Grade K Organisms & Environments TEKS K.10AB Lesson 1

Ladybugs

Essential Questions What does it mean to be alive? How does our planet support life? Where do organisms get their energy? How do organisms depend on their environment and their

structures to survive? What changes do organisms go through in their life cycle? Why do adult organisms resemble their parents?

Enduring Understandings All organisms have basic needs to survive. Basic needs can be met through interactions with living

and nonliving things. Energy is passed from the sun and soil into plants and

from plants into animals, and back into the soil. Organisms have inherited parts that help them meet their

needs. Organisms change over time.Intended Learning Outcomes

Students will observe a ladybug and explore how it interacts with living and nonliving elements in its environment.

Students will observe a live ladybug and create a simple ladybug model.

Students will observe and explore symmetry in body parts as displayed in a ladybug.

Students will investigate about how a ladybug meets its need for safety and protection.

Students will investigate how ladybugs meet their need for food.

Students will explore how a ladybug resembles its parents, and how it changes throughout its life.

Students will observe each stage of the life cycle of a ladybug and create a model.

Students explore how ladybugs help the environment.TEKSK.10: Organisms and environments. The student knows that

organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape.

B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs.

Vocabulary abdomen / abdómen adult / adulto antenna / antena aphid / áfido arthropod/ artrópodos baby / bebé basic need / necesidad básica body / cuerpo change /cambiar, cambio eat / comer egg / huevo hand lens / lupa ladybug / escarabajo (TEKS language), mariquita (slang) larva / larva leaf / hoja leg / pierna life cycle / ciclo de vida mouth / boca part / parte pupa / crisálida, pupa resemble / parecerse scale / cocoideos (This is the insect shown below.) spot / mancha thorax / tórax wing / ala

Language ObjectivesNarrate, describe and explain the physical characteristics of ladybugs.

Updated June 2015 1

ELPS:3H-Speaking-Narrate, describe, and explain with increasing specificity and detail as more English is acquired.5G-Writing-Narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.

College Career Readiness Standards:Research across the curriculum- Understand which topics or questions are to be investigated.21st Century Skills:Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate land, food, energy, water and ecosystems.Prior Learning: Organisms have different characteristics, and these characteristics help them live in their environment. Organisms have life cycles. Plants and animals have different needs to stay alive. Plants and animals grow and change. Adult plants and animals have young.TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…

Teacher ManagementEstimated Time for Completion - 9 days

Day 1Materials (Per Class)Live Ladybugs1 – Large Container (to house live ladybugs) Mist with water, then close the system so the moisture will remain. 1 – Small Bunch of Plant Leaves and Stems with Aphids if possible (Check rosebushes)1 – Spray Bottle (at least 8 oz size)1 – “Ladybug” Picture from Gems1 – “Flying Ladybug” picture from GemsMaterials (Per Partner)1 – Clear Plastic Container with a ladybug (with a lid)1 – Hand LensMaterials (Per Student)1 – Student Sheet “Ladybug Labeling” Day 2Materials (Per Class)Teacher Made Graphic Organizer (see example below) Animal Research Graphic Organizer (Create a large version to display in the front of the class.) This is a link to a site called Teachers Pay Teachers. You will need to join in order to download this. It is free.MarkersPost-it NotesMaterials (Per Student)1 – Sheet of 6” x 6” Black Construction Paper1 – Sheet of 4” x 4” White Paper (or wax paper)1 – Sheet of 5” x 5” Red, yellow, orange, and/or Construction Paper1 – Black Crayon Day 3Materials (Per Class)1 – Piece of 4’ Long Yarn1 – “Ladybug” PictureMaterials (Per Pair)Updated June 2015 2

1 – Black Paint (in a small container)Materials (Per Student)1 – “Ladybug Spots” Sheet (page 28 of Gems-Ladybugs)1 – Small Paintbrush or Cotton Swab

Day 4Materials (Per Class)1 – “Ladybug Eating Aphids” Poster from Gems book1 – Orange Popsicle (see page 34 Gems for homemade popsicles)1 – Tray1 – 12” x 18” Sheet of Green Paper1 – 12” x 18” Sheet of Waxed Paper1 – Double-sided TapeLive Aphids on Leaves (Use pictures)Live LadybugsPictures of AphidsMaterials (Per Student)2 – Sheets of 9” x 12” Red Construction Paper2 – Sheets of 9” x 12” White Construction Paper1 – Sheet of 4” x 4” Orange Construction Paper1 – Piece of Black Yarn (approx. 2 ½ feet long)1 – Hand LensDay 5Materials (Per Student)1 – Paper Leaf with an Aphid from prior day1 – Sheet of 1” x 1 ½” Yellow Construction PaperDay 6Materials (Per Class)1 – “Ladybug, Eggs, and Baby Ladybugs” PosterPictures of Ladybug eggs and LarvaeLive Ladybug Eggs and Larvae on LeavesMaterials (Per Student)1 – Paper Ladybug1 – Paper Leaf (with eggs and an aphid)2 – Sheets of 2” x 4” Orange Construction Paper2 – Sheets of 1 ½ “x 2” Black Construction PaperDay 7Materials (Per Class)1 – “Ladybug, Eggs, Larvae, and Pupa” picture from GemsMaterials (Per Student)1 – Paper Ladybug1 – Paper leaf (with an egg and aphid)1 – Paper Larva1 – Paper PupaDay 8Materials (Per Student)1 – Sheet of White Construction Paper1 – Copy of Page 61 (egg, larva, pupa, and ladybug)Day 9Materials (Per Student)1 – Sheet of White Construction PaperCrayons

Advanced Teacher PrepFor all Gem Activities, refer to the “Getting Ready” section of the activity. They all require patterns or cut outs that need to be done prior to each activity. For Day 1, you will need to read the background information in Gems, pages 72-75.

Updated June 2015 3

For Day 4, you will need to supply homemade or store bought orange popsicles.

Anchors of SupportGraphic Organizer Animal Research Graphic Organizer (See Below)

Literary Resources The Grouchy Ladybug by Eric Carle (Check your library, or use an online version in You Tube.) Ladybug templates and pictures in Gems-Ladybug TE

Technology Resources GEMS Online Animation, Ladybug Life Cycle Ladybug Activities and Links Ladybug Facts Ladybug Labeling Ladybug Song Ladybug Life Cycle: Real Pictures The Lost Ladybug Project Symmetry Game: http://pbskids.org/cyberchase/math-games/symmetrizer/ Ladybug laying eggs close-up: http://www.youtube.com/watch?v=9WdQvAxcxzA Ladybug and Larvae

Science Fusion Houghton Mifflin Harcourt (HMH) ResourceTeacher Edition (TE), p. 282Student Handbook, p. 45

Background Information for TeacherRefer to Gems-Ladybugs TE pages 72-74.

Misconceptions A ladybug is not an insect. A ladybug cannot defend itself. Baby ladybugs look exactly like adult ladybugs. Ladybugs do not help our environment.

Probing Questions What does the ladybug look like under your hand lens?

¿Cómo se ve el escarabajo cuando la observas a través de una lupa? What are the body parts of a ladybug?

¿Cuales son las partes del cuerpo de un escarabajo? What body parts can you observe?

¿Qué partes de su cuerpo puedes observar? What do you think the functions of the body parts are?

¿Cuáles crees que son las funciones de las partes del cuerpo de un escarabajo? What are the basic needs of a ladybug?

¿Cuáles son las necesidades básicas de un escarabajo? How can we help meet those needs over the next few weeks?

¿Cómo podemos ayudarla a satisfacer esas necesidades en las próximas semanas? What body parts do you think help protect the ladybug?

¿Qué partes de su cuerpo crees que ayudan al escarabajo a protegerse? What behaviors help the ladybug survive?

¿Qué comportamientos del escarabajo le ayudan a sobrevivir? What do we know about ladybug eggs?

¿Qué sabemos acerca de los huevos del escarabajo? What do you think the baby ladybugs will look like?

¿Cuál crees que sea la apariencia de los escarabajos bebés?

Updated June 2015 4

How is the grown up ladybug different from the baby ladybug? How is it the same?¿En qué se diferencia un escarabajo adulto de un escarabajo bebé? ¿En qué se parecen?

What is the life cycle of the ladybug?¿Cuál es el ciclo de vida del escarabajo?

How do ladybugs help our environment?¿En qué forma ayudan los escarabajos a nuestro medio ambiente?

All lesson resources provided within this lesson are for instruction by ALL teachers.To meet Dual Language criteria, Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher.

Arch of Lessons Kindergarten (45 Minute Lessons)

Day 1- Directed Inquiry- Students are given the question and procedures, but make their own claims and conclusions citing their collected data as evidence.

Engage: (5-10 minutes)Ask students if they have ever seen a ladybug. Allow them to share their experiences. Ask students if ladybugs are living or nonliving. After they respond, ask them how they know that they are living. Go over what makes something living. Review CRM 5 Lesson 1, Observing and Describing Animals, learning about Arthropods. Thus reminding them that ladybugs are Arthropods.

Explain/Explore: (25-30 minutes) and Dual Language Activity 1Gems Guide-Ladybugs: Activity 1 Session 1 “Getting to Know Ladybugs” pages 13-15. With a partner, students observe live ladybugs using a hand lens. Display a large diagram and refer to each body part that you would like the students to observe.

Evaluate: (5-10 minutes)Students label a diagram of a ladybugLadybug Labeling

Day 2- Building Concepts and Academic VocabularyEngage: (10-15 minutes)Introduce a graphic organizer (see example). Create a large version to display in room. Tell students as we learn about ladybugs, we will add to our chart. Allow students to dictate facts as you write and post them on post-it notes and place them in the appropriate column on the chart. Ask students to share what they know about ladybugs. Place these facts on the chart. After the students are introduced to The Lost Ladybug Project below, they might have more ladybug characteristics to add to the chart, especially about color.

Explain/Explore: (25-30 minutes) and Dual Language Activity 1Share The Lost Ladybug Project with the students, with the intension that the students will begin to notice that there are many kinds of ladybugs. Gems Guide-Ladybugs: Activity 1 Session 3 “Making Paper Ladybugs” pages 23-25. Keep these in the classroom to use on future days.

*Assessment: See K Rubric 4 th 9wks TEK K.10A-D. The Ladybug/Animal rubric involves four aspects of ladybugs/animals: label the parts of an insect or animal, create and label life cycle, list characteristics, list the needs. Take note as students work on ladybug this week and keep records for the grade.

Elaborate: (5-10 minutes)Review basic needs of all animals. Ask students, “How do you think we will be able to meet the needs of our ladybugs over the next few weeks?” Place these new facts on sticky notes and add them to the Graphic Organizer.Conceptual Refinement (10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Updated June 2015 5

Day 3- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.Engage: (10-15 minutes)“Symmetry and Me” page 20 of Gems-Ladybugs

Explain/Explore: (25-30 minutes)Gems Guide-Ladybugs: Activity 1 Session 2 “Symmetry” pages 19-22. Or use red folded paper and black paint to explore symmetry.Conceptual Refinement (10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Elaborate: (5-10 minutes)Students can share their ladybugs and what they have learned about symmetry. Students may also use their “Ladybug Spots” sheets and their symmetry artwork to create a class book.ANDHave students find lines of symmetry with the capital letters of the alphabet. Some fonts are better than others, so choose carefully. They can do a Venn diagram of letters with vertical vs. horizontal lines of symmetry. They can go on to find symmetrical words (vertical line of symmetry- MOM, WOW) (horizontal line of symmetry - DEED, FOOF) Look in palindromic word books. I made it a fun competition to see who could find the longest word with a horizontal line of symmetry - DECIDED, DECODED)

Day 4- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.Explain/Explore: (35 minutes)Ladybug Eating Aphids videoGems Guide-Ladybugs: Activity 2 Session 1 “Ladybugs Eating Aphids: Ladybugs, Plants, and Aphids” pages 33-36.If a garden is available, make a few visits during the week to search for aphids. If you find a branch with aphids, take it off and bring it into the terrarium. Students can record observations in their notebooks.

*Assessment: See K Rubric 4 th 9wks TEK K.10A-D. The Ladybug/Animal rubric involves four aspects of ladybugs/animals: label the parts of an insect or animal, create and label life cycle, list characteristics, list the needs. Take note as students work on ladybug this week and keep records for the grade.

Elaborate: (5-10 minutes)“Ladybugs Eating Aphids” page 36

Day 5- Guided Inquiry- Students are given a question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.Engage: (10-15 minutes)Ladybug laying eggs close-up: http://www.youtube.com/watch?v=9WdQvAxcxzAThis video is 9 minutes, but if it is loaded, then you can around to watch from different angles.“Egg Laying Drama” page 45 of Gems Guide

Explain/Explore: (20-25 minutes) Gems Guide-Ladybugs: Activity 3 Session 1 “Ladybug Eggs” pages 44-45

Elaborate: (10-15 minutes)Bring students to the carpet. Ask students to share what they have learned about ladybug eggs. Write these new facts and post them on the Inquiry Chart. Ask students to think about what might come out of these eggs. Have students share their thoughts with the class.

Updated June 2015 6

Conceptual Refinement (10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Day 6- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.Engage: (10-15 minutes)“Introducing Baby Ladybugs” pages 47-48.http://www.ladybuglady.com/ladybugweb9.htmCentral Texas Gardener Larva eating aphids video skip to 1:30 minutes for larva and 2:10 for pupae.

Explain/Explore: (25-30 minutes)Gems Guide-Ladybugs: Activity 3 Session 2 “Baby Ladybugs”

*Assessment: See K Rubric 4 th 9wks TEK K.10A-D. The Ladybug/Animal rubric involves four aspects of ladybugs/animals: label the parts of an insect or animal, create and label life cycle, list characteristics, list the needs. Take note as students work on ladybug this week and keep records for the grade.

Elaborate: (5-10 minutes)Call students to the carpet. Ask students what they learned about baby ladybugs. Write these new findings on Post-its and place them on the Inquiry Chart. Conceptual Refinement (10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Day 7- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.Engage: (10-15 minutes)“Ladybug Life Cycle” Picture from GemsLadybug Life Cycle: Real PicturesThe Lost Ladybug Project

Explain/Explore: (25-30 minutes)Gems Guide-Ladybugs: Activity 4 Session 2 “The Ladybug Life Cycle” pages 57-60

*Assessment: See K Rubric 4 th 9wks TEK K.10A-D. The Ladybug/Animal rubric involves four aspects of ladybugs/animals: label the parts of an insect or animal, create and label life cycle, list characteristics, list the needs. Take note as students work on ladybug this week and keep records for the grade.

Elaborate: (5-10 minutes)Play “Mingle, Mingle”. WOW activity-Mingle, Mingle with the following questions.

What is a pupa? What is a larva? What do ladybugs eat? What would happen if birds ate all of the ladybugs?

Day 8- Full Inquiry- Students generate their own questions, plan their investigation, collect and organize their data, and make their own claims and conclusions citing their collected data as evidence. Engage: (5-10 minutes)Ask students to recall what the basic needs were for a ladybug. Have them also recall and share what type of environment a ladybug needs in order to survive. Tell students that today they will work on their own to create and draw their own ladybug habitat. Tell them that this will be used as a form of assessment so it should show what they have learned from this unit.

Updated June 2015 7

Remind them to include in their habitat everything a ladybug would need in order to survive. Do not give directions that are too specific since you are trying to assess what the students have learned. Review the Design Process from Inquiry Flipchart p. 27.

*Assessment: See K Rubric 4 th 9wks TEK K.10A-D. The Ladybug/Animal rubric involves four aspects of ladybugs/animals: label the parts of an insect or animal, create and label life cycle, list characteristics, list the needs. Take note as students work on ladybug this week and keep records for the grade.

Explain/Explore: (35 minutes)Allow students time to complete their ladybug habitat. If students’ habitats meet all the basic needs, place one ladybug in it overnight. Conceptual Refinement ( 10 – 15 min.) The teacher pulls students or pushes in for students that need extra support with the concepts.

Day 9- Closure ActivitiesEngage: (5-10 minutes)Review the stages of the ladybug life cycle with the class.

Explore: (35 minutes)Have students create a Ladybug Life Cycle. Give students a copy of page 61, which includes an egg, larva, pupa, and ladybug. Have students write or dictate what is going on in each stage. Students should use arrows to show which direction the life cycle is going in.

*Assessment: See K Rubric 4 th 9wks TEK K.10A-D. The Ladybug/Animal rubric involves four aspects of ladybugs/animals: label the parts of an insect or animal, create and label life cycle, list characteristics, list the needs. Take note as students work on ladybug this week and keep records for the grade.

Extend: (10 minutes)Release the Ladybugs into a garden or near bushes on your campus. If there are lantana, milkweed or any plants you have identified with aphids, these would be most conducive to supporting the ladybugs.

DifferentiateELL/SpEd Use Total Physical Response and illustrations to support text/words. (e.g., demonstrate deep breathing when referring to

the vocabulary word breathe/respirar) Use interactive word walls. Use Think Out Loud to demonstrate use of word wall. Provide close proximity to word wall. Before students begin a written activity, as a class brainstorm sentence starters and individual words students could use to

complete the activity. Allow students to dictate responses as adult transcribes, providing additional space and time for student to copy teacher’s

transcription. If student is unable to copy, adult could write using highlighter then dots that student could trace over. You can accommodate students drawing activities by allowing students to take photographs or running image searches on

Internet. Direct student’s attention to appropriate Anchors of Support prior to activities. Use Think Out Loud to demonstrate use of

Anchors of Support. Before asking students to complete a multi-step activity, ask a few students to physically act out and verbally describe the

activity steps. Provide completed models for expected student products. Accommodate physical issues by pre -cutting materials or providing labels students could paste to fill in blanks or respond

to short answers. Allow students to share with peer partner as an alternative to whole class.Enrichment:

Work in groups to create a large ladybug mural. Include all life stages, along with aphids, birds, oranges and scale. Add descriptive labels.

Create a play enacting the life cycle of a ladybug. Include script and costume design as appropriate.

Updated June 2015 8

If your school has a garden area, be sure and check the plants for aphids and ladybugs. Consider purposely planting flowers and vegetable in the fall that will attract aphids and your students might be able to see all stages of the ladybugs life cycle.

The Lost Ladybug Project - See explanation below(Entomologists at Cornell are working to help the nine-spotted ladybug and other ladybug species. They need to have detailed information on which species are still out there and how many individuals are around. They can identify the different species but there are too few of them to sample in enough places to find the really rare ladybugs. They need us to be their legs, hands

and eyes. If you can look for ladybugs and send them pictures of the ladybugs you find, they can gather information that they need. They are very interested in the rare species but any pictures will help. This is the ultimate science project for kids and adults! You can learn, have fun and help save these important species. Check out this link for more information.)

Updated June 2015 9

flying ladybug

ladybug eggs

Updated June 2015 10

ladybug larvae

Updated June 2015 11

ladybug pupae

Updated June 2015 12

body parts

ladybug eating aphids

Updated June 2015 13

Scale on the branch of a pin oak

Updated June 2015 14

Ladybug Life Cycle

Updated June 2015 15

Updated June 2015 16

Ladybug Graph Organizer:Updated June 2015 17

Updated June 2015

more facts

food life cycle

body habitat

pronoto

élitros(cobertura de

pata

antenacabeza

Escarabajo

Anatomía

18

Updated June 2015

élitros(cobertura de

19

Updated June 2015

Etapas del ciclo de vida

Ciclo de Vida del Escarabajo

Escarabajo adulto (tiempo de vida: unos cuantos meses)

Etapa de pupa(5-7 semanas)

Etapa de larva(2-4 semanas)

Los escarabajos ponen huevos amarillos diminutos sobre las hojas (los huevos nacen en un periodo de 3 a 7 días)

20

Nombre____________________________________________________________________Investigación sobre el escarabajo

Updated June 2015

más hechos

alimento ciclo de vida

cuerpo hábitat

21