BUGS THEME ACTIVITIES FOR PRESCHOOL, PRE-K AND KINDERGARTEN

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BUGS UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

In this pack, whole group, small groups and independent resources are used for introducing, teaching, and reviewing facts about bugs. Lesson plans with mini-lessons, center activities, and an interactive page are available for each week of instruction.

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THIS RESOURCE INCLUDES

Learning Resources

Week 30 Plans
In this unit, lesson plans during an insect unit are provided. Pick and choose what ideas and resources work for your learners.

Insects – Whole Group
First of all, these resources are used during whole group instruction for a bug theme. They include a poem, word cards, tracing page and table sign in sheets.

Bug Interactive Poem
Next, use this poem during a thematic lesson, whole group or a literacy center and have learners learn different types of bugs

Lesson Plans

Insects Thematic Plans
First of all, use these plans as a guide for engaging insect read alouds and activities in the classroom.

Insect or Not
In this lesson, read Bugs Are Insects and use the poster and sorting activity to determine what makes an insect. Learners may complete this section of their insect book.

Insect Adaptations
Next, read I Love Bugs and use the poster and chart to discuss different insect adaptations. Learners may complete this section of their insect book.

Insect Habitats
In this lesson, read Bug Homes and use the poster and chart to discuss different insect habitats. Learners may complete this section of their insect book.

Insect Life Cycle
Next, read Caterpillar to Butterfly and use the poster and chart to discuss different insect life cycles. Learners may complete this section of their insect book.

Invent an Insect
In this lesson, read Beetle Bop and review information from the unit. Have learners use what they have learned to create their own insect.

Bug Sensory Charts
In this activity, learners will explore catching bugs with the five senses. Complete the charts together and have learners draw and write about their experience catching bugs using their senses on the interactive page.

Bugs Predictable Chart Class Book
With this resource, create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | Missing Vowel
First, have learners place the correct vowel sounds on each of the word cards.

Literacy Center | Short Vowel Sort
Next, have learners sort the pictures on a pocket chart by their vowel sound.

Literacy Center | WTR Sight Words
After that, have learners write the words they find around the room.

Math Centers

Math Center | Addition
First, have learners roll a number and use the mat to solve their equation.

Math Center | Shape Sort
Next, have learners sort the pictures by their shape.

Math Center | Subtraction
After that, have learners choose an equation and use the subtraction mat to solve.

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSRF.K.3b

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Mathematics

CCSSK.OA.A.1

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

CCSSK.OA.A.2

Solve addition and subtraction word problems, and add and subtract within 10. For example, using objects or drawings to represent the problem.

CCSSK.OA.A.5

Fluently add and subtract within 5.

Next Generation Science Standards

NGSSK-ESS3-1

Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.

NGSSK-ESS2-2

Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.

NGSSK-LS1-1

Use observations to describe patterns of what plants and animals (including humans) need to survive. Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.

Texas Essential Knowledge and Skills

Language Arts

TEKSLA.K.2.A.x

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. For example, the student is expected to: demonstrate phonological awareness by: segmenting spoken one-syllable words into individual phonemes.

TEKSLA.K.2.B.ii

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. For example, the student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.

Mathematics

TEKSMA.K.3.A

Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. For example, the student is expected to: model the action of joining to represent addition and the action of separating to represent subtraction.

TEKSMA.K.3.B

Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. For example, the student is expected to: solve word problems using objects and drawings to find sums up to 10 and differences within 10.

TEKSMA.K.3.C

Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems. For example, the student is expected to: explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

TEKSMA.K.6.A

Geometry and measurement. First, the student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. For example, the student is expected to: identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.

MA.K.6.B

Geometry and measurement. First, the student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. For example, the student is expected to: identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world.

Science

SCI.K.2.A

Scientific investigation and reasoning. First, the student develops abilities to ask questions and seek answers in classroom and outdoor investigations. For example, the student is expected to: ask questions about organisms, objects, and events observed in the natural world.

SCI.K.9.B

Organisms and environments. First, the student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. For example, the student is expected to: examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

SCI.K.10.A

Organisms and environments. First, the student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. For example, the student is expected to: sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape.

SCI.K.10.B