2nd Grade: Unit 8: Crickets and Insects

BIG GOALS
Crickets Lessons:
1. Can explain how crickets grow and change during their life cycle.
2. Understands that a food chain shows how energy flows through a population.
Insects Lessons:
3. Can identify the characteristics of insects.
4. Can explain how crickets/other insects are adapted to survive in their environment.
STANDARDS
NOTES (background info, links to more info, books to read, advanced prep, texts to be used for
Read Alouds)
Students should begin to realize that certain questions lend themselves to experiments, while others
do not.
How do insects communicate? Since many insects do not see very well they locate others of their
species, including their mates, and host plants, etc by odors and other senses. Insects use chemicals
called pheromones to communicate, as well as some special movements and behavior. In this
activity students will practice communicating as insects do.
How do crickets keep their sensory structures clean? Why is this important? Crickets detect the
world around them using sensory structures. Since they live in a dirty world their sensory structures
get coated with debris that much be routinely removed by grooming.
Crickets need their sensory organs to understand the world around them. Crickets taste, smell, and
feel with the hairs that cover their bodies. Sensory hairs on the antannae, cerci, mouth parts and
other body parts have holes in them that allow odors and taste to enter and send signals to the brain.
If the holes get covered then they cannot taste or smell. Crickets also use other hairs to tell them
when they touch something, which are very helpful to crickets, which are often active at night. These
hairs bend when touched. Crickets use their compound eyes to see, but their eyes do not have lids to
keep them clean. Often, crickets rub their eyes with their "Feet" to wipe them off so they can see.
The order of structures they cleaned first may be an indication of what sensory structures are most
important.
Why are animals camouflaged? Many insects are protected from predators because they blend into
their surroundings. Colors and/or patterns that hide objects by matching their surroundings are called
camouflage. Predators have difficulty finding insects that are camouflaged...you may too!
What are the parts of a cricket? The main features of the exoskeleton are the three main body regions:
head, thorax and abdomen. The head is the main sensory structure and contains the antannea, which
are used for smell and are used as feelers, and the compound eye, as well as the mouthparts, or palps,
which are used for the sense of taste. The thorax is the mobility section of the crickets body,
although it involves some sensory structures. It is where the legs and wings are attached and it
contains all the muscles that move them. The tympanum, the auditory structure that lets crickets
hear, is located on the first pair of legs near the "Elbow" or "knee" joint. The abdomen contains most
of the guts. The cerci, which are used primarily for the sense of touch, are found extending from the
back of the abdomen. The reproductive structures are also located in the abdomen. The female's
ovipositor, which is used to lay fertilized eggs, extends from the back of the abdomen between the
cerci.
What structures are common to all insects?

How do crickets connect with other living things? Crickets are a part of life on this planet. They are
part of the Animal Kingdon and are grouped with other animals that share significant characteristics
( Arthropods) The more characteristics animals share, the more closely related they are. This is a big
idea that students will be building upon throughout elementary school. Crickets have adapted over
time to eat, avoid being eaten, and reproduce, just like every other animal that is living.
INSECTS: Insects are part of a bigger animal group called arthropods. The word Arthropod literally
means jointed limbs. The arthropods are the first animal group to have jointed legs.
Insects have certain characteristics. They have six legs. They have three body parts, a head, a thorax
and an abdomen. They have wings. They are by far the largest animal group. They also have an outer
or exoskeleton made of a substance called chitin..
all insects grow from eggs, some undergo complete metamorphosis while others undergo incomplete
metamorphosis) http://www.virted.org/Animals/Insect.html
UNIT OUTLINE (list of lessons)
Lesson 1: Cricket Questions
Lesson 2: Cricket Anatomy
Lesson 3: Light vs. Dark: Notebook Set Up
Lesson 4: Light vs. Dark experiment
Lesson 5: Wet vs. Dry: Notebook Set Up
Lesson 6: Wet vs. Dry experiment
Lesson 7: Hot vs. Cold: Notebook Set Up
Lesson 8: Hot vs. Cold experiment
Lesson 9: What do Crickets Eat?: Notebook Set Up
Lesson 10: What do Crickets Eat?: experiment
Lesson 11: Cricket Environment: Notebook Set Up
Lesson 12: Cricket Environment: experiment
Lesson 13: Food Chains
Lesson 14: Food Web
Lesson 15: Food Web Assessment (Big Goal #2)
Lesson 16: Camouflage
Lesson 17: Creating Camouflage
Lesson 18: Communication
Lesson 19: Life Cycle
Lesson 20: Assessment: Crickets (Big Goal #1,2, 4))
Insects
Lesson 21: What is an insect?
Lesson 22: Head, Thorax, Abdomen
Lesson 23: Other Insects
Lesson 24: Research Report Day 1
Lesson 25: Research Report Day 2
Lesson 26: Create an Insect (Big Goal #3,4)
Lesson 27: Flex Day
Lesson 28: Flex Day
MATERIALS

1. post it notes
2. markers
3. chart paper
4. Medium Terrariums (at least 5)
5. variety of food students mention (should be ordered from fresh direct a week before): corn meal,
lettuce, carrots, etc.)
6. science notebooks (1 per student)
7. 2 liter bottles with bottoms cut off and taped together
8. black construction paper
9. crickets
10. paper towels
11. hot hand warmers
12. cold ice packs
13. sand
14. soil
15. leaves
16. moss
17. pebbles
18. clear tubes
19. laminated food web cards (pictures of animals on them)
20. pipe cleaners (green, red, yellow, orange, and pink)
21. small outlines of butterflies
22. Variety of Construction paper- at least 2 or 3 different kinds
23. film canisters
24.. reading comprehension and question
25. pictures of crickets at different stages of life cycle
26. plethora of insect books
27. pictures of insects/research report form
28. sentence strips

LESSONS
Lesson 1- Questions
Objective: Students will be able to generate questions about crickets and distinguish between those
that can be answered by experiment vs. those that require books, research or just observation
Vocabulary: crickets, questions, variable, control
Materials: chart paper, markers, pencil, papers, KWL chart, data sheet with experiments, post it
notes (two colors would be best)
Engage: Today we are going to start a new unit on an animal. We're going to begin by thinking about
what kind of questions we can ask to learn more about the animal. Before I reveal our animal, I want
you to think about all the different things you want to learn and already know about.... crickets.
RAN- What do you think you know about crickets? Students go back to their seats and observe
crickets and write questions down about them.
Explain: Before we begin we want to write all of our questions down. Back at your seat you are
going to use the blue post it note to write down what you already know and use the purple post it
notes to write down the things you want know. when you are writing these questions down you are

thinking about if these questions can be answered through experiment, research, or observation.
(make sure you have KWL space that has space so students can put post it notes in correct place.
Experiment: At the tables students will write down all the questions they have about crickets on
their data sheets while observing the crickets. (If you have time, it might be beneficial to have a few
minutes to just look before writing questions). After they write the questions, stop them and review
the three kinds of questions and ask them to label each question they have written. .
Evaluate: t-p-s: What are the different ways scientists can answer their questions (experiment,
research and observations) After identifying this category, teachers can have students sort their
questions into one of these three categories.
Extend: Can look at students questions under experiment column and have students design an
experiment that would be fair. Review variable and control.
Lesson 2- Observing Crickets
Objective: Students will be able to observe and draw crickets.
Vocabulary: observe, crickets, antennae, head, thorax, abdomen, legs
Materials: crickets, pencils, paper, container for cricket observation
Engage: Yesterday we asked questions about our crickets for the first time and generated questions.
Today we are going to closely observe the crickets while paying attention to their body parts.
Explain: You will go to your seat to observe the animal. You can talk to your classmates about the
animal. After 5 minutes or so, I am going to stop you so you can draw a detailed picture of the
animal. TPS- What is a detailed observational drawing? Why are they important? Can model
unscientific picture of an apple (or other object) and scientific picture. Discuss the differences
between the two pictures. while you are working you are looking for the following parts of the
cricket: antennae, head, thorax, abdomen, legs, which they will find in a word bank on their data
sheet.
Experiment: Everyone goes to seat and observes crickets. Students can discuss with their table
partners. Let students get their talking and excitement out, so they can focus on drawing a detailed
picture. Then students should draw a detailed picture of a cricket. give 10 minutes for students to
draw crickets and think about body parts as well as beginning to label their observational drawing.
Bring schoalrs back to the rug, show cricket diagram. Introduce correct names of parts and basic
functions: anntennae, thorax, abdomen, legs, mandibles (to pull food into mouth), ovipositor (to bury
eggs), wings (for chirping). Guiding Questions:What did you observe when you looked at your
cricket? How many legs did you observe? what does their body look like? Do they have eyes? How
many legs? Do they have wings? where?
Evaluate: having students return to the rug. Let's label the diagram of the cricket together. TPS:
What do you think they use each part for?
Extend: Students can share what they noticed. Review the correct position for antennae, head,
thorax, abdomen, legs, etc. Picture of cricket with missing parts- what's wrong with this picture.
Lesson 3- Light vs. Dark- Notebook Setup
Objective: Students will be able to set up the first half of their notebooks for the light vs. dark
experiment. Specifically the Questions, hypothesis and experiment set up/procedure.
Materials: science notebooks
Vocabulary: hypothesis, procedure, data, results, conclusion, variable, scientific method
Materials: science notebooks, internet set up for http://www.hulu.com/lost (Season 4, Episode 5timing is 17:38-18:10), crickets, 2L bottles with bottoms cut off and taped together, black paper
Engage: Look at KWL chart. Today we will be answering one question we have about crickets.
Will crickets go to light or dark more often? TPS. How can we find out? What should our
experiment look like? How do we make sure it's a fair test? Show students set up with black paper

covering only a third, is this fair? Why or why not? etc. When you go back to your seat, it is your job
to make a fair test to answer this question.
Explain: Before we can go back and begin working, I have to share something very
special/important with you. Today is a big day, today is the first day that you are going to be using
your scientific notebooks! these notebooks are very special and very sacred to scientists you must
take this responsibility very seriously. are you ready to take science to the next level. Show examples
of 3rd or 4th grade notebooks, some images can be found on the shared. Before students go to seats
Walk students through data sheet, and how to set up their notebooks using the smartboard files as a
guide. In general it should look like previous data sheets, just put into their own notebooks.
Activity: Students go back to their seat to setup experiment and their notebook pages. this activity
make take a while, be sure to have students take time to set up notebook carefully and correctly. Walk
through steps as a class, first have them write question down together, and give them time to write
down their own hypothesis. have them copy down picture of the procedure (diagram of tray). this
should take the entire class. Teacher should make sure students are setting up their pages properly.
Students return to carpet for discussion on the importance of setting up our notebook.
Evaluate: TPS- why is it important to set up our notebook properly? Pick model notebooks that
scholars wrote and show the class at the end o
Lesson 4- Light vs Dark- Experiment, Data and Conclusion
This day is weighted towards a longer evaluate portion of writing a discussion, the engage and
explain should be brief review as this is a continuation of the previous lesson.
Objective: Students will be able to complete the experiment and use the data to wrtie a conclusion
for the big question.
Vocabulary: hypothesis, procedure, data, results, conclusion, variable, scientific method
Materials: lab notebooks, crickets, 2L bottles with bottoms cut off and taped together, one side
covered with black paper.
Engage: Think Now/ TPS: wohat would be a fair way to test if the cricket goes to light or dark?
Review how to make the test fair and procedure from day before. today we are going to be doing our
experiment.
Explain: Walk students through collecting data, and how to set up their notebooks using the
smartboard files as a guide. In general it should be like previous data sheets, just put into their own
notebooks. There should be a table with light and dark on it. Then there should be room for making
tallies.
Activity: Students go back to their seat to do experiment and to record results. Students will write
hypothesis and draw a picture of procedure. Students will reocrd results with tally marks indicating
where cricket was at the minute mark. Come to rug to compile results into clas data chart. Students
return to seats to write their conclusion.
Evaluate: Which side did crickets go to more often? Why do you think so? Why is it better to
have more results? Why did different teams get different results? What if we only looked at the
results from one table's experiment?
Extend: Students can observe and care for crickets home- add water, if necessary. Students should
discuss observations.
Lesson 5- Wet vs. Dry- Notebook Set Up
Objective: Students will be able to set up a notebook page for recording data.
Materials: science notebooks
Vocabulary: hypothesis, procedure, data, results, conclusion, variable, scientific method
Materials: science notebooks, crickets, 2L bottles with bottoms cut off and taped together, black
paper

Engage: Look at KWL chart. Today we will be answering another question we have about crickets.
Will crickets go to a wet environment or a dry environment more often? TPS. How can we find
out? What should our experiment look like? How do we make sure it's a fair test? How much of the
test area should be wet, how much dry?
Explain: Walk students through data sheet, and how to set up their notebooks using the smartboard
files as a guide. TPS: Do you remember the steps of the Scientific Method that we need to put in
our notebooks? Right the steps of the the scientific method are: Ask a Question, make a hypothesis,
experiment, make a conclusion, share what we learned. Today you are going to be setting up your
notebook: developing a question, hypothesis, and drawing out a procedure. tomorrow we will be
conducting our fair test
Activity: Students go back to their seat to setup experiment and their notebook pages. Students will
write down question, develop a hypothesis and draw out their procedure. Students will write
hypothesis and draw a picture of procedure. Teacher should make sure students are setting up their
pages properly. Students return to carpet for discussion on the importance of setting up our notebook.
Evaluate: TPS- what is your hypothesis? what should our experiment look like
Lesson 6- Wet vs. Dry -Experiment, Data and Conclusion
Objective: Students will be able to complete the experiment and use the data to wrtie a conclusion
for the big question.
Objective 2: Students will be able to set up a notebook page for recording data.
Vocabulary: hypothesis, procedure, data, results, conclusion, variable, scientific method
Materials: lab report worksheet, crickets, paper towels, containers for crickets- do not use bottles for
this experiment, water, large class data sheet,
Engage: Look at KWL chart. Today we will be answering our question will crickets go to a wet
environment or a dry environment more often? Quick Review TPS. How can we find out?
Explain: What should our experiment look like? How do we make sure it's a fair test? When you go
back to your seat, you are going to be using your procedure from yesterday to complete your fair test.
let's review our set up from yesterday.
Activity: Students go back to their seat to do experiment and to record results.
Students will
record results with tally marks indicating where cricket was at the minute mark. Come to rug to
compile results into clas data chart. Students return to seats to write their conclusion.
Evaluate: Which side did crickets go to more often? Why do you think so? What should our
conclusion be?
Extend: Discuss results: Why are the results from the whole class more reliable than the results each
team got? Did the crickets go to wet or dry more often? Why do you think so? Students can
observe and care for ecocolumns- add water, if necessary. Students should discuss observations.
Lesson 7 - Hot vs. Cold- Notebook Set Up
Objective: Students will be able to set up a notebook page for recording data.
Materials: science notebooks
Vocabulary: hypothesis, procedure, data, results, conclusion, variable, scientific method
Materials: science notebooks, crickets, 2L bottles with bottoms cut off and taped together, black
paper
Engage: Look at KWL chart. Today we will be answering one question we have about crickets.
Will crickets go to a hot environment or a cold environment more often? TPS. How can we find
out? What should our experiment look like? How do we make sure it's a fair test? How much
of the test area should be cold, how much hot?
Explain: Walk students through data sheet, and how to set up their notebooks using the smartboard
files as a guide. In general it should like previous data sheets, just put into their own notebooks.

Activity: Students go back to their seat to setup experiment and their notebook pages. Students will
write, question,hypothesis and draw a picture of procedure. Teacher should make sure students are
setting up their pages properly. Students return to carpet for discussion on the importance of setting
up our notebook.
Evaluate: Why is it important to set up our notebook properly? What is our question/
hypothesis/procedure
Lesson 8- Hot vs Cold- Experiment and Conclusion
Objective: Students will be able to complete the experiment and use the data to wrtie a conclusion
for the big question.
Vocabulary: hypothesis, procedure, data, results, conclusion, variable, scientific method
Materials: lab report worksheet, crickets, 2L bottles with bottoms cut off and taped together, hot and
cold pacls
Engage: Think now: what is our hypothesis from yesterday? Look at KWL chart. Today we will
be answering one question we have about crickets. Will crickets go to a hot environment or a cold
environment more often?
Explain: What should our experiment look like? Walk students through data sheet.
Activity: Students go back to their seat to do experiment on hot/cold and to record results.
Students will reocrd results with tally marks indicating where cricket was at the minute mark.
Come to rug to compile results into class data chart. Students return to seats to write their
conclusion.
Evaluate: Which side did crickets go to more often? Why do you think so?
Extend: Discuss results of all experiments combined: Why are the results from the whole class more
reliable than the results each team got? Where do you think crickets live? Why do you think that?
Students can observe and care for ecocolumns- add water, if necessary. Students should discuss
observations.
Lesson 9- What Do Crickets Eat?- Notebook and Experiment Set Up
Objective: Students will be able to design an experiment to determine what crickets eat.
Vocabulary: variable, control, diet, hypothesis, procedure
Materials: lab report form, crickets (do not feed for 24 hours before experiment), unfair food test on
chart paper and typed up on worksheet.
Engage: Remember we talked about how we would design an experiment/ fair test that today I am
going to let you design the next experiment. TPS: What makes a fair test? Can you think of an
example? What type of fair tests could we do?
Explain: Guide discussion so that they mention different fair tests we have completed making sure to
come back to food. TPS: Show students the crickets and ask, what do crickets need to stay alive?
When students respond, ask them what food I should give them? Pizza? Cookies? Write scholars
ideas on smartboard/chart. How do I find out? When you go back to your seat, we will be designing
an experiment for what crickets eat. Scholars should only choose 4 of the foods suggested on the
carpet (so we don't have to provide 800 different kinds of food). What type of questions could we ask
in our experiment? How do we know that we are asking "good research questions" working as a
class develop a good experiment question. (to be a good research question, they need to be "juicy",
probable, detailed, not too broad or narrow)
Activity: Students go to their seat and design an experiment. Once they have developed a question
make sure they take time to think through their hypothesis and materials. Using data packet as guide
have students fill out lab report sections. Students will be completing part of a lab report. Students
should share their fair tests and the class can discuss if it is fair and why.

**This should be done as an overnight test. Plac crickets in deli tray with lid, punch a few small
holes in lid. Leave the crickets overnight so the next day scholars can look for evidence of eaten
food.
Evaluate: What do you think crickets eat? How can we find out? How do you know that it is a fair
test?
Extend: Show students an unfair lab report addressing the same question, what do crickets eat?
Read to students. Have students fix any part of the lab report that is unfair (This can be done as a
whole class or individually). If students need to fix their own lab report, they may do so now.
Students can come back to rug to share changes (if done individually).
Lesson 10 -What do crickets Eat- Results and Conclusion
Objective: Students will observe their food experiment for evidence of eaten food and write a
conclusion.
Vocabulary: crickets, diet, fair test, results, conclusion
Materials: lab report, crickets, variety of foods students mention, including corn meal.
Engage: Today we will be conducting the fair test that we designed yesterday. TPS: How do you
know the test you made was fair?
Explain: Hand students their lab reports and explain that today we will be recording our
observations, results and conclusions. Review students predictions. TPS: What was the prediction
you made yesterday? Review how to record results. Magic Stix: How are we going to record our
results? (Write down on chart paper some of the ideas and point out the correct one.) Emphasize the
importance of collecting accurate data, how will we know what the cricket eats? What will it look
like? (Explain that we will be collecting data every two minutes.)
Activity: Students go to their seat and conduct experiments and gather data. (Hungry crickets will
eat many different foods, sometimes including each other). Thinking Question: what did your
crickets eat? How do you know/what evidence do you have? Was your hypothesis (prediction)
accurate, why or why not?
give students enough time to review data and write analysis (the data show...) and conclusion. Make
sure they make a conclusion about cricket data
Evaluate: TPS: What did our crickets eat? Was your prediction accurate? Magic Stix: How do
you know what crickets eat? (Record what students say on chart paper.)
Extend: Show students your results and your conclusion that don't match. Ask them what's the
problem and how you could fix it.
Lesson 11- Cricket Environment- Notebook Set Up
Objective: Students will be able to set up a notebook page for recording data.
Materials: science notebooks
Vocabulary: hypothesis, procedure, data, results, conclusion, variable, scientific method
Materials: science notebooks, crickets, 2L bottles with bottoms cut off and taped together, black
paper
Engage: Look at KWL chart. Today we will be answering one question we have about crickets.
What kind of natural environment will a cricket go to most often? TPS. How can we find out?
What should our experiment look like? How do we make sure it's a fair test? How much of the test
area should be wet, how much dry?
Explain: what is our question? our hypothesis? procedure for determining what type of environment
our crickets will go to Walk students through data sheet, and how to set up their notebooks using the
smartboard files as a guide. In general it should like previous data sheets, just put into their own
notebooks.

Activity: Students go back to their seat to setup experiment and their notebook pages. Students will
write hypothesis and draw a picture of procedure. Teacher should make sure students are setting up
their pages properly. Students return to carpet for discussion on the importance of setting up our
notebook.
Evaluate: What was your hypothesis? Why is it important to set up our notebook properly?
Show examples of good notebooks and point out the elements of a good notebook, (neatness, careful
notes, accurate data).
Lesson 12: Cricket Environment- Experiment and Conclusion
Objective: Students will be able to determine the ideal cricket environment and write a conclusion.
Vocabulary: environment
Materials: crickets, sand, soil, potting soil, leaves, moss, pebbles or mulch, cage AND/OR toilet
paper tubes, clear tubes, paper egg carton, clear egg carton
Engage: Where do you prefer to live? Why? Do you think crickets have a favorite place to live?
How could we find out?
Explain: Discuss elements of a fair test. Review how you would set this experiment up and
complete the data sheet.
Activity: Students prepare the cage by placing the four different natural materials in the four corners
of the cage. Gently take the crickets from their home cage and put them in the varied environment
cage. Students record where they spend the most time. At each 2-minute interval count record
where the cricket is. Call students to the rug to discuss. Do crickets spend more time in one area?
Which one? Why do you think so?
Evaluate: Where did the crickets go most often? Why do you think so?
Extend: What characteristics do crickets seem to find important in choosing a home? Discuss
protection from predators.
Literacy Connection: (Wrap Up) Read Chirping Crickets by Melvin Berger pages 24 - 28.
Lesson 13- Food Chain
Objective: Students will be able to categorize animals and plants by producer, predator and prey.
Vocabulary: producer, predator, prey
Materials: video of predator and prey, pictures of predators, prey and producers,
Engage: Show students a picture of a predator and ask students what this animal eats (TPS)? How
do they know? Tell students that this animal is a predator and the animal it eats is its prey. Continue
down the food chain, reinforcing vocabulary words. Continue until you reach an animal that eats a
plant. Show students a plant and ask what this eats? If they don't know, tell students that this plant
makes it's own food. It is a producer.
Explain: Today you will categorize animals into 3 groups- predators, producers, prey. Model how to
start activity. Emphasize how the food chain is about a transfer of energy, ex. the predator gets energy
by eating prey, producers get energy from the sun, etc.
Activity: Students go to their seat and work on categorizing animals. Review worksheet with whole
class.
Circle of Life: http://youtube.com/watch?v=6LzIO2QTBaw (song) (Can play while students are
working).
Evaluate: What do crickets eat in nature? What eats crickets? What eats that? (For each step, ask
are they a predator/producer/prey? Also where is the energy going?)
Extend: Show students a video about predator, prey, and producers.
http://video.google.com/videoplay?
docid=3636911730492316072&q=food+chain&total=1166&start=0&num=10&so=0&type=search&
plindex=0

reviews vocab- producer, consumer, carnivore, herbivore, omnivore

http://video.google.com/videoplay?docid=7685344388340978605&q=food+chain&total=1166&start=0&num=10&so=0&type=search&plinde
x=1
reviews vocab: predator, prey, scavengers
http://video.google.com/videoplay?docid=5245375169604167771&q=food+chain&total=1166&start=0&num=10&so=0&type=search&plinde
x=7
hysterical, simple video of food chain- must prepare students to be calm and quiet
http://youtube.com/watch?v=EHPJuhHCi50 (Mufasa explaining to Simba)
Explain that all these different kinds of animals are necessary to keep the food chain going.
Students can observe and care for ecocolumns- add water, if necessary. Discuss anything students
notice.
Lesson 14- Food Web (Lesson Lay out:http://forces.si.edu/ltop/pdfs/2-5-WeavingTheWeb.pdf)
Objective: Students will be able to define a food web.
Vocabulary: food web, producers, consumers, decomposers.
Materials: laminated food web cards with string to hang on neck, (possible cards- cricket, bee,
rabbit, frog, snake, owl, mouse, hawk, eagle, squirrel, bear, sun, plants,
Engage: Review the roles of producers, consumers, and decomposers. Use TPS questions and use
pictures to reinforce.
Explain: The entire web begins with the sun. (Show pictures while explaining). Plants use the suns
energy to produce energy for themselves through photosynthesis. Consumers eat the plants. Other
consumers eat them. Finally, larger consumers are the top predators of the system.
Activity: Students sit in circle on rug. Pass out the food web cards to each kid (use animal cards
and/or classroom animals for animals, print out pictures of plants for the plants OR use classroom
plants!). The teacher (who has the sun) starts. The sun holds the end of the ball of yarn and rolls it to
a plant, explaining that the sun gives energy to the plant. The plant throws the ball to a herbivore,
explaining that the plant gives energy to the herbivore when it gets eaten. Continue until a lot of
students are holding a piece of yarn or you have reached the top of the food web. Make sure the yarn
is held taut. What do you think will happen if something happened to part of the food web.
Demonstrate. Point to one student and announce that this organism is killed by a natural or human
cause. As that person drops out of the food web and lets go of the yarn, each person who feels the
slack lets go. Soon the entire foob web has fallen to the ground. You may repeat this game several
times. Each time should be different because animals and plants interact in many different ways.
Discuss. Can introduce decomposers (break things down). After the activity, students can go back to
their seats and work on the worksheet for the lesson.
Evaluate: What do you think would happen if more than one organism in the food web is killed?
What if the population of one animal increased suddnely/? What if there were too many carnivores
and too few herbivores? Or vice versa? What would happen to the food web? How can changes in
the food web affect the organisms involved?
Extend: Show video: Also show any videos from yesterday to reinforce vocabulary.
http://video.google.com/videoplay?
docid=7365135445635719648&q=food+web&total=1550&start=0&num=10&so=0&type=search&p
lindex=7
funny claymation video. Students can observe and care for ecocolumns- add water, if necessary.
Students should record observations. Can also discuss ocean food web.
Lesson 15: Food Web Assessment

Objective: Scholars will be able to indicate the flow of energy in at least one food chain and identify
one producer and consumer.
Materials: Assessment
Engage: Review Food Chains/Food Webs on the rug. Have scholars make a food web on a notebook
file as practice.
Explain: Show the food web assessment and set expectations for test taking.
Experiment: Send scholars back to their seats to take assessment, have extensions activity ready for
scholars who finish early.
Evaluate: Collect assessment, review as a class on smartboard.
Lesson 16: Camouflage
Objective: Students will be able to understand why animals are camouflaged.
Vocabulary: camouflage, surroundings, blend
Materials: 24 1/2-inch pipe cleaners of each colors, scissors, square of green turf carpet (towel?).
Could also be done in small groups with less pipe cleaners using bath towel (last year we used
fabric)
Engage: What color is a cricket? TPS: Why do you think so? Today, we are going to pretend that
we are predators. And these little pipe cleaners are your prey.
Explain: When you go back to your seat, your teammates are going to spread the prey all over the
table. The first predator will keep his or her eyes closed until we say go. When we say go, open
your eyes and catch the first prey you see. Walk students through the data sheet.
Activity: One student from each table should close their eyes/put their head down. Another
teammate can spread out the pipe cleaners. When you say go, the "predator" opens their eyes and
catches one "prey." All students should record on their data sheet. Repeat with the next person.
Continue until you have enough data. Students should then answer the questions on the data sheet
Evaluate: What colors were easiest to find? Hardest? Why do you think so? Can you think of an
animals that uses camouflage? Why do you think they use camouflage?
Extend: Show sample data and ask what color the table was. How did you know that? Show video
about cuttle fish camouflaging: http://video.google.com/videoplay?docid=3585819438213732521&q=Flamboyant+Cuttlefish&total=23&start=0&num=10&so=0&type=searc
h&plindex=0 Students can observe and care for ecocolumns- add water, if necessary.
The following video can be shown to the kids as it talks about how birds feathers change as the
seasons/habitat/environment changes:
http://www.youtube.com/watch?v=vIMnz_cLcfk
Lesson 17: Create camouflage
Objective: Students will be able to create a camouflaged animal.
Vocabulary: camouflage, surroundings, blend
Materials: small outlines of butterflies, different colors and plain white ones for students to color in,
crayons or markers, scissors, wrapping paper, Almost Invisible Irene, data sheet with body on carpet
Engage: I need your help! This butterfly is in danger! You need to help him be safe in his
surroundings.
Explain: This is where the butterfly lives. How could you help it be safe? Would the butterfly be
safe if you made it bright yellow? Bright green? Orange and blue polka dots? How would you
make it safe? When you go back to your seat, I would like you to color in the butterfly so it is
camouflaged and then cut it out.
Activity: Students go to their seats and color in the butterfly. They should also cut it out. Then
students put butterflies they made, along with different colored butterflies on the wrapping paper.
Each student pretends to be a bird, closes eyes, swoops down and picks first butterfly they see. Call

students to rug to discuss which butterfly they picked and why? Which butterflies were the safest?
Why?
Evaluate: Can you think of an animal that uses camouflage? Why do you think they use
camouflage? Why did you color it that color?
Extend: Read "Almost Invisible Irene." Students go back to their seats and draw what a person
should wear if they want to camouflage with our carpet. Students can observe and care for
ecocolumns- add water, if necessary.
Lesson 18- Communication
Objective: Students will be able to explain how insects communicate.
Vocabulary: communicate, locate
Materials: film containers from 5 senses, paper towels, about 6 scents from 5 senses, reading
comprehension and questions
Engage:Think Now: How do we communicate? (TPS) We talk, we write, etc. Do crickets talk?
Can crickets write? T-P-S:How do you think crickets communicate? (TPS) Today, we are going
to pretend we are crickets to learn how they communicate.
Explain: Divide class into 2 groups. Tell students, we want to see which group is better at
communcating the way crickets do. You will each receive a container. When I tell you, you need to
find your matching partner, without talking. When you do, sit down next to each other.
Activity: Distribute containers so that each student has one. Give students signal to silently find
their partner. When students all are matched up, explain that this is similar to how insects
communicate. Ask students to explain how crickets communicate. TPS-Were you able to find your
partner? How? Switch containers and repeat.
Evaluate: T-P-S: How do insects communicate? Watch to see how students are doing on reading
comprehension.
Extend: Students complete reading comprehension and answer questions individually. Quickly
review answers and where students found evidence. Students can observe and care for ecocolumnsadd water, if necessary.
Good clip of crickets making sounds http://www.youtube.com/watch?
v=K8E_zMLCRNg&feature=related
http://www.youtube.com/watch?v=CGEnKh0ocb0&feature=related
Lesson 19: Life Cycle
Objective: Students will be able to describe the life cycle of a cricket.
Vocabulary: life cycle, egg, adult, nymphs, metamorphosis, larva, pupa, complete, incomplete
Materials: crickets at different stages of life cycle, life cycle diagrams, cricket life cycle worksheet,
"What is a cycle?"
Engage: Read page 9 from "Plant and Animal Life Cycles" Explain that these 2 different types of
metamorphosis are called incomplete and complete metamorphosis. TPS: Why would one be
called complete and the other incomplete metamorphosis? Can you think of any other
examples of metamorphosis? Is that complete or incomplete? (Students that have been at HSA
from Kindergarten should be able to recall mealworms/beetles as an example of complete
metamorphosis).
Explain: Show pictures of each stage and review key words: egg, nymph, adult. Explain that today
we are going to observe our habitats to see if we can identify the different stages of the life cycle of a
cricket.
Activity: Students go to seats and look carefully at their own cricket habitats to see eggs (look like
tiny rice grains) and babies. Students complete diagram of cricket life cycle. Bring to rug to
compare cricket life cycle to other life cycles. Discuss 2 types of life cycles- complete

metamorphosis and incomplete metamorphosis- compare crickets life cycle to life cycle of a butterfly
or beetle.
Evaluate: What is the life cycle of a cricket? How is it like other insect life cycles? How is it
different?
Extend: A cricket is an insect. Show students pictures of different types of crickets. Identify parts.
What do you notice about all crickets?
Literacy Connection: (Optional Extension) Read the rest of Chirping Cricket pages 13-16 or read
the rest of Chirping Crickets as a Wednesday Lesson
Lesson 20- Cricket Written Assessment
Students complete cricket assessment.
Unit is not completely ending, we will transition to insects tomorrow.
INSECTS
Lesson 21: What is an insect?
Objective: Students will be able to discover the characteristics of insects.
Vocabulary: insect characteristics, abdomen, thorax, head, exoskeleton
Materials: Insect toobs- take out non-insects, "Insects" from ABC teach, worksheet, "Characteristics
of Insects" and "Classifying Insects", Book- "Bugs are Insects"
Engage: Think Now: What kind of animal is a snail? What kind of animal are we? TPS- Can
you name some other mammals? What are some characteristics of mammals? (Warm-blooded,
have hair or fur, give birth to live babies). What kind of animal is a cricket? How do you know
that? Start list of animal characteristics (legs, mobility, breathing, skin, etc.)
Explain: Today We are going to figure out exactly what insects are (or the characteristics of insects).
Do you know any other insects? List student responses. Students might list animals that are not
insects- add them to the list and tell students, I am not sure if all these animals are insects, let's
observe some insects and we will revisit this list at the ned of class. At your seats you will have an
animal that belongs to the insect family. When you go to your seat, I want you to observe the insects
and think about how it is similar to a cricket. On your sheet, I want you to write down all the things
that the insects have that you know you all crickets have. Model one observation.
Activity: Students go to seats and observe rubber insects. They should write down some
characteristics of the insect. If students are stuck, lead them. How many legs does your insect
have? And yours? Everyone's? Wow, all insects have 6 legs! Call students to rug to dicsuss.
Students go back to seat/or read on rug "Insects." Add to list of characteristics.
Evaluate: what did you observe at your seats? what are the characteristics of an insect? Is a
cricket similar to a person? TPS- What do cricket bodies and human bodies have in common?
What differences are there between cricket and human bodies? What advantages are there to
having an exoskeleton rather than an endoskeleton like ours? What animal is a cricket most similar
to? (note:
Extend: Hold up some pictures and ask, "Is this an insect? How do you know? Students can
complete worksheet, "classifying insects." Review worksheet and revisit list of insects. Depending
on time, can read part of "Bugs Are Insects."
Lesson 22: Head, Thorax, Abdomen (New lesson)
Objective: Students will be able to locate the head, thorax and abdomen on a variety of insects and
draw a detailed diagram with the three body parts
Vocabulary: head, thorax, abdomen

Materials: Insect toobs- take out non-insects, worksheet with pictures of different insects, pictures of
insects, live insects
Engage: Think Now: How do we know if something is an insect? (Refer to characteristics list) (if
students are having trouble answering this ask these questions) Do all insects have a head? A thorax?
An abdomen? t-p-s: what do you think each part of its body is for?
Explain: Today we are going to look at a lot of different insects and find their 3 body parts. Model
with one insect. (A chart of this could be helpful...)
Activity: Students go to seats and observe rubber insects, pictures of insects, live insects if possible.
Students should look for the head, thorax and abdomen. Students should draw their insect in their
notebooks and label the head, thorax, and abdomen. Students can also use dry erase markers on
animal cards to identify Head, Thorax, and Abdomen.
Evaluate: What is the head for? The thorax? The abdomen?
T-P-S: What did you observe about the head, thorax and abdomen on different insects? (Were they all
same/all different?)
Extend: Review parts of insects. Show pictures of other animals, see if students can locate any of
these body parts.
video on the different body parts of insets http://www.youtube.com/watch?v=gu0leHXrMZs about 3
min long!
Lesson 23: Other insects
Objective: Students will be able to read for information about other insects.
Vocabulary: insect characteristics,
Materials: chart paper, markers, graphic organizer to organize information, books about insects (low
level and high level), post-it notes, might need to go to the library to get more books
Engage: Think Now: (with picture of insect) What kind of animal is this (cricket)? a beetle? How do
we know that? Refer to characteristics chart
Explain: Today, each of you will be responsible for learning about one insect. You are going to read
about it and record what you learned. During the next week, we will be creating projects about that
insect. It is important that you do your best work, because you will be the one teaching the rest of the
class about the insect. TPS: What kinds of impotant things should you be looking for in your
books?
Note: make sure you model how to look for important information in a book (scan one onto the
smartboard OR show under Elmo). you are going to be taking notes using postit notes (can be done
by taking notes or using small post-its or in notebook (title page: notes of insects) important facts that
will help them write a research/ gather information
while you are reading you are going to be looking for different adaptations for each of your insects.
what is an adaptation? an adaptation is a developed that trait that helps an animal to better survive.
good example: polar bear has developed white fur to help it survive in the snowy article (less visible
to predators) and increased levels of body fat to keep it alive in the cold arctic.
Activity: Each student is assigned a specific insect. Students go to their seat and read literature
about the insect and then complete graphic organizer about that insect.
Evaluate: What are some examples of insects? How are they different? How are they the same?
What are some of their special adaptations? What have you learned so far about your insect?
How do you know it is an insect?
Extend: Hold up some pictures and ask, "Is this an insect? How do you know?
Lesson 24: Research Report
Objective: Students will be able to create a research report about an insect other than a cricket.
Vocabulary: fly, butterfly, ladybug, beetle, dragonfly, cockroach, ant, bee, wasp, moth

Materials: pictures of insects, literature about insects, research report form, graphic organizer with
information about insect
Engage: think now: how are the insects you are studying adapted to survive in their
environment? What do you know about that insect? What is an insect? (Quick review)
Explain: Yesterday you all completed a graphic organizer about an insect other than a cricket. Today
you are going to use your book and your graphic organizer to help you write a report about your
insect that you can share with the class.
Activity: Students go to seats and reread about their insect. Students use their graphic organizer to
begin to complete a research report about their insects, including pictures or drawings and answers to
specific questions.
Evaluate: How is your particular insect different from other insects? Where does it live? What
is its life cycle? how can you describe its metamorphosis? How long does it live? What does it eat?
Who eats it?
Extend: Students can share reports with partners, tables or whole class.
Lesson 25: Research Report 2
Objective: Students will be able to create and share a research report about an insect other than a
cricket. (Can extend into a Wednesday Lesson/30 minute lesson if students make a poster about their
insect)
Vocabulary: fly, butterfly, ladybug, beetle, dragonfly, cockroach, ant, bee, wasp, moth
Materials: pictures of insects, literature about insects, research report form, graphic organizer with
information about insect
Engage: Think Now: What is an insect? What are some other examples of insects? What do you
know about that insect?
Explain: Yesterday you all started working on your research report. Today you are going to add to
your report and share your report with the class.
Activity: Students go to seats and reread about their insect. Students use their graphic organizer to
add to their research report about their insects, including pictures or drawings and answers to specific
questions. Students can make cover, etc.
Evaluate: Students share their research on their insect and should touch on the following questions:
How is your particular insect different from other insects? Where does it live? What is its life
cycle? How long does it live? What does it eat? Who eats it?
Extend: Students can share reports with partners, tables or whole class.
Lesson 26: Create an insect (Big goal Assessment)
Objective: Students will be able to create their own 3D insect.
Vocabulary: invent, insect, characteristics
Materials: markers, pencils, index cards,shoe boxes, model magic,tooth picks for legs and antennas.
or simple materials to use, styrofoam, toothpicks, clay, etc. 2007-8- We used marshmallows,
licorice, toothpicks, tootsie rolls
Engage: Review characteristics of insects. TPS: what makes an insect? Today, you will invent your
own insect!
Explain: Explain to students that they will be creating their own insect diagram in a shoe box. They
should be creating their insect and then writing on their note cards what makes it an insect. ( Note:
either have the question why is this an insect? written on chart paper for students to copy onto their
note cards or have it printed out on paper already for students to answer.) Model creating your own
insect. Should be insect have a backbone? Use 4 body parts- Is this an insect?
Activity: Students go back to seat to create their own insect. Students can name their insect and
write about it. Students can also take a picture with their insect.

Evaluate: Students come back to the rug and share their insects. Review the characteristics of an
insect.
Extend: Students share until time is up.
WEDNESDAY LESSONS
Lesson: WRAP UP: Create Habitat (Make after Lesson 12)
Objective: Students will be able to create a habitat suitable for a cricket.
Vocabulary: habitat, needs, terrarium
Materials: crickets, 2L bottle with tops cut off, soil, cornmeal, bottle cap, sponge, water, grass sed,
cheese cloth or gauze, rubber bands (to hold cheesecloth on)
Engage: Think Now/TPS What do Crickets need to stay alive? * CREATE A CLASS
CHECKLIST OF ALL THE THINGS A CRICKET NEEDS/PREFERS FOR ITS
ENVIRONMENT
Chart responses. If students have silly answers, make sure to review difference between need and
wants. As you are doing this, have them think back to past experiments and their results. Encourage
students to refer to previous lessons and related charts.
Explain: Today we will set up a cricket habitat in these bottles (2L bottles with tops cut off). We
want to make sure our cricket has everything it needs. Teacher will model how to create the habitat.
Activity: Students go to their seat and create a cricket habitat (each table makes 1). Everyone puts
soil on the bottom. One student puts a small capful of cornmeal, sponge with water, grass seed, and a
male and female cricket (Females have long, pointy ovipositor). Students should cover terrarium
with cheese cloth to let crickets breathe, but not escape. Teacher should label terrariums and put in a
safe spot. What do we need to do everyday to make sure the crickets survive?
Evaluate: (This may need to be done on a separate day) Students should answer in their notebooks:
What do crickets need to stay alive? What is in a crickets habitat? Where should we keep our
habitat?
Extend: Students will keep terrariums in school to observe over time. (During each subsequent
lesson, students will take about 10 minutes to observe terrariums and record changes.
EXTRA LESSONS
Lesson: Brain Pop Jr.- Food Chain
Lesson: Sensory Structures
Objective: Students will be able to explain how crickets keep their sensory structures clean.
Vocabulary: sensory structures, grooming
Materials: crickets in prepared cages, plastic bags, cornstarch, data sheet with diagram of cricket,
reading comprehension and questions.
Engage: Discuss what we learned yesterday. Crickets communicate by using their sense of smell.
Ask, what do you do when you get dirty? Why is this important? Can a cricket take a shower with
shampoo and soap? TPS: How do you think they stay clean? Why is this important to them?
Explain: When you go to your tables we are going to get a cricket dirty using corn starch. Once we
get him dirty, you need to watch so closely to discover how they clean themselves and what parts
they clean first. TPS: What parts do you predict they will clean first? What part of your body
would you clean first if you were covered in dirt? When you find out, color the parts of the cricket
that are cleaned first brown.
Activity: Put about 1 tablespoon of corn starch in a plastic bag. Place a cricket in the bag and gently
move the bag around until the cricket is lightly powdered. Place the cricket back in the cage and

observe it's grooming behavior. Record the first parts to be grommed. Might be necessary to repeat
to confirm observations. Call students to rug and display some correct diagrams. TPS- What part
did the cricket clean first? Why do you think that part was the first to be cleaned?
Evaluate: How do crickets keep their sensory structures clean? Why is this important? Was the
same method used to clean all body parts?
Extend: Students complete reading comprehension and answer questions individually. Quickly
review answers and where students found evidence. Students can observe and care for ecocolumnsadd water, if necessary.
Lesson: Animal Classification
Objective: Students will be able to explain where a cricket fits in an animal classification chart.
Vocabulary: mammal, reptile, mollusk, amphibian, bird
Materials: pictures of all kinds of animals, animal maze, actual animals, animal maze copies for
students, clipboards for students/books to lean on, rubber animals, colored pencils
Engage: What kind of animal is a cricket? What are its closest relatives? Are we very similar to a
cricket? What about a grasshopper?
Explain: Scientists use body structure to group animals. For example- bones- Do all animals have
bones? Does a cricket have bones? Do you? Do you have a backbone? Feel it. Does an earthworm
have bones? A snail? A fish? Today, we are going to determine how scientists group animals based
on their characteristics.
Activity: Students sit on floor/or in chairs around the animal maze, while teacher or student models
how to walk through it, answering questions at each fork in the road. Each students gets a turn to
walk through carrying an animal or a picture of an animal. After, teacher brings out cards, with the
names of each group of animal. Students can guess which is which.
Evaluate: What animals that you know are the closest relatives of crickets? What animals are your,
human's, closest relatives? Where in the maze would you put a bear? A crab? A housefly?
Extend: Students can repeat on own copies using colored pencil to trace the path from teacher or
student selected animal. Students can list characteristics of a mammal. segmented worm, etc.
Lesson: Insect Mural
Objective: Students will be able to create a mural with where insects are safest in their environment.
Vocabulary: mural, environment, habitat.
Materials: paper, scissors, glue, mural background, other art materials- pipe cleaners, googly eyes,
etc, sentence strip
Engage: Where do insects live? What environments do their characteristics make them well
adapted to live in?(TPS) Do they live in the ocean? In the north pole?
Explain: Show students blank mural background (or teacher can make background ahead of time).
We want to make this into a mural of insects in their environment. What should we make the
background look like? What should we add to the background? Water? Plants? Sun? etc. First we
will make the background. Then, each student will make the insect they studied. Finally, you will add
your insect to the mural in a place it would like to live.
Activity: Students go to seat to create background and insects. Students who finish early can make
more background. When background is done, students can add insects.
Evaluate: What should we add the the background? Why? What shouldn't we add to the
background? Why would your animal like it there? How do you know? Use exit slip to address
these questions. Exit slip will be used as portfolio assessment.
Extend: Students can add facts about their insect to the mural on a sentence strip or piece of paper.
Students can draw a place their insect would not like to live. Hang mural for display.

Lesson: Microcosmos (2-3 day lesson)- WEDNESDAY

Objective: Students will be able to see the insect world up close and continue to learn about other
insects.
Vocabulary: all vocabulary from unit
Materials: Microcosmos DVD (we have 2 copies, ordered from blockbuster)
Engage: Today we have a video where we can watch insects and other animals in nature up close.
Explain: While watching, you may quietly talk to the people around you. However, you must stop
talking when I pause the video. If you have something to say when the video is paused, you must
raise your hand. If the noise level gets to high, I will pause the video.
Activity: Students sit on rug to watch video. Make sure to skip mating scenes and cover TV.
Discuss the following concepts as related to the film: Animal adaptations: How are animals adapted
to best survive in their environment, i.e. camouflage, etc., Food chains/webs- predator, prey,
producer, etc., Characteristics of insects, Life cycle
Time:
0:00- Skip previews by clicking menu. Press play movie.
13:30- SKIP LADYBUG MATING SCENE
15:50- SKIP SNAIL MATING SCENE
Evaluate: How are animals adapted to best survive in their environment? Ask about specific
animals. Who is the predator? The prey? The producer? Is that an insect? How do you know? etc.
Extend: Students can go back to their seats and record some things they learned or you can do a
TPS/whole class share.