Uw 002 Bug Bizniz

Bug business
Year level: P2
L1119 Garden detective: group Australian animals. Copyright Education Services Australia Ltd.
About the unit

Unit description
This unit ocuses on learning about minibeasts ! the bugs" insects and other tiny creatures usually ound under our eet. Students investigate: ho# to recognise common minibeasts the characteristics o insects in particular their li e cycles and needs their habits and habitats their contribution to the environment ho# to encourage insects into our gardens.
They also learn about the purpose and ormat o diagrams and glossaries" and the importance o se$uencing.
Knowledge, understandings, skills, values

%nsects have certain uni$ue eatures. &ot all minibeasts are insects. %nsects are a vital part o the #orld #e live in so #e need to provide them #ith #hat they need to survive and thrive.
' Education Services Australia Ltd" ()1)" e*cept #here indicated other#ise +ug business
Focus questions
,hat is a minibeast,hat is an insect,hat are their needs,hich minibeasts am % li.ely to see in my area,hich ones are harmless and #hich ones are harm ul/o# do minibeasts help us/o# can #e help minibeasts-
Resources
Digital curriculu resources
0ragon1s 2umble series: L345( dream: our parts" L3456 garden: our parts" L3457 dream: three parts" L3458 garden: three parts 9inding symmetry: one line series: L34)) garden" L34)6 city L(678 :itchen stac.er 1 Garden detective series: L1114 e*plore an Australian garden" L1119 group Australian animals L1684 Li e cycles: butter lies L1173 9ood chains: #hat is a ood chain;7164 <upa o a =lysses butter ly camou laged as a lea ;863( /untsman spider ;8835 ;oc. grasshopper among roc.s ;8833 Long>legged sandhopper ;8834 ;edlined geometrid caterpillar ;74() Adult male #hite>stemmed gum moth ;7165 <upa o a ;ichmond bird#ing butter ly ;8838 Long>spinneret bar. spider on a tree trun. ;8576 ,ing and body shapes" colour patterns and antennae o some Australian moths and butter lies
!nternet sites
,ebsite sho#ing video or animation o a spider spinning a #eb such as: /o# stu #or.s: http:??animals.ho#stu #or.s.com? @type Aho# spiders #or.1 in search engineB +ugasaurus e*plorus: http:??###.bugsurvey.ns#.gov.au? +ug#ise: http:??###.bug#ise.net.au?
"o#tware
:id<i*" Tu*paint or :idspiraton CS <aint or another dra#ing application
Print
$ooks
The very hungry caterpillar" Eric Carle" <u in" ())6 The very busy spider" Eric Carle" /armonds#orth" 1995 One hungry spider" Deannie +a.er" Scholastic" ())5 Leaf litter: exploring the mysteries of a hidden world" ;achel Ton.in" /arper Collins" ())5 Collection o non> iction titles rom the 848.3 section o your library
Poe s
<oems by Aileen 9isher such as A,hen %t comes to bugs1" AAnthill1" A%nside1" A%t1s unny1 and A% #onder1 A9orgiven1 by A A Cilne AA ly1s eye vie#1 by 9 G ;isser A% % #ere a bug1 rom Of beetles and bugs: finger plays and action rhymes for early childhood education" Evonne ,iner" +elair <ublications" 1946
%t&er resources
Song: AThe ugly bug ball1 by ;ichard C Sherman and ;obert + Sherman rom the ilm Summer magic" 1956. %nteractive #hiteboard <aper Scissors Collection o small plastic minibeasts <ictures o minibeasts ! select and copy appropriate clipartF print in colour to ma.e enough sets about the siGe o playing cards or one set bet#een t#o students &on> iction boo.s about insects Cagni ying glasses <hotos o the students involved in their investigations 0igital camera
'
Live specimens. Selected creatures can be .ept in the classroom or a e# days to allo# students to observe them but they re$uire space to move and conditions similar to that o their natural habitat" along #ith ood" air and #ater. %t is essential to chec. #ith your education authority about #hat animals may be .ept in classes and the permissions and in ormation re$uired to do so.
(ttac&ed printa)le resources

The ollo#ing teacher>created learning resources re erred to in the unit o #or. are available or you to modi y" print and use in your o#n teaching and learning conte*t. The name bug +ug hunt 1 +ug hunt ( Label me activity 1 Label me activity ( AGrasshopper Green1 Li e cycle
Teaching the unit

"etting t&e scene
Resources
Lyrics to AThe ugly bug ball1 The name bug @page 18B 0ragon1s 2umble series: L345( dream: our parts" L3456 garden: our parts" L3457 dream: three parts" L3458 garden: three parts 9inding symmetry: one line series: L34)) garden" L34)6 city
+eac&ing and learning activities

+&e ugl, )ug )all
Share the song AThe ugly bug ball1 using clipart pictures o the creatures mentioned to help the children remember the #ords. Ca.e a list o all the bugs that attended. What other bugs might have been at the ball? Add the suggestions to the list to gauge what the students consider to be bugs /ave the students create their o#n Augly bugs1 by dropping coloured dye onto absorbent paper to#elling and" #hen it is dry" olding it in hal to cut out a symmetrical bug shape. They can add eatures using a thic. mar.er pen. Alternatively" they could ollo# AThe name bug1 instructions @page 18B. Create a mural o the ball" displaying the children1s bugs as #ell as comments that sho# #hat the children already .no# about minibeasts. This can be used as a pre>test.
+ell t&e stor,

=se the 0ragon1s 2umble series o learning ob2ects to e*plore the concept o se$uence in a story. =se one o the learning ob2ects as a sample on your interactive #hiteboard and then have the students #or. through the others using their computers. ;evisit the song lyrics and identi y the our .ey episodes @the caterpillar tells the beetle that he is lonelyF the spider and dragon ly invite him to the ballF the insects danceF the caterpillar meets his caterpillar $ueenB. 9old a sheet o paper into our and have students illustrate the story in se$uence and then #rite or dictate appropriate captions to retell the story. 0emonstrate ho# to add speech bubbles to include dialogue in captions. Care ully cut the se$uences into our and have partners place and paste each other1s to retell the story in order. Create an A=gly bug ball1 interactive tas. or use on your interactive #hiteboard. =se the children1s o#n dra#ings and have them practise se$uencing by reordering the pictures so as to tell the story. %nclude their captions so they can match these to the dra#ings.
./tension activities
E*plore the concept o symmetry by using the 9inding symmetry learning ob2ects. /ave the students e*amine pictures o butter lies and determine #hich have a symmetrical #ing design. /ave each old a piece o paper in hal and dra# a hal butter ly shape. Cut along the outline. Hpen it out and challenge the students to create a symmetrical design.
!nvestigating
Resources
Collection o pictures o insects Samples o diagrams Label me activity 1 @page 13B Label me activity ( ! optional @page 14B Li e cycle @page (1B Collection o non> iction titles rom the 848.3 section o your library Collection o plastic creatures Collection o small pictures o minibeasts +ug hunt 1 @page 19B +ug hunt ( @page ()B Cagni ying glasses Gloves 0igital camera to ta.e photos o the studentsI e*plorations Collection o large pictures o minibeasts So t#are applications such as :id<i*" Tu*paint or :idspiration ;8576 ,ing and body shapes" colour patterns and antennae o some Australian moths and butter lies L1173 9ood chains: #hat is a ood chainL1114 Garden detective: e*plore an Australian garden L1119 Garden detective: group Australian animals L1684 Li e cycles: butter lies L(678 :itchen stac.er 1 The very busy spider" Eric Carle" /armonds#orth" 1995 One hungry spider" Deannie +a.er" Scholastic" ())5 The very hungry caterpillar" Eric Carle" <u in" ())6 CS <aint

1&at is an insect2
E*plain that there are many creatures that are called bugs or minibeasts but not all o them are insects. Were all the bugs that went to the !gly bug ball insects? What is an insect? 0isplay several large pictures o a variety o insects and brainstorm and record #hat the students already .no# about them on a large insect outline entitled A,hat #e .no# about insects1. %ntroduce the concept o a diagram. "ow is a diagram different from other illustrations? What is its purpose? =se the Label me activity 1 template @page 13B to create an interactive tas. or the interactive #hiteboard. E*plain that labels help us understand #hat the diagram is telling us. /ave the students add the labels using the in ormation they ind rom boo.s about real insects. J /ave partners e*amine a number o non> iction titles to determine those characteristics that all insects share. Let them use magni ying glasses to aid their searching. Guide their in$uiry by providing some $uestions or partners to ans#er. "ow many legs does an insect have? #o all insects have feelers $antennae%? "ow many parts are their bodies divided into? What are the names of the body parts? What is unusual about their eyes? J =se #hat they have learned to drag the labels to the appropriate part o the diagram. What can we learn from this diagram? J 0emonstrate ho# to #rite a caption #hich summarises the in ormation rom the diagram. /ave students consolidate their understanding by e*ploring L1114 Garden detective: e*plore an Australian garden and L1119 Garden detective: group Australian animals. As more common characteristics are ound" add these to the diagram.
1ords, words, words

E*plain the purpose o a glossary and begin building one #ith the ne# #ords that the students learn. E*plore the concept o classi ying by using L(678 :itchen stac.er 1 0emonstrate the process by using your interactive #hiteboard and then have the students e*plore the learning ob2ect or themselves using their computers. J <lace t#o hoops on the ground and have the students sort the collections o plastic creatures into Ainsects1 and Anot insects1. 0iscuss the reasons or their choices. /ave students sort the collections o small cards into t#o piles ! insects and not insects. /ave them e*plain their reasons or sorting them the #ay they have. J E*tend their understanding by using a so t#are application such as :id<i*" Tu*paint or :idspiration to dra# t#o circles and have the students sort the stamps into Ainsects1 and Anot insects1. 0emonstrate this on your interactive #hiteboard irst. <rint their page and have them #rite or dictate the reasons that in luenced their choices.
$ug &unt
+rainstorm some o the places in the playground that minibeasts are li.ely to live in. Assign each location a letter such as S or sandpit" 9 or lo#er" 0 or dirt" T or tree and so orth. Avoid using the same letter t#ice. Give students one o the +ug hunt templates @pages 19 and ()B" a magni ying glass" gloves and a pencil and have them search the playground or each bug. ,arn them not to touch anything they might ind. % they ind a bug" they tic. AEes1 and assign the place symbol. Ta.e photos o the students as they e*plore. Ta.e note o the minibeasts ound and the places they #ere located. 0iscuss the ollo#ing $uestions. Would the time of the year ma&e a difference to the minibeasts we see? Where was the most common place for minibeasts to live? Why do they live there? Were there any signs that minibeasts had been there even if we couldn't find them? Was there a place that had no minibeasts? Why? =se the photos to create a story or slidesho# about #hat the students did and learned.
,e #ent on a bug hunt.
,e loo.ed in K ,e loo.ed under K ,e loo.ed near K ,e loo.ed on K
Hn the K #e ound K %t lives there because K
=nder the K #e ound K %t lives there because K
%n the K #e ound K %t lives there because K
Altogether #e ound K bugs. These #ere the insects: K These are not insects: K
5ide and seek

0iscuss #hether the minibeasts the students #ere see.ing #ere easy to ind. Why were some of them so hard to see? (ould there have been some minibeasts there that we )ust didn't see? %ntroduce the concept o camou lage and display and discuss the pictures. Why are these creatures so hard to see? What are some of the ways they have used to hide themselves? 0isplay ;8576 ,ing and body shapes" colour patterns and antennae o some Australian moths and butter lies or have the students loo. at pictures o butter lies. *f butterflies do not want to be eaten by predators+ why do they have such bright colours? Why are the colours and mar&ings on their wings symmetrical? Why do so many have spots and dots that loo& li&e eyes? Why do minibeasts use camouflage? Who are their enemies? "ow else do they protect themselves from enemies?
Food c&ains
Why do minibeasts have enemies? What eats them? =se L1173 9ood chains: #hat is a ood chain- to e*plore the concept o a ood chain. Are minibeasts always at the end of the food chain? What do minibeasts eat? "ow do they get their food?
%nvestigate the various devices minibeasts use to get their prey" including specially adapted 2a#s" poisons and stings. Emphasise the need to be care ul around minibeasts and the basic irst aid treatment re$uired i people are bitten or stung. Why do * itch and swell when * get bitten or stung by a minibeast? What can * do if * do?
( we) o# spiders
=se a story such as One hungry spider or The very busy spider to demonstrate the purpose o a spider1s #eb. Lie# the animations or videos o a spider spinning a #eb at the suggested sites. E*amine a real spider1s #eb and compare its construction and shape to the animated version. "ow does a web,s construction help the spider catch its food? <lay one o the spider #eb games about spiders catching their ood. E*plore the eatures o a dra#ing program such as CS <aint by having the students dra# a spider #eb. What mathematical concepts do we need to &now to do this successfully? *s a spider's web symmetrical?
+&e c,cle o# li#e

0iscuss the act that minibeasts" li.e humans and all other living creatures" gro# and change" and some have a very di erent sort o li e cycle to ours. Cost o the children #ill have encountered The very hungry caterpillar by Eric Carle" so investigate #hat they already .no# about an insect1s li e cycle. Consolidate this understanding using L1684 Li e cycles: butter lies" and then have students demonstrate #hat they have learned by completing the Li e cycle sheet @page (1B. Create cardboard templates rom the images or the students to trace" colour and paste or have them dra# their o#n pictures in the appropriate spaces. ;emind the students o the #or. they have done earlier #ith se$uencing and e*plore #hy a li e cycle diagram is o ten li.e a circle. %nvestigate the li e cycle o another minibeast and compare it to that o the butter ly. "ow are they the same? "ow are they different?
( closer look
Hbtain some live specimens to .eep in the classroom so the students can e*amine them urther. What will we need to provide so our minibeasts can live happily inside? What do we need to do to &eep them safe? Create a scienti ic 2ournal so observations and changes can be recorded.
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(ssess ent
Enlarge the Label me activity 1 diagram @page 13B and use it as an assessment tool by having each student cut and paste the labels into the appropriate place. Then have them #rite a caption to summarise #hat they have learned. Alternatively" introduce the concept o a .ey and have them colour the body part to match the label @eg ma.e both the head and its label blueB. Core able students could e*tend their understanding by using the Label me activity ( template @page 14B.
$ringing it all toget&er

5elp#ul or &ar #ul2
List the #ords the students use to describe minibeasts. Are all minibeasts ugly? Are all minibeasts scary? Are all minibeasts harmful? 0iscuss the roles that minibeasts play in the environment and #hether they are help ul or harm ul. Construct a AGoodies1 and A+addies1 list #hich includes a picture o each species and a sentence about #hy it is on the list. 0iscuss ho# #e can .eep ourselves sa e rom insects such as lies and coc.roaches by .eeping ood covered and so orth.
+&e )usiness o# )ees

%nvestigate ho# bees are a crucial part o a healthy environment. What do bees do apart from providing honey? Why are they arguably the most important creature in the whole environment? What would happen if there were no bees? 0iscuss and demonstrate the concept o pollination and ho# this is critical to everyone1s survival. Create a diagram #hich demonstrates #hat the students have learned. Are bees the only helpful minibeasts? %nvestigate ho# other minibeasts are critical or a healthy environment.
+&e )est #or )ugs

What can we do to ma&e a healthy habitat in our school for minibeasts? %nvite a gardener or local nursery person to sho# the students the sorts o plants that #ill thrive #ell in your area and attract and support a variety o minibeasts. =nder their guidance" create a garden that #ill encourage minibeasts to ta.e up residence so they have a sa e haven and can
11
be observed in their natural environment. Create a photographic 2ournal o its development and .eep a record o the species spotted. "ow can we share what we are doing and achieving with others?
Drawing conclusions
Core able students could create a A,ho am %-1 slidesho# or younger students by ollo#ing these instructions. 0ra# a picture o a minibeast and scan it. Hpen your slidesho# application and choose a blan. layout. %nsert the image as the bac.ground to all the slides. Select a shape and dra# it si* times to cover the bac.ground so it cannot be seen. This is an ideal opportunity to tal. about tessellation. 0uplicate this slide once. Hn the irst slide" use ,ordArt to create the title" A,ho am %-1 Hn the second slide" create a te*t bo* on the shape covering the ma2ority o the creature underneath. Clues #ill be typed into this bo* and it #ill be the last shape to be removed. Type a clue in the te*t bo*. Clues should start #ith the general and move to the speci ic. 9or e*ample" the irst clue might be A% am an insect1. 0elete a shape to e*pose part o the picture underneath. 0uplicate this slide once. Hn the third slide" #rite another clue in the te*t bo* under the irst clue. Clues should include in ormation about habitat" ood" movement and so orth. ;emove another shape. 0uplicate the slide. ;epeat this process until 2ust one shape is le t. ;emove this shape to reveal the original picture. Hn the inal slide insert a te*t bo* and #rite A% am a K1 %nvestigate ho# to ma.e the transitions bet#een the slides and add a sound e ect. <lay each slidesho#" encouraging the students to use the clues to identi y the creature be ore it is revealed.
(ssess ent
+a)le ti es
Sho# the students ho# they can use a table to compare items to clari y their thin.ing and dra# conclusions. Construct a table similar to this one. Creatures +utter ly Spider +ody parts 6 ( Legs 5 4 ,ings 7 ) Antennae ( ) %s it an insectEes &o
12
/ave them e*amine pictures or models o a variety o minibeasts and record their indings on the table in order to determine #hether a creature is an insect or not.
8o

unicating
Resources
When it comes to bugs" Aileen Lucia 9isher" /arper and ;o#" 1945 A% % #ere a bug1 rom Of beetles and bugs: finger plays and action rhymes for early childhood education by Evonne ,iner" +elair <ublications" 1946 AGrasshopper Green1 @page 15B

Did ,ou know 92
/ave the class create individual boo.s or slidesho#s using the studentsI photographs" art#or." diagrams and #riting" in #hich each page begins A0id you .no# ...-1.
"&ow and s&are

Create a class blog to share #ith the school community that traces the establishment and development o the bug> riendly garden. %nclude a diagram o the layout o the particular habitat and e*plain each part. Teach the students ho# to ta.e and add digital photographs to help document the gardenIs gro#th. Scan and add their dra#ings o their observations.
+&e patter o# poe s

Share When it comes to bugs and have the students #rite a story about inding a bug and ta.ing it home to sho# their mother. What was it li&e? Where did you find it? "ow did she react? What happened to the bug? Share *f * were a bug and then dra# and label the bug that they #ould be. Share AGrasshopper Green1 and speculate ho# the grasshopper ma.es its music. Then consider ho# a snail ma.es its trail" ho# an ant inds it #ay home and ho# lies can #al. on the ceiling.
./tension activities
0ra# a A ly1s eye1 vie# o your .itchen. 0ra# a lo#er rom a bug1s perspective. 0ra# an apple through the eyes o the #orm inside.
1'
(ssess ent
Discover,
%magine you are an entomologist spying on the =gly bug ball and amongst the dancers you spot the bug you made earlier. Eou are very e*cited because it is a brand ne# species" so at the end o the ball you collect your bug to e*amine it urther. Where does your bug normally live? What sort of habitat will &eep it safe and well? =se #hat you have learned to construct a model habitat in a small bo*. Ca.e a 60 model o your bug and put it in its habitat. E*amine it closely to discover #hat it really loo.s li.e close up and #rite a description o it as a report. Then use #hat you have learned to add in ormation about #hat it eats" ho# it moves" #hat its enemies are" ho# it protects itsel and #hether it is help ul or harm ul to the environment. /old a +ug +usiness 0ay #ith all the ne#ly discovered bugs on display.
1riter: +arbara +ra*ton The material in this unit o #or. may contain lin.s to internet sites maintained by entities not connected to Education Services Australia Ltd and #hich it does not control @ASites1B. Education Services Australia Ltd: provides the lin.s or ease o re erence only and it does not sponsor" sanction or approve o any material contained on the SitesF and does not ma.e any #arranties or representations as to" and #ill not be liable or" the accuracy or any other aspect o the material on the Sites or any other matter connected to the use o the Sites.
,hile the material in this unit o #or. is not remunerable under <art L+ o the (opyright Act -./0+ material on the Sites may be remunerable under <art L+ o the (opyright Act -./0. %t is your responsibility to read and comply #ith any copyright in ormation" notices or conditions o use #hich apply to a Site.
1*
+&e na e )ug
Hpen CS <aint. Select the paint brush" choose a brush siGe and #rite your name using lots o s#irls and lourishes. Select your name" going as close to the edges as you can. =se Edit M Copy and Edit M <aste to get t#o images o your name. 0rag the second image underneath the irst and put it as close as you can. =se %mage M 9lip Lertical to get a mirror image o your name. Align it as closely as possible.
=se the paintbrush to 2oin any gaps and then use the paint pot to ill in the spaces" ma.ing the bug symmetrical. Add eyes. <rint the image and care ully cut around the edges to ma.e a bug. % you do not have a colour printer" print the blac.>and>#hite image and colour it using bright colours and patterns.
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:rass&opper :reen
), :eorge 8ooper Grasshopper Green is a comical chapF /e lives on the best o are. +right little trousers" 2ac.et and cap" These are his summer #ear. Hut in the meado# he loves to go" <laying a#ay in the sunF %t1s hopperty" s.ipperty" high and lo#N Summer1s the time or un. Grasshopper Green has a doGen #ee boys" And soon as their legs gro# strong Each o them 2oins in his rolicsome 2oys" Singing his merry song. =nder the hedge in a happy ro# Soon as the day has begun %t1s hopperty" s.ipperty" high and lo#N Summer1s the time or un. Grasshopper Green has a $uaint little house. %t1s under the hedge so gay. Grandmother Spider" as still as a mouse" ,atches him over the #ay. Gladly he1s calling the children" % .no#" Hut in the beauti ul sunF %t1s hopperty" s.ipperty" high and lo#N Summer1s the time or un.
10
;a)el
&ead antenna antenna t&ora/ a)do en e,e e,e wing wing
e activit, 1
leg leg leg leg leg leg wing wing
<a e
8lass
Date
' Education Services Australia Ltd" ()1)" e*cept #here indicated other#ise
+ug business
13
;a)el
Ke, <u )er 1 2 ' * 0 3
e activit, 2
<a e
8lass
Date
Part
+ug business
14
$ug &unt 1
<a e
8lass
Date
#l, Yes <o Place Yes
spider <o Place Yes
wasp <o Place Yes
)eetle <o Place Yes
)utter#l, <o Place
scorpion Yes <o Place Yes
snail <o Place Yes
dragon#l, <o Place Yes
)ee <o Place Yes
grass&opper <o Place
+ug business
16
$ug &unt 2
<a e
8lass
Date
"later Yes <o Place Yes
cockroac& <o Place Yes
wor <o Place Yes
lad,)ird <o Place Yes
ant <o Place
=ot& Yes <o Place Yes
lace wing <o Place Yes
cricket <o Place Yes
earwig <o Place Yes
silver#is& <o Place
+ug business
27
;i#e c,cle
<a e
8lass
Date
+&e li#e c,cle o#
"tage 1 2 ' * * '
+ug business
21

Uw 002 Bug Bizniz

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Uw 002 Bug Bizniz

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Bug business

About the unit

Knowledge, understandings, skills, values

(ttac&ed printa)le resources

Teaching the unit

+eac&ing and learning activities

+ell t&e stor,

+eac&ing and learning activities

1ords, words, words

,e #ent on a bug hunt.

,e loo.ed in K ,e loo.ed under K ,e loo.ed near K ,e loo.ed on K

Hn the K #e ound K %t lives there because K

=nder the K #e ound K %t lives there because K

%n the K #e ound K %t lives there because K

5ide and seek

+&e c,cle o# li#e

$ringing it all toget&er

+&e )usiness o# )ees

+&e )est #or )ugs

+eac&ing and learning activities

"&ow and s&are

+&e patter o# poe s

#l, Yes <o Place Yes

spider <o Place Yes

wasp <o Place Yes

)eetle <o Place Yes

)utter#l, <o Place

scorpion Yes <o Place Yes

snail <o Place Yes

dragon#l, <o Place Yes

)ee <o Place Yes

grass&opper <o Place

"later Yes <o Place Yes

cockroac& <o Place Yes

wor <o Place Yes

lad,)ird <o Place Yes

ant <o Place

=ot& Yes <o Place Yes

lace wing <o Place Yes

cricket <o Place Yes

earwig <o Place Yes

silver#is& <o Place

+&e li#e c,cle o#

"tage 1 2 ' * * '

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