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Pre-Reading Activity Suggestions For
Cockroach of Meadowfield
Please note: Where applicable, reference to the appropriate Florida State Standards will be provided for each lesson/activity.
1. Using modeling clay and pipe cleaners, students can construct a model insect to identify the three body regions (head, thorax and abdomen). Use different color clay for each region. Place bent pipe cleaners in thorax for the 3 pairs of legs and identify the tarsals. Add antennae if you'd like and wings (point out that not all insects have wings (ex: silverfish and book louse).
Depending on the level of the student you can get a little more anatomically correct and add eyes (simple and compound) by using different sized seeds. You may even want to try adding an exoskeleton with dried flat pasta noodles.
*SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
*SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
*SC.35.CS-CS.1.4 Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show.
2. Students form pairs and each student chooses an insect from one of the poems in Paul Fleischman's book, Joyful Noise: Poems for Two Voices. They practice reading the poems in pairs before presenting their paired partner reading in class.
You may ask them bring in an outfit that represents their insect on the day of their readings.
*LAFS.3.RF.4.4 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
*LAFS.4.RF.4.4 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
*LAFS.5.RF.4.4 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
*LAFS.6.RF.4.4 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Cockroach of Meadowfield
Please note: Where applicable, reference to the appropriate Florida State Standards will be provided for each lesson/activity.
1. Using modeling clay and pipe cleaners, students can construct a model insect to identify the three body regions (head, thorax and abdomen). Use different color clay for each region. Place bent pipe cleaners in thorax for the 3 pairs of legs and identify the tarsals. Add antennae if you'd like and wings (point out that not all insects have wings (ex: silverfish and book louse).
Depending on the level of the student you can get a little more anatomically correct and add eyes (simple and compound) by using different sized seeds. You may even want to try adding an exoskeleton with dried flat pasta noodles.
*SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
*SC.4.N.3.1 Explain that models can be three dimensional, two dimensional, an explanation in your mind, or a computer model.
*SC.35.CS-CS.1.4 Create a simple model of a system (e.g., flower or solar system) and explain what the model shows and does not show.
2. Students form pairs and each student chooses an insect from one of the poems in Paul Fleischman's book, Joyful Noise: Poems for Two Voices. They practice reading the poems in pairs before presenting their paired partner reading in class.
You may ask them bring in an outfit that represents their insect on the day of their readings.
*LAFS.3.RF.4.4 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
*LAFS.4.RF.4.4 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
*LAFS.5.RF.4.4 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
*LAFS.6.RF.4.4 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
3. Choose 2 short books about insects, one fiction and one non-fiction. Read these aloud to the class. Follow this up by having a class discussion to compare and contrast how the insects are represented in each book. (ex: In what way(s) are the descriptions of the insects in the fictional book scientifically accurate and in what ways are they not when compared to their description in the non-fiction book).
*SC.3.N.1.6 Infer based on Observation
*G.K12.4.2.3a Distinguish between fact and opinion in a variety of sources.
*WL.K12.AM.2.2 Demonstrate understanding of different points of view presented through a variety of literary works.
4. Try various vocabulary activities using the vocabulary lists provided for each section of the book. These could include a word wall to allow the students to see and recognize each word; utilize a word map (see button to download word web); students could make word searches and/or crossword puzzles; play pictionary or password.
*WL.K12.NH.7.2 Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge.
*SC.3.N.1.6 Infer based on Observation
*G.K12.4.2.3a Distinguish between fact and opinion in a variety of sources.
*WL.K12.AM.2.2 Demonstrate understanding of different points of view presented through a variety of literary works.
4. Try various vocabulary activities using the vocabulary lists provided for each section of the book. These could include a word wall to allow the students to see and recognize each word; utilize a word map (see button to download word web); students could make word searches and/or crossword puzzles; play pictionary or password.
*WL.K12.NH.7.2 Use maps, graphs, and other graphic organizers to facilitate comprehension and expression of key vocabulary in the target language to reinforce existing content area knowledge.
5. Click on the button below to go to a Scholastic website that is designed as an instructional tool to teach all about honey bees. Many unique activities here that could be of interest to you.
6. Consider hatching cocoons of praying mantids or painted lady butterflies as a great classroom project. Kids love to check up on them and be the first to see the insects as they hatch out from their cocoons. Remember you'll eventually have to let the critters go, so please make a proper ecological decision to rear only those insects that are environmentally safe for your particular locale. I have ordered from Carolina Biological Supply in the past. The button below will link you to their website. There are many other reliable supply companies you could check into as well.
*SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies
*SC.3.N.1.6 Infer based on Observation
7. While on the subject of rearing insects - how about silkworms? A little more ambitious, but well worth the effort. Your students will be amazed to see how silk is made. You will need to purchase the eggs. You can order from Carolina Biological (see button below). As soon as the eggs hatch, you will also need an ample supply of fresh mulberry leaves to feed the caterpillars. I actually planted a mulberry tree on the high school campus to supply our wigglers. If you can't get the leaves, you can order a special dry food for them to eat. Make a habitat by gluing empty toilet paper rolls together, side by side, one on top of the other, to make a honeycomb arrangement. Place the habitat in a plastic bin. Add the newly hatched caterpillars and plenty of leaves or dry food. As the caterpillars reach full growth they will pupate in the open tubes and spin their silk there. When the moths hatch, you'll find that the ability to fly has been bred out of the moths. Below, I have provided a link to Carolina Biological for the silkworm material. I also provided a link to a website with explanations and pictures of the entire process.
*SC.2.L.16.1 Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies
*SC.3.N.1.6 Infer based on Observation
8. Students make Venn diagrams to compare and contrast butterfly and moth characteristics; bug and beetle characteristics; insect and arachnid characteristics; beneficial and pest insect characteristics. Write items that are the same in the overlapping section of the Venn diagram and characteristics that are different on the outer sections of the circle. Allow time and resources (science books, insect guides, Internet) for the students to research the characteristics of the pair they are comparing and contrasting.
*SC.35.CS-CS.2.1 Solve age-appropriate problems using information organized using digital graphic organizers (e.g., concept maps and Venn-diagrams)
*SC.35.CS-CS.2.1 Solve age-appropriate problems using information organized using digital graphic organizers (e.g., concept maps and Venn-diagrams)
9. These lesson plans come from the California Academy of Sciences.
For the first lesson, students research insect characteristics and put their knowledge to use by creating an insect that is adapted to live in an assigned environment. Click on the button below (Invent an Insect) for the lesson plan and all the materials for this pretty cool way to teach students about insects evolution.
*SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment
*SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
*SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
10. The second lesson from CAS teaches students how various pollinators are adapted to pollinate specific flowers. Once again the lesson plan is explained and all the materials are provided. Just click on the button below (Flowers Seeking Poliinators) to go to the website.
*SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
For the first lesson, students research insect characteristics and put their knowledge to use by creating an insect that is adapted to live in an assigned environment. Click on the button below (Invent an Insect) for the lesson plan and all the materials for this pretty cool way to teach students about insects evolution.
*SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment
*SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
*SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
10. The second lesson from CAS teaches students how various pollinators are adapted to pollinate specific flowers. Once again the lesson plan is explained and all the materials are provided. Just click on the button below (Flowers Seeking Poliinators) to go to the website.
*SC.4.L.16.1 Identify processes of sexual reproduction in flowering plants, including pollination, fertilization (seed production), seed dispersal, and germination.
11. From the Florida 4-H Bug Club website is a host of lesson plans and worksheets that can be used in the elementary classroom. This is a great site that is sponsored by the University of Florida's Institute of Food and Agricultural Sciences (UF/IFAS). I highly recommend it! Use the button below to access this great site for a wide variety of entomological resources and lesson plans you can adapt to the classroom or home teaching environments.
