Focus for Viewing
The focus for viewing is a specific responsibility or task
that the students are responsible for during or after watching this video. Ask the
students to watch and write down what they learn about insects during the video.
Begin by creating a KWL chart with your students and fill out
what they know about insects under the "K" and what they want to know about
insects under the "W". Explain that we will learn many things about insects
while we watch this video clip.
Explain that before we watch the clip, there are new words that we need to learn.
Create a semantic web to introduce new words. In the middle of the web write,
"characteristics of insects." Have students write this web in their journals.
Ask students if they can help fill in some characteristics of insects.
- metamorphosis (change insects go through),
- antennae (used for feeling and smelling), habitat
- (where insects live),
- foe (enemy, not a friend),
- thorax(middle body section),
- exoskeleton(hard outer shell on insects)
Students will learn more about all of these words during the
video clip, but they need to have an idea what these words mean before the video begins.
Once they feel comfortable with these words, begin the video.
Start the video at the beginning and pause the video where
Bill says, "and if you order now, a set or two of wings." Ask the students
if they remember what antennae are? (for touching and smelling) Say, "The video
says there are three body segments. Can anybody remember what they are?" (head,
thorax, abdomen) Say, "Let's watch on." Resume the video and pause where Bill
says, "Insects are kind of weird."
Ask again what the body parts are. Ask where, on the body, they are located. Use
these characteristics to play along in "Insect or Not". Fast forward past
the child putting the papaya in the jar. Resume the video and pause when child says,
"Pupa turns into an adult." Ask students if humans go through metamorphosis.
(No) Say, "We'll watch for more information on metamorphosis."
Resume the video and after "Insect Stages," fast forward to "Hey! Look at
this" and then play the video again. Pause where Bill says, "But they're not
insects." Ask the students why they aren't insects.
Play the video and pause at, "we would have more garbage than you can
imagine." Ask the students if it sounds like insects are our friend or foe.
What else do insects do to help us? (They produce honey, silk, wax, and other
products and they pollinate crops, natural enemy of pests, scavengers, and food for other
creatures) What do insects do to harm us? (They can destroy crops and carry diseases)
Fast forward to "Way Cool Scientist" and play until, "It's their job
to recycle and decompose trees back to their natural setting." Pause the video and
ask how termites help us. (They eat dead trees in the forests) Ask how termites bother us.
(They eat the wood that our houses are made of)