Inquiry-Based Lesson Plan Template

Topic/Title: Eww . . . Bugs

Grade level/time allowed/expected: 1st grade/50 min

National and state standards addressed:

● 1-LS3-1: Make observations to construct an evidence-based account that young plants
and animals are like, but not exactly like, their parents.

Science concepts:
● Prior knowledge needed--
○ The entire class has been studying bugs and just got back from a field trip to the
Morton Arboretum.
○ Students need to be familiar with the given vocabulary list from the Morton
Arboretum.
○ Students brought back materials from the field trip to use for in-class activities.
○ Students looked at different types of bugs that had different characteristics.
● Concepts to be taught:
○ Bug identifications
○ Similarities and differences in bugs
○ All bugs are not bad
○ All bugs have purposes
○ Not all bugs of the same species are the same
● Common misconceptions:
○ Bugs are dirty and disgusting
○ Bugs must always be killed
○ All spiders make webs
○ Insects see thousands of identical images through their compound eyes
○ Bees gather honey from flowers
○ You can tell the age of a ladybug by counting the number of spots on its wings
○ Insects try to attack people
○ Insects are not really animals
○ If an insect has eight legs, it is a spider

Objectives:
● Students will be able to identify common body parts of a bug
● Students will be able to create a bug and describe it in detail
Materials needed and setup required:
● Chromebooks
● Smartboard
● Hover camera
● Bug vocabulary worksheets (20 copies)
● Bug vocabulary worksheets in Spanish (5 copies)
● Bug final assessment worksheets (20 copies)
● Bug final assessment modified worksheets (5 copies)
● Bugs! by David T. Greenberg (book)
● Baby Bug and Adult Bug Sort (5 sets of cards)
● Colored pencils or crayons

Safety:
● Standard classroom safety procedures
● Graphic pictures may be disturbing to some students
● Use scissors properly when cutting out Baby Bug and Adult Bug Sort
● Use colored pencils or crayons properly when coloring pictures

Procedure:

5e Stage Teacher… Students… Time

Engage ● The teacher will ask the students what ● The students will think about 5 min
they learned on the field trip. and answer the teacher’s
● The teacher will ask the students about questions regarding what they
their favorite bug that they saw on the learned on the field trip.
field trip. ● The students will share with the
class their favorite bug that they
saw on the field trip.

Explore ● The teacher will have the students
come sit down on the circle time
carpet.
● The teacher will have the students sit
quietly and listen while she is reading
the book Bugs! by David T.
Greenberg.
● The students will come sit down 7-10
on the circle time carpet quietly. min
● The students will listen to the
teacher’s instructions and wait
patiently until she starts to read.
● The students will be paying
attention to the specific
characteristics of the bugs in the
book.
 ● The teacher will ask the students
questions regarding connections to
their field trip while reading the book.
● The teacher will ask the students to
listen and look for their favorite bug in
the book. If their bug is not in this
specific book, the students will try to
think of a similar bug from the book.
● The teacher will ask the students to
share their answers with the class. The
students will talk about the similarities
and differences of the bugs in the book
and the bugs on the field trip.
Explain ● The teacher will talk to the students
about what they learned regarding
baby and adult bugs. The teacher will
mention that not all bugs look the
same when they are babies compared
to when they are adults.
● The teacher will distribute the Baby
Bug and Adult Bug Sort and have the
students cut out each set of the cards
per table group.
● The teacher will pull up the chart on
the smartboard. Each individual group
of students will work on categorizing
and coloring the cards. There will be
an example of what the cards should
look like on the hover cameras while
they are working. The teacher will
walk around while the students are
doing the activity.
● The teacher will decide when to go
over the answers as soon as most of
the students are done with the activity.
Each group will come up to the board
● The students will think about the
similarities and differences of
the bugs in the book versus the
bugs that they saw on the field
trip.
● The students will raise their
hands and share with the class
thoughts about the bugs in the
story and the bugs on the field
trip.
● The students will participate in 10 min
answering the teacher’s
questions. They will share more
of their findings and interests
from the field trip.
● The students will cut out their
cards in each group. They will
work together as a table group
and also work on the
identifications of the bugs.
● The students will color and
match the bugs according to
categories until the class is ready
to present.
● The students will wait patiently
until the teacher has them come
up to the board and present their
classifications to the class. The
rest of the groups will sit quietly
and listen to their classmates
who are presenting.
● The students will raise their
hands and ask (and answer)
questions while the teacher is
 and drag and drop the picture that the talking about the classifications
teacher has on the board version. of bug life cycles.
● The teacher will ask the students why
certain bugs are identified in certain
categories.
● After all the students have presented,
the teacher will go over the correct
answers with the class. The teacher
will explain each category of bugs.
● The teacher will go over similarities
and differences in bug life cycles.

Elaborate ● The teacher will have a smartboard ● The students will pay attention 10 min
template on the screen with multiple to the bug review before doing
matching bug pictures (there will be their assessment.
about five different bugs that the ● The students will sit quietly and
students have already seen before). patiently until the review is
This activity will act as a review completed.
before the students do their ● When an individual student is
assessment. called up to the board, he or she
● The teacher will draw a name from her will drag and drop the bug part
name container and have that student to its correct spot.
come up to the board to match and
then explain the body parts of that
specific bug.
● The teacher will have a word bank that
includes the parts of the bugs, which
will be seen on the screen so that the
students are able to reference the
vocabulary for this unit.

Evaluate ● The teacher will introduce the
assessment to the students and read
through the instructions. The students
will work on identifying the parts of
the bug independently (the teacher
will walk around and assist any
students who need help).
● The students will listen and read, 15 min
along with the teacher, the
instructions for the assessment.
● The students will work
independently on their
assessment.
● The students will work on the
first part of the assessment and
 ● The teacher will observe the students then wait for everyone to finish
in order to see when they finish the before moving on to the second
first part of the assessment. part of the assessment.
● The teacher will read the instructions ● The students will take their time
for the second part of the assessment to color and write about their
and have the students draw and color bugs.
their chosen bugs. After the students
are done with that, they will move on
to the writing portion of the
assessment. The students will explain
details about their individual bugs.

Any worksheets or lab sheets as appropriate:

● Bug vocabulary worksheet
● Bug vocabulary worksheet in Spanish
● Bug activity book
● Baby Bug and Adult Bug Sort
● Bug post-assessments
● Bug post-assessments modified version

Adaptations for special needs (LD, ELL, physical impairments; ADHD, gifted):

Learning ● The teacher will distribute the vocabulary bank for the student to keep and refer
disabilities to.
students ● The teacher will allow the student extra time if needed.
● The teacher will allow the student to be able to type their final assessments.

ELL ● The teacher will distribute the Spanish vocabulary bank for the student to keep
students and refer to (if there are Spanish-speaking students in the classroom).
● The teacher can provide a chart with visuals next to the vocabulary bank words.
● The teacher will provide an example of a bug worksheet with already matched up
body parts. The student can use this as a model.

Physical ● The teacher will provide answers for the student while they are seated (instead of
impairments going up to the smartboard).
students ● The teacher can assist the student with his or her work; the student can then share
the work and the teacher can bring it up on the screen.
● The teacher can provide an audio file of the directions with step-by-step
instructions, which would be helpful for students with hearing impairments.
 ADHD ● The teacher will provide flexible seating.
students ● The teacher will provide a checklist for the student so that she or he can check the
activities each day.
● The teacher will provide a timer for each set of activities; the student can refer to
the clock to see how much time is left.

Gifted ● The teacher will provide extra compare and contrast problems for the student to
students match up specific bugs.
● The teacher can have the student write his or her assessment on comparing and
contrasting the two bugs that were seen for the summative assessment.
● The teacher will have the student work with other students who are struggling
with the matching activities. This will help any students who are behind or
possibly missed the field trip.

Assessment (formative and summative):

● Formative
○ Students will discuss what they learned from the field trip.
○ Students will discuss their observations regarding the similarities and differences
in bugs.
○ Students will participate in being called up to the front of the class to present with
their group and to present individually.
● Summative (this will be their final assessment)
○ Students will be able to identify the parts of a bug and match them correctly.
○ Students will imagine their own specific bugs, identify them, and write details
about their characteristics.

Trade book(s) that coordinate for integration with language arts/reading:

● Bugs! by David T. Greenberg
● Ladybugs by Gail Gibbons
● Bee and Me by Elle J. McGuinness
● In the Tall, Tall Grass by Denise Fleming
● Bugs A to Z by Caroline Lawton
● Bugs! Bugs! Bugs! by Bob Barner
● I Love Bugs! by Philemon Sturges
● The Very Hungry Caterpillar by Eric Carle
● Shoo-Fly by Iza Trapani
● Buzzy the Bumblebee by Denise Brennan-Nelson
● Hey, Little Ant by Phillip M. Hoose
● Ride, Fly Guy, Ride! by Tedd Arnold
Curriculum integration connections:

● Students improve upon their comparing and contrasting skills.

● Students improve upon their listening abilities and their skills for engaging in
conversation.
● Students improve on their thinking skills and their ability to answer appropriately.
● Students can use their math skills by adding up different parts of the bug (for example,
How many legs does the bug have?).
● Students can improve their social studies skills by learning about where the bugs live in
the world and what their environments are like.

Technology integration:
● The teacher has a bug match template on the smartboard. The students will come up to
the board and match the appropriate part to that specific bug, which will help the students
interact more while also getting practice with the task. By doing the bug identification on
the board, the students are able to practice before they do their assessment.

Resources cited (internet source, videos, texts, articles):

● https://www.thoughtco.com/misconceptions-kids-and-adults-have-about-insects-386
2781
● https://www.adabofgluewilldo.com/books-about-bugs-and-insects/
● https://www.mortonarb.org/courses/field-trips-1st-grade
● https://www.mortonarb.org/files/BugsAboundVocabulary.pdf
● https://www.mortonarb.org/files/Bugs%20Abound%20Vocabulary%20List_Spanis
h.pdf
● https://www.mortonarb.org/files/Bugs_Abound_-_Butterfly_labeling.pdf
● https://www.mortonarb.org/files/Bugs%20Abound%20Pre-Activity%20Student%2
0Book.pdf
● https://www.mortonarb.org/files/Baby%20Bug%20and%20Adult%20Bug%20Car
ds%20%282%29.pdf
● https://www.mortonarb.org/files/Bugs%20Abound.Post%20Field%20Trip%20Asse
ssment.2018.pdf
● https://www.mortonarb.org/files/Bugs%20Abound.Modified.Post%20Field%20Trip
%20Assessment.2018.pdf
Notes I explore bugs app