Uw 002 Bug Bizniz

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Bug business Year level: P2

L1119 Garden detective: group Australian animals. Copyright Education Services Australia Ltd.

About the unit

U it d i ti


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U it d i ti

Focus questions ,hat is a minibeast-

,hat is an insect-

,hat are their needs-

,hich minibeasts am % liely to see in my area-

,hich ones are harmless and #hich ones are harmul-

/o# do minibeasts help us-

/o# can #e help minibeasts-

Resources

Digital curriculu resources

0ragons 2umble series: L345( dream: our parts" L3456 garden: our parts" L3457 dream:three parts" L3458 garden: three parts

inding symmetry: one line series: L34)) garden" L34)6 city

L(678 itchen stacer 1

Garden detective series: L1114 e*plore an Australian garden" L1119 group Australiananimals

L1684 Lie cycles: butterlies


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!nternet sites,ebsite sho#ing video or animation o a spider spinning a #eb such as:

/o# stu #ors: http:??animals.ho#stu#ors.com?@type ho# spiders #or in search

engineB

+ugasaurus e*plorus: http:??###.bugsurvey.ns#.gov.au?

+ug#ise: http:??###.bug#ise.net.au?

"o#tware

id


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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

inormation re$uired to do so.

(ttac&ed printa)le resources

The ollo#ing teacher>created learning resources reerred to in the unit o #or are

available or you to modiy" 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 ( Grasshopper Green

Lie cycle


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Teaching the unit"etting t&e scene

Resources

Lyrics to The ugly bug ball

The name bug @page 18B

0ragons 2umble series: L345( dream: our parts" L3456 garden: our parts" L3457 dream:

three parts" L3458 garden: three parts

inding symmetry: one line series: L34)) garden" L34)6 city

+eac&ing and learning activities

+&e ugl )ug )all

Share the song The ugly bug ball using clipart pictures o the creatures mentioned to help thechildren remember the #ords.ae 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 ugly bugs 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 marer pen Alternatively they could ollo# The


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./tension activities

E*plore the concept o symmetry by using the inding symmetry learning ob2ects.

/ave the students e*amine pictures o butterlies and determine #hich have a symmetrical #ing

design.

/ave each old a piece o paper in hal and dra# a hal butterly 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

Lie 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

+ h t ( @ ()B


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&at is an insect

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 ,hat #e no# about

insects.

%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 inormation they ind rom boos

about real insects.

J


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ords, 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 classiying by using L(678 itchen stacer 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


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,e #ent on a bug hunt.

,e looed in K

,e looed under K

,e looed near K

,e looed on K

Hn the K #e ound K

%t lives there because K

=nder the K #e ound K


%n the K #e ound 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 seeing #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 camoulage and display and discuss the pictures.

Why are these creatures so hard to see?

Wh t f th th h d t hid th l ?


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%nvestigate the various devices minibeasts use to get their prey" including specially adapted

2a#s" poisons and stings. Emphasise the need to be careul 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 spiderto demonstrate the purpose o a

spiders #eb. ie# the animations or videos o a spider spinning a #eb at the suggested sites.

E*amine a real spiders #eb and compare its construction and shape to the animated version.

"ow does a web,s construction help the spider catch its food?


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(ssessent

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 mae both the head and its label blueB. ore 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#ul

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 helpul or

harmul. Construct a Goodies and +addieslist #hich includes a picture o each species and a

sentence about #hy it is on the list.


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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


ore able students could create a ,ho am %- 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 bacground to all the slides.

Select a shape and dra# it si* times to cover the bacground 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" ,ho am %-

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 speciic. or

l th i t l i ht b % i t


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/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.

8ounicating

Resources

When it comes to bugs" Aileen Lucia isher" /arper and ;o#" 1945

% % #ere a bug rom Of beetles and bugs: finger plays and action rhymes for early

childhood educationby vonne ,iner" +elair


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(ssessentDiscover

%magine you are an entomologist spying on the =gly bug ball and amongst the dancers you spot

the bug you made earlier. ou 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*. ae a 60 model o

your bug and put it in its habitat.

E*amine it closely to discover #hat it really loos lie close up and #rite a description o it as a

report. Then use #hat you have learned to add inormation about #hat it eats" ho# it moves"

#hat its enemies are" ho# it protects itsel and #hether it is helpul or harmul to the

environment.

/old a +ug +usiness 0ay #ith all the ne#ly discovered bugs on display.


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+&e nae )ug

Hpen S


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;a)el e activit 1

&ead leg

antenna leg

antenna leg

t&ora/ leg

a)doen leg

ee leg

ee wing

wing wing

wing

' Education Services Australia Ltd" ()1)" e*cept #here indicated other#ise +ug business

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;a)el e activit 2

Ke


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$ug &unt 1


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$ug &unt 2


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;i#e ccle


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Uw 002 Bug Bizniz

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