Characteristics of Learning: Goal Directed
Level of Technology Infusion into Curriculum: Adaptation
"Find that Bug!"
- Whole group and one to one using handheld computing devices.
Arizona State Content Standards
- Science Strand 1: Inquiry Process
- Concept 2: Scientific Testing (Investigating and Modeling); Participate in planning and conducting investigations, and recording data.
- PO 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.
- PO 3. Conduct simple investigations (e.g., related to plant life cycles, changing the pitch of a sound, properties of rocks) in life, physical, and Earth and space sciences.
- PO 5. Record data in an organized and appropriate format (e.g., t-chart, table, list, written log).
Arizona Common Core Standards: ELA
Production and Distribution of Writing
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Arizona Educational Technology Standards (2009)
- Strand 1: Creativity and Innovation
- Concept 1: Knowledge and Ideas. Use Technology to generate knowledge and new ideas.
- PO 1. Analyze information to generate new ideas and products.
- Strand 1: Creativity and Innovation
- Concept 2: Models and Simulations. Use digital models and simulations to examine real-world connections, explore complex systems and issues, and enhance understanding.
- PO 2. Explore and experiment with system variables using models or simulations.
- Strand 2: Communication and Collaboration;
- Concept 1: Effective Communications and Digital Interactions Communicate and collaborate with others employing a variety of digital environments and media.
- PO 1. Communicate digitally with others by selecting and using a variety of appropriate communication tools.
- Strand 3: Research and Information Literacy
- Concept 2: Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media.
- PO 3. Differentiate between facts and opinions and inaccurate information.
- Students will be able to identify the four different stages of an insect’s life cycle.
- Students will be able to set a goal to complete an investigation and report on it.
- Students will be able to effectively use a digital device for review and reference while searching for insects around the school area.
- Students will be able to identify the current life cycle of a real insect and notate this on digital device for later use.
- Students will be able to recount the life cycle of insects in written and picture forms.
- (Teacher) Create a slide show containing the four stages of the insect lifestyle (Use words and pictures in your description if possible) and download as a movie file to the teacher’s syncing computer.
- Download the following video segment on the Insect Life Cycles Metamorphosis from Discovery Education to the teacher’s syncing computer or The Butterfly Life Cycle (youtube.com/watch?v=KRsmbTArnAA)
- Sync the movie file to the handheld devices using the teacher’s syncing computer and the handheld devices.
- As a whole class, show animated segments from Insect Life cycles, from Discovery Education Streaming Videos, Insect Life cycles
- Discuss each cycle as a whole class; use the segments from Discovery Education for guidance.
- Tell students that they will be going on a hunt for insects to determine what life cycle they are currently in.
- Give one handheld device to each student if possible (they can also pair up for this activity).
- Show students how to use the “Notes” application by asking them to write the word “Goal” with the qwerty keyboard, and underneath that word, ask them to write what their goal is for this activity. For example, “Try to find a cool insect.” or “Try to find a caterpillar.”
- Write a one sentence plan on how they will meet their goal.
- Show students how to play back the two movie files for reference during their scavenger hunt.
- Lead students outside where they search for insects in the school area. Monitor this activity. After 10 minutes, they need to record, yes or no, whether they have achieved their goal. When/if students find an insect, direct them to use the “Notes” program on the handheld device to type using the qwerty keyboard, at what stage of the life cycle the insect is in currently. It is important to have a scientific notation procedure in place.
- For example: Name of Insect (if known), Life Cycle Stage, How you determined your answer (characteristics of the insect).
- When they return to the classroom have them record in Notes if they met their goal and what they learned about insect life cycles.
- *Optional* If you are able to plan ahead and have each stage present in the classroom for example, then they could note each life cycle in the “Notes” program on the handheld device.
- Have the students use the data collected to write a summary of their findings, and/or a picture of the insect they “found” and what life cycle it was in using their scientific “notes” as proof of the insect’s life cycle.
- Handheld computing devices (Internet Connection optional) with the functionality of displaying movie files and a “notes” program.
- Projector, speakers
- Interactive whiteboard, optional
- Teacher computer
- Insect Life Cycles Metamorphosis from Discovery Education to the teacher’s syncing computer or The Butterfly Life Cycle (youtube.com/watch?v=KRsmbTArnAA)
Administer a brief quiz of the stages of an insect’s lifestyle by having students draw it in pictures or explain it in writing. Quiz can be digital, and synced to the handheld devices as a part of the initial lesson, (Example: IQuiz maker application), or it can be administered as a whole group using a digital form (Google docs) created by the teacher.