To introduce important science big ideas for our students' insect studies. To learn about children's initial understanding of these ideas: change, growth, behavior, and structure/function of body parts.

We expected that students would come with knowledge of insect facts such as number of legs and number of body parts. We thought students would be able to label some insect body parts. We wanted students to learn which features are common to all insects. Our main focus was on learning 1) what children thought about insect features and their functions, and 2) how children could document, ask questions, and offer evidence about these features. Would they separate insects from spiders or keep them in one group? Would they question the purpose of a specific body part? Would they relate any observable behavior to an attribute?

The following outline and documentation of these initial lessons provides the reader with a picture of how we attempted to meet our stated goals. Lesson overviews first offer brief descriptions, timelines and lists materials used. Following the overviews are notes about the initial lessons providing more details about the tasks, conversations and offers samples of childrens?work. A summary is also included as a reflective piece to help us think about our initial goals and plans for the future.

• Lesson One:Insect Discussion and Walk

• Lesson Two: Collecting Insects

• Lesson Three: Drawing and Sorting the Collection

• Summary

This lesson had two parts and was taught over several days. During one class period students were asked to draw pictures of the insects they had collected. This was modeled for the students to encourage highly detailed drawings and to encourage careful attention to the various structures of the insects.

Over the next week students rotated through centers to sort the pictures and list attributes of the organisms in the sets they created.

• 30 Minutes: Students draw pictures of the insects they collected on 3x3 squares using colored pencils and magnifying glasses.

• 30 Minutes: Students sort pictures according to a specific attribute or feature.

Drawing the insects:

The following day children were asked to draw pictures of the insects collected. We asked the children, "How can we make a record of the insects we collected yesterday?" Children suggested writing and drawing as good ways to record our collection. Teachers said, "Good idea! Scientists keep very careful records of the work they do. Their notes and drawings help them remember what they may otherwise forget."

Once it was agreed that this would work we showed the children the 3" by 3" squares of white paper we had prepared. "We would like you to draw pictures of some of the insects we collected on these squares. What might we need to consider while we?e drawing?"

"Colors, like black for the ants."

"Good idea. I may not want to use purple to represent a part of the insect I'm drawing if purple wasn't a color I saw."

"Draw the antenna."

"Yes, I want to look carefully at the special parts of the animal I'm drawing and include those in my drawing, too."

During this discussion the teacher drew a picture of one of the insects. Teachers raised issues like proportion or using a tool such as a magnifying glass, by asking questions, "Would it be a good idea to draw this leg from here to here?" (exaggerated length) "Why or why not?"

The children set to work depicting their insects. Children asked many questions about the attributes of the insects they were seeing. They wanted to know what they were and what they were used for. "What? that?" Children were often ready to offer their opinion. "Those are the mandibles," someone offered.

Examples of their drawings can be found in the next section, Sorting the Collection.

Sorting the Collection:

The next week children rotated through centers to sort the pictures they had drawn the week before. The children were asked to think about the rules for their sort and then find pictures that fit those rules. This activity was presented as a game, "What? My Rule?" The set of pictures from the previous lesson had been divided into enough baskets so each small group would have one.

Modeling for the students the teacher took 4 pictures from the basket and asked, "Who thinks they know a rule for my sort?" Children offered ideas which were then confirmed or challenged by the teacher. Once they had the idea, children were put into groups to try it for themselves. One example demonstrates how the children were able to separate the insects from the spiders by grouping the organisms by the number of legs. Another example shows a students grouping organisms with six legs, antenna, and wings.

<Click below for children's drawings>