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Insects Main Menu |
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Contents
The Insects 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 firsthand 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.
Kit Topics
Activity 1: Mealworms
Part 1: Mealworms
Part 2: Larva, Pupa, Adult
Part 3: Life Cycle
Activity 3: Milkweed Bugs
Part 1: Eggs
Part 2: Habitat
Part 3: Growing Milkweed Bugs
Activity 5: Butterflies
Part 1: Caterpillars
Part 2: Chrysalises
Part 3: Butterflies
Activity 6: Other Insects
Part 1: Crickets
Students are expected to:
- develop a curiosity and interest in insects and a respect for them as living things.
- experience some of the great diversity of forms in the animal kingdom.
- become familiar with some of the life sequences that different types of insects exhibit (simple and complete metamorphosis).
- observe the similarities and differences in the larvae, pupae, and adults of insects that go through complete metamorphosis.
- observe the behaviors of insects at different stages of their life cycle.
- provide for the needs of insects (air, water, food, and space).
- acquire the vocabulary associated with insect life.
- Gain early experiences that will contribute to their understanding of several pervasive themes that relate one scientific idea to another: Structure, Pattern, Change, and Interaction.
Themes and Concepts
Activity 1: Mealworms
Themes:
- Structure
- Change
Concepts:
- Needs of insects include air, food, water, and space.
- Insects have structures.
- The life cycle of the beetle goes from egg, to larva, to pupa, to adult, which produces eggs.
Activity 3: Milkweed Bugs
Themes:
- Structure
- Pattern
- Change
- Interaction
Concepts:
- Insects hatch from eggs.
- Insects have three body parts: head, thorax, and abdomen.
- Some insects go through simple metamorphosis (eggs, nymphal stages, adult).
Activity 5: Butterflies
Themes:
- Structure
- Pattern
- Change
- Interaction
Concepts:
- Butterflies and moths have very similar life cycles.
- Insects' larvae have structures in common.
- Some adult insects need food.
Activity 6: Crickets
Themes:
- Structure
- Change
Concepts:
- Different insects have different habitat requirements.
- Some insects spend part of their life cycle in water.
The Insects kit meets the following State/District Standards:
Standard 1: Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (1.a, 1.b, 1.c, 1.d.)
Standard 3: Life Science: Students know and understand the characteristics and structure of living things, the processes of life and how living things interact with each other and their environment. (3.1.a, 3.1.b, 3.1.c, 3.1.d, 3.4.a, 3.4.b, 3.4.c.)
Standard 5: Students know and understand interrelationships among science, technology, and human activity and how they can affect the world. (5.a, 5.c.)
Standard 6: Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines. (6.b, 6.c, 6.e.)
The Insects kit contains an assessment section in the teacher's guide. FOSS assessments for young student are designed to be embedded, ongoing, and in the service of instruction. The ongoing assessment procedures are intended to help you assess student learning that has taken place and to gather evidence of what students have learned or what they can do. The assessment activities are presented in two formats: in the context and flow of the step-by-step lesson plans and outside the formal lesson plan in the Home and School Extensions. The four areas of student learning and growth in the area of science which can be assessed are: doing science, effective use of science thinking processes, ability to communicate understanding of science, and use of precise science vocabulary. There are charts and labels for you to use to keep records of students' progress in these areas.
This web page is maintained by Leanne Graves
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