look for the entire series of teacher’s friend early...

Author Christine Clemente StackIllustrator Jenny CampbellEditorial/Art Director Karen SevalyGraphic Designers Cory Jackson

Jim Sevaly

Look for the entire series of Teacher’s Friend Early Childhood Theme Books at your local school supplier.

Copyright © 2001Teacher’s Friend Publications, Inc.

All rights reserved.Printed in the United States of America

Published by Teacher’s Friend Publications, Inc.

Reproduction of these materials for commercial resale or distribution to an entireschool or school/library district is strictly prohibited. Pages may be duplicated for

one individual classroom set only. Materials may not be reproduced for otherpurposes without the prior written permission of the publisher.

Bees, Bugs & Butterflies © Teacher's Friend, a Scholastic Company

Table of ContentsHow to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Everything You Need to Know About Bees, Bugs and Butterflies . . . . . . . . . . . .7Literature List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Dictation and/or Creative Writing Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Clip Art Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Awards and Certificates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Songs, Poems and Fingerplays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Activities and Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Patterns and Crafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Bulletin Board Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37My Book About Counting Bugs! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41Goodies to Make and Eat! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46At Home with Bees, Bugs and Butterflies! . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

About the AuthorChristine Clemente Stack is from a suburban community in upstate NewYork. She holds permanent certification as a Special EducationTeacher. As an educator for over twelve years, she has had the opportunity to spend many hours dedicated to the encouragement andenhancement of the development of young children. She has beenengaged in several professional opportunities, including teacher, supervi-sor, presenter/trainer, facilitator, collaborator, mentor, EarlyIntervention Specialist, and Child Development Specialist. Her mostrewarding aspect of each position has been the time spent with children and their families. She encourages you to enjoy this book andhopes that it will help you to better serve each young child in your care.

Safety Warning!Parents and professionals should use their best judgment to determinewhether a particular idea or suggestion would be appropriate to usewith an individual child or group of children.

It is important that children only use materials and products labeledchild-safe and non-toxic. Small children should always be supervised bya competent adult and youngsters must never be allowed to put smallobjects or art materials in their mouths. Please consult the manufac-turer’s safety warnings on all materials and equipment used with youngchildren.

When using food products, make sure that you take into considerationany children’s allergies or food restrictions. Make sure that you takespecial note of the beliefs, values, and culture of the families you serve.

2Bees, Bugs & Butterflies © Teacher's Friend, a Scholastic Company

INTRODUCTION

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This 48 page thematic book about bees, bugs and butterflies contains a collection of skill-basedactivities and ideas for children ages 3 to 6 years. The ideas and suggestions are based on the phi-losophy of developing the whole child through play, exploration and varied experiences. These activ-ities should enhance the child’s ability to develop communication, motor/physical, cognitive, social/emotional, and adaptive/self-help skills. The teacher should approach and implement the activities ina way that takes into consideration each child’s individual needs and abilities.

Many of the activities have been organized to meet the criteria of the interest areas (centers)found in most early childhood classrooms. They include:

• Art and Crafts • Library/Writing • Dramatic Play• Housekeeping • Math and Manipulatives • Sand and Water• Outdoor Play • Music and Movement • Computer Center• Blocks and Building • Table Toys • Cooking and Nutrition

Opportunities to develop pre-literacy and literacy skills should be apparent in every center in theclassroom. Using the activities in this book, children can explore the basic concepts of color, shape,number, quantity and position that naturally occur in a stimulating, early childhood environment. Itis essential for early childhood educators to build each child’s vocabulary every day. It is one of thebasic components needed by children in order for them to become successful learners and literateadults. In almost every activity throughout the day, there will be an occasion to incorporate infor-mation related to basic language concepts. With this book, one will discover activities and gameswhich will allow the children to explore ideas and vocabulary which will help them develop essentialskills.

HOW TO USE THIS BOOKThis resource book includes an array of ideas, activities and reproducible pages that you and otherearly childhood educators can utilize to develop stimulating activities around a given theme. Thegraphics, clip art, game ideas and other reproducible pages throughout the book are meant to becopied for individual classroom use. You may adapt or modify the ideas or instructions to best meetthe developmental level of the children you serve. As a time saver, protect your work by laminatingthe products or placing the reproducible pages in plastic page protectors. The following describeseach section and some helpful tips and hints regarding how to implement the ideas into your curriculum:

Everything You Need to Know About…This section includes a number of interesting facts or points about bees, bugs and butterflies ingeneral. It also includes a list of websites that may be used as a resource for additional informationon the topic.

Dictation and/or Creative Writing PageUse this page for children to write their own words or stories. Make several copies and place themin your writing center with appropriate writing tools.

Clip ArtThere are many uses for these cute, simple thematic illustrations. Each graphic can be enlarged orreduced to meet your individual needs. You can use the clip art illustrations in the following ways:

In newsletters and notes In rebus recipe charts In thank you notesOn rebus stories or letters On song charts On homemade gamesIn experiential charts or books In each center or area With your calendarAs part of your routine chart On charts and bulletin boards On rewards/certificates

Library and Writing


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Awards and CertificatesUse these cute, thematic certificates to reward children or thank volunteers. You can use theawards to:

Recognize accomplishments Praise good deeds Identify strengthsRecognize good sportsmanship Support teamwork Thank volunteersAcknowledge acts of kindness Support positive behavior Acknowledge good choices

Thematic Literature ListThis list of children’s literature with the theme of bees, bugs and butterflies includes books to readto the class, picture books, and books for beginning readers. A list of vocabulary words pertinent tothe theme of bees, bugs and butterflies is also included. Here are a few tips for reading booksaloud:

• Select good, well written and illustrated books• Position yourself so that each child can see the book• Review some of the words in the book before you read it• Change the intonation of your voice to dramatize the story• Read leaving words out to elicit responses from children• Point out beginning consonant sounds (phoneme) and connect

it with the letter (symbol)• Comment on words that rhyme• Point out the title, author and illustrator• Point to words from left to right and top to bottom, etc.• Keep the children on track - listening to the story • Ask "wh" questions - "what, where, why, when" • Expand on the concepts in the book in other centers• Repeat readings of the same story

Songs, Poems and FingerplaysSongs and fingerplays are an essential piece of an early childhood curriculum. These simple thematicjingles are set to familiar children’s songs. Short poems and fingerplays are also included in thissection. They help children to learn about the rhythm and rhyme of our language. (Copies of thesongs and poems can be shared with parents and used at home.) The songs can be written on largeposter board so that children, families and volunteers can follow along. Clip art pictures can beadded in place of words to create a rebus song chart. Develop a song basket filled with copies ofeach song. (Song cards can be made by copying each song to a large index card. Glue a clip art pic-ture to the back of each card and laminate for durability. Place the song cards in a large basket forchildren to easily select a song they wish to sing.)

Activities and GamesThese skill-based activities and games can be used with the entire class, small groups of children orby individual children. The activities have been organized as they relate to interest centers typically found in the early childhood classroom. Use the ideas and activities in each section tofacilitate the following skill development and concepts:

exploring emotions practicing skills vocabulary developmentdress-up & make believe sharing & turn-taking using imagination using creativity imitation social skill developmentacting out life experiences resolving conflicts self-help skills pretend play & role play receptive & expressive language development

Library and Writing

Music and Movement

Dramatic Play


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& Field Tripsexercise exploration gross-motor skillssocial skills following directions teamworktrying new things fair play & sportsmanship building concepts

(Science)using math & science tools following directions time & spacesocial skills cognitive skill development findings & predictionslanguage skills math concepts & properties living & non-living thingsvisual-perceptual skills position, quality & quantity gathering informationmeasurement relationships recording information turn-takingexperimentation & exploration learning properties of substances learning about your surroundings number, letter, shape recognition and matching

gross-motor development singing & vocal expression beatfollowing directions rhyme & rhythm math skillsmovement of body parts exploration of emotions pre-literacy skillslanguage skills individual expression imitation

literacy skills use of writing tools retelling storiessound–symbol relationships exploring books following directionscreative writing self-expression attention spanconcept & vocabulary developmentlooking at, listening to and participating in stories

Patterns and CraftsThis section includes several patterns or craft ideas to utilize in your art center. One must alwaysconsider that, for the young artist and creator, the "process" is much more important than the product. The young artist develops skills in several development domains. Use the ideas and activities in this section to facilitate the following skill development and concepts:

creativity pre-literacy skills exploration & experimentation unique productslearning properties of substances using drawing, writing and cutting toolsbuilding self-esteem finding new ways to use materialsbuilding fine motor skills manipulation of various materials following directions

Bulletin Board IdeasSeveral suggestions are included for creating interesting and informative bulletin boards based uponthe theme of bees, bugs and butterflies and can be used in a variety of ways in the classroom.Here are a few tips:

Keep them neat and professional looking Display children’s unique creationsDisplay photos of kids at play & work Change the boards periodicallyDisplay magazine pictures of "real" things Use neat and concise letters & writing

Keep them current to theme or activities of the programDisplay at the appropriate height for children’s viewingDisplay higher for family members and volunteers

Math and Manipulatives

Music and Movement

Library and Writing

Arts and Crafts

Outdoor Play


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My Book About…Make copies of the pages in this section to create an interesting book about bees, bugs and butter-flies for your young learners. Simply duplicate the pages, cut and assemble them by number.Attach the pages together with staples or brads. Laminate the front and back for durability.Children will enjoy listening to the story and coloring the pages. Older children may have the skillsto color, cut, assemble and read the story for themselves. Having children make their own bookhelps develop pre-emergent reading skills in early learners.

Goodies to Make and Eat!The recipes found in this section are devoted to cooking and nutrition. Clay or dough recipes, whichyou may use in your art or sensory area, are also included. The recipes can be copied onto posterboard, large sheets of paper, or recipe-sized cards so that children, families and volunteers can fol-low along. You may want to add clip art pictures in place of words to create rebus recipe charts.Use the recipes in this section to facilitate these developmental skills:

following directions performing activities in sequential ordercooperating with others manners and taking turnscounting & measurement concepts use of simple kitchen utensilssensory exploration of foods observation of food in different formspre-literacy and literacy skills practicing different food preparations

At Home With…This section is meant to provide families with ideas and activities to do at home with their children.These activities will help to encourage communication between family member and child, as well assupport the skill development of the child. The activities should be optional for those families whowish to and have the time to participate. Educators may wish to incorporate the ideas into theirnewsletters or simply attach the "At Home With….." sheet to their notes.

Parent/Family InvolvementThroughout each theme book, educators will note the various opportunities to encourage parent/family involvement. Communication between parents and the program is one key to increasing parentinvolvement. One mechanism to increase communication with parents is through notes or newslet-ters.

Tips for Notes and Newsletters

Make them visually appealing – add clip art Write blocks of informationBe specific when referring to a day or time Typewritten or printedWrite about each center, activity, or type of news Make it neat – professional Add a response sheet for parents Proof for typing errors

Request assistance – parent volunteers for at least one activityKeep them easy to read – vocabulary/avoid lengthy sectionsAvoid using last names on general newsletters without permissionAdd questions for parents to ask their children to encourage conversation

Note:All of the patterns and illustrations in this book can be enlarged to better suit the needs of younglearners.

Library and Writing

Cooking and Nutrition


Everything You Need to KnowAbout….."BEES, BUGS and BUTTERFLIES"

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Here are some facts that may be of interest to you and yourstudents.

The "Bee, Bug and Butterfly" Facts

Insects make up the largest animal group.

All insects have three main body parts – head, chest and abdomen. Most insects lay eggs. Their antennae are used to taste, touch, smell, and detect sound. The tiny hairs on their bodies help them to detect sound and air movement. They have an external skeleton (hard outside covering), butno bones or skeleton. Adult insects have six legs. Most insects have wings (either one or two pair) and the ability to fly. Insects have either simple eyes (detecting only light and dark) or compound eyes (many stationary individ-ual eyes that each "see" a portion of a scene or in many different directions).

Insects are well adapted to the many environments in which they live. They use various methods to protect themselves, hide, scare or attack enemies, and find mates.Some of these methods include blending in with their sur-roundings, many spots on wings to make them appear big-ger, giving off a special odor, making sounds, flashing signals, and stingers. Some insects live for many years (i.e., ants and honey bees), while others live for only one year (i.e., carpenter bees and stinging wasps).

Many people think spiders are insects; however, they are not. Spiders are invertebrates, like insects, but spiders have eight legs, no wings, and only two main body parts.


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The fastest insect is the dragonfly, flying about 35 mph.

The longest insect is a type of walking stick, about 12 inches in length.

Some insects can be harmful to humans by spreading dis-ease and destroying crops or buildings.

Some insects are beneficial to humans by pollinating flow-ering plants, fruits and vegetable plants (i.e., bees and wasps), eating harmful insects (i.e., yellow jackets, hornets,and wasps), and by providing food for other animals, includ-ing humans (i.e., honey bees - make honey).

Ants live in large colonies. Different ants build different types of homes. They live in trees, in woods, under leaves or rocks, or in dirt – either forming tunnels or anthills.

Bees live in colonies in hollow trees or in beehives. Honey bees are the only insect that makes a food that people can eat. Bees suck up nectar (sugar) from flowers and store it in their stomachs. Bees make "honeycombs" of waxen cells placed side-by-side, which look like six-sided rooms. They are used to store eggs, young bees, and honey. The queen bee and her worker bees live all winter inside their hive. The buzzing sound that you may hear when bees are around is not made from their mouths, but rather by their rapidly moving wings. The wings can move up to 400 times per second.

Look for more interesting information on the following websites:

www.pbs.org www.animaladventures.com

www.aza.orgwww.greensmiths.com/bees.htm


Berger, Melvin. Buzz! A Book About Insects. Scholastic, Inc., 2000Canizares, Susan. What Do Insects Do? Scholastic, Inc., 1998Canizares, Susan. Where Do Insects Live? Scholastic, Inc., 1998Carle, Eric. The Very Lonely Firefly. Philomel Books: Penguin Putnam Books, 1995Carle, Eric. The Very Quiet Cricket. Philomel Books: Penguin Putnam Books, 1990Carle, Eric. The Very Hungry Caterpillar. Philomel Books: Penguin Putnam Books, 1981 Facklam, Margery. Creepy, Crawly Caterpillars. Little, Brown and Co., 1999Farmer, Tony. How Small Is An Ant? Child’s Play International Ltd., 1992Laughlin, Robin K. Backyard Bugs. Chronicle Books, 1996McClintock, Mike. A Fly Went By. Beginner Books, 1970Reid, Mary. Bugs, Bugs, Bugs! Scholastic, Inc., 1998Ryden, Hope. ABC of Crawlers and Flyers. Houghton Mifflin Co., 1996Ryder, Joanne. Where Butterflies Grow. Penguin Putnam Books, 1996 Selsam, Millicent. Backyard Insects. Scholastic, Inc., 1988Sill, Cathryn. About Insects: A Guide For Children. Peachtree Publishing Limited, 2000 Ziefert, Harriet. Bugs, Beetles, and Butterflies. Viking Penguin, 1998

Concepts & Vocabularyant antennae beetle bumble beebutterfly cocoon caterpillar crawlycreepy cricket dragonfly grasshopperhoney bee hive insect ladybugmetamorphosis mosquito pollinate stingerwasp

Thematic Literature List


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Dictation and/or Creative Writing PageName Date


BEES, BUGS AND BUTTERFLIES CLIP ART!


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Date Teacher

Name

TerrificStudent!

SuperStudent!

awarded to

for

TeacherDate

Teacher

Name

is doing Fantastic!

Date


Songs, Poems and Fingerplays

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This Little Ladybug(Tune: This Little Piggy)

This little ladybug lived in a mug,This little ladybug hid under the rug,This little ladybug drank from a jug,This little ladybug just dug and dug,And this little ladybug gave her friend a big hug.

(Have the children touch each finger on their hand to represent thedifferent bugs. Copy the ladybug stick puppets below and tape thepictures to popsicle sticks or tongue depressors.)

Music and Movement


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Twinkle, Twinkle Firefly!(Tune: Twinkle, Twinkle Little Star)

Twinkle, twinkle firefly,Floating in the sky so high, Like a light bulb in the night,Twinkle, twinkle firefly.

Music and Movement

The Itsy Bitsy SpiderTry this version of an old classic rhyme.(Add finger movements associated with the words in the song.)

The itsy bitsy spider climbed up the water spout,Down came the rain and washed the spider out,Out came the sun and dried up all the rain,And the itsy bitsy spider went up the spout again.

The hippity hoppity grasshopper climbed up the water spout,Down came the rain and washed the grasshopper out,Out came the sun and dried up all the rain,And the hippity hoppity grasshopper went up the spout again.

The beautiful fluttering butterfly climbed up the water spout,Down came the rain and washed the butterfly out,Out came the sun and dried up all the rain,And the beautiful fluttering butterfly went up the spout again.

The wiggly giggly caterpillar climbed up the water spout,Down came the rain and washed the caterpillar out,Out came the sun and dried up all the rain,And the wiggly giggly caterpillar went up the spout again.

The great big bumble bee climbed up the water spout,Down came the rain and washed the bumble bee out,Out came the sun and dried up all the rain,And the great big bumble bee went up the spout again.


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All Around the Meadow(Tune: The Wheels on the Bus)

The bees in the trees go buzz, buzz, buzz,Buzz, buzz, buzz,Buzz, buzz, buzz,The bees in the trees go buzz, buzz, buzz all around the meadow.

The crickets in the trees go chirp, chirp, chirp,Chirp, chirp, chirp,Chirp, chirp, chirp,The crickets in the trees go chirp, chirp, chirp all around the meadow.

The locusts in the trees go whizz, whizz, whizz, Whizz, whizz, whizz,Whizz, whizz, whizz,The locusts in the trees go whizz, whizz, whizz all around the meadow.

The spittlebugs in the trees go slurp, slurp, slurp,Slurp, slurp, slurp,Slurp, slurp, slurp,The spittlebugs in the trees go slurp, slurp, slurp all around the meadow.

The mosquitoes in the trees go humm, humm, humm,Humm, humm, humm,Humm, humm, humm,The mosquitoes in the trees go humm, humm, humm all around the meadow.

Music and Movement


ACTIVITIES AND GAMES

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Fill the dramatic play area with the following items: different sized,colored and shaped stuffed or plastic bugs; bug type puppets or cos-tumes; flannel board with felt bugs; and bee, bug, or butterfly story-books.

Encourage the children to pretend to be bugs by putting on the costumes or playing with the puppets. They can move and make bug sounds pretending to be different types of insects.

Pretend to read stories about bugs to the baby dolls.

& Field TripsThe group can take a walk around the neighbor-hood or in a local wooded area. Observe the different bugs. Collect twigs, leaves, grass and small bugs (you may also wish to purchase a container of ladybugs at a local garden store). Bring them back to the room and place them in a large jug or empty aquarium. The children can observe them over time. Keep a piece of paper bythe jug and write down their observations.

Big and Little CaterpillarsIn this activity, children will match big and little circle patterns. Collect a variety of different sized, circle-shaped, plastic lids.

Trace the lids onto strips of oaktag forming caterpillar shapes, as shown. Place the lids into a shoebox or basket. The child picks a caterpillar strip and matches the lids to the circles by placing them on top of the caterpillar.

Dramatic Play

Math and Manipulatives (Science)

Outdoor Play


17

Sort various plastic bugs by size, color, or type. Trace a plastic circle lid on construction paper to represent the attribute the child will be sorting by. For example: size - "big" yellow circle and "small" yellow circle, color – yellow circle, green circle, brown circle, red circle, or type – several white circles with the name of the insect written on it and a simple illustration of the insect (use clip art pictures on page 11).


Sort by size:

Sort by color:

Sort by type:

big bugs small bugs

yellow bugs green bugs red bugs

caterpillar ladybug dragonfly


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All the Bugs In a LineMake a simple domino game. Copy the pieces onto heavy paper and cut into game pieces (use at least two copies of each game piece). Children select 5 game pieces each and the remaining pieces are placed in a small paper lunch bag. The first child sets down one game piece, then the next child tries to match one of his/her game pieces to the first piece by matching the same picture end-to-end. Then, the next child takes a turn matching any of the bugs on the game pieces. If at any time during the game a child doesn’t have a matching game piece, then the child selectsone new game piece from the lunch bag. The game ends when all the game pieces are used up or when one player gets rid of all of his or her game pieces.



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20

Color the pictures.

Match Wings on the Butterflies!Look at the pictures and draw a line from the wing to the butterfly it matches.



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Counting Ladybug Spots!Children will have fun and build their self-confidence while practicing simple counting skills. Make an envelope game by gluing 4 library book pockets on the front of a 10in. x 13in. clasp envelope, as shown. Copy and individually mount the ladybugs on 3in. x 5in. index cards and laminate the cards. The child sorts the ladybugs by counting the spots on each ladybug and inserting the cards into the pocket with the matching number on it. The pictures can be easilystored inside the envelope.

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Bees in a Bee HiveBefore the children arrive, copy, color and laminate 20 or more bee pat-terns. Cut out and attach the bee hive pattern to the outside of a tissue box. Insert all of the bees into the box. Each child takes a turn picking out a bee. The teacher reads the direction and the child demonstrates his ability to follow the direction. Give each child at least one chance to pick a bee from the bee hive.

Music and Movement

Hive pattern


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Music and Movement

Bee Patterns

patyour knees

rubyour tummy

wiggleyour fingers

stompyour feet

twistyour waist

shrugyour shoulders


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stand onone foot

hopthree times

flap yourelbows

swingyour arms

touchyour ankles

stretchyour armsup high

Music and Movement

Bee Patterns


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The Bug CrawlMake a large game board by placing carpet squares in a maze across a large floor. Copy 20 or more bugs onto construction paper and laminate them. On each bug, write one uppercase (or lowercase) consonant. You can use the letters more than once, but don’t use "c," "s," "k," "z," "x," "g," or "j." Tape several bugs onto each carpet square. Each child takes a turn rolling one die and crawling that number of carpet squares. When he or she gets to the square, he or she picks up one bug and names the letter, the letter’s sound and a word that begins with that letter/sound. The teacher writes the letter and the word on the class board. The stu-dent sits on the carpet square until his or her next turn. Each child takes a turn. There will be times when more than one child may land on the same carpet square. The turns continue until either all children complete the path or the first person completes the path.

Bug pattern

Music and Movement


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Music and Movement

Bug patterns


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"H" Picture ChartPaste the pictures of the hive from page 22 onto a large sheet of paper mounted on a class bulletin board. Ask the children what sound the letter "H" makes. Repeat the sound and ask the children to repeat the sound. Tell the children that you want to have them fill the paper with pictures of things that start with the letter "H," sound "h" like in "hive" and "honey.” Offer scissors, glue sticks and several magazines, catalogs, or old calendars. The children cut out pictures. Have them or you write thewords to label the pictures underneath each picture. Review the picture chart – clearly pronouncing the "h" sound at the beginning of each word.

Library and Writing

(Children can color the letters)


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Cycle of a ButterflyRead the storybook The Very Hungry Caterpillar by Eric Carle. Cut the pictures below out of heavy paper or felt. Use the pieces on a felt board to create the cycle from egg to butterfly. Leave the felt board in the library or dramatic play area for the children to explore on their own.

egg

caterpillar(larva)

pupa in acocoon

adultbutterfly

Library and Writing


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Learning About InsectsDisplay the six different insect pictures below and on pages 30-31 hori-zontally across the class board. (If you have clear magazine or book pic-tures, use them instead.) The teacher tells the children that all the pic-tures are insects, but they look different and live in different places. Then, the teacher asks or tells the children the names of each insect. The teacher engages the children in a short discussion about the various features of the insects (body, head, legs, wings, etc.), how some insects change as they grow and how some are beneficial to humans. While com-paring the insects to each other, the teacher incorporates the concepts of "same," "different," "all," and "some." Comments by the teacher and children are written on a large piece of paper with the heading "What We Know About Insects." Hint: Use the information on pages 7-8 "Everything You Need to Know About….Bees, Bugs, and Butterflies."

Library and Writing


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Library and Writing


31

Library and Writing


Max and Martha mosquito moving to the music.

Big buzzing bumble bees biting bananas.

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Funny Bug Tongue TwistersThis is a fun way to emphasize the sound-symbol relationships (i.e., letter"b" – sound "bbb"). Display these bug tongue twisters on the class board

one at a time. The teacher reads the tongue twister, pointing to the underlined letter as she reads the words. She states the sound of the underlined letter to the children and asks the children what letter makesthat sound. Children respond, then the teacher asks the children to try to say the tongue twister with her. Read it together, then display the next bug tongue twister and repeat the steps.

Library and Writing


Little ladybugs licking lollipops.

Big beetles bouncing on the bed.

Weeping wasps wiggled in the wagon.

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Library and Writing


Big bugs batting baseballs behind the barn.

Curious caterpillars climb on the cable.

Beautiful butterflies bursting bubbles.

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Library and Writing


PATTERNS AND CRAFTS

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2-D BugsCut red, blue, yellow, green, brown and black construction paper into paper shapes (circles, rectangles, squares, ovals and triangles) of many sizes. Give each child a 9in x 12in sheet of white construction paper, glue, paper shapes, scissors and books with "real" bug pictures. Instruct the children to make their own bugs with the shapes. Tell the children that bugs have three main body parts (head, chest and abdomen), six legs, antennae and some have wings and stingers. Display their unique creations!

3-D BugsGive each child construction paper, glue, pom poms, yarn, egg cartons, tape, scissors, markers, styrofoam balls, toothpicks, straws, tissue paper,pipe cleaners, or other art supplies and books with "real" bug pictures. Instruct the children to make their own 3-D bugs with the materials. Tell the children that bugs have three main body parts (head, chest and abdomen), six legs, antennae and some have wings and stingers. Display their unique creations!

Arts and Crafts


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Insect Mask HeadbandTrace the insect features onto heavy construction paper. Children can cut out the insect mask and attach it to a paper head band. Tape two pipecleaners for antennae and glue the tips on as shown.

Tips for antennae

Insect head band

Arts and Crafts


BULLETIN BOARD IDEAS

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Different Types Of InsectsDisplay insect pictures with the caption "Insects!" Cut out and laminate sever-al magazine pictures of insects. Discuss the different types of insects. Thechildren can help you sort and mount the pictures on a bulletin board. Ask fam-ilies to help collect catalogs and/or magazines that may have insect pictures.

"A Honey of A Job!"Display artwork, creative writing pages, or other handouts on a bulletin boardwith "A Honey of A Job!" heading. Use some of the patterns in this book todecorate the board!


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The ABC CaterpillarDisplay words beginning with each letter of the alphabet on a bulletin board with an ABCcaterpillar at the top. Trace a circle lid on different colored construction paper to make thecaterpillar, writing a letter on each circle. Tape a piece of black yarn to the back of eachcircle. Cut out and mount on index cards several magazine pictures (one for each letter inthe alphabet). Hint: Use pictures with single initial consonants, not blends. The teachersorts and mounts the cards with the children by first asking the children what the pictureis and what letter/sound it starts with. Then, the teacher writes the word on the indexcard. The pictures are mounted under a matching letter on the board visually connectedwith the letter by the yarn.

A Hive Full of Worker Bees!Make the helper chart below by following these directions. Color, cut out and laminate thejob rectangles, bee hive (enlarge page 22) and bees (make one blank bee for each child frompage 23). Write children’s names on bees, one name per bee, with a wipe-off marker. Displaythe hive in the middle of the bulletin board with "A Hive Full of Worker Bees!" heading.Display the job rectangles around the hive, as shown. The bees can be placed next to thechild’s job for the day or week. Circulate the names so that each child receives a turn ateach job through-out the year.


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Job Rectangles

AttendanceWeather Chart

Line LeaderCaboose

Carrier of First AidBackpack

Snack HelperWipe Tables


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Push in ChairsNapkin Passer

Cup PasserArt Helper

Paper PasserCalendar

Water PlantsSong Basket


My Book About..... Counting Bugs!!!!

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2

3 41

5

6

I know how to count bugs. 1Bees, Bugs & Butterflies © Teacher's Friend, a Scholastic Company

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Two Ants

One Grasshopper1

2 3

2


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Four Dragonflies

Three Caterpillars3

4 5

4


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7

6

Six Ladybugs

Five Bumblebees5


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8This is my picture of __________ bugs.

My name is ____________________________.

I completed my book about bugs on:

__________________________________.


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Ants on ToastChildren will enjoy this toast with a twist. Follow these simple directions:

Goodies to Make and Eat!Cooking and Nutrition

Step 1Toast bread.

Step 2Spread cream cheese on toast.

Step 3Place raisins in cream cheese for ants.

Step 4Eat and enjoy!


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The "Very Hungry Caterpillar" Tasting PartyAfter you read the story The Very Hungry Caterpillar by Eric Carle, serve a sampling of the foods found in the book. Serve the foods family style at each table so that the children can practice their serving skills and manners. The children will be able to select as little or as much as they would like. The foods listed in the book are: (select 4 to 6 items from the list to serve)

Cooking and Nutrition

apples pears plumsstrawberries oranges cakeice cream pickle swiss cheese salami lollipop cherry piesausage cupcake watermelon

Bug PizzaA make your own pizza full of bugs!!!!!!

Here are the ingredients that you will need:Sliced peppers (butterfly wings or antennae) pepperoni (ladybug or caterpillar bodies)Olives (bug eyes or ladybug spots) grated mozzeralla cheese (bug legs)pizza saucepizza dough

Spread the pizza dough out into large pizza pans. Cover the dough with pizza sauce. The teacher takes slices of mozzeralla cheese and sepa-rates the pizza into 6,8, 12 triangles (depending on the sizeof the pan). One or two childrendecorate one triangle of the pizza with unique bug shapes. Use the ideas shown for examples if needed. Bake in a 425˚ oven for 20-25 minutes.


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Go to the library and read stories about bees, bugs and butter-flies.

Enjoy this cooking activity with your child. Make "Ants In Mud!"Prepare instant chocolate or butterscotch pudding by following the directions on the package. Add chocolate (or carob) coveredraisins (ants). Eat!!!

When you are outside with your child, look for bugs. Try to name the bugs you see together. Also, notice the different sounds that you hear bugs making. If you and your child handle or hold the bug, encourage your child to do it in a gentle manner.

Some insects are needed by humans to pollinate flowers and fruit and vegetable plants, so that the flowers, fruits and veg-etables will grow. The next time you take a trip to the grocery store:

1. Point out some of the flowers, fruits and vegetables that insects help to produce, or

2. Give your child the name of one fruit or vegetable that you plan to purchase at the store and ask him or her to help you look for the item as you walk together through the store. When you find the item, allow your child to select one to pur-chase and bring home.

At Home With……BEES, BUGS AND BUTTERFLIES!!!!!


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