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Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
Students describe and draw an insect they invent. Using descriptive language and images, students show how the characteristics of an object can be reflected in its name.
When students use descriptive language in their writing they expand upon their vocabulary while simultaneously tap into the fives senses of their reader. When students present their topic using literal, figurative and or metaphorical language they create further connections to the text which enhances overall text comprehension.
1. Before watching the first video segment, discuss the importance of using vivid (or exciting) language when describing something.
2. Explain to the class that they're going to watch a video called "Backyard Bugs" to learn about the characteristics of insects that can be found in a backyard.
3. Distribute the Names of Insects handout. Review the names of the insects on the handout and ask students for predictions on what the characteristics of these insects might be, based on how they were named.
4. Play the video. As they watch, ask students to think about how these characteristics can be connected to the insects' names. Is each name representative of the how the insect looks or what the insect does?
5. After watching the video, discuss each insect from the handout and ask students to recall characteristics about each.
6. Replay the video, this time pausing on each insect, allowing students to take guided notes on their handouts. (Teacher can model note taking on the board or on a transparency while students offer answers.)
7. Allow students to complete the handout on their own.
8. Ask students to share answers with a partner or with the class.
1. Divide students into groups.
2. Distribute the Create an Insect handout and the Writing Drawing handout. Ask students to make up a new kind of insect. In order to do this, they should think about the different characteristics of their insect, such as what the insect will look like, some interesting things it can do, where it will live, and how it will survive. Then the group will choose a name that fits these characteristics.
3. Students will write a description and provide a drawing of the insect. Focus students on using descriptive language and creating an image that reflects their planning.
4. Students will share their descriptions and drawings with the class.
5. Collect handouts. Use rubric to assess.
Students Who Need Additional Help
1. Work with students who need assistance in small groups or pairs.
2. Ask them about the kind of insect they would like to create. Will it fly? Where will it live?
3. Ask students guiding questions for each row on the handout. If you could have an insect that could live anywhere, where would it live? Which of these characteristics will you use to name your insect? For example, if it lives on the moon will you call it a Moon Fly?
4. Encourage students to use words that describe what the insect is like.
5. Once the table is completed, assist students with composing a short paragraph using the information they have already compiled. Focus students on using descriptive words from the table.
6. Refer students to the table for help with drawing the insect. How can you draw a Moon Fly to show it lives on the moon and has glow in the dark eyes? Ask students to reflect on answers from each column on the table and find a way to incorporate these elements into their drawing.