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Susan Hart
Diff-510
Lesson Plan 1 taught to class

INCEDIBLE World of Insects!

Insects Unit, Lesson 2 What Makes an Insect and
Insect?
Unit Essential Questions:
What is an insect?
Why are insects important? (student thoughts on insects yuck, cool, scary, afraid of,
harmful, etc.; Do students feel we could live without them? What if there were no
insects?)
Lesson Questions:
What do all insects have, or what makes an insect and insect? (3 main
body parts, exoskeleton, 6 legs, antennae,[some] have wings)
In what ways is an insects skeleton different from yours?
Standards:
Common Core Standards:
ELA Grade 2:
o RI.2.1 (Reading for Information):
Ask and answer questions as who, what, where, why,
and how to demonstrate understanding of key details
in a text.
o RI.2.4 (Reading for Information):
Determine the meaning of words and phrases in a
text relevant to a grade 2 topic area.
o RI.2.6 (Reading for Information):
Identify the main purpose of a text, including what
the author wants to answer, explain or describe.
o RI.2.9 (Reading for Information):
Compare and contrast the most important points
presented in a single or between 2 or more texts.
o RI.2.10 (Reading for Information):
Listen and demonstrate understanding of non-fiction
read-aloud.

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o W.2.8 (Writing):
Categorize and organize facts and information within
a given domain to demonstrate knowledge from
read-aloud.
o SL.2.1 (Speaking and Listening):
Participate in collaborative conversations with
diverse partners in grade 2 topics and texts with
peers and adults in small or large groups.
o SL.2.2 (Speaking and Listening):
Describe key ideas or details from a text read aloud
or information presented orally or through other
media.
o SL.2.3 (Speaking and Listening):
Ask and answer questions about what a speaker says
in order to clarify comprehension or deepen
understanding of a topic.
o SL.2.4 (Speaking and Listening):
Recount information with appropriate facts, relevant
and descriptive details, speaking audibly in coherent
sentences.
o SL.2.3 (Speaking and Listening):
Ask and answer questions about what a speaker says
in order to clarify comprehension or deepen
understanding of a topic.
Lesson objective:
Students will be able to identify and describe insects as six-legged
animals, with an exoskeleton, and three main body parts by:
o answering comprehension questions
o identifying insects 3 main body parts
o comparing and contrasting insects and non-insects
Assessment:
Oral responses during group discussions (students called upon with
name sticks)
Organizing and labeling insect body parts accurately

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Identifying insects by learned characteristics

Using adequate information and facts from read-aloud when writing
Opening:
Students will be seated at the rug area. Read aloud will be introduced:
o What have we already learned (discuss yesterdays lesson)
o Making predictions about the read-aloud (review title discuss
known characteristics)
o Discuss the purpose for learning is to listen for characteristics
that all insects have in common, and to think about their
predictions
o Review Core Vocabulary on the Interactive White Board (IWB):
abdomen, antennae, exoskeleton, microscopic, and thorax
Presenting Read-Aloud:
Students will be separated into two groups. A smaller group will work
with the integrated co-teacher. After introduction, the co-teacher
(myself) will read the story to a small group for those that need
smaller setting, more review, explanation of contents, and to re-read
pertinent details in the passage or refer to images to answer
comprehension questions.
Both groups will listen to read-aloud and view image cards on insects.
The Story is an informational text giving students insight on what body
parts/characteristics make an insect.
During the read-aloud, students will be asked a series of text-based,
inferential, and comprehension questions.
Discussing Read-Aloud:
Students will be asked comprehension questions (evaluative,
inferential, and literal) about the read-aloud, including:
What do all insects have? How many legs?
Based on what you saw in the pictures and what you heard
in the read-aloud, what do you think the author was trying
to explain?
Looking at insect mouth parts (showing illustration 2A-8)
which insects bite and chew their food? How can you tell?
Which insect has a mouth shaped like a straw and is used
to suck out sap? Etc.
In what ways is an insect skeleton different from yours?

THINK- PAIR- SHARE: Students will think about what insect feature they
would like to add to their own body, and why? Students will turn to

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neighbor and share ideas. Instructor will call on several students to
share partner responses.

WORD-WORK: Review vocabulary word microscopic and its antonym

gigantic.

Learning Extensions/Student Application:

Students will be reminded, In the read-aloud you heard and insects
body is built in sections, or parts. The word insect means in parts.
o Students will be asked to orally identify the parts of an insect (3
main body parts, 6 legs, 2 antennae)
o Students can make their own insects by cutting out body parts,
piecing them together, and labeling the parts correctly or
drawing insects and provide information about the specific
insect.

To assess retention of learning objectives, students will be asked to

identify insects and non-insects (orally identify insects when given a
series of pictures, categorizing, or writing names of insects/non-insects
in correct categories).

On-going extension: area work, or after assigned work is completed,

students may:
o Draw an illustration of an insect of their choice, along with a
caption that tells interesting facts about it. The illustrations will
be on display as part of our insect gallery.
o Choose a book to read from our insect library. Share information
learned (students have choice to share information in writing or
orally).
o Computer stations (students have a designated day when they
are able to use computer stations) Insect PowerPoint (tiered by
complexity)

Closure:
Students will be called to the rug area. Students will share artifacts and
information learned.

Dance to the insect song:

http://grooveshark.com/#!/profile/Susan+Hart/26927649/collection/fav
orites

https://www.facebook.com/photo.php?
v=10201759610331583&l=4245026242251921358

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Tiered by: Process similar outcomes, using different processes to get

there.
Tier 1: Students that have difficulty reading, need tactile materials with
instruction, will complete the following activities:
Students will categorize bugs as insects or not an insect. Students will
be given a chart and a bag of bugs to divide and place in the correct
column.
(This activity tiered by challenge when compared to Tier 2) Students
will be given insect body parts to cut-out, color, and piece together to
make insects.
Tier 2: Students that have difficulty reading, need visual component, and
kinesthetic learners will be completing the following activities:
Students will be asked to look at pictures and identify which are
insects.
(This activity is tiered by challenge compared to Tier 1) Students will
be given insect body parts to cut-out, color, and piece together to
make insects. Students will be asked to label the parts.
Tier 3: Students who are logical, naturalistic learners and those who can
apply content knowledge to categorize animals in groups will be completing
the following activities:
Students are given a chart labeled: Insect and Not an Insect. From
a list of animals, the student will identify the insects by placing them in
the correct category.
Students will be given supplies (blank paper, markers, crayons) to draw
their own insects. Insects should have the three main body parts,
antennae, and may include wings. Students can write about the insect
using information learned from read aloud or prior knowledge.
Tiered by: Complexity same task but more complex/in-depth information.
Tier 1: Students that need reinforcement of content material, objectives of
lesson - will review Insect PowerPoint 1. The PowerPoint is an interactive
lesson that allows the student to review and label the parts of the insects.
Tier 2: Students that need more challenging activities - will be given Insect
PowerPoint 2. This PowerPoint gives students more information about insects.
Students are also given a series of questions at the end of the PowerPoint to
answer in complete sentences.

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Materials:
Insects Teacher Guide
IWB
Flipchart with vocabulary words, images
Insect Parts worksheet
Insect identification worksheet
insect pictures
Bag of bugs to categorize
scissors, glue stick, construction paper, markers/crayons
Trade-books for resources
Computer Stations, Insect Power Points

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Susan Hart
DIFF 510
Reflection

Part 1: The unit being taught is Insects from the Listening and Learning strand,
Engageny.org. I entitled the unit,
The INCEDIBLE World of Insects!
Lesson reflection for Lesson 2 What Makes an Insect and Insect?
Lesson time: 60 minutes, 30 minutes for differentiated instruction/small groups.
The

2nd grade classroom is:

located in an urban classroom setting
consists of 30 students
8 students with IEPs
general education teacher
integrated co-teacher.

Topic introduced discussing what we learned from last lesson. Students listen to read-aloud,
asking questions throughout reading. The IWB is used for illustrations and preview of the
vocabulary words. After read aloud, students are directed to work in areas/small groups.
After student work time is completed, students come together to discuss what was learned
and take part in closing activity.
Part 2: Differentiation

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Differentiation strategies included small group reading instruction, 1-1 correspondence,

scaffolding materials to meet needs of diverse learners with Tier grouping, reviewing prior
knowledge, provide choice, and think-pair-share.
I differentiated the lesson by choosing to group the students according to instructional
level. Students that needed reiteration of material, or repetitive information in order to
retain content, worked with me in a smaller, more informal round-table setting.
Independent/partner work was assigned according to needs of the student. There were two
computer activities, and different approaches to assess learning from the students.
From the learning styles assessments given on the target students, I chose to address
tactile learning styles and verbal/linguistic, visual interests to student work and learning
extensions.
Tactile learners were able to pick up and investigate different types of bugs to
categorize them as insects/non-insects. The learners also colored, cut, and
pasted together insects to show knowledge of content.
Verbal/Linguistic Visual Learners were at an advantage, due to content being a
Listening and Learning Lesson. During independent work, students were able to
use the computers to view a PowerPoint on insects and answer questions.
Part 3: Data Analysis: The lesson was fun and interactive for most students. Insects
tend to be of interest to most of our second-grade class.
Data analysis The students progress toward objectives was evaluated on accuracy
of work completed. Behavioral objectives for the lesson were:

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o Answer comprehension questions from read-aloud (student name sticks are used
to ensure that everyone has an opportunity to voice responses within group
discussion. Read aloud was broken into two groups, one being a small group with
6 students.
o Results from previous data (DIBELS reading fluency,
comprehension, IEP information, and classroom behaviors)
assisted in student grouping. Those students identified as needing
extra support were included in a small, less formal, round-table
group. In this setting, it is easier to identify those that are
struggling with concepts.
o Results from student conversations and responses indicated that
it was necessary to review, go back to image or passage to
reiterate important information aligned with objectives. I often
gave another scenario that student might relate to, or give further
examples.
What to do next: Data from small group instruction indicates
that remedial work with finding evidence in text is needed.
Students struggled with finding the details that support a
main idea. Materials to further develop such skills will be
implemented during differentiated small group/area time.
o Identify 3 main body parts of insects noted tiered portion some students were
given parts to cut out and paste together, while others drew their own insects.
(Students should be able to do this with 100% accuracy. Those that were unable
to identify 3 main body parts of an insect will have opportunities for further

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exposure to content goals (5 of 30 students (17%) were unable to identify 3 parts

correctly).
o Results from student work indicated that many of the students
were able to identify and label the head, thorax and abdomen of
an insect. Of the 5 that did not correctly identify the 3 parts,
confused the thorax and abdomen. The students had further
exposure to naming the parts with closure of lesson.
What I would change, do next: Data indicates that it may be
difficult to remember the placement of the abdomen and
thorax. The 5 students (and those that may need repetition
to retain information) will take part in an interactive
PowerPoint where they will have more exposure to content.
At the end of the lesson, students moved their bodies,
pointed, and stated insect body parts. In the future, I would
have performed this activity before I had the students
identify the three main body parts. I think that the
movements, repetition and musical/linguistic nature of the
song may aid in retaining order of insect parts.
o Comparing and contrasting insects and non-insects noted tiered portion
Student performance criteria is at 80% accuracy (one student of 30 was unable
to reach criteria).
o Results indicated that majority of students identified insects
correctly.

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Data indicated that the majority of students misplaced the

ladybug, spider, and beetles all of which were not included
in this read-aloud. It was difficult for the students to decipher
between the thorax and abdomen in the beetle. It is noted
that the picture of the ladybug had the pupa shown, and this
may have confused some students. I would change the
picture to show a more accurate photo of a ladybug. Next in
the unit, we will be learning about the ladybug and beetle. I
will revisit this assessment to check for further
understanding that beetles are, in fact, insects. To help with
the spider, we planned a learning extension with a lesson on
spiders. Students were able to observe and discuss spider
characteristics.
Overall: I was pleased with the end results. I do plan on revisiting assessments with
students to ensure that unit objectives are met. I wouldve liked to have employed our
student teacher within the lesson more. It would have been possible for her to discuss main
ideas and details about insects when students were completing classwork. I do plan on
making note of playing the insect song before the lesson for the students as a preassessment introduction to the lesson. I would also have students perform the insect
dance before labeling insect parts to aid in the placement of the thorax and abdomen.