)
    Math: “Wing Symmetry” Math Extension A  and B (TG Investigation 5 p. 25  Investigation Duplication Masters # 21 and 22)
    Explore the Bug Fun website.

Differentiation
 Support: Read or listen to the audio book, Monarchs Take Flight or Where Are the Butterflies?
Extension:

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Lessons 16-18: Other Insects
  
Duration: @ 3 class periods
Standard 3: Life Science:  Students know and understand the characteristics and structures of living things, the processes of life and how living things interact with each other and their environment.
Enduring Understanding: Interdependence- Insects have physical characteristics and structure, undergo changes within life cycles and interact with each other and their environments.
Essential Questions: What are some specific characteristics of the organisms that allow them to adapt and survive in their environments? What characteristics are common to each of these species?

Activities   

  1. Crickets - Explore the Crickets in the Classroom website for great information on crickets.   
    “Observe Ladybugs and Mantids” (TG  Investigation 6 p.23)

  2. Ants - Math: “Ant Roles and Stages” Math Extension A and B (TG Investigation 6 p. 23 Investigation Duplication Master #23 and 24
    Explore the     Bug Club website for young entomologists.
    “Homemade Ant Farm” (TG Investigation 6 p. 24 Duplication Master #30)

  3. Aquatic Insects - Notebook Writing: Embedded Performance Assessment (Embedded Assessment Package p. 12) (or after last insect is studied)
    Reading: “Same But Different” (Insects; Foss Science Stories p.22-23, TG Science Stories Tab p.14)
    “Take a Field Trip” (TG Investigation 6)

Differentiation
 Support: Read or listen to the audio books A Bee Like Me or The Ant and the Grasshopper.
Extension: Read or listen to the audio books Amazing Insect and Spider Builders or The Curious World of Beetles.

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Parents

According to research conducted by Robert Marzano and the Mid-Continental Research in Education Laboratory (McREL), one of the most effective research-based strategies for learning reading and science is to have students write about their observations or information they have learned. Second graders can write meaningful sentences about their observations and information learned at school.  Leave a note for your child to read when he or she gets home. Ask him or her to write about one specific science thing they remember from the school day. Write a response for your child to read and display your child's written response on the refrigerator or other designated place. To increase verbal communication, leave a message for your child to draw a picture of the most interesting thing learned in science. When you have time to sit together, ask your child to describe the picture and the events it represents. Proudly display your child's work at home.

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