There are three versions of this activity. The outcome for each activity is the same. All students are expected to create their own unique bug, illustrate their creation, label the parts of a bug, and answer questions based on their design. The vocabulary on each version differs.
Students that may struggle with this activity will be given a “Roll-a-Bug” sheet that uses numerals as opposed to number words. (Example: 4 circles instead of four circles). The graphic organizer for these students does not require them to add characteristics to the way that their bug lives but rather to answer questions based on their drawing. Questions will ask students to identify the amount of a characteristic. (Example: How many legs does your bug have?)
Students that perform on or near grade level must identify words such as ‘big’ and ‘small’ while advanced students must differentiate between the words ‘large, medium, and small’. Students that are given the “on grade level” graphic organizer are expected to identify what their bug eats, where it gets its food, how it travels. This requires them to think at a higher level about the bug they have drawn. If their bug has wings, it will fly from place to place. If it only has legs, it may hop or crawl.
The students that are more advanced will receive a “Roll-a-Bug” sheet that requires them to add a specific type of leg to their bug. (Example: ‘Two long legs’ instead of ‘two legs’). These students will also receive a differentiated graphic organizer. They will answer similar questions to students “on grade level” but with two critical thinking questions. One question requires them to determine if their bug will be harmful to humans and in what manner. Another question requires them to compare their fictional bug to a real bug (spider). Depending on the outcome of their rolls, their bug may be very similar to a spider or very different. These students are expected to use appropriate terms to explain their reasoning.
[all clipart from mycutegraphics.com]