Grade 2 - Read-Aloud Insets

Insects: Supplemental Guide PP | Pausing Point 95

important information about the different types, characteristics,

and life cycles of insects, and which insects are solitary and social.

Have each student choose one idea to draw a picture about, and

ask him or her to write a caption for the picture. Bind the pages to

make a class book to put in the class library for students to read

again and again.

Riddles for Core Content

Ask the students riddles such as the following to review core

content:

• Most insects begin their life cycle inside of me. What am I? (an
  egg)


• We help most insects to smell and feel. What are we? (antennae)


• We help most insects to fl y, escape from predators, and look for
  food. What are we? (wings)


• All insects have six of us. What are we? (legs)


• I am the hard outer skeleton of all insects. What am I? (an
  exoskeleton)


• We are the three main body parts of insects. What are we?
  (head, thorax, and abdomen)


• We work and live together in communities with other insects.
  What are we? (social insects)


• We do things on our own and do not live and work in
  communities. What are we? (solitary insects)
  You may wish to have students create their own riddles about
  insects to pose to the class, based on what they have learned thus
  far.

Drawing Insects

Materials: Drawing paper, drawing tools

Have students draw their favorite insect. Tell them to be sure to

label the six legs and the three body parts: head, thorax, and

abdomen. Allow students to share their drawings with the class.

You may also ask students why a spider is not considered an