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Educator Guide: Incredible Insects: Incredible Insects Educator Guide

Incredible Insects

Incredible Insects

Tips to Come Prepared

Before you visit the Genovesi Environmental Study Center (GESC) with your class, review the Educator's Guide to prepare for your students.

  • Read the Essential Questions (p. 1) and Connections to Standards (p. 2) to decide how you want to link your curriculum with your field trip
  • Complete the Pre-Visit Lesson with your class activating student interest and engagement
  • Come to GESC ready to engage and learn with our experiential, hands-on field trip program, Incredible Insects

Library Finds

Intriguing Insect Facts!

  • Scientists think 90 percent of the species on Earth are insects.
  • The horned dung beetle can pull 1,141 times its own body weight making it the strongest insect.
  • Insects were one of the earliest living things to make sounds and sense them.
  • Insects breathe through their exoskeletons, not their mouths.
  • The fastest recorded insect is the horsefly with speeds up to 90 mph.
  • A ladybug may eat more than 5,000 insects in its lifetime!
  • Fruit flies were the first living animals to be sent into space.

Essential Questions

  • What is an insect?
  • How are the insects adapted to their environment?
  • How are insects helpful to their environment and people?
  • Why do scientists study insects?

Sora eBooks

Access these free ebooks by signing in to the Sora app with your NYC DOE credentials.

Incredible Insects

Materials for Pre-Visit Lesson

Other eBooks

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Standards

NEW YORK CITY
K-8 SCIENCE SCOPE AND SEQUENCE

Kindergarten: Unit 3: Animals
Grade 1: Unit 1: Animal Diversity
Grade 2: Unit 2: Plant Diversity

NEW YORK STATE P-12 SCIENCE LEARNING STANDARDS
Kindergarten
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
K-ESS3-3. Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.

First Grade
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.

1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
1-LS3-1. Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents.

Second Grade
2-LS2-2. Develop a simple model that illustrates how plants and animals depend on each other for survival.
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats