Background for the Teacher

Although there are many different groups of insects, we are simplifying the classification of insects for age appropriateness in this lesson.

Insects have 1 exoskeleton, 2 antenna, 3 body parts, 4 wings, 5 eyes, and 6 legs. An exoskeleton is a skeleton on the outside of the body, mainly for protection. It is made of a material called chitin, the same material crustaceans (lobsters, crabs, and shrimp) have on the outside of their bodies. Similar material on the human body is keratin, the structural protein in human hair. Insects have 2 antenna, used to communicate with one another. Although scientists do not completely understand how antenna work, they believe functions may include sensing touch, air motion, heat, sound, and especially smell and taste. A commonly believed means of communication includes the antenna sensing different pheromones (hormones) other insects emit into the air.

Insects have three body parts: the head, thorax, and abdomen. The thorax is the area where the wings and legs attach. The abdomen holds the digestive and reproductive organs. A “true” insect has 4 wings with two wings on each side. Most queen and male ants have wings, although queens eventually lose their wings leaving a small stub in its place. Insects such as ladybugs have two large, hard wings on the outside and two smaller wings underneath. Insects have 5 eyes. Two large compound eyes are set on the side of their head and three simple eyes are set in between. Insects have 6 legs, three jointed legs on each side.
 

Vocabulary 

(Refer to the vocabulary pictures included in the appendix as you introduce and review the body parts.)
                  
Antenna
Insects
Skeleton
3 body parts
5 eyes
Scientist
Observe (have students practice observing things).

Lesson

Background Knowledge for Students 

*Use this if students do not know the vocabulary for the human body.

Students will learn about the different human body parts so they can compare the human body to the body of an insect. We are going to learn the words for different parts of our body, the human body. We are called humans. Have you heard that word before? Can you say the word “human” with me? Point to a human. Point to another human. Ask the students to use their bodies to show the different parts while repeating the words. Model how to say the word and demonstrate the body part. For a quick review, use the pictorial of the human body. Students can point to their different body parts as they say the word. This can be used as a quick assessment.

Overview of Lesson: Part 1

 
Students will learn about the different parts of an insect and compare this with the background information about their different body parts. Find an insect that the students can observe. A good example that shows the different body parts is an ant. A clear plastic container and a lid can help some students with anxiety observe the ant with ease. Introduce the different body parts of an insect by choosing a student who is not easily embarrassed to dress up and help you. If there is time, have students look outside, within set parameters, to look for insects. Use a bug viewer for students to find specific insect parts.

Attention Grabber

Today, we are going to be scientists. What is a scientist? They observe (you probably need to explain what observe means) how things work, what they look like, or what things do. Show students the funny picture of the scientist with the vocabulary word next to it. Post it on a word wall for the students. We are going to observe bugs! Since we are scientists, we should speak like a scientist. A scientist does not call them bugs, they call them insects. Ask students to say the word “insect” to their neighbors. Show students the different pictures of insects and post them on the word wall. Have you ever looked closely at an insect? Today, we are going to start with observing an insect that I have in a container. Look closely to see if you can find their head, legs, and any other body parts. Then, we’re going to learn a little more about the insect parts. Pass around the container with the insect. Encourage students to look at it for 5 seconds. Other students can help by counting to 5 while waiting their turn.

Bug Dance

First, we’ll learn about the insect body parts and compare them to ours. If there’s time, we will go outside and see if we can find some insects for ourselves. Use a bug costume to dress up a student volunteer. Introduce the insect body part, 1 at a time. Use a chant to help students remember “1- exoskeleton; 2- antenna; 3- body parts; 4- wings; 5- eyes; 6- legs”. Review each additional insect part from the beginning, for repetition. Do a body motion for each part and have students show the number of body parts while saying it, with their fingers.

An insect has something on the outside of their body that helps protect them. It is a very hard science word, but I know you can handle it. It is called an exoskeleton. Can you say that word? We have something that is similar called our skeleton, but ours is on the inside of our body. Show students the vocabulary word and picture for skeleton and have them point to a few bones while saying the words. Our skeleton helps us move around while an insect’s exoskeleton helps protect them. Put the exoskeleton on the student volunteer. Have students repeat the first part of the chant “1-exoskeleton”.

On the top of their heads, they have 2 antenna. Do we have antenna? No, but our ears, mouth, and nose act like antenna. An insect’s antenna help them talk to each other and smell things in the air, just like our noses. Add the pair of antenna to the student volunteer. Chant with students “An insect has 1-exoskeleton, 2- antenna”.

An insect has 3 body parts. They have a head, just like us and then they have two other parts called the thorax and abdomen. Show the picture with the different body parts and have students point to the “head, thorax, and abdomen” while repeating the words with you. With your fingers, can you show me how many body parts an insect has? Tie the belt around the student to help point out the student;s 3 body parts. Repeat chant from the beginning and add “3- body parts”.

An insect has 4 wings! Most insects have 4 wings, 2 on each side. A ladybug has two big wings on the outside and two smaller wings on the inside. A butterfly has two wings on each side. Show the pictures of the ladybug and butterflies. Add wings to your student volunteer and start the chant from the beginning. Show me with your fingers how many eyes do we have? Any guesses how many an insect has?

An insect has 5 eyes! They have two big eyes and they have 3 little eyes right in between. Show picture of the insect eyes and add extra eyes to the student. Say the chant.

Here’s the last body part we’re going to learn about. An insect has 6 legs! Add the two extra legs to the student and review for the last time with body motions and everyone repeating together.

Outdoor Activity

Part 1

Observe an insect
•    Set guidelines and have students look for an insect.
•    Ask students to raise their hand when they find and insect. You can put the insect in the bug viewer if you have one. Otherwise, they can just observe insects.
•    Ask students to count the number of insects they found and try and look for the body parts we just learned about.
•    Have students describe the insect they found to a partner. You may want to model this for them first.
 

Part 2

Make an edible insect
•    Review the different parts of the insect using the pictorial.
•    If you have a garden and parent helpers, have students collect food from the garden to create their own edible bug.
•    An example could include:
o    Body segments – 3 grapes (cut in half to sit on plate)
o    Legs – sorrel stems
o    Wings- lettuce leaves
o    Antenna- thin carrot sticks
•    Have students create their bug on a plate and share what it looks like with two other students before they eat it. Ask them to show their classmates the different body parts before they eat their “bugs”.
*Note: Grapes and carrots should be prepped beforehand.

Wrap Up & Assessment

•    Review the insect parts by saying the “Bug Chant”. Use the pictorial as a reference.
•    Quiz students on the different body parts by pointing to the picture and asking for the correct word.
•     Have students describe an insect they found to a partner.
•    Have students compare our human body parts to the insect body.
•    Have students use crayons and papers to draw the different insect parts they learned.

What’s Next?

•    Give students one of the coloring pages.  Have them color the antenna blue, legs red, wings yellow, and body parts purple.  (or any colors you choose) 
•    Students can compare the different insects they observed in the garden. How are they similar and different from each other?

Download Materials

Student Worksheets