Science Lesson

Lesson Title: Silkworm Structures

Curriculum Materials Used: (FOSS kits)

Grade Level: 2

Driving Question: What are the structures of silkworm larvae?

Learning Goals:

Knowings- Students will know that:

Silkworms have three body parts that other insects do (head, thorax, and abdomen),

but have characteristic structures.

Doings- Students will be able to:

Observe and record observations of silkworm body parts (writing and drawing).
Use clay to create a silkworm model with correct body parts.

Language Goals:
Discuss and verbally identify silkworm body parts.

Write and draw silkworm body parts in science notebook.

Considerations for ELLs:

Students may share with language buddy instead of or in addition to the whole group.

Students may draw all recorded observations instead of writing.

EPE Table

Experiences (with Patterns Explanations (ideal

phenomena) answer; explains how and

Have you ever seen insects before?
Have you ever noticed the parts of
their body like legs and abdomen?
Students observe, draw, and model
the parts of a silkworm larva .
Observe silk production for making
cocoons.
See the insects life cycle
The amount of legs that the
insects we have studied
have.
The different parts of the
worm and how many there
are. 1 head, 1 thorax with 3
pairs of le
gs.
why)
Students notice that the
silkworm larva has 13
segments (1 head, 1 thorax
with 3 pairs of legs, 4 pairs
of prolegs with claspers, and
spiracles along the side.)
Not all insects have the
same body parts as

silkworms

Different parts of the

silkworm have different

functions.

Summative Assessment:
Clay model of silkworm larva with identifiable parts and see if
student includes: 1 head, 1 thorax with 3 pairs of legs, 4 pairs of
prolegs with claspers, and spiracles along the side. Have brief
conference with students as they build their model.

Lesson Plan

Activity One:

1 Title: Review and Opening Discussion: I-AIM Stage & Function

Silkworm Segments and Head

Summary of Activity
Teacher will review list of observations of silkworm structures/body parts.
Then the teacher will introduce new vocabulary, such as segments. Teacher
will ask students to guide her as she draws the segments of a silkworm on
the board for everyone to see.
Students will have a few minutes to then draw a silkworm in their science
notebooks. After most of the class is done, students will have the opportunity
to share their drawing with the whole group or a language buddy. The
teacher will then add a head to her drawing. She will question the students,
and in turn they will guide her in drawing.
Possible questions during this activity:
I am not sure how many segments there are, how many do we think?
What is the first segment of the silkworm called?
Is it drawn the right size?
How many segments should there be?

Assessment:
Watch as students make drawings in their journals and listen to their
explanations. Being sure to pay attention to the size and number of
ovals the students draw.

Accommodations/Adaptations:
Helping students with drawing or explaining the task. Write question on
board and have written instruction, provide language buddy or pair ELL
student with another student who may be helpful.

Activity Two:

2 Title: Labeling the Silkworm Body I-AIM Stage & Function

Parts and Identifying the Parts

Summary of Lesson
Students will continue to guide the teacher through drawing a silkworm. This
will include placing the legs on the proper segments and adjusting the size
and number of the segments to students satisfaction. Students may
contribute by going up to the board and drawing/labeling themselves, holding
up their science notebook and pointing to a certain part of their own
drawing/labeling, or verbally guiding the teacher to add to the silkworm
drawing. During this open discussion and whole group work time, the teacher
will introduce the three segments behind the head as the thorax. The teacher
will explain that insect larvae will always have three segments in their thorax
and six legs.
The teacher will close this part of the discussion by identifying the abdomen
of the silkworm. The teacher will ask if the students have observed anything
different about the legs of the abdomen in their previous observations of
silkworms.

Assessment: Formative
Look for proper student labeling of parts

Accommodations/Adaptations:
Student may need assistance with labeling parts- allow students
talk and encourage peer support
Students may need to be scaffolded during class discussion
Present deeper level thinking questions such as: Why are these
body parts unique to insects?