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    This document discusses the benefits of including insects and small animals in the classroom. It notes that children are likely to encounter insects outside of school and bringing them into the classroom can encourage positive views of insects. Having insects or small animals can support learning in various subjects like science, math, language, and emotional development. It provides examples of curriculum connections in these areas. The document also provides guidance on choosing appropriate insects or animals, noting they should be native and allow hands-on experiences. Field trips relating to insects are recommended as a good extension activity.

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    Hand Out Draft 2

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    This document discusses the benefits of including insects and small animals in the classroom. It notes that children are likely to encounter insects outside of school and bringing them into the classroom can encourage positive views of insects. Having insects or small animals can support learning in various subjects like science, math, language, and emotional development. It provides examples of curriculum connections in these areas. The document also provides guidance on choosing appropriate insects or animals, noting they should be native and allow hands-on experiences. Field trips relating to insects are recommended as a good extension activity.

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    This document discusses the benefits of including insects and small animals in the classroom. It notes that children are likely to encounter insects outside of school and bringing them into the classroom can encourage positive views of insects. Having insects or small animals can support learning in various subjects like science, math, language, and emotional development. It provides examples of curriculum connections in these areas. The document also provides guidance on choosing appropriate insects or animals, noting they should be native and allow hands-on experiences. Field trips relating to insects are recommended as a good extension activity.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    65 views2 pages

    Hand Out Draft 2

    Uploaded by

    api-237394235
    This document discusses the benefits of including insects and small animals in the classroom. It notes that children are likely to encounter insects outside of school and bringing them into the classroom can encourage positive views of insects. Having insects or small animals can support learning in various subjects like science, math, language, and emotional development. It provides examples of curriculum connections in these areas. The document also provides guidance on choosing appropriate insects or animals, noting they should be native and allow hands-on experiences. Field trips relating to insects are recommended as a good extension activity.

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    of 2

    APRIL 15, 2013

    Insects & Small Animals in the


    Classroom
    Why
    should insects and small animals be included in the
    classroom?
    Insects are an integral part of the world around us,
    children are likely to see them outside the
    classroom
    Children develop strong feelings about insects and
    small animals very early in life. By including these
    small beings in the classroom, we can encourage a
    positive view on insects and small animals.
    Through the presence of insects and small animals
    in the classroom, children are able to explore not
    only science, but also math, language, emotions,
    and motor development.

    In the Curriculum

    In the Classroom (or at Home!)

    Science and Math:


    Having insects and/or small animals in the
    classroom provides prime opportunity to go through
    the steps of the scientific process
    The students can gather data and create charts and
    graphs about the growth of the insects or small
    animals
    Exploration of what it means to be living
    Children will learn about what living beings need in
    order to survive
    Explore how animals and their environments work
    together as a system
    Language and Literacy:
    Through the presence of insects or small animals in
    the classroom, children will learn key vocabulary
    such as: compare, contrast, classify, measurement,
    environment, insect, bug, arachnid, beetle
    The students will have the opportunity to record their
    observations
    Emotional Development:
    Through interactions with the insects or small
    animals, some children may discover that they either
    do not like or fear these creatures. This will open up
    discussions about:
    o Identifying emotions
    o How to handle these emotions
    o How to productively encourage classmates
    Physical Development: The children will develop the fine
    motor skills for handling small animals

    When choosing the type of insects or small


    animals it is important to remember
    To use insects or small animals that are
    native to the local area. Why? These are
    the insects and small animals that the
    children are most likely to encounter on
    their own. Also, if the insects and small
    animals need to be set free at the end of
    the year, non-native animals could upset
    the ecosystem of the area.
    Insects such as ants are difficult for the
    children to have hands on experiences
    with and can create problems if they
    escape in the classroom.
    Insects or small animals that will
    experience obvious changes during its
    time in the classroom will be most
    interesting to the children (such as a
    caterpillar turning into a butterfly)
    The presence of insects and small animals in the
    classroom is a great opportunity to bring in local
    farmers or gardeners, or someone from a local
    botanical garden. It would also be a good time to
    take a field trip to a local farm, garden, or botanical
    garden.
    The children can build their very own small animal
    or insect habitat (called a vivarium). Example:
    Snails can live in a clear glass jar with:
    holes in the lid, damp soil, and decaying
    debris

    So u rce: H a c hey , A. C., & B ut le r, D. ( 2 0 1 2 ). Cr ea tur e s i n t he cla s sro o m. Yo u ng Ch ild r en , 6 7 ( 2 ), 3 8 - 4 2 .


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    555.555.5555
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