September 12: Head, Thorax, Abdomen

“What other species now require of us is our attention.” ― Terry Tempest Williams, Finding Beauty in a Broken World

Thursday, September 12:
parts of an insect, checking bug traps, insect field guide exploration
(Sources: National Audubon Society Pocket Guide to Familiar Insects and Spiders, My First Nature Book, Insects Don't Bug Us web resource) 

Grade Level: 2

Objective:  Students will learn the parts an insect, gain observational skills, and begin to distinguish insects from other "bugs."

Materials: "Insect Costume", "Insects Don't Bug US" body diagram worksheet, plastic container, fruit, cork-board, rocks, and National Audubon Society Pocket Guide to Familiar Insects and Spiders, magnifying glass

Class introduction/hook: Insect dress up game, "Head, Thorax, Abdomen" song

We started science late today.  M & M came from reading, writing, and field-trip planning to the library for science just forty-five minutes before recess.  I greeted them wearing safety goggles and pipe cleaner antennae.  "Are you a butterfly?"  M- asked. "A Caterpillar?"  The other M- questioned.  When I answered, "I could be", M & M looked at each other and then shouted at me: "You're an insect!"

I passed my "compound eyes" and "antennae" to one of the Ms.  I gave her two vests to symbolize her thorax and exoskeleton and a pair of "wings" constructed from a blue-tool tutu.  I tied an extra pair of "legs" (a belt with two puppets attached) around her waist.  The other M giggled watching his classmate in full-insect costume. We talked about the parts of an insect: head, compound eyes, antennae, mouth-parts, thorax, legs, and abdomen. We sang "Head, Thorax, Abdomen" to the tune of "Head, Shoulders, Knees, and Toes."  After the insect outfit and song, M & M completed their "Insect Body Diagram" handout as a team.

Yesterday we set up a bug trap, using directions from My First Nature Book.  Today, the Ms wanted to set another trap in a different location--in order to compare results.  We chose a deeper plastic container and baited it with honey, pineapple, and watermelon.  We dug a hole and the Ms smoothed the surface of the soil around the trap to "make it look less suspicious."

Then we ran to the playground to check yesterday's trap.  M & M found a cricket, a spider, and several ants.  They spent the rest of science observing the insects and arachnids they'd caught under a magnifying glass and reading about similar species in their field guide.

We released the insects and re-set the trap.  Tomorrow we're going on a school field trip so we have until Monday to wait to check our insect traps and the results of our mold garden experiment.

Washington State content areas covered:

EALR 2: Inquiry 
Big Idea: Inquiry
Core Content: Conducting Investigations

Students know that:
-2-3 INQA Question: Scientific investigations are designed to gain knowledge about the natural world.
-2-3 INQB Investigate: A scientific investigation may include making and following a plan to accurately observe and describe objects, events, and organisms; make and record measurements, and predict outcomes.
-2-3 INQD Investigate: Simple instruments, such as magnifiers, thermometers, and rulers provide more information than scientists can obtain using only their unaided senses.

Students are expected to:
• Explain how observations can lead to new knowledge and new questions about the natural world.
• Work with other students to make and follow a plan to carry out a scientific investigation. Actions may include accurately observing and describing objects, events, and organisms; measuring and recording data; and predicting outcomes.