Chloe Laundrie

Grade: Second

Blooms Taxonomy

Topic: Insects

Knowledge

Comprehension

Application

Analysis

Evaluation

Synthesis

tell, list, define, label,

recite, memorize,
repeat, find, name,
record, fill in, recall,
relate

locate, explain, summarize,

identify, describe, report,
discuss, review, paraphrase,
restate, retell, show, outline,
rewrite

demonstrate, construct,
record, use, diagram,
revise, reformat,
illustrate, interpret,
dramatize, practice,
organize, translate,
manipulate, convert,
adapt, research,
calculate, operate, model,
order, display,
implement, sequence,
integrate, incorporate

compare, contrast, classify,

critique, categorize, solve,
deduce, examine, differentiate,
appraise, distinguish,
investigate, categorize, infer

judge, predict, verify, assess,

justify, rate, prioritize,
determine, select, decide,
value, choose, forecast,
estimate

compose, design,
hypothesize, formulate,
create, invent, develop,
refine, produce,
transform

Verbal/linguistic
poetry, debate, storytelling, essay, checklist,
journal

List the four

stages of a
butterflys life
cycle in order.

Explain to another
classmate the main
characteristics of an
insect.

Demonstrate
understanding of
how Honey Bees
help our
environment and
provide us food by
telling another
student about it.

Students will complete

a webquest on the life
cycles of plants and
insects. In this
webquest students will
investigate by finding
the similarities and
differences between a
plant and animal
lifecycle.

Create a picture
dictionary using
key vocabulary
learned throughout
unit.

Visual/spatial
drawing, model, poster,
photograph,
storyboard, illustration,
board game

Draw the four

things insects
need to survive
(air, food, water,
space) and label
each one.

Explain how some

insects do help us
and provide things
we may need and can
use.

Demonstrate
understanding of a
life cycle by
making a book
with a drawing of
each life cycle
stage and a
sentence about
what is happening
during that stage.

Using a camera, take

photographs of various
different insects. Use
these to categorize
insects by key
characteristics. (Can
find pictures on the
internet to take pictures
of or take pictures
outside).

Students will make a

prediction about a
moth life cycle and a
butterfly life cycle.
Students will base
their answers on
prior knowledge and
determinate if their
lifecycles will be
similar or different
using a checklist.
Watch the beginning
of The Magic School
Bus Insect Invasion.
Make a prediction
based on prior
knowledge about
what is going to
happen next. Write it
on a group chart.
Finish the movie and
see who is correct!

Gardners Multiple
Intelligences

Create your own

insect: Students
will create their
own insect using at
least 3 of the main
characteristics
insects have.
Students will
illustrate and name
their insect.

Logical/mathematical
diagram, outline,
timeline, chart,
critique, graph

List the
differences
between an
insect and a
spider. Write
these answers on
a class chart.

Explain the reasons

why spiders are not
considered insects by
summarizing a
diagram, which
shows the reasons
why spiders are not
insects.

Naturalist
classification,
collection, display,
observation, forecast,
investigation,
simulation, exhibit,
identification

Identify 10
insects. Choose
one to further
investigate.

When given 5
different insects, use
the computer to
research and find out
what environment
they live in.

Musical
song, rap, lyrics,
composition, jingle,
slogan, melody

Memorize a
song, which
teaches about
the lifecycle of a
butterfly.

Summarize a time
where an insect has
either bothered you
or helped you. Use
these ideas to create
a poem to share with
others.

Bodily/Kinesthetic
role play, skit,
pantomime, dance,
invention, lab,
improvisation,
prototype

Students will
relate
themselves to an
insect. Using

Students will sing

and march to The
Ants go Marching In.
Students will discuss
in a group why they

Demonstrate
understanding of
the lifecycle of a
ladybug by
creating a time line
for each stage.

When given pictures of

both insects and noninsects, categorize them
into each category and
chart the information.

Students will listen

Make a prediction
to the picture book
about how long it
The hungry
takes a class
Caterpillar
caterpillar to turn
Students will use
into a butterfly.
information to
Graph the students
create a habitat for
predictions.
their own
caterpillar by
making a collage
using pictures from
magazines.
Students will
Compare and contrast a Pretend you are an
Pretend you are a
observe a class ant caterpillar and a
ant. Determine what scientist and want
farm and research butterfly. Investigate
items you would
to learn more about
the environment
why a caterpillar is
look for and how you a certain insect. Go
of where an ant
considered an insect.
would be able to
outside and find an
lives.
carry them home.
insect. Observe
how your insect
walks, if it makes
sounds, etc.
Students will listen Students will infer from Students will go on a Using a popular
to a brain pop
prior knowledge how
bug hunt and sing
song, change the
video about the
many insects there are
going on a bug
words to teach
lifecycle of a
in the world. Students
hunt in groups.
about how insects
butterfly on an
will then listen to a
Students will each
help us and
IPad or the
song about how there
find one type of
provide for us.
computer. Students are over 1 million
insect, observe it,
Compose it to the
will then play a
species of insects!
and draw a picture of class.
game, which
it.
reviews putting the
lifecycle in
sequential order.
Students will
Each student will pick
Students will choose Create a skit of the
record information an insect out of a hat.
an Eric Carl book
life cycle of a
from a virtual lab
Without telling the rest (The Grouchy Lady
butterfly with 3
on the mating of
of their group, the
Bug, The Very
other students.
flies. The lab will
students will improvise, Lonely Firefly, ect.)
Each student will

their hands they

will show they
have a head,
abdomen, and
thorax

think ants march

rather then walk.

be completed in a
group on a
computer.

Intrapersonal
journal, log, goal
statement, belief
statement, selfassessment, editorial

Write in a
journal recalling
any differences
in the class ant
farm each day.

Students will read

a journal of the
everyday life of a
beekeeper.
Students will pick
their favorite part
of the journal and
write their own
journal entry about
it.

Interpersonal
discussion, roundtable,
service learning,
conversation, group
activity, position
statement, interview

Students will
recall a time
when or if
he/she was ever
hurt by an insect
(such as stung
by a bee).
Students will
than have a
discussion on
why they think
the insect hurt
them.

Students will identify

their favorite insect
and state the reasons
why it is their
favorite insect.
Students who finish
early will do the
same thing but pick
an insect that they
dislike and write a
statement why they
do not like the insect
they chose.
Have a group
conversation on how
our environment
would be if there
were no insects.
Students will discuss
the positives and the
negatives.

Students will
construct an insect
habitat
individually using
various materials
(pictures,
magazines, art
supplies) and than
discuss their
habitat with
another student.

telling their fellow

peers 3 facts they know
about their insect then
act out how their insect
would act. Students in
the group will try and
guess what the persons
insect is as well as
critique one another if
any of their facts are
incorrect.
Do other countries have
different types of
insects than the united
states? Using an IPad
investigate insects from
other countries. Keep a
log about each one that
includes the insect
name, where it is
located, and what type
of environment does it
live in.

Students will read

the picture book
together out loud
(taking turns reading
each page) than split
up the pages for each
person to act the
book out.

act out their stage

and explain what is
happening.

Student will decide

on a goal on what
they would like to
learn about insects in
the beginning of the
unit. At the end
students will self
access and see if they
met their goal or not
using a checklist.

Research a famous
entomologist.
Write an editorial
about this person.
The student will
write about the
persons life.

Investigate: Do insects
have bones? Have
students discuss with
other students in a
group if insects have
bones or not.

Interview another
student who will be
pretending to be a
type of insect.
Determine what their
insect eats by giving
clues about the
environment.

Create a mock
interview between
you and an
entomologist.
Explain how
insects can help
our world, and
how they may
destroy it.

For Mrs. Martins class I created a UDL toolkit based on the topic of insects. Here is the link if you would like to see it
http://udlinsecttoolkit.weebly.com/