Let's Hear It For Ladybugs!: Observing Ladybugs Offers Opportunities To Integrate Language Arts Into A Life Cycle Unit

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Rachel E. Wilson , Associate Professor (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/

Abstract: "I eat bugs. Do you like to eat bugs?" & "You and I are a little bit the same. We can both fly, and we can lay eggs." These quotations are from letters written from ladybugs to butterflies at the conclusion of a unit exploring ladybug life cycles. As part of a larger garden project, we implemented a series of integrated lessons with second graders that fueled their excitement and culminated in the release of beneficial insects in our school garden. One of our goals for the unit was to have students connect life cycle concepts, which they had investigated previously with butterflies, to a new organism. Because of students' comfort level with these insects and their interesting life cycle, ladybugs seemed to be the perfect choice! We used a 5E format to structure our explorations (Bybee et al. 2006) and integrated several language arts activities to support our science inquiries. Using this approach seamlessly met both science content objectives and Common Core State Standards for English Language Arts in a way that captured and sustained students' attention. To prepare for this unit, we ordered ladybug larvae (see Internet Resources) and assembled materials for a habitat (see A Homemade Habitat, p. 65).

Additional Information

Leslie Bradbury, Rachel Wilson, Amy Lunceford. Let’s Hear It for Ladybugs!: Observing ladybugs offers opportunites to integrate language arts into a life cycle unit. Science and Children. 2015;52(9):59-66. Publisher version of record available at: https://www.jstor.org/stable/43502045
Language: English
Date: 2015
Life cycle, Insect larvae, Larval development, Butterflies, Adult insects, Pupae, Language arts, Habitats, Food security, Information standards

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