Ladybugs






                                                                       

Section  1: Colors and Flight!

http://www.geocities.com/sseagraves/schoolyardscience.htm

This website has a lot of interactive information about ladybugs including poems, games, facts, and photos.

Questions

Do all ladybugs look the same? How do their colors and spots differ?
Are all ladybugs female?
Can ladybugs fly?

Use this website to find the answers!


Section  2: Beneficial or harmful?

http://www.kunafin.com/ladybugs.htm

This website gives general ladybug information about how beneficial ladybugs are and how they develop.

Questions:

What does the typical ladybug look like? (Spots, color)
Are ladybugs beneficial or harmful?

Click here to access the website.
 



Section 3: Nicknames and hatching
http://www.ca.uky.edu/entomology/entfacts/ef105.asp

This website includes information on ladybug development, common nicknames, and includes several photos of the different colors of ladybugs.

Questions:

What are two other names that ladybugs are called?
Are ladybugs born under water or in eggs?


Click
here to access the website.



Section 4: Anatomy
http://en.wikipedia.org/wiki/Ladybug

This website gives a scientific overview of ladybugs including their dietary habits and anatomy.

Questions:

What are the main parts of a ladybug?
What do ladybugs eat?


Click here to access the website.




Section 5: Ladybug lifecycle

http://www.enchantedlearning.com/subjects/insects/Ladybug.shtml

This website includes a lot of helpful information on the ladybug's life cycle and habitat.

Questions:
What is the lifecycle of a ladybug?
What habitat do ladybugs live in?


Click here to access the website.



After reviewing, the students colored a worksheet of a ladybug. 
pic   pic   pic



Topic Page Lesson Plan 1

General Information                                                    

Instructor:                Megan Karel
Grade Level:            K

Subject Area(s):       SCIENCE  -  TECHNOLOGY                                                                                   
Total Duration of Lesson:    35 – 40 minutes

Title of Lesson – Learning About Ladybugs!

This lesson integrates science and technology to teach children about animals.  The animal that is the focus of this lesson is the ladybug.

Primary Learning Outcome(s) (PLO)
A.  The student will use the computer to find information about ladybugs.
B.  The student will identify characteristics of ladybugs.

C.  The student will explain the anatomy of a ladybug.
D.  The student will use the mouse and point to pictures and words on the web site to find information about ladybugs.

CHART REVIEW ACTIVITY  As the teacher goes through each section of the web page,  children are asked to recall information they learned about the ladybug. The teacher records the information on chart paper using colorful markers

HANDS-ON ACTIVITY   
After the completion of answering questions about ladybugs off of the websites, the students will then color a picture of a ladybug using crayons. See attached.

Related Georgia Performance Standard(s) or QCC Standard(s)
SKCS6 Students will understand the important features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:
a.   In doing science, it is often helpful to work with a team and to share findings with others.
c.   Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them.

K-Technology Integration Strand: Basic Skills
Standard: Operates basic technology tools and applications

Materials and Equipment

Access to a computer with Internet connection
Web site http://www.valdosta.edu/~mekarel /topic.html

Chart paper and colorful crayons.
Pencil and Paper for teacher to make notes

List of Web Site Titles and URLs used in the web page
http://www.geocities.com/sseagraves/schoolyardscience.htm

Technology Connection
This is a computer-based activity. Children will work in a small group with the teacher who will show them the web page that they have developed on the animal.  The children will find information based on questions developed by the teacher that are related to each of the web sites. 

Procedures

Step One: Introduction
Teacher will say:

“We are going to learn about an animal that lives in trees and on plants. It is usually red, black, and spotted. Do you know which animal I am talking about?”

What are some things you know about ladybugs?  Let’s go to my web site to find out.

Estimated Time: (1-3 minutes per section)

Step Two: Teaching the Primary Learning Outcome(s).
Teach the content relevant to the primary learning outcome(s).

Go through each section and review the web sites.  Remember that young children have shorter attention spans, so highlight information from the web sites that relate to the questions you are asking. 

Allow children to take turns using the mouse to point to pictures and clicking on links to find new information.

Section 1

Go to the web site and show the children my page. 
Web site http://www.valdosta.edu/~mekarel /topic.html

List web site/s and corresponding questions for each here:
http://www.geocities.com/sseagraves/schoolyardscience.htm

Do all ladybugs look the same? How do their colors and spots differ?
Are all ladybugs female?
Can ladybugs fly?

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section review the information BRIEFLY with them about what they

learned.  As they tell me the information, I will write it on the chart.

Check for understanding before going on to the next section by doing an informal review.  As they give you the answers, write them on the charts in brief phrases or sentences. 

Section 2

List web site/s and corresponding questions for each here:
http://www.kunafin.com/ladybugs.htm

What does the typical ladybug look like? (Spots, color)
Are ladybugs beneficial or harmful?

 Students will take turns finding information by pointing and clicking on links to find answers to the questions.

 After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Section 3

List web site/s and corresponding questions for each here:
http://www.ca.uky.edu/entomology/entfacts/ef105.asp

What are two other names that ladybugs are called?
Are ladybugs born under water or in eggs?

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Section 4

List web site/s and corresponding questions for each here:
http://en.wikipedia.org/wiki/Ladybug

What are the main parts of a ladybug? (Head, antenna, eyes, abdomen, wings, legs.)
What do ladybugs eat / feed off of?

Students will take turns finding information by pointing and clicking on links to find answers to the questions.

 After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Section 5

List web site/s and corresponding questions for each here:
http://www.enchantedlearning.com/subjects/insects/Ladybug.shtml

What is the lifecycle of a ladybug?
What habitat do ladybugs live in?


Students will take turns finding information by pointing and clicking on links to find answers to the questions.

After each section review the information BRIEFLY with them about what they learned.  As they tell you the information, write it on the chart.

Estimated Time: (20 minutes)

Step Three: Closure

After going through the 5 sections of web sites and completing the chart, I will read the  information about that they dictated.  This will help the children review and remember things that they thought important and interesting about the animal.

Estimated Time: (3 minutes.)

Assessing the Primary Learning Outcome

Describe the hands-on activity you will do with the student:
Color a ladybug picture from the website www.coloring.ws
I will provide the students with a copy of the coloring page.
Students may color the ladybug any typical ladybug color with their crayons.

 

ASSESSMENT: 

I will be evaluating the students by observing them and rating their ability to demonstrate knowledge by their responses and by the hands-on product they completed in class. See attached rubric.


Plan for Early Finishers

Students who complete their activity will be allowed to go back to the computer and click on the website http://www.geocities.com/sseagraves/schoolyardscience.htm

Accommodation

This activity is a small group activity; therefore, I will be able to help students with special needs by repeating information several times to clarify information.  I will also be able to assist students in developing fine motor skills by helping students as they use crayons to color their picture.



 

                                          RUBRIC

Level 3 - (5 -4 points)

Level 2   (3- 2 points)

Level 1    (1-0 points)

Student is able to use the mouse to point to directed items on the page, and can click on links with little assistance.  Student is interested in the information and is attentive to the teacher.

Student is requires assistance to use the mouse find information, and has difficulty in following directions to find links.
Student's attention span on the computer is limited.

Student requires considerable assistance in using the mouse and/or cannot follow directions to find links.
Student's attention span on the computer is limited.


After finding information on the web sites as guided by the teacher, the student was able to respond accurately to the questions from the all sections, and contributed to responding to the chart with accuracy.


After finding information on the web sites, as guided by the teacher, the student was able to respond accurately to the most of the questions from the all sections, and contributed to responding to the chart with accuracy.

 After finding information on the web sites, as guided by the teacher, the student was unable to respond accurately to the most of the questions from the all sections, and contributed to responding to the chart with accuracy.
Student's attention span on the computer is limited.

Student demonstrated ability in all 3 areas:
-working collaboratively with others in the group
- demonstrating an
- understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

Student demonstrated difficulty in one of the following areas:
-working collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson
- taking pride in completing the hands-on activity.

 Student demonstrated difficulty in 2 or more of the following areas:
-working collaboratively with others in the group
- demonstrating an understanding about the animal taught in the lesson.
- completing the task




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