Habitats and Insects
Habitats and Insects
Essential Questions for this Unit:
- What are the basic elements of a habitat?
- What is the life cycle of an insect?
- How do the sun, plants and animals interact to create a food chain?
- What are the basic adaptations that insects and other animals make that enable them to thrive in their environment?
- What is found in the nearby environment?
HABITAT VOCABULARY: habitat, survival, wildlife, camouflage, adaption, prey, carnivore, herbivore, decompose, shelter, foe
Here are some activities and lessons that will help you learn more about Habitats.
Click on an activity and follow the directions.
Termites
Life in a Hive
Bug Observations
Different Habitats
Games
click here for more great teaching ideas!
- KEY VOCABULARY: chrysalis, larva, Lepidoptera, metamorphosis, pupa.
INTRODUCTION: Students will learn about the life cycle of butterflies and find answers to frequently asked questions (FAQs) about these colorful insects.
OBJECTIVES: Students will
- learn the term metamorphosis as it pertains to the insect order, Lepidoptera.
- recognize stages in a butterfly's life cycle.
- begin researching and organizing scientific information into categories (habitats, bodies, prey, and predators).
- ask questions that will extend and inform their research.
SUGGESTED TIME ALLOWANCE: 55 minutes
MATERIALS:
Activity worksheets: Butterfly Life Cycle, Butterfly Facts and Questions and
- These worksheets are printable PDF files. Click here for help with PDFs.
Websites:
Butterfly Glossary (http://www.monarchwatch.org/class/vocab1.htm)
Children's Butterfly Site (http://www.mesc.usgs.gov/resources/education/butterfly/bfly-photos.shtml)
PROCEDURES:
1. Learn the key vocabulary by visiting The Butterfly Glossary.
2. Set bookmark to the Children's Butterfly Site, which shows butterfly diagrams and photographs, explains butterfly and moth life cycles, answers FAQs and provides links to other butterfly websites.
3. Click on the coloring page, which shows the life cycle of a butterfly or moth in drawings and writing.
As you read the descriptions of each stage in the life cycle, use the Butterfly Life Cycle worksheet to draw and label each stage.
4. Return to the home page of the Children's Butterfly Site.
5. Then click on frequently asked questions.
6. Look at the answer to the first question, which shows a diagram of a butterfly body.
7. Next, click on questions that interest you, then record facts in the appropriate section on your Butterfly Facts and Questions worksheet. You may also record questions you have, to be answered by doing further research later.
8. Take the Butterfly Quiz to check your knowledge.
EXTENSION ACTIVITY:
You can send caterpillar and butterfly questions from your worksheets to the Children's Butterfly Site expert via email.
You can print and read Habitat, Sweet Habitat. This is an article about camouflage and butterflies.
OBJECTIVES:
- Students will use vocabulary related to understanding what makes a community.
- Students will identify some of the important elements that help define community.
- Students will think about how they participate in and contribute to their own communities.
KEY VOCABULARY: laws, nectar, participate, residents, responsibility, structure
MATERIALS:
Communities worksheet This printable is a PDF filr. Click here for help with PDFs.
The Hive website (http://www.wnet.org/nature/alienempire/multimedia/hive.html)
SUGGESTED TIME ALLOWANCE: 30 minutes
PROCEDURES:
1. Learn key vocabulary: laws, nectar, participate, residents, responsibility, structure.
2. With a partner complete the Communities worksheet as they explore the Enter the Hive site and click on the "about the hive" section. (You should turn the background music off; you can do so by clicking on the "turn music off" button.)
3. Share the information you discover with the class.
OBJECTIVES:
- Students will use vocabulary related to termites.
- Students will learn about the habitat of termites.
KEY VOCABULARY: architectures, diversity, environment, fungus, insulators, organism.
MATERIALS:
The Habitat of a Termite Crossword Puzzle
(This printable is a PDF. Click here for help with PDFs.)
Dr. Don's Termite Mounds website (http://www.nexus.net.au/~dewart/pictures.htm)
SUGGESTED TIME ALLOWANCE: 30 minutes
PROCEDURES:
1. Learn key vocabulary: architectures, diversity, environment, fungus, insulators, organism.
2. Visit Dr. Don's Termite Mounds. After reading the text and viewing the pictures, write one or two questions you have about termites and termite mounds.
3. Complete the The Habitat of a Termite Crossword Puzzle using the information found at the website.
You may work individually or in pairs.
4. Share your questions and activity sheets in class. Where could you find answers to your questions.
EXTENSION:
Another interesting insect is THE ANT.
Visit the Ants website (http://home.att.net/~B-P.TRUSCIO/STRANGER.htm) to see an ant's habitat and learn what these insects actually do besides invade your picnic basket! Can you illustrate a job that both an ant and a human perform? Using a sheet of paper folded in half, draw a picture of an ant performing the job on one half and a human doing the same job on the other half.
- Students will observe the behavior of bugs and experiment with the types of foods they like to eat.
- Students will make observations of different insects from different habitats.
- Students will record observations.
*REMEMBER: If you capture an insect and remove it from its habitat (only for a quick observation) you must take care of it. Check this website to learn how. http://www.ex.ac.uk/bugclub/
MATERIALS:
Worksheets: Bubble Graphic Organizer, Chart Organizer
(These printables are PDF files. Click here for help with PDFs)
Paper for recording and drawing
Food: Bread crumbs, Apple slices, Shredded carrot, Grass, Cheese, Cookie, Cereal
PROCEDURES:
Discuss different places you have observed bugs out on the playground. What do bugs like to eat? Make a list of the items that the children suggest.
In a quiet corner of the school grounds, create a "buffet" for the bugs. On the ground, sprinkle bread crumbs, apple slices, shredded carrots, cheese slices, cookies, cereal, and other foods suggested by the children.
Observe the food and see which insects come to feast. What are their favorite foods?
Draw pictures of the insects and their paths.
Observe the "bug buffet" for several days and record what happens. What would insects on the playground eat if you didn't feed them?
- OBJECTIVES:
- Students will learn about features of different habitats.
- Students will write information about animals, plants, insects, weather and other key features of four habitats (desert, rainforest, woods, pond) on a Chart Organizer.
- Students will compare and contrast two habitats using a Venn Diagram.
MATERIALS:Worksheets: Venn Diagram, Chart Organizer
(These printables are PDF files. Click here if you need help with PDFs.)
Websites:
What's It Like Where You Live? http://mbgnet.mobot.org/sets/index.htm
Explore the Fantastic Forest http://www.nationalgeographic.com/features/96/forest/html/forest.html
Insecta Inspecta World http://www.insecta-inspecta.com/
Biomes - Habitats http://www.enchantedlearning.com/biomes/
Thinkquest - Habitats http://library.thinkquest.org/11234/
PROCESS:
1. Print out a Venn diagram or Chart Organizer.
2. Visit the Websites listed above.
3. Record information about the features of each habitat you are studying.
4. Share the information with your class.
5. Save these charts - they will help you when you write your reports later!
Insects and Place Value - You'll need this worksheet and will have to go to these websites to complete it: Wonderful World of Insects and Insecta-Inspecta.com
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