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Buzz Off - What are Bugs For?

Mariana Garcia, Oana Marasescu, Rochelle Smith & Lauren Rose Stunell

RATIONALE Want to know more? For in-depth information

and references, go to our website:
The impact of human action on the https://marianagarciacaste.wixsite.com/buzzoff1 LEARNING INTENTIONS
Earth’s ecosystem is a hot topic. It is
important that children understand how For a simplified mobile website CONTENT - Students can describe
experience, use this QR code:
our species relies on, but also affects, nature bug (arthropod) species’ structure and
and its ecosystems. This relationship applies to life habits (where they live, what they eat,
even the smallest of creatures, such as insects, and what they are eaten by and features of the
the critical role they play in supporting the greater animals that suit them to their particular
environment. Highlighting the relevance of bugs and environment)
insects in our local ecosystems will supply the APPROACH
foundation for educating students about the PROCESS - Students can, when given a
impact of humans on nature and inspire Our project intertwines the disciplines plan, carry out an investigation of
them to consider the steps which can be of Science and Language Arts. With an one insect species’ role in the
taken in preventing the decay of the interdisciplinary perspective, students will ecosystem, and present findings
begin to develop a Scientific Field Guide to to their peers.
ecosystems we so deeply rely on.
mirror the authenticity of a scientist’s field work,
while exploring literature and video productions
that put bugs’ lives under the microscope.
For the purpose of this project, the unit FNMI CONNECTION
plan has been presented using English Students will explore the
Language Arts, but it can also be interconnectedness of the ecosystem,
used in any bilingual classroom, through the FNMI worldview. In building the
such as French Immersion and understanding that all things are connected,
UNIT BREAKDOWN OVERVIEW Spanish Immersion. by exploring Canadian FNMI-authored
PHASE 1 – CONCEPTUAL UNDERSTANDING stories about nature and exploration, they will
begin to consider the role of animals in
Students are introduced to the notion of bugs (arthropod) from two perspectives:
o The movie “A Bug’s Life” (story)
connection to land, their impacts on human
o Expert testimony – Guest speaker presentation (scientific context) existence and vice-versa. Where
CURRICULAR OUTCOMES insects fit into the system, and their
Students explore bugs at a conceptual level, and develop a blossoming understanding of the
roles will be investigated through
SCIENCE: different bodily structures and habitats of bugs. They also begin to reflect on their place in the
ecosystem, and the connections between bugs, animals, land and humans, by exploring the class discussion.
Students will be able to recognize and describe a variety of local bugs
(arthropods), their basic needs (air, food, water, shelter space), and special FNMI worldview of nature.
characteristics that help them survive. They will be able to identify bugs’ role
in the ecosystem, their relationship to other living and nonliving things in their PHASE 2 – SCIENTIFIC EXPLORATION ASSESSMENT
habitat, and the ways in which they are considered helpful or harmful.
To authentically experience the scientist’s mindset and process, students explore the school
outdoor areas in search of bugs, so that they may observe them in their habitat. They sketch
Students will listen, speak, read, write, view and represent to: explore thoughts, o KWL sheets (What I know, want to know, and have learned so far);
and record information in writing, to detail their findings. Think/Pair/Share set-ups; documented teacher observation; verbal
ideas, feelings and experiences; to comprehend and respond personally and
critically to texts; to manage ideas and information; and to enhance They share their findings with the class, and engage in classroom activities meant to build and written exit slips; field-journal entry mock-ups; and grading
communication. knowledge of the important body parts of different bugs, their eating habits and adaptations, rubric co-construction.
such as a “Who am I?” quiz, and individual field report mock-ups. SUMMATIVE ASSESSMENT:
DIFFERENTIATION o Students will submit their group’s two-page journal entry: one side
identifying their bug of choice in the scientific context, and the
o Strategic groupings will be used, to ensure that each group has a balance of PHASE 3 – REPORTING FINDINGS other side from an ecosystem relevance perspective.
student skill levels, abilities and strengths. Students use library resources (internet and books) to research the information they need to o Students will prepare and deliver a 3-5 minute
o Extra time to complete tasks will be allotted for students who require it. provide an accurate field guide entry on a bug of their choice, detailing their characteristics, presentation showing and detailing their field
o The use of visuals will be employed where possible throughout instruction, to habitat, environmental impacts, etc. They take part in co-constructing the rubric for assessment journal entry.
support ELLs in accessing prior knowledge. of their final project, to solidify the requirements for success, and then prepare and deliver a
o Different settings for question-asking will be provided (classroom, group, one- PEER ASSESSMENT:
short classroom presentation on their final product. o Groups will be paired together to
on-one), to ensure students with various emotional needs are supported.
provide each other with feedback on
o Computer voice-to-text will be made available for students who require it as The compiled field journal from all groups is made available to the entire classroom online.
part of their writing needs. final presentations.