INQUIRY UNIT

UNIT TITLE: A Bugs Life

LEVEL
F-2

TEAM
Clancy, Michaela &
Tayla

TERM
3

DURATION
9 Weeks

UNDERSTANDINGS

FOCUS QUESTIONS

Foundation
- Living things have basic needs, including

What are bugs like?

How are bugs different to other animals?
Where do different bugs live?

Level 1
- Living things have a variety of external

What are the different features of different

bugs?
Why is a bug a bug?
What are the habitats of different bugs and
why do they seem to live in that particular
place?

food and water.

features.
Living things live in different places where
their needs are met.

Level 2
- Living things grow, change and have
offspring similar to themselves.

What is a bug?
What qualities do bugs have that make them
different to other animals?
What factors effect where certain bugs locate
and live?

KEY CONCEPTS
The physical world, Nature, Life-cycle, Habitat, Insects.

Thinking Processes

Communication
Skills

Present findings in a
Make observations about range of different
different bugs and the way communication forms,
that they react in different these include verbal,
situations.
written and through
diagrams and pictures.
Observe and record data
collected as a class.
Use different terminology
to describe the features of
Record the different
several bugs.
names and features of
different bugs.

Personal Learning

Interpersonal
Development

Expand and develop basic Actively participate in

knowledge of
class discussions.
- bug features
Work co-operatively with
- bug habitats
peers, sharing ideas and
- bug life cycles
through a variety of
assisting others in group
activities and ways of
work.
learning.
Communicate knowledge
Positively and actively
clearly with others.
engage in all learning
opportunities.
Approach tasks with a
positive attitude,
Approach new ways of
participating fairly and
learning with optimism,
acting as team player.
allowing optimal
development.

RESOURCES
-

Carle, E. (1980). The Very Hungry Caterpillar. New York: Harpers Inc.
Hickner, S. & Smith, S. (Director). (2007). Bee Movie [animation]. United States: Dreamworks
HooplaKidz TV,. (2014). What Is An Insect?. Retrieved from https://www.youtube.com/watch?
v=DUPXkWqC1aA
University of Illinois Extension,. (2014). Lets Talk About Insects. Retrieved from http://
urbanext.illinois.edu/insects/08.html
Victorian Curriculum and Assessment Authority. (2012). Science Scope and Sequence: Foundation
to Level 6. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/
Science_scope_and_sequence_AusVELS.pdf

TUNING IN
Lesson 1:
Finding out what students already know about bugs.
Show students interactive storybook
http://urbanext.illinois.edu/insects/08.html
After completing interactive book, draw on students prior knowledge and begin to
discover what students already know about bugs.
Ask students what they believe a bug is and ask them to describe different types of bugs
and their different features. E.g Bees, Sting, Spiders, Web, Small.
As a class create a brainstorming map on butchers paper with the words that they use to
describe bugs.
Give students their Bug Books (scrapbook that they will be recording data that they
collect throughout their unit).
Students will now create a title page in their Bug Books by illustrating a front page with
the name of the unit Its a Bugs Life
Lesson 2:
Where do bugs live?
Display the mind map created in the previous lesson, and briefly go over the information
recorded to get students thinking and listening.
Once students are intrigued, pose the question Where do bugs live?
As students present their ideas, record the different answers on the board.
Show students a PowerPoint presentation of different environments (for example;
rainforest, desert, grass, trees) and insect homes (such as a hive, web, ant hill) and ask
students to think of different bugs that could possibly live in each habitat. Record all
answers on the board so students can refer back to information.
After an in depth conversation, ask students to get out their Bug Books which they
received in the previously lesson. Ask students to draw different bugs around the page in
or next to their correct habitats. Students can use information on the board to assist
them.
Encourage students to make their page visually appealing using lots of colour and
drawing lots of pictures.

TUNING IN continued

TUNING IN
Lesson 3:
A bugs food-chain game.
Ask students what they think insects might eat. Brainstorm ideas. Do they eat each
other? Do they eat grass? Ask students who they think might eat insects? Do birds?
Using the white board start drawing a food chain with the help of the students.
Start with Soil, then a worm, then a bird, then a fox and finally an Eagle.
Introduce the game paper-scissors-rock. Explain how it works for students that do not
know. Practice as a whole class.
Introduce a game called The food chain game.
Each student will start off lying on the ground acting like soil. Each student needs to find
another soil and play paper scissors rock, the winner then becomes a worm and has to
wriggle around the room to find a worm. Then from the worm they move to a bird and
from a bird to a fox. If they win paper scissors rock whilst being a fox, they stand to the
side of the room and soar like an eagle. Once the game has finished, there should still be
soil, a worm, a bird and a fox.
Talk through the food chain, whilst you have the 4 students acting as the different
examples.
Discuss who eats who? What do insects eat? What other animal do you know that eat
insects?
If there is time, get the students to copy this food chain into their bug books with
pictures.

Reflection
After the completion of all three tuning in activities, gather students on the floor with their
Bug Books and get them to form a circle.
Students must now share one thing that they found interesting that they have learnt
about bugs. Brainstorm and write their ideas on the board.
In a circle students are now able to share the bugs that they drew for their title page with
the rest of the class.

FINDING OUT
How can we: Take students beyond what they already know? Challenge their ideas, beliefs and attitudes? Enable
them to use skills and knowledge to collect new information? Provide a range of experiences to develop our
understandings?

Lesson 4:
Activity 1- Bug Walk
Arrange students in partners and explain that we will be going on a bug walk around the school.
Each pair will be given a jar that is half filled with soil and has holes in the lids.
Tell them that we will be staying in a group and collecting one bug per pair. Emphasise that we
will not be collecting spiders or bees. E.g. collection of ants, slaterbugs etc. Explain to students
that they must get teacher consent before they handle any bugs.
Activity 2- Features of a bug.
Upon completion of bug walk. Students must sit with their partner and describe the different
features of the bug that they collected.
Individually, through sharing thoughts and ideas, students are to get their bug books they will now
draw a picture of their collected bug and use describing words to write down and label its
features. E.g. slimy, black, small. Students are to write a brief 50-word description of their bug
using the words they used to describe its features.
Reflection
Gather students to the mat with their bug books. Ask each pair to present their bug books, the
bug they collected and the different features that they wrote down. Can we see any similarities
between the collected bugs? What are they?
As a class go back into the yard and allow. Students to release their bugs back in the yard.
Lesson 5:
Activity 1-Brainstorming Map.
Show students Youtube video.
https://www.youtube.com/watch?v=DUPXkWqC1aA
As a class create brainstorming maps about 5 of the most collected bugs in the class of the
different features of a bug that we discovered from our previous lesson the bug walk. E.g six
legs, no bones or skeleton, 3 body parts.
Activity 2- Who am I?
Have cut out pictures of different insects stuck on the board. Have students sitting on the mat.
As a class read students questions about different bugs that we have learnt about for them to
guess, which bug it, is. E.g. I have a black body, I have antennae etc. Have printed statements
that the students are then able to stick under the bug that can then be used for further reference
in the unit. The pictures on the board are visual stimuli to allow students to touch on what they
have previously learnt about the features of different bugs.
Reflection
Compare and contrast the insects and discuss how each insect uses their body parts.
Why do you think ants have antennae?
Why do you think slaterbugs roll into balls when touched?
Why do bees sting?

FINDING OUT
How can we: Take students beyond what they already know? Challenge their ideas, beliefs and attitudes? Enable
them to use skills and knowledge to collect new information? Provide a range of experiences to develop our
understandings?

SORTING OUT
How will students sort out, organise, represent and present what they have found out? Ho can they communicate and
express what they know? How will they use preferred ways to demonstrate their knowledge, skills and values?

Lesson 6 :
Activity 1- The Very Hungry Caterpillar
Students will gather on the floor as a class and discuss what bugs were previously found on their
bug walk and what features they each had. Teacher will guide discussion towards caterpillars
and butterflies that were seen.
The Question Are butterflies and caterpillars they same insect? will be posed and left open for
discussion.
The teacher will read the class the story The Very Hungry Caterpillar by Eric Carle.
From the story the class will discuss the life cycle of a caterpillar/butterfly and how the two insects
are connected.
During discussion, a life cycle (in a circular motion) can be drawn on the board as the class
discusses each of the 4 steps included in the book;
-egg
-caterpillar
-cocoon
-butterfly
Activity 2 - Life Cycle of a butterfly (spin wheels)
Upon completion of class discussion students will draw their own life cycle in their bug books.
This will be the students draft.
Once the students have published a draft in their bug books, they can move on to their final copy
which will be transformed onto a spin wheel made out of paper plates.
Students can decorate their spin wheels with a variety of materials including natural materials
from outside, such as leaves and pebbles, as well as classroom materials.
These can be displayed around the classroom when completed.
Reflection:
Ask the class to return to the floor and have a few select students present their spin wheels to the
class (previously chosen).
Re-discuss with the class the four steps in the lifecycle of a butterfly, asking students to explain
each step and what each step involves for the insect.
Ask the students if they know of any other bugs that have a similar lifecycle (moths, dragonflies),
and any bugs that have a different lifecycle (spiders, beetles).

SORTING OUT continued

How will students sort out, organise, represent and present what they have found out? Ho can they communicate and
express what they know? How will they use preferred ways to demonstrate their knowledge, skills and values?

Lesson 7:
Activity 1- Tasks of a Bee
Begin by discussing with the class what they already know about bees.
-Did you see any bees on our bug walk?
-Where do they live? ect.
Create a mind map on the board to visually present the information (include pictures to add
interest).
Ask students if they know the life cycle of a bee and whether they think a bee would have a
similar lifecycle to a butterfly or different (relating to previous lesson).
Show students a snippet of The Bee Movie beginning at 2 min 30 sec.
This short clip is based on the jobs bees do in the hive. Pose students the question If you were a
bee, what job would you want to do?
Activity 2- What job would you do?
Allow students to discuss the question, recording ideas on the board. Encourage creativity in their
answers. Provide students with the four roles;
- the Queen
- collect pollen (pollen jock)
- make the honey
- warrior bee (defend the hive)
if they are struggling to create their own imaginary jobs.
Upon completion of discussion, and once there are lots of ideas recorded on the board, ask the
students to record in their Bug Books what job they would want to do if they were a bee and
why.
Students are to accompany their reasoning with a colourful picture of a bee performing that task.
Reflection:
Select a few students to share their wok with the class.
As a class reflect on the different jobs of a bee and what it would be like to live inside a hive.
Ask students if they know of any other bugs that have different roles inside their colonies, for
example ants.

GOING FURTHER
How can we extend and broaden the unit? What other perspectives or dimensions can we explore? What are the
ways which students can negotiate their own personal inquiries?

Lesson 8: Create an insect

Activity one Recap features of a bug
Gather students on the floor along with their bug books. As a class discuss the different physical
features of a bug using the pictures used in lesson 5. Discuss what they students have learnt so
about insects (they can refer to their bug books if needed) Discuss features, life-cycles, tasks that
bugs do etc. Ask what makes an insect different to a normal animal? and brain storm their
reasons.
The difference is insects have:
-six legs
-small
-an external skeleton
-two antennas
Activity two Make a bug
To demonstrate their knowledge of insects and their characteristics, in pairs or groups of 3,
students will create their own unique insect. Provide art material (paper, cardboard, eyes, pipecleaners, glue etc.)
Reflection:
Does your bug have six or more legs?
Does it have two antennas?
Think about where your bug might live?
Think about how it might move?
What might you name your bug?
Lesson 9: Create an insect
Activity one Introduce bug profile
Gather students on the floor and get the students to sit in their pairs or groups of 3 along with
their bug book. Introduce the My Insect page in their bug book and get students to refer to the
page whilst you talk. Explain that once the students have finished creating their bug, they will
need to fill out:
-My insects name is
-Where my insect lives
-How my insect moves
-What my insect eats
-My insect gets eaten by
-My insects special task is
Give students the opportunity to finish creating their unique bug, then ask them to do their My
Insect page in their bug books individually.
Activity two Extension activity (for early finishers)
Ask students to write out the information from their My Insect page into a structured paragraph in
their bug book.
Then, in their bug book, they draw a picture of unique insect in their habitat.
Reflection:
Ask students to share with their class their unique insect and present information about it.
Allow students to ask one another questions about their insects.
Ask students to reflect on what they have learnt about insects and get them to share.
Congratulate the students on becoming bug experts.

ASSESSMENT SUMMARY (ONGOING: FOR, AS, OF LEARNING)

What are the cumulative and summative opportunities for assessment? How can teachers and students monitor
progress? What strategies can we use to cater for variance in learning styles and progress? How can we allow for
expected and unexpected outcomes? How can we provide opportunities for self, peer, teacher, parent assessment?

INQUIRY STAGE
Lesson 1

Lesson 2

DESCRIPTION

PURPOSE

Teacher questions students

on their beliefs and attitudes
towards bugs.
Teacher documents what the
students previously know
about bugs. Students will
gain knowledge and ideas
about bugs from their peers
to encourage further
learning.
Q 1) What is a bug?
Q 2) Can you name some
different features of a bug?
Q 3) Are there different types
of bugs?
Q 4) What are some places
where you will see bugs?
Q 5) What words can you
use to describe bugs?

Assessment FOR learning.

To assess current
knowledge, teacher
questions students on what
they know about where bugs
live, and which habitat
belongs to which insect.
Knowledge that the students
already possess will be
documented and used to
enhance further learning.
Students will increase
knowledge through class
discussion and powerpoint
presentation.
Learning and knowledge will
be assessed through
participation in class
discussion and accurate
drawings of insects in their
correct environments.

Assessment FOR learning

& assessment OF learning

This lesson is design to

establish the current
knowledge of the students
which will be used to assist in
further lesson planning and
learning.

Building an understanding of
different habitats for insects
in order to create a solid
foundation of knowledge for
the remainder of the unit.

INQUIRY STAGE

DESCRIPTION

PURPOSE

Lesson 3

To introduce students to the Assessment OF Learning

idea of a food chain, and
what part insects play in
Develop students basic
being predators, and being knowledge of survival for
preyed upon. To assess
insects focusing on food
students understanding of a consumption. Lesson is
food chain.
designed to introduce
Learning and knowledge will students to the concept of
be assessed through
food chains and how the
participation in class
insects and animals find food
discussion and ability to
for survival.
reflect on the class game.
Students will be assessed on
their ability to go beyond their
new knowledge and think
further into possibilities of
what else might eat bugs

Lesson 4

Students are assessed on

Assessment AS Learning
what they know and what
they have discovered on the Students will use skills of
bug walk.
assessment and reflection to
Encourage the use of peer evaluate their knowledge of
assessment and selfalready possessed
reflection. Students are
knowledge that will lead to a
required to write a brief
deeper understanding and
description of what they saw stronger foundation of basic
and what they discovered on information.
the bug walk.
Q 1) What did you see on the
bug walk?
Q 3) Where there any bugs
you saw that you havent
seen before?
Q 4) Why did you collect the
bug that you did?
Q 5) What are the features of
your bug?

INQUIRY STAGE
Lesson 5

Lesson 6

DESCRIPTION

PURPOSE

Students are encouraged as

a class to discuss and
brainstorm what we have
previously learnt.
Teacher is to give
appropriate feedback and
encouragement to further
learning. Lesson is based
around building students
prior knowledge about bugs
and touch on facts that we
have previously learnt about.
Q 1) What are some facts
that you have discovered
about bugs that you didnt
already know?
Q 2) What is the difference
between a big and a spider?
Q 3) How many legs do bugs
have?

Assessment FOR learning.

Assessment of answers and
knowledge will be used to
introduce new concepts and
strengthen already known
facts. Students participation
in discussion and activities
will assisted in further
development and learning.

Students will be introduced to Assessment OF learning

the concept of
metamorphosis and the
Expand and development
different changes an insect students knowledge of the
may go through as they grow life progression of different
and develop.
insects, highlighting that not
Students will engage in class all insects grow and develop
discussion where they can in the same way.
share previously learnt
knowledge about the
relationship between a
caterpillar and a butterfly as
well as build upon this
foundation with new
information presented in the
story read to the class.
Students will be assessed on
their participation and ability
to accurately recite the
lifecycle of a butterfly and
correctly present this
information in the form or a
spin wheel.

INQUIRY STAGE

DESCRIPTION

PURPOSE

Lesson 7

The class is encouraged to Assessment FOR learning

actively participate in class & assessment OF learning
discussion, sharing
previously learnt knowledge Building an understanding of
and acknowledging new
the way in which different
information shared by other colonies and groups of
peers.
insects work together to
Aim of the lesson is to
create a successful operating
broaden students
home.
understandings through the
media display and class
discussion.
Student learning and
understanding can be
assessed through both their
participation in class
discussion, as well as their
ability to complete the set
task accurately, reflecting
both new and previous
knowledge about the different
bee jobs within a hive.

Lesson 8

Students will engage in a

Assessment OF Learning
class discussion and reflect
on what defines an insect Building an understanding
and how it is different to other the features of an insect.
animals.
Being able to create whilst
They will be encouraged to also maintaining their learnt
use their creative art skills
knowledge. Having the ability
and imagination to make a to effectively work in a group.
bug. Students are to
participate in group work,
where they are expected to
work together and
communicate ideas
effectively. They will be
assessed on their ability to
understand the features of
and insect and identify what
they have already learnt in
the unit. What are the
features of a bug?
Explain what a life cycle is?
What is a habitat?
What are some different roles
that bugs have?

INQUIRY STAGE
Lesson 9

DESCRIPTION

PURPOSE

Students will be assessed on Assessment OF Learning

their ability to participate in
group work, where they are Building an understanding
expected to work together
the features of an insect.
and communicate ideas
Being able to create whilst
effectively.
also maintaining their learnt
Students will be assessed knowledge. Having the ability
on their ability to effectively to effectively work in a group.
communicate information
Communicate their work
about their bugs using written through written language and
language. Students
oral language.
according to their abilities
can fill out a worksheet, write
a descriptive paragraph, or
verbally present in order to
share information about their
unique bug.

INQUIRY EVALUATION
Students thoroughly enjoyed the Unit of Inquiry, Its a bugs life. Students were able to
engage in practical activities to develop a more in depth understanding of classification of
a bug, the features of different bugs, their habitats and gain a better understanding of
bugs through hands on activities.
Students were able to document and take charge of their own learning throughout the
unit. All lessons flowed nicely into one another and the unit was age appropriate for the
group of students involved.
One issue that we encountered was time management. The students, especially the
foundation year level, had difficulties completing activities on time and found that we
were often running over time as they needed much more assistance in completing the
activities in comparison to the elder grades. At the end of the unit, we found that many
students were inspired to look around their own homes and investigate different types of
bugs. Students were very proud of their Bug Books and were very excited to take them
home to show their families by the closing of the unit. We believed that being able to
document and record the findings in the unit was a very successful aspect and resource
as students were often looking back through their Bug books for any information that
may assist them in learning further.