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The Secret Lives of Insects

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The Secret Lives of Insects

Lesson Summary

  • Observe and identify insect traits.
  • Learn how insect body parts and adaptations help survival in habitats.
  • Design an insect for a specific environment.
  • Explore how artists and scientists work together to study nature.
  • Consider why protecting insects matters.

Lesson Key Facts

  • Grade(s): 3rd Grade
  • Subject(s): English Language Arts, Science, Visual Arts
  • Duration of lesson: 90 minutes
  • Author(s): Charlotte Hawkins, Dayna Koch

Lesson Plan

Art and Science Integrated Lesson and Thinking Routines 

For the Teacher: Integration Information: Essential Questions:
  • What is an insect? A small animal with a body divided into three parts (head, thorax, abdomen) six legs, and often two pairs of wings and two antennae.
  • What does adaptation mean? A specialized trait developed for a specific environment that helps an organism survive and thrive. These hereditary traits develop over a long period of time.
  • How do insects survive in different habitats? Animals survive in their habitats by having body parts and behaviors that help them live there. These are called adaptations.

  • How can artists and scientists work together to help us understand living things? Artists can draw what they observe in and from nature to help others learn, just like scientists take notes and pictures. Together, they help tell the story of nature and keep a detailed record of its existence.

     

Vocabulary to know:

  • Adaptation: A specialized trait developed for a specific environment that helps an organism survive and thrive. These hereditary traits develop over a long period of time.
  • Insect: A small animal with a body divided into three parts (head, thorax, abdomen), six legs, and often two pairs of wings and two antennae.
  • Habitat: The natural home of a plant or animal.
  • Arthropod: Animals that have a hard outer covering.
  • Trait: A special quality or characteristic that makes an animal different from others.
  • Hereditary: The passing down of traits from parent to child.

LESSON

Upload Slide Presentation: The Secret Lives of Insects


Activity 1: Visible Thinking Routine:
 

Why we use the “See, Think, Wonder” thinking routine: This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry.

If you would like to see how to facilitate this thinking routine in your classroom, watch this video: Dayna Koch implementing "See, Think, Wonder"

SLIDE 2:  See. Think. Wonder.
**Optional See, Think, Wonder Student Worksheet (one per student)

  • See: Begin with a close observation—either of real insects, high-quality photos, or specimens. Encourage students to detail what they notice:

Teacher: What do you see?
 

 

(sample student response, “I see a brown leaf on a green plant…”)

  • Think:

Teacher: What do you think about what you are observing?

(sample student response, “I think the brown leaf might be an insect.”) 
Students should provide evidence: “I say that because I see legs!”

  • Wonder: Let them ask wonder questions sparked by their observations and theories.

Teacher: What does this make you wonder?

(Sample student responses: “I wonder why this bug looks like a leaf?”
“I wonder how it hides so well?”)
 

Activity 2: Adaptations
 

SLIDE 3: Video: Introduce students to adaptations with the Arthropod Adaptations video

SLIDE 4: Adaptation definition

After reviewing the video, discuss what an adaptation is with the students, and then have a class discussion about some of the animal adaptations that they are already familiar with.
 

Activity 3: Parts of an Insect and adaptations
 

SLIDE 5: Introduce parts of an insect.

Show students insect examples and have them look for the parts of an insect. Use insects in resin examples, insect photos, real insects (Natural History Museum Insect Kit), etc.

SLIDE 6: Ant adaptations
 

Activity 4: Adaptations based on habitat
 

SLIDE 7: Two different types of bees.

Teacher: Take a close look at the bee’s bodies. What do you see and which of the two habitats do you think they belong to and why do you think that?

SLIDE 8: Were you right?


Activity 5: Introduce Visual Art Component:

 

Teacher: Now, you’re going to take what knowledge you have about insects and their adaptations and combine it with some visual art skills to create a BRAND NEW insect from your own imagination! Your insects ought to have the perfect adaptations to fit into one of these 4 habitats- desert, arctic, ocean, forest.

SLIDE 9: Four Habitats

For teacher preparation, watch: Instructional video for Insect Planning Sheet, featuring Dayna Koch, for Teachers only

Planning Sheet & Examples: Introduce the new insect planning sheet. Let students know that they are going to take some time to do some quick sketches of their new insect idea. Remind students that sketches are meant to be fairly quick, and they don’t have to worry about things being perfect!

SLIDES 10 & 11: Show students some new insect examples and have them try to decide, based on their observations and what they have learned about insect adaptations, which habitat the new insect would belong in.

Teacher: What features of the organism allow it to thrive/not thrive well in these environments? What could they add to the insect to help them? (invite the explanation of their thinking) What makes you say that?


Activity 6: Make New Insect Art


For teacher preparation and reference only. Watch this video: Art Instruction modeling-Dayna Koch

Video instructional sequences for teachers:

  • 0-0:36— Intro to Model Magic
  • 0:36-2:10— How to divide and size building pieces, according to the student’s plan
  • 2:10-5:12—How to add/blend color into white model magic with washable markers
  • 5:13-5:44—Reference student plans, adjust as needed
  • 5:45-9:45—Suggested additional materials and instructions for building insects
  • 9:46-10:14—How to display and name finished insects

Students will use their new insect planning sheets to begin creating their new insect. There are various types of mediums that can be used to complete this artwork. Model Magic or Cellu-Clay (pre-made papier mache) are good options. You can combine media or stick with one type. There is no wrong way! You may want to give students additional fun materials to use for details. Things such as wire, lamination film scraps for wings, beads, etc. These make for exciting and detailed insects.

Differentiation:

  • Allow students with more time or higher interest to make a more detailed bug by having access to things such as Cellu-Clay to make the body, transparency film or lamination film scrap to make wings, acrylic paint pens to add color, and wire to make antenna and legs.
  • Students who have less time or may benefit from a simplified version of the art project could simply make their entire insect out of paper and have it be 2D.
  • Students with more time or higher interest could make a mini-zine (magazine) that introduces their animal and all of its details concerning adaptations and habitat.

Activity 7: Display & Discussion


Once students’ new insect art is finished, display them in a fun way! Give each student a piece of foam board (found at Dollar Tree, Walmart) and a long straight pin to “tack” down their new insect specimen for display, just like a real entomologist would do! You could also print out an open box template on cardstock and have students cut and fold a box to display their insect in.

Once insects are displayed, have students take turns sharing their new insect creations and have classmates try to guess which habitat the insect was designed to fit in. Don’t forget to have them explain their thinking! This can be done in small groups or as a whole class.

Activity 8: Introduction to Experts: Meet Maria Merien & Nicole Parish.

 

SLIDES 12-17: Introduce students to two amazing artists and scientists, Maria Merian & Nicole Parish. There are introductory videos, artwork, and a picture book about both artists. 

 

Activity 9: Introduce a Phenomenon - The Case of the Bug Splats:

 

SLIDE 18: What is happening in this picture?

SLIDE 19: Anecdotal evidence

Teacher: Have you ever been on a road trip and had this happen to your car? Recently, people have noticed a change in the number of bug splats on windshields - There are fewer bugs on major roads. What do you think this means? Why is this happening?

Teacher: Scientists think the fewer bug splats on windshields are anecdotal evidence that insect populations are declining. Poisons, habitat loss, climate change, and pollution are all contributing to this decline. What does this mean? Fewer pollinators. We NEED insects, so how can we help?

Facilitate a brief concluding discussion on “What can we do to help and support insect preservation?”

SLIDE 20: See, think, wonder about insects

Learning Objectives

  • Study insect body parts and traits.
  • Discuss how insect traits support survival and growth in specific habitats.
  • Compare insects (ants, bees, habitat-specific insects).
  • Explain how adaptations (body parts, camouflage, wings, etc.) help insects survive in different habitats.
  • Participate in evidence-based discussions: “What makes you say that?”
  • Ask questions & defining problems using Harvard Project Zero “See–Think–Wonder routine”
  • Explain habitat placement of insects
  • Understand that insect body structure and functions are connected to what they do and where they live
  • Consider the cause and effect of habitat changes → insect population decline
    and adaptations → survival advantages
  • Create a model (artwork) of a new insect showing realistic structures
  • Develop and use models, planning sheets, and sketches, to design final insect creations.
  • Invent an original insect using imagination grounded in science.
  • Justify design choices using learned adaptations
  • Choose and experiment with materials (paper, collage, model magic, Cellu-Clay, wire) with an emphasis on process over perfection.
  • Learn how artists and scientists document living things visually.
  • Understand how art and science work together to observe, document, and protect nature.
  • Analyze insect examples and peer artwork.
  • Guess insect habitats based on visual evidence.

Utah State Board of Education Standards

Visual Art: Grade 3

  • Standard 3.V.CR.1: Elaborate on an imaginative idea and apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
  • Standard 3.V.P.1: Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork.
  • Standard 3.V.R.1: Contemplate about the processes an artist uses to create a work of art, and determine the messages communicated by an image.
  • Standard 3.V.CO.1: Develop a work of art based on observations of surroundings.

SEEd:  Grade 3

  • Standard 3.2.5: Engage in argument from evidence that in a particular habitat (system) some organisms can survive well, some survive less well, and some cannot survive at all.
  • 3-LS1: Structures and Processes: Develop models to describe that organisms have unique, diverse, and common patterns.

ELA: Grade 3

  • Standard 3.SL.1: Participate effectively in a range of conversations and collaborations, using age-appropriate vocabulary, on topics, texts, and issues.
    • a. Respectfully acknowledge and respond to others' perspectives during discussions.
    • b. Recognize that comments and claims may include two perspectives.
    • c. Participate in conversations by asking questions, acknowledging new information, connecting responses, and keeping the discussion on topic.
  • Standard 3.SL.3: Use age-appropriate language, grammar, volume, and clear pronunciation when speaking or presenting.
    • a. Present information, stories, or opinions, sequencing ideas logically and use relevant descriptions, facts, and details to elaborate on main ideas and themes.

Equipment and Materials Needed

  • Upload Canva Slides: The Secret Lives of Insects
  • Become familiar with this thinking routine: See. Think. Wonder.
  • **Optional See, Think, Wonder Student Worksheet (Print one for every student)
  • For teacher preparation and reference only: Watch this video: 
    Art Instruction modeling-Dayna Koch
    Video instructional sequences:
    • 0-0:36— Intro to Model Magic
    • 0:36-2:10— How to divide and size building pieces, according to the student’s plan
    • 2:10-5:12—How to add/blend color into white model magic with washable markers
    • 5:13-5:44—Reference student plans, adjust as needed
    • 5:45-9:45—Suggested additional materials and instructions for building insects
    • 9:46-10:14—How to display and name finished insects
  • Art Materials: Paper, Scraps, Scissors, Glue, crayola washable markers, label-stickers, Finished insect display papers, Insect examples (resin, photos, illustrations)
    • Optional: Papier mache (cellu-clay), Model Magic, lamination scraps, floral wire, pipe-cleaners,  foam board, boxes, toothpicks
  • Download and make a color print of: habitat cards
  • Copy enough for each student: insect idea worksheet

Additional Resources

Image References

  • Image 1:  Dayna Koch, created in Canva
  • Image 2: Leaf insect image credit to feathercollector from Getty Images via Canva.
  • Image 3: James Huston
  • Image 4: Maria Marian