South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

So You Think You're Tough (Grade 4)

Master Teacher

Jennifer Jeffers Davis

Time Allotment

One or two 45-minute blocks

Overview

After viewing "virtual insects" on the computer, students will discover the characteristics that make up an insect. Then, students will create and name a fictitious insect with the correct number of legs and body parts and one additional creative feature.

Subject Matter

Science

Learning Objectives

Students will be able to:

identify and describe the characteristics of insects
describe an exoskeleton
explain the function of an exoskeleton
compare and contrast an insect's exoskeleton with a human's endoskeleton

South Carolina Standards

Visit the South Carolina Department of Education for the South Carolina Science Standards.

II. Life Science

A. Characteristics of Organisms

3. Life Cycles of Organisms

c. Distinguish major groups of organisms based on significant characteristics (e.g., body covering, number of legs, body parts, type of skeleton)

Media Components

Video

Zoom (BBC), Lesson 7: Amazing Armour

Web Sites

Fruit or Vegetable? Classification Game. Students will classify foods into two groups, fruits or vegetables.

Virtual Insects. This site contains computer-generated insects. Students are ab

le to see a close-up view of a variety of insects and their physical characteristics.

Equipment

Computer with Internet access

Aver key and television

Materials

Assemble various materials for students to create "creatures."

Per student:

pipe cleaners pompoms
yarn balloons
modeling clay construction paper
typing paper tissue paper
tape glue
string egg cartons
Activity Sheet 1

Prep for Teachers

Prior to teaching, bookmark all of the Web sites used in the lesson.
Load any plug-ins necessary to run the Web sites.
Cue the videotape to the appropriate starting point.
Have reference materials and materials for creating insects where students can access them easily.

Introductory Activity: Setting the Stage

Step 1

As a class, play the Fruit or Vegetable ? Classification Game. Ask students: "Why do we classify things?" (to communicate information to others, to find things easier)

Ask: "What other things do we classify into groups?" (food, music)

Ask: "What are the groups?" (food: fruits, vegetables, meats, grains; music: rap, country, rock, classical, etc.)

Ask: "How do we know in which groups to classify things?" (by traits or characteristics)

Step 2

Lead the students into a discussion on how living things are classified. Ask: "What do we use to classify animals?" (body characteristics)

Explain that animals are classified as vertebrates or invertebrates. (having a backbone or not)

Tell the students that they are going to learn about one of the invertebrate groups. Ask: "Does anyone know of any animals that are invertebrates, or have no backbones?" (clams, worms, insects, spiders, jellyfish)

Learning Activities

Step 1

Display one of the insects from the Virtual Insects Web site on the television. Ask students if they know what the creature on the television is. Have them describe the creature on the television screen and list students' responses on the board.

Step 2

Focus for Media Interaction: Tell the students as they watch the videotape to raise their hands when they can describe the covering of an insect. START the Zoom videotape when the narrator says, "An insect's skeleton is on the outside . . . . PAUSE the tape after the narrator says, "with a slightly different chemical mix."

Check for comprehension and ask students where our skeletons are. Ask students how an insect skeleton is different from ours. Explain that an insect has an exoskeleton while we have an endoskeleton.

Focus for Media Interaction: Tell the students as they watch the next segment to raise their hands when they can tell where insects store their wings. PLAY the tape until you see a ladybug flying. Explain that not all insects have wings; therefore they are not a characteristic of all insects.

Focus for Media Interaction: FAST FORWARD the tape to the segment where there is a grid and a red beetle on the screen. Ask students to raise their hands when they know which insect has the toughest exoskeleton. PLAY the tape until the narrator says, "when the going gets tough."

Show a beetle on the computer screen using the Virtual Insects Web site.

Focus for Media Interaction: FAST FORWARD the tape to the second grid and a horned beetle is shown on the screen and the narrator says, "The fearsome horns of these..." Ask students to raise their hands when they can tell how the exoskeleton helps insects. PLAY the tape to the end of the episode. Discuss how the insects in the video have exoskeletons for protection.

Step 3

Ask students how insects are different than other animals. As the students respond, write their descriptions on the board that differentiate insects from other animals. (invertebrate, exoskeleton, 6 legs, 2 antennae, 3 body segments).

Discuss the fact that these traits are what put this creature into a group called "insects." Also, add that some insects have wings and others do not, so wings are not a primary factor in classifying insects.

Ask: "How do you know the difference between a spider and a bee?" (spiders have 8 legs, a bee has 6)

Step 4

Review the parts of an insect:

3 body sections (head, thorax and abdomen)
3 pairs of legs attached on the thorax
2 antennae
2 compound eyes
exoskeleton

Culminating Activities/Assessment

Step 1

Tell students that they will be creating an imaginary insect with accurate characteristics that all insects must have.

Hand out the "Insect Creation Rubric" activity and discuss the expectations of the assignment. Explain that the insect must contain the correct number of parts outlined in the rubric, but that the insect can have additional features such as wings.

Allow students to create their own insect with an additional feature that allows it to complete a task. Explain to students that these creatures are fictitious and they need to make up names for them as well

Step 2 (Day 2: optional)

Students will present their insects to the class and describe their features. Make a display of the insect creations and invite others to view them.

Cross-Curricular Extensions

Math: Make scale drawings of insects.

Language Arts: Have students write descriptive paragraphs about their insect creations.

Health: Research diseases and health problems humans may suffer due to insects. (stings, bites, malaria, etc)

Social Studies: Research how other cultures feel about insects.

Geography: Using a map, identify the regions where certain insects live.

Community Connections

Invite an entomologist from a nearby university to discuss the importance of insects in the world.
Visit a butterfly garden or create one in an area of the schoolyard.
Invite a medical professional to discuss medical problems caused by insects.
Invite an exterminator to discuss ways in which insect populations are controlled.

Activity Sheets (PDF)

Activity Sheet 1