**SARAH TREMBLAY**

INSECT UNIT

(with 11 lesson plans and assessment
rubric)

**UNIT OVERVIEW**

This unit is on insects and
is intended for fourth grades students. Insects are a part of our
everyday lives, therefore it is important for students to be aware of what
features insects have and where insects come from.

The topics that will be covered
in this lesson are insects features, ants, bees, butterflies, moths, grasshoppers,
and crickets. Each of these topics is broken down into cooperative
learning and hands-on lessons.

Throughout the unit their
will be books shared with the class, reading, writing, and hands-on activities
to enhance the students understanding of the unit. Students will
keep science journals as a means of understanding and reinforcement of
the topics studied.

Students will have a good
background of insects because they will have learned a little about insects
in their primary grades. The students have also studied animals and
other forms of life which will give them a better understanding of insect’s
lives.

This unit fits well into the
fourth grade curriculum because in fourth grade students are also learning
about plants and animals. This unit is also an educational and enjoyable
way to learn about insects. It incorporates not only science, but
also art, language arts, and mathematics. This unit should take about
two weeks to complete.

**Unit Goals**

1. Students will relate new information to prior knowledge and experience.

2. Students will present information
clearly in a variety of oral and written forms such as: journal

writings, insect
book, stories, and pictures.

3. Students will compare and contrast the differences between certain insects using different sources.

4. Students will be able to share ideas and communicate with others.

5. Students will be able to use a wide variety of sources for selecting and organizing information on insects.

6. Math, art, and language arts are incorporated in the science unit.

7. Students will evaluate their own work based on criteria given from teacher.

8. Students will compare and contrast ideas while creating a Venn diagram.

9. Students will observe live
insects and compare them.

**LESSON PLANS**
**DAY 1**
**DAY 2**
**DAY 3**
**DAY 4**
**DAY 5**
**DAY 6**
**DAY 7**
**DAY 8**
**DAY 9**
**DAY 10**

**Instructional Overview**

Students will have some prior
knowledge of insects before beginning this unit on insects, but the importance
of this unit is to give students a thorough understanding of insects individually.
This unit will help students to understand the similarities and differences
among insects, while learning that they all have an individual uniqueness
that makes them different from each other.

The unit begins with a general
lesson on insects that helps students to understand the characteristics
of an insect. The unit lessons then follow with a different insect
every two days. This allows the instructor enough time to teach the
students the important aspects of each insect in the unit. The students
will learn and understand the insect’s body and detailed information on
what makes that insect unique from the others.

The first insect that the
students will be learning is the ant. The ant was chosen to be the
first insect taught because it’s body is a simple shape that will be easier
for the students to learn the individual body parts. The following
insects taught in the unit all have similar body parts, but they are not
as easily seen.

Each lesson begins with an
introduction that reviews the information taught the day before.
This gives the students the opportunity to recall information that was
taught so they are able to use it towards that days lesson. Everyday
the students also write useful information from the lesson in their science
journals. This is so the students are able to recall information
they learn and are able to look back in them for information they may forget.
The student’s journals are kept for themselves, but the information written
in them is given from the teacher. This is so each students has the
correct information they need in them.

The unit is taught mostly
from a deductive reasoning instruction. A deductive method of teaching
was used in this unit because it is a method that is familiar with everyday
life and is associated with the scientific method. The lessons involve
students observing and collecting data to form generalizations about insects
and their lives. Some of this information is then used to make generalizations
on whether or not it holds true to all insects. A few of the lessons
consist of students collecting data, as a class, and then using that information
to make a general conclusion.

Overall, this unit will give
students a better understanding of insects and their importance.
It includes a variety of lessons that will not only help students to learn
about the different insects, but will also keep them interested in the
subjects being taught. The lessons do not only teach the students
science, they also include a variety of subjects. This helps the
students who are not strong in science, to also succeed.

**Assessment Overview**

To assess the students during
this unit, I would use various forms of assessment. The first lesson
I would formally assess the student’s science journals after they have
copied the insect webs in them. I would use this form of formal assessment
because it is important for students to have all of the information in
them and written correctly. This will also allow me to see which
students are paying attention to what is written in the insect web.
The worksheet that the students will be completing during the lesson will
be assessed on whether or not they are completed. Every student is
given the opportunity to chose any insect they want to complete the worksheet.
This worksheet is used to get students interested in the unit. It
asks students various questions about their insect, therefore I do not
think it is necessary to grade it on whether or not they knew everything
about the insect they chose.

The next lesson involves student
participation as an assessment. The students will be learning about
ants and their bodies. The students will be assessed on their participation
during the overhead lesson because it is important for students to know
the different parts of body that an insect has. Participation, to
me, during this lesson mean that the students have to be paying attention
to the labeling of the ant. If not many students hands are raised
to come up to the overhead and label a body part, then I can decide on
whether or not to teach the body parts again. Finally, I will grade
the students worksheets and record them in a grade book along with all
of the other insect unit grades.

The next assessment will take
place as the students are writing their ant stories. The students
will listen as I read them an adventurous story about ants. After
the story, the students will be creative and write their own ant story.
This will allow me to see if they are able to creatively write when given
a topic. In the fourth grade curriculum, students have to take a
test on their English skills at the end of the year. This will also
allow me to see what I need to work on with the class before then.
The stories will be assess on the students’ creativity and their illustrations
that coincide with their stories. The grades will then be entered
into the grade book.

The next lesson involves bees.
The students will be entering numerous facts about bees in their science
journals. The journals will be collected at the end of the lesson
and graded on content as well as grammar. I feel it is important
that students take time in their writing, whether it be a paper or a journal.
The math worksheet will be graded and entered in the grade book.

The next bee lesson involves
the students participating in a class labeling of a bee. The students
will raise their hands and then come up to the front of the room to label
a part of the bee. The students will then have to pay attention because
they will be labeling their own bee later. The student’s bee labeling
worksheet will be graded using a check or check-plus. This is used
to see how much they remember. I do not feel it is necessary to punish
students in grading the whole worksheet if they forgot a few parts.
The students will then have to follow directions and draw their own bee
and label the parts that is listed. This will be graded on how well
they followed directions.

The next assessment would
take place when the students are participating in the completion of the
Venn diagram. I will provide the information to be entered into the
diagram, but the students must help to fill it in. Participation
in this lesson means that I would like to see the students getting involved.
I want them to volunteer to come up in front of the class and label the
diagram. If the students are not participation in its completion,
then I will know to explain the diagram again. The students will
them have to copy the Venn diagram in their science journals. The
journals will be collected and graded on whether or not the students have
the correct information and for neatness.

The next lesson involves the
class to participate in a group completion of a butterflies complete metamorphosis.
This is done with many worksheets in the front of the classroom.
The students will be able to see the different stages that a butterfly
goes through before it becomes a butterfly. The students will then
have a worksheet with all of the stages on it.
They will have to label each stage by themselves. This will allow
me to see if the students were able to remember the corresponding stages
and apply them to their own worksheets. This worksheet will be graded
and entered into the grade book. The grades will then reflect how
well the students understood each stage.

The next lesson involves the
observation of live crickets. First, the students will label a grasshopper
as a class. They will write down all of the body parts. Next,
the students will observe live crickets and write down things that they
notice about their bodies. The students will then need to compare
and contrast the differences between them. They will be working in
groups and I will be kidwatching to see who is participating. The
students will then be graded on their findings and their comparing and
contrasting.

The second lesson on grasshoppers
is a listening lesson. I will read a story on grasshoppers.
While I am reading the story, the students will be following along labeling
their worksheets. The book explains all the body parts in it.
The teacher will read it twice, but the students must listen carefully
in order to hear all parts. The student’s grades will reflect their
listening skills.

The final lesson in the unit
is an insect book. The students need to follow directions and complete
the insect book by themselves. I will grade them using an assessment
rubric (see insect book lesson) for this rubric.

The insect
quiz will involve questions on all of the insects that are taught throughout
the unit. The students will know of the quiz and therefore, they
will have opportunities to review by looking in their science journals.
The quiz will provide me with an overall understanding of how well
the students learned the material in the unit and also it will give me
an idea of what I need to teach more of next time. This will be graded
and entered in the grade book.

The Insect Learning Center
has many activities in it that will be formally assessed. The center
is an opportunity for the students to be independant and is self-directing
so the students are able to follow along with exactly what they are supposed
to do. The centers will allow me to see how well students work when
they are not taught by direct instruction from the teacher. The grades
from the centers will be added in the grade book.