1. Buggy-Bug Lesson Plan
Day 1

2. Kansas State Standards
Art 1.1.K.I.1
Standard 1: Understanding and Applying Media, Techniques, and Processes Basic
Benchmark 1: The student explores a variety of art media, techniques, and processes.
1. Manipulates a variety of media, such as paint, dough, clay, crayons, paper, and fibers.
Art 1.2.K.I. 4
Benchmark 2: The student describes different visual effects produced by a variety
of materials, techniques, and processes in works of art.
4. Develops vocabulary and uses it to describe a work of art.
Art K.I.1 and 2
Benchmark 5: The student demonstrates the safe and correct use of simple
materials and tools
1. Correctly uses art materials, such as paint, glue, markers, crayons, clay, pencils.
2. Safely uses art tools, such as paint brushes and scissors.
Science K I.4
SCIENCE AS INQUIRY – The student will experience science as full inquiry. In the elementary grades, students begin to develop the physical and intellectual abilities of scientific inquiry.
Benchmark 1: The student will be involved in activities that develop skills necessary to conduct scientific inquiries.
Asks and answers questions about objects, organisms, and events in his/her environment.
Science K I.4
STANDARD 3: LIFE SCIENCE Grades K-2
LIFE SCIENCE – The student will begin to develop an understanding of biological concepts.
Benchmark 1: The student will develop an understanding of the characteristics of living things.
Examines the structures/parts of living things.

3. Getting Started
Student Objectives: The students will be taking a pre-test over basic information pertaining to insects. Thereafter, the students will take a post-test; this will determine the amount of knowledge gained from the lesson.
Teaching Procedure: As a class we will read About Insects, by Yoon Gil off the smart board. After they read the story, they will be capable of identifying an insect by the characteristic they have. They will practice this by coloring and labeling an insect worksheet. They will also recognize different stages of insect growth and development.

4. Introduction:
The first thing we will do is review an insect on a poster board. Together as a class we will fill in the body parts using the insect vocabulary. This is an informal verbal pre-test.
Next, we will have an open discussion about insects. Remind them to raise their hand so they can share.
What kinds of insects do you have in your house? Allow for 2 or 3 students reply.
What is the scariest type of insect you know of?
What is your most favorite insect you like?
How many legs do insects have?
Do all insects fly?
**Let’s read a story that will explain most of these questions.
I will pass out the bug diagram worksheets.
Asking (1) table at a time- I will ask the students to sit in front of the smart board so we can read the story together, they need to take the worksheet and a pencil with them. I will ask the students to their keep hands and feet to themselves while we read the story. I may need to use the 5 finger countdown to keep them on track.

5. Development:
I will start the automated reading that is provided while we view each page. I will let some students read a page or two.
When we get to the page with the (bug parts) diagram, the students will write in their bug diagram information by using the information provided on the story page.
Throughout the story I will ask the students to relate with particular parts.
When the story is complete I will ask the students to return to their seats.

6. Conclusion:
We will discuss what we learned. I will ask the students to tell me the body parts they wrote down.
I will explain to them the post-test. Once they complete the test they will need to raise their hand and I will pick it up, and then give them crayons so they can color their bug diagram that was completed during story (crayons will be used again with puppets later.)
I will pass out the test for them to complete. (Informal Post-Test) This test will be completed solo.
Once all the students complete the tests they will put the bug diagram coloring page to the side, I will pass out the lady bug finger puppet pages and scissors.
I will show the students an example of a finished puppet, and explain what they need to do. They will cut, color, and glue to make the puppets.
Once finished they will clean up.

7. Pre/Post Assessments
Pre-test (informal) includes knowledge provided by students when I asked the students to tell me the bug’s body parts on the poster board. The students were to use prior knowledge to tell me the body parts.
Post-test (informal) was the worksheet given at the end of the lesson, the students will use the knowledge they learned to complete the worksheet.

8. About Insects, by Yoon Gil Post-Test
NAME________________________________________________DATE__________________
How Many Legs do most insects have? ________________________________________________________.
Is a grasshopper an insect? YES or NO
Does a caterpillar change into a butterfly? YES or NO
Where do ants live? Circle One. In Candy In Dirt In Water
What do bees put into their hives? Circle one. Leaves Honey Fun
How are grasshoppers and butterflies different?___________________________________________________________________________________ __________________________________________________________________________________________ _________________________________.
How are grasshoppers and butterflies alike?________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________.
Tell me about an insect you have seen, what did it look like? _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________.

9. What intelligences is used
Multiple Intelligences/Differentiated Instruction:
Spatial (ability to visualize) _X__
Linguistic (words/spoken/written) _X_
Logical-mathematical _X__
Kinesthetic (movement) ___
Musical ___
Interpersonal (interaction w/others) _X__
Intrapersonal (self-reflective ability) _X__
Naturalist (having to do w/nature) _X__
Bloom’s Taxonomy/Differentiated Instruction:
_X__ Knowledge (tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall)
_X__ Comprehension (locate, explain, summarize, identify, describe, report, discuss, review, show)
_X__ Application (demonstrate, construct, record, illustrate, research, order, display, practice)
_X__ Analysis (compare, contrast, classify, critique, solve, experiment, examine, infer, categorize)
___ Evaluation (judge, predict, verify, rate, determine, decide, choose, forecast, estimate, prioritize)
___ Synthesis (compose, hypothesize, design, formulate, create, invent, develop, refine, produce)

10. Special Needs: Gifted Learners:
I will allow for those who read well participate with reading the bug story. I will keep all students busy even after they’ve completed their post-test; they will have another worksheet available to complete so they don’t distract others.
Learners below Level:
The students that are below level will have the advantage of the story read to them. This will help them to better understand the reading material.

11. Websites for Lesson:
eader/base_noscorm.html?assetID= – Bug Book
teach.com/t.asp?b=m&t= kids.com/crafts/insects/images/bfingerladybug.gif -
Finger Puppets
teach.com/t.asp?b=m&t= kids.com/crafts/insects/images/bposterladybug.gif worksheet/ bug diagram