Bugs Every Which Way

Bugs Every Which Way lesson plan

Ever examine tiny insects through a magnifying glass? Draw your favorite bugs from different angles. Quick, do it before they crawl away!

  • 1.

    Have students watch their favorite bugs crawl. Look at them through a magnifying glass. Can they identify their three body segments? Have a class discussion about insect bodies.

  • 2.

    With Crayola Erasable Colored Pencils, students make a rubbing on a textured surface such as sandpaper or bricks. Erase at least three bigger-than-life bug-sized areas.

  • 3.

    In each space, draw an insect with Crayola Erasable Colored Pencils from a different angle, such as from the top, bottom, or side. Color in the insects.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
  • LA: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts or relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SCI: Ask questions about the natural and human-built worlds.
  • SCI: Construct drawings or diagrams as representations of events or systems.
  • SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.
  • SS: Describe and speculate about physical system changes, such as seasons, climate and weather, and the water cycle.
  • VA: Use different media techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Select and use subject matter, symbols, and ideas to communicate meaning.

Adaptations

  • Using Crayola Model Magic, students create a 3-D model of a selected insect. Students label each of the parts of the insect, using toothpicks and paper labels.
  • Students use their 3-D models to create a diorama where the insect is shown in its natural habitat. All major parts of the insect remain labeled. Students include a written paragraph with the diorama that explains the typical living environments for their selected insects.
  • In teams of two, students write an original short story about the insects that each has studied and created a 3-D model. The students' original picture storybook should realistically reflect the intersection of the two selected insects' lives. Teams create story sketches using Crayola colored pencils or crayons and organize their writing with appropriate sketches. Students can be videotaped reading the picture book or arrange a time when students can meet with younger students and share their original stories.
  • Students research spiders to discover the differences between them and insects. Students sketch spiders from three angles also. Students write a paragraph comparing and contrasting the two groups of living things.