Bugs - The Math Learning CenterFrogs Across the Curriculum Geometry: Pattern Blocks, Polydrons and Paper Quilts (Grade 1) ... residence in your bucket of bugs: insects (6 legs, 3 body

BRIDGES

BREAKOUT

Excerpts From Bridges in Mathematics©2001, The Math Learning Center

BugsAcross the Curriculum

Bugs Across the CurriculumA Math Learning Center Publication

by Donna Burk & Allyn Sniderillustrated by Tyson Smith

Bridges Breakout Units

Bugs Across the Curriculum

Crossing the Pond: A Probability Game

Exploring Money: Adding, Counting, Sorting and Patterning

Exploring Time: Hours, Minutes and Paper Clocks

Frogs Across the Curriculum

Geometry: Pattern Blocks, Polydrons and Paper Quilts (Grade 1)

Geometry: Shapes, Symmetry, Area and Number (Grade 2)

Math Buckets: Sorting and Patterning

Math with a Sock: Probability and Fractions

My Little Farm: Money, Place Value and Mapping

Penguins: Measuring, Sorting, Computation and More

Sea Creatures Across the Curriculum

P0201

Copyright © 2001 by The Math Learning Center, PO Box 12929, Salem, Oregon 97309

Tel. 800-575–8130. All rights reserved.

The Math Learning Center grants permission to classroom teachers to

reproduce blackline masters in appropriate quantities for their classroom use.

This project was supported, in part, by the National Science Foundation. Opinions expressed

are those of the authors and not necessarily those of the Foundation.

Prepared for publication on Macintosh Desktop Publishing system.

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Bugs Across the CurriculumScience, Literacy, Art, Social Studies 1

What Do You Already Know? What Do You Wonder? 1

Hands-On Experiences: 10-Minute Field Trips 2

Live Visitors 2

Eyes-On Experiences: Picture Walks 3

Insect Life Cycles: Songs & Poems 4

Minds-On Experiences: Songs, Poems & Books 7

“Bringing It All Home” to Young Learners 8

Guided Writing 9

Interactive Writing 10

Independent Writing 11

Pocket Chart Poetry 11

A Graphic Organizer 12

Ladybugs, Spiders & Ants: A Sorting Worksheet 12

Continuing to Count On Bugs 14

More Math Activities 14

The Spider Countdown 14

Bugs: Growing & Shrinking by 1’s 15

Good Books About Bugs 18

Blackline MastersLadybugs, Spiders & Ants Sorting chart 1Ladybugs, Spiders & Ants Sorting cards 2The Monarch 3The Butterfly 4Butterfly Life Cycle Cards sheet 1 6Butterfly Life Cycle Cards sheet 2 7Beetles 8Beetle Life Cycle Cards sheet 1 9Beetle Life Cycle Cards sheet 2 10Praying Mantis 11Praying Mantis Life Cycle Cards sheet 1 12Praying Mantis Life Cycle Cards sheet 2 13Bugs Live Everywhere 14Spider Countdown 27Spider Necklaces 39Spider Necklace Numerals 40Munch, Crunch, What a Lunch! 41Butterfly Countdown 57

Bridges Breakouts


These integrated activities are intended to enhance your use of the bucket ofbugs, and may also be used as part of a larger unit on insects. Manipulativesand materials included in the breakout are listed below.

You’ll need

H optional materials are listed in the

text

Deluxe Breakout includes

H bucket of bugs

H Bugs poems and songs*

*also included in Economy Breakout


Bridges Breakouts • 1Copyright © 2001 The Math Learning Center


INTEGRATED THEMES

Science, Literacy, Art, Social StudiesOverview

Because young children learn best when

things are framed in a context that is fa-

miliar and intriguing, we’ve used bugs

to teach sorting, patterning, graphing,

and counting. We’re also aware that the

study of bugs is a fascinating topic in its

own right, and that you might choose to

make it an integral part of your curricu-

lum for at least part of the fall. What fol-

lows is a collection of ideas we’ve used

in our own classrooms to extend bugs

into the rest of our program. These ideas

bring science, literacy, art, social stud-

ies, and even more math together

around a larger study of bugs.

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Note We use the word bug to mean

“an insect or other creeping or crawling

invertebrate.” This term catches all the

creatures which may have taken up

residence in your bucket of bugs:

insects (6 legs, 3 body parts—beetles,

butterflies, grasshoppers, cicadas, etc.),

arachnids (8 legs, 2 body parts—spiders

and scorpions), and chilopods (centi-

pedes). These creatures are all part of a

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larger group, known as the arthropods.

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What Do You Already Know? What Do You Wonder?We open any new study by finding out what children already know about thetopic. There is rarely a school year that we don’t have students who are quiteknowledgeable about insects, spiders, and other “bugs.” Nearly all our childrenknow something about them already. It’s important to acknowledge the factsthey’ve learned, along with their experiences and feelings, by asking themwhat they already know and what they wonder. This might be a discussion, orperhaps you’ll take time to record their thoughts and questions on chart paper.

What do you alreadyknow about bugs?Some can st ing you .

Some can f ly .

Spiders can make webs.

Spiders are scary.

Insects have 6 legs . Spiders have 8.

Some beetles have long horns.

Butterf l ies are pretty.

Ladybugs are red.

What do you wonderabout bugs?Why do some st ing?

How can they st ick to the wal l

when they crawl on it?

What’s the b iggest bug?

Are there any po ison bugs?


2 • Bridges Breakouts Copyright © 2001 The Math Learning Center

These charts can be created in short sessions over 1 to 3 days dependingupon the attentiveness of your group. If children give us incorrect informa-tion, we go back to the charts after they’ve learned more and have them helpus make needed corrections. As an alternative to chart making, you mightprovide drawing paper, crayons, scissors, construction paper, and clay andask students to draw, cut, and glue, or even make clay models of a bug or twoto share some of the things they know about bugs. As they work, we circulateto listen and take dictation. You could have them meet in pairs to share theircreations, and set up a display of their artwork under the label “Here AreSome of the Things We Already Know About Bugs.” This is an option to con-sider if you have a group of very active children who are perhaps better at ex-pressing what they know through an art experience than sitting and listeningpatiently to their classmates for any length of time. (You’ll find this harder todo if you have a class of very young children whose cutting and drawingskills need lots more time to develop.)

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Hands-On Experiences 10-Minute Field TripsAnother thing we like to do at the beginning of any new study is to providesome experience that is as direct as possible. If we are studying bugs in thefall, we might take children out for a 10-minute field trip to see ants crawlingalong the sidewalk, sow bugs and centipedes lodged under some of the rocksat the far end of the playground, butterflies and bees in a nearby flower gar-den, or garden spiders making their webs. We encourage you to scout aroundyour school yard and nearby environs to see what you can find in the way ofbug life to share with your students.

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Live VisitorsIf there are no bugs in the immediate neighborhood, or no practical way toarrange a short walking trip, you might consider bringing bugs into the class-room. Are there caterpillars where you live, or other bugs you might captureand bring in for a day or two? In good years, we’ve been able to find monarchcaterpillars on milkweed and bring in two or three so our students can experience

Bugs Across the Curriculum (cont.)



the butterfly life cycle firsthand. When we haven’t been able to find them,we’ve ordered swallowtail caterpillars or painted lady chrysalises throughCarolina Biological Supply. We also send for a new collection of ants to dis-play in our inexpensive plastic ant farm each year. The children love watch-ing the ants at work. Ant farms and ants can be purchased through many edu-cational distributors and scientific supply houses. (Carolina Biological Supply canbe contacted at 1 800 334–5551, or online at http://www.carolina.com/, and is acompany with which we’ve had particularly good experiences over the years.)

Our local university has a science lending lab and will let us borrow items forthe classroom. Be sure to look into that possibility if you have a college oruniversity nearby. We’ve borrowed a tarantula for a few days each year, alongwith an excellent insect collection (displayed under glass in a wooden box).The tarantula was to be kept in its cage the entire visit, so we never worriedabout having to handle it.

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Eyes-On Experiences Picture WalksIn addition to taking trips and hosting live specimens, we like to set up pic-ture walks in our classrooms. Similar to field trips, picture walks provide chil-dren with opportunities to learn about a particular topic by studying illustra-tions and photographs. The advantage of picture walks, especially whenstudying wildlife, is that the creatures hold still, and photos and illustrationsare able to capture things in full-color close-up that we couldn’t hope to seein the corner of the school yard, or even the garden up the street. In order toset up a picture walk, we lay out a large photograph or two at each table andset up clotheslines of pictures tied across a couple of corners of the room. Bugshave been so popular over the last few years that we’ve been able to find calen-dars that feature large, beautifully colored photos of butterflies, ants, spiders,and many other bug favorites. (We usually wait until after the new year to findthese calendars on sale, and have been able to build up good photo collectionsin a few short years. We’ve also scanned pictures from books about bugs or setout the books themselves, clipped or banded to display particular pages.)

1. Egg 2. Larva Caterpillar 3. Pupa Chrysalis 4. Adult

Once we’ve set things up, we assign children to small groups or partners, andask them to examine the pictures and find out as much as they can. We starta formal rotation in the beginning, but as interest wanes, we encourage ev-eryone to be sure they’ve seen every picture. We occasionally ask for parent




volunteers or fifth or sixth grade volunteers to come in and serve as a scribesto record children’s observations. We seat the scribes at a few key areas. Aseach new group comes to a picture, they first examine the picture and talk toone another about what they notice. Then the scribe reads the chart for thatpicture to them and asks if they’d like to add anything. You’ll need to con-sider the maturity of your group in terms of whether or not to use scribes.

Butterfl iesThe eggs look l ike berr ies .

The caterpi l lar has str ipes and it ’s eat ing .

The butterf ly is a l l wrapped up .

There ’s a t iny caterpi l lar coming out of one egg .

At locations where there are no scribes, we trust children’s observations andconversation to carry the day. We often go back to a set of pictures a secondand third day and elicit discussion.

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Insect Life Cycles—Songs & Poems

The Butterfly Life Cycle

We suggest reading of The Very Hungry Caterpillar, a book which is both de-lightful and probably familiar to many of your children. Follow the story byreading “The Monarch” (Blackline 3), and singing “The Butterfly” (Blacklines 4–5).

Blackline 3

The Monarch

A little egg on some milkweed green,Became a caterpillar, tiny and lean.

It ate and ate, both day and night,Then made a chrysalis, oh so bright.

It stayed very still, the time seemed long,But now it’s a butterfly. Good-bye, so long!

by Donna Burk




Take a few minutes after reading and singing to have children summarize thefour stages in a butterfly’s life—egg, caterpillar (larva), chrysalis (pupa), andadult—as you display the Butterfly Life Cycle cards (Blacklines 6–7). Childrenwill return to the idea of a life cycle a number of times this year, and seem tofind this very basic pattern deeply satisfying in all its many forms.


The Beetle Life Cycle

Reviewing the song you taught, “The Butterfly,” and then explain that youhave a new song to teach, this time about beetles (Blackline 8). What aresome differences between beetles and butterflies children can already tellyou about? Are there any ways in which the two insects are similar? Tell yourstudents that if they listen very carefully to the beetle song, they might dis-cover some likenesses and differences they hadn’t thought of before. Sing thesong once as you point to the words and then invite children to join in as yousing the song a second and possibly third time.

Blackline 8

Beetles(to the tune of “I’m a Little Teapot”)

The world is full of beetlesAll around,Most are brightly colored,Some live underground.

Some live in the water,Some on land,Some are helpful,They help man.

A beetle lives a long time,It starts as an egg,Then it’s a larvae.Beetles have six legs.

Later it’s a pupa,Then an adult,With two pairs of wingsTo fly about.

The outer wings are horny,The soft wings fly.Beetles eat all kinds of thingsBefore they die.

Some hide in your carpet,Some eat grain,Some eat insectsIn sun or rain.

by Donna Burk

larva

pupa

adult





After singing this song, discuss some of the similarities and differences betweenthe two insects. If no one mentions it, call children’s attention to the beetle’s lifecycle. What are the stages in a beetle’s life? How do they compare to the stagesin a butterfly’s life? Continue to discuss this question as you display the BeetleLife Cycle cards (Blacklines 9–10) alongside the Butterfly Life Cycle cards.


1. Egg 2. Larva 3. Pupa 4. Adult

The Praying Mantis Life Cycle

Introduce the new song about praying mantises (Blackline 11). Challengechildren to listen carefully as you sing it through one time. If they listen closely,they’ll find out what mantises eat, how they grow, and something about howthey lay their eggs. Discuss these facts after you’ve sung the song to the childrenand then have them sing it with you once or twice as you point to the words.

Blackline 11

Praying Mantis(to the tune of “Are You Sleeping?”)

Praying mantis, praying mantis,Three pairs of legs, three pairs of legs.Can you find some food to eat?Snatch an insect off its feetWith your “praying” legs, with your “praying” legs.

Praying mantis, praying mantis,Hanging upside down, hanging upside down,Wriggling out of old skin,Growing bigger new skin,Six to nine times, six to nine times.

Praying mantis, praying mantis,Sitting on a plant, sitting on a plant,Watching for an insectTo have a fine meal.Groom yourself, groom yourself.

Praying mantis, praying mantis,Hanging upside down, hanging upside down,Making foam egg cases,Filling them with eggs,Before winter comes, before winter comes.

Praying mantis, praying mantis,Winter has come, winter has come,Food has gotten scarce,Your life is at its end,Your eggs will survive, your eggs will survive.

Praying mantis, praying mantis,Summer is here, summer is here,Hundreds of your babiesCrawling out of cases,The circle of life, the circle of life.

by Donna Burk



Finally, display the Praying Mantis Life Cycle cards (Blacklines 12–13) along-side the Butterfly and Beetle cards. What do children notice? Can they pickout similarities and differences? (Unlike butterflies, beetles, and other in-sects, mantids undergo what’s called simple or incomplete metamorphosis.Instead of going through four distinct stages—egg, larva, pupa, and adult—each of which looks quite different, the praying mantis hatches out of its egglooking just like an adult mantis without wings, and simply grows bigger,shedding its skin periodically on the way to adulthood.)


1. Egg 2. Larva 3. Pupa 4. Adult

1. The adult filling her foam egg case 2. Tiny mantises emerging from the egg case 3. A young mantis has no wings 4. An adult mantis

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Minds-On Experiences Songs, Poems & BooksSongs, poems, and books, both fiction and nonfiction, add another dimensionto any study. There has been a virtual explosion of bug books published foryoung children recently. The best of them are simply written and beautifullyillustrated with full-color photos. On pages 18–19, we’ve included a list of ourcurrent favorites. You may find some of these in your school or public li-brary. Many recent publications can be ordered through a web book sellers.

Having lived through the frustration of not being able to find (or afford) goodbooks for our students, we’ve also included a number of information-packedbug songs and poems. You’ll find these printed on 11″ × 17″ sheets, which canbe bound to make big books or backed with construction or butcher paper tomake wall charts. These poems and songs pack a lot of data into a small package,are easy to come back to several days in a row, and won’t go out of print. Theydo triple duty in our classrooms, setting foundations for children to approachsome of the math lessons with greater depth and investment, teaching sciencecontent and research skills, and providing another source of literacy learning. Inaddition, we’ve included the simple book, Bugs Live Everywhere (Blacklines 14–26), for you to share with your students.





Spiders(to the tune of “Did You Ever See A Lassie?”)

Did you ever see a spider,a spider, a spider,

Did you ever see a spiderwith eight hairy legs?

With four on the left sideAnd four on the right side,Did you ever see a spider

with eight hairy legs?

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“Bringing It All Home” to Young LearnersSome of the most powerful learning experiences we’ve been able to create foryoung children involve bridging the gap between home and school. Present-ing information in a way that moves from children’s own experiences to thelives of others (plants, animals, people living in other times, places, or cul-tures), is tremendously effective with this age group. Jennifer Eaton, a stu-dent intern in one of our classes, put this idea into practice as she introducedants to the children. Using a simple drawing similar to the one shown below,done on a large sheet of butcher paper, she engaged students in a discussionof their own homes. Although some lived in apartments and others in singlefamily dwellings, all could relate to the sketch and shared eagerly with herabout each room (e.g., who spent time there, the kinds of things they did,and so on).



She then moved to another simple sketch she’d made, again on a large sheetof butcher paper, of the underground chambers that would be inhabited byharvester ants.

Drawing on children’s experiences in their own homes, she described the livesof the harvester ants in their chambers. (The numbers on the sketch above cor-respond to the activities listed below.) As she spoke, she added quick sketchesto the chambers to highlight each activity. These included a garbage can, ababy bottle, food, eggs, a shovel—items that helped the students remembermore easily what happens in each chamber of an underground ant tunnel.

The Underground Life of a Group of Harvester Ants

1. entrances to the nest

2. digging a new chamber

3. the queen ant laying eggs

4. chamber where eggs are carried for hatching

5. nursery where young larvae are tended

6. a worker ant feeding another

7. nursery where larvae turn into pupae

8. chamber where seeds are stored

9. chamber used for trash disposal

Finally, she had the children make construction paper ants to glue to thedrawing. As they worked, they became very involved in talking about thechamber where they wanted to glue their ant, and what job it would do there.

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Guided WritingOnce you’ve launched any sort of bug study, you’ll find that children are re-porting on their experiences with insects, spiders, and other arthropods daily.You might want to take dictation from students to create a bug news chart ev-ery so often. The very best news writing we ever saw came from a group ofK–1 students who befriended a garden spider that our health clerk had captured




and housed in a plastic cage. The children gathered sow bugs to feed the spi-der, but it didn’t appear to be eating. We added a fly, but the fly was dead onthe bottom of the cage the next day. The spider never seemed to move. Ournews reports began with the excitement of having a classroom spider, but eachday reflected more concern. We all thought the spider was dead and felt badlyabout it. Two or three days went by before Aaron and his dad brought crickets.We didn’t have the heart to tell them we thought the spider had died, so westuck the crickets in the cage and what a shock! That spider was very muchalive! It lived for another six weeks in our fall garden before it disappeared.

9/20 Spider NewsMrs. P . gave us abig spider in acage. We found outthat spiders eatinsects so we ’rego ing to catchsome and feed it .

9/21 Spider NewsTaj-Michael tr iedto catch somebugs for our spiderbut h is mom gotscared. We put insome sow bugs wefound in the garden.

9/22 Spider News

A f ly got in ourroom and Mrs.Burk caught it .She stuck it inthe cage, but itd idn ’t get caughtin the web yet.

9/23 Spider NewsThe spider isn ’tmov ing . The f ly isdead and the sowbugs are hardlymov ing . Maybe thespider is dead.

9/26 Spider NewsAaron and h is dadbrought some cr i-ckets. Mrs. Burk putthem in the cage .The spider wentreal ly fast. Thespider isn ’t dead.

9/27 Spider News

We put the spiderout in our c lassgarden . It made ag iant web on aplant. We ’ l l checkit every day.

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Interactive WritingIf you’ve brought insects or spiders into the classroom for observation, youmight also do a bit of interactive writing, where the children share the penand act as scribes. In this sort of lesson, the group and the teacher help withthe ideas and spelling as students take turns writing a beginning sound ortwo (or even a word) of a phrase or sentence at the board or on a piece ofchart paper. This works particularly well if children are excited about thetopic, and the amount of writing is a single sentence.




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Independent WritingWe have found it useful to post our Bug Sorting cards in a pocket chart, alongwith hand-lettered 3″ × 5″ index cards that name each creature.

ladybug

beetle

spider

flybutterfly

ant

ladybug

Children enjoy matching the picture and word cards, and can use them,along with a sentence starter such as “This is a ......” to write pages in theirjournals or create their own illustrated bug books.

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Pocket Chart PoetryMany young children delight in simple, even silly poems about bugs. Weprint ours on sentence strip pieces and put them in the chart as shown be-low. If we can find pictures of bugs to match, all the better. Children lovemixing the words up, one line at a time, reading it the silly way, and then try-ing to fix it. The possibilities are endless.




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A Graphic OrganizerWhile we don’t create a graphic organizer for every nonfiction theme weteach, if our children seem to be excited about the new facts they’re learning,charting the information in this way provides a wonderful review and achance to compare and contrast the different creatures we’re studying. Tocreate a graphic organizer, take a large sheet of butcher paper and fold it intocolumns. Label it with simple questions to create a chart similar to the oneshown. The information in the boxes will come from your students as theycollect facts about each different bug.

What? What do they eat?Where do they live?

ant 2 antenna3 body parts, 6 legs

Body Features

in tunnelsbugsspidersinsectspeople food

ladybirdbeetle

spider

on plants

gardens housestrees dirtschool

aphidsmealybugs

lots of insectsThey use silk totrap their food.

2 antenna3 body parts, 6 legshard outer wingstransparent f lying wings

2 body parts, 8 legs2 fangsmany have 8 eyes

Don’t try to have them enter too much information on the chart in one day.It’s important to keep interest high, and shorter sessions seem to work best.

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Ladybugs, Spiders & Ants A Sorting Worksheet


You’ll need

H Ladybugs, Spiders & Ants Sorting

chart (Blackline 1, run a class set

plus a few extra)

H Ladybugs, Spiders & Ants Sorting

cards (Blackline 2, run a class set

plus a few extra)

H glue and scissors

Many make webs tocatch their food.

They can carry a heavy load.

She has hard outer wingsand transparent flying wings.

If you want to offer children an opportunity to do some independent thinkingabout the bugs they’ve been studying, this sorting worksheet is just the thing.Distribute copies of the sheet of illustrated facts about these three arthropodsand explain that some of the facts are true of ladybugs, some are true of spiders,



and some are true of ants. Take a minute or two to read through the blacklineas the children examine the pictures. Then ask students to work together tocut, sort, and glue the facts to their sorting worksheets.

This sheet serves as an assessment piece for you and a conversation piece foryour students. We save these in their work files for parents to see just howmany things their children are learning. The correct answers are shown.

NAME

Blackline I 1.1

Ladybug Spider Ant

Ladybugs, Spiders & Ants Sorting chart

abdomen head andchest

2 body parts.

They care for the larvae

The eggs hatch into larvae

8 legs

The queen has wings.

She lays her eggs on a leaf.They can carry a heavy load.

8 eyes2 that are larger,6 that are smaller.



The larva turns into a pupa. They make tunnels.




Continuing to Count On Bugs

INTEGRATED THEMES

More Math ActivitiesHere are two more counting lessons based around bugs. The first, SpiderCountdown, is a slightly more sophisticated version of Butterfly Countdown.The second, Growing & Shrinking by 1’s, reviews the idea of adding and sub-tracting one at a time. This activity makes use of calculators, which you maybe able to borrow from another classroom if you don’t have any of your own.

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The Spider CountdownYou’ll need

H Spider Countdown (Blacklines

27–38, run a copy of each sheet on

paper or lightweight cardstock and

bind to make a class book.)

H 10 numbered spider necklaces with

yarn attached (Blacklines 39–40)

H Unifix cubes in small containers to

distribute easily (Each child will

need a stack of 10.)

H helper jar

Blackline I 1.7

8 hairy spiders floating on their threads,A scorpion caught one, can 7 find their beds?

Show children the Spider Countdown book. Ask them if they like finding spi-ders. Where are they likely to see the most in one place? After reading a pageor two, ask them to predict how many spiders will be on the next page. Whatis happening? Why were they able to predict accurately? Count the spiderson each page before you read the text to confirm their predictions.

Before reading the book a second time, select ten children to play the role ofspiders. Hand out numbered spider necklaces and have them line up in order



from 1 to 10 in front of the group. As you read the pages, have them sit downone by one, working their way back down the line from 10 to 1, until none re-main standing. Go through the book quickly so you can do it a second timefor those who still want a turn. Pacing is critical with children so young.They’re quite interested until they’ve had a turn to be a spider.

Finally, have each student get out ten Unifix cubes and put them in a stack.How many spiders were in the story on the first page? Do all of the childrenhave ten cubes to represent the spiders? How many were building webs onthe first page of the story? Then what happened? (One got eaten by a bird!)Ask each student to remove one of the cubes from his or her stack to repre-sent the spider that got eaten. How many spiders/cubes are left?

As you work your way through the book, some children will know the answersvery quickly, while others will need to count their remaining cubes over andover. Build in wait time before the children respond. You may want to ask stu-dents to keep the answer a secret and not call it out until you give some kindof signal (such as a wave of your hand), so youngsters who need more timedon’t become discouraged. Ask them each time how they’re figuring it out.

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Bugs Growing & Shrinking by 1’s

Continuing to Count On Bugs (cont.)

You’ll need

H Butterfly Countdown (Blacklines

57–68)

H Munch, Crunch, What a Lunch!

(Blacklines 41–56)

H three 3″ × 5″ index cards, one that

shows a large addition sign, one that

shows a large subtraction sign, and

one that shows a large equals sign.

H Unifix cubes in small containers

(Each child will need 10)

H calculators for partners to share

Blackline 1.25

Butterfly Countdown

Blackline 1.5

Take a few minutes to read the Butterfly Countdown book together and thenread Munch, Crunch, What a Lunch! How are the books alike? How are theydifferent? Can the children predict how many bugs will be on each newpage? How are they figuring it out?

Next, have each student find a partner, ten Unifix cubes, and a calculator toshare. This will probably cause chaos at first because everyone will want totouch and try. Assure them that everyone will get some turns. Take time to



show children how to turn on their calculators. Ask them to touch their favor-ite number. Did it appear in the window? Did it appear more than one timein the window? Explain that a light touch is important to maintain control.Show them how to clear the calculators. Have them take turns giving the cal-culators a try. Can children turn the calculators on? Can they get just onenumber to appear in the window? Can they clear them?

Next, hold up the card you’ve made with a plus sign on it, and ask childrenfind this symbol on their calculators.

Then, turn to the “Three hungry spiders” page of the Munch, Crunch book.Count the spiders on the page.

Blackline 1.9Three hungryspiders lookingfor some food‚

Flies here‚mosquitoes there‚mm-mmm good!

Munch‚ crunch‚what a lunch!




Ask students to set out three Unifix cubes to represent the spiders. Supposethat one more spider came along. How many would there be? Can they showthat with their cubes?

Ask them to touch the 3 on their calculators. What does that 3 stand for?Show them your plus card and ask them to touch the plus because anotherspider is coming, and the spiders are going to munch and crunch together.

Teacher One more spider came along. Touch the 1 on your calculator.What do you see in the window? Now touch the “equals” sign. (Teacherholds up the card with this symbol for children to see.) What do yousee in your calculator window now?

Write the numbers and signs on your white board or chalkboard for studentsto see.

Continue in this manner, using different pages from the Munch, Crunch bookas points of departure for adding new bugs, and the Butterfly Countdown bookas a way to narrate subtract-1 stories. Have the children in each pair switchjobs with every new page you use—one of them can work with the cubes whilethe other handles the calculator, passing the materials back and forth eachtime you pose a new problem. You may want to leave the calculators out dur-ing Work Place time over the next week or so and sit with children who wouldlike to continue exploring them. Anything that is introduced for the first timeto young children is always a bit hectic, or worse. Don’t despair! It gets easierfor students to use calculators as the weeks, months, and years go by.




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Good Books About Bugs

Ants

• Brenner, Barbara. Thinking About Ants. New York, NY: Mondo Publishing, 1997.• Cutting, Brian and Jillian. Ants. Bothell, WA: Sunshine Science Books, The

Wright Group, 1992• Demuth, Patricia Brennan. Those Amazing Ants. New York, NY: Macmillan

Publishing Company, 1994.• Grossman, Patricia. Very First Things to Know About Ants, New York, NY:

Workman Publishing Company, Inc., 1997.• Julivert, Angels. The Fascinating World of Ants. Hauppauge, NY: Barron’s

Educational Series, Inc., 1991.• Sheridan, John. How Ants Live. Bothell, WA: Sunshine Science Books, The

Wright Group, 1992.• Sheridan, John. Ants, Ants, Ants. Bothell, WA.: Sunshine Science Books,

The Wright Group, 1992.• Stephoff, Rebecca. Ant. Tarrytown, NY: Benchmark Books, Marshall

Cavendish Corporation, 1998.• Van Allsburg, Chris. Two Bad Ants. Boston, MA: Houghton Mifflin, 1988.

Butterflies and Caterpillars

• Carle, Eric. The Very Hungry Caterpillar. New York, NY: Philomel Books, 1969.• Hartley, Karen, Chris Macro, and Philip Taylor. Caterpillar. Des Plains, IL:

Heinemann Library, 1999.• Heller, Ruth. How to Hide a Butterfly. New York, NY: Grosset & Dunlap,

Publishers, 1992.• Lepthien, Emilie. Monarch Butterflies. Chicago, IL: Children’s Press, 1989.• Legg, Dr. Gerald. From Caterpillar to Butterfly. Danbury, CT: Franklin Watts,

Grolier Publishing, 1998.• Ryder, Joanne. Where Butterflies Grow. New York, NY: Lodestar Books

(Dutton), 1989.• Shahan, Sherry. The Little Butterfly. New York, NY: Random House, 1998.

Crickets

• Berger, Melvin. Chirping Crickets. New York, NY: Harper Collins Publish-ers, 1998.

• Carle, Eric. The Very Quiet Cricket. New York, NY: Philomel Books, 1990.

Ladybugs

• Carle, Eric. The Grouchy Ladybug. New York, NY: Harper Collins, 1977.• Hartley, Karen and Chris Macro. Ladybug. Des Plains, IL: Heinemann Li-

brary, 1998.• Himmelman, John. A Ladybug’s Life. New York, NY: Children’s Press, 1998.



Ladybugs (cont.)

• Jeunesse, Gallimard and Pascale de Bourgoing. The Ladybug and Other In-sects. New York, NY: First Discovery Books, Scholastic, 1989.

• Watts, Barrie. Ladybug. Morristown, NJ: Silver Burdette Press, 1987.

Spiders

• Bailey, Donna. Spiders. Austin, TX: Steck-Vaughn Company, 1991.• Biddulph, Fred and Jeanne. How Spiders Live. Sunshine Science Books,

The Wright Group.) Bothell, WA, 1992.• Carle, Eric. The Very Busy Spider. New York, NY: Philomel Books, 1984.• Kalman, Bobbie. Web Weavers and Other Spiders. New York, NY: Crabtree

Publishing, 1997.• Hussein, Iqbal and Gary Boller. Totally Amazing Spiders. New York, NY:

Golden Books Publishing Company, Inc., 1998.• Trapani, Iza. The Itsy Bitsy Spider. Danvers, MA: Whispering Coyote Press,

1993.• Winer, Yvonne. Spiders Spin Webs. Watertown, MA: Margaret Hamilton

Books, 1996.

Other Well-Loved Bugs

• Carle, Eric. The Very Clumsy Click Beetle. New York, NY: Philomel Books, 1999.• Hartley, Karen, Chris Macro, and Philip Taylor. Centipede. Des Plains, IL:

Heinemann Library, 1999.• Hartley, Karen, Chris Macro, and Philip Taylor. Cockroach. Des Plains, IL:

Heinemann Library, 1999.• Hawes, Judy. Fireflies in the Night. New York, NY: Harper Collins Publish-

ers, 1991.• Merrick, Patrick. Walking Sticks. The Child’s World, Inc., 1998.• Murray, Peter. Scorpions. The Child’s World, Inc., 1997.

General Bug Resource

• Llewellyn, Claire. Best Book of Bugs. New York, NY: Kingfisher, 1998.• Llewellyn, Claire. I Didn’t Know That Some Bugs Glow in the Dark.

Brookfield, CT: Copper Beech Books, 1997.• Murphy, Stuart. The Best Bug Parade. New York, NY: Harper Collins

Children’s Books, 1996.• Oppenheim, Joanne. Have You Seen Bugs? New York, NY: Scholastic Press,

1996.• Pallota, Jerry. The Icky Bug Counting Book. New York, NY: The Trumpet

Club, 1992.• World Wildlife Fun. Bugs. San Rafael, CA: Cedco Publishing Company, 1998



© 2001, The Math Learning Center Bridges Breakouts

NAME

Blackline 1

Ladybug Spider Ant

Ladybugs, Spiders & Ants Sorting chart

© 2001, The Math Learning CenterBridges Breakouts

Blackline 2

abdomen head andchest


The larva turns into a pupa. They make tunnels.

They can carry a heavy load.8 eyes

2 that are larger,6 that are smaller.


She lays her eggs on a leaf.The queen has wings. 8 legs

2 body parts. They care for the larvae The eggs hatch into larvae

Ladybugs, Spiders & Ants Sorting cards


Blackline 3

The Monarch

A little egg on some milkweed green,Became a caterpillar, tiny and lean.

It ate and ate, both day and night,Then made a chrysalis, oh so bright.

It stayed very still, the time seemed long,But now it’s a butterfly. Good-bye, so long!

by Donna Burkillustrated by Tyson Smith


Blackline 4

The Butterfly(to the tune of “Row, Row, Row Your Boat”)

A butterfly is in the air,Flying all around,Stopping here,Sipping there,She never makes a sound.

The butterfly will find a mate,Many eggs she’ll lay.What will happen?We shall wait,We’ll wait for many days.

An egg is hatching, such a sight,A caterpillar crawls out,Munching leavesBy day and night,Crawling all about.

The caterpillar splits its skin,It’s growing every day.Its old skin hasGotten thin,It’s hanging in a J.

Its new skin will wrap it upInto a safe cocoon.Days will pass,It will not sup,We hope it changes soon.


Blackline 5

Caterpillar, you’ve disappeared,The cocoon is opening now.Your lovely wingsHave appeared,You should take a bow.

Butterfly, it’s time to go,Spread your wings and fly.Find a flower,Swoop down low,We hate to say good-bye.


The Butterfly (cont.)


Blackline 6

Run 1 copy on cardstock. Cut apart. Color and laminate if desired.

1. Egg

2. Larva Caterpillar

Butterfly Life Cycle Cards sheet 1


Blackline 7


Butterfly Life Cycle Cards sheet 2

3. Pupa Chrysalis

4. Adult


Blackline 8




A beetle lives a long time,It starts as an egg,Then it’s a larvae.Beetles have six legs.





larva

pupa

adult


Blackline 9


Beetle Life Cycle Cards sheet 1

1. Egg

2. Larva


Blackline 10


Beetle Life Cycle Cards sheet 2

3. Pupa

4. Adult


Blackline 11

Praying Mantis(to the tune of “Are You Sleeping?”)

Praying mantis, praying mantis,Three pairs of legs, three pairs of legs.Can you find some food to eat?Snatch an insect off its feetWith your “praying” legs, with your “praying” legs.

Praying mantis, praying mantis,Hanging upside down, hanging upside down,Wriggling out of old skin,Growing bigger new skin,Six to nine times, six to nine times.

Praying mantis, praying mantis,Sitting on a plant, sitting on a plant,Watching for an insectTo have a fine meal.Groom yourself, groom yourself.

Praying mantis, praying mantis,Hanging upside down, hanging upside down,Making foam egg cases,Filling them with eggs,Before winter comes, before winter comes.

Praying mantis, praying mantis,Winter has come, winter has come,Food has gotten scarce,Your life is at its end,Your eggs will survive, your eggs will survive.

Praying mantis, praying mantis,Summer is here, summer is here,Hundreds of your babiesCrawling out of cases,The circle of life, the circle of life.



Blackline 12


Praying Mantis Life Cycle Cards sheet 1

1. The adult filling her foam egg case

2. Tiny mantises emerging from the egg case


Blackline 13


3. A young mantis has no wings

4. An adult mantis

Praying Mantis Life Cycle Cards sheet 2

© 2

001, The Math Learning C

enter

Blackline 14

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Blackline 39

Spider NecklacesRun 10 copies on white paper or cardstock. Glue a numeral box from Blackline40 to each spider’s abdomen to create a set of spiders numbered 1 to 10. Trim thetop to remove the print and laminate if desired. Punch a hole at either side of thetop and run enough yarn through to make a necklace.


Blackline 40

1 2 34 5 67 8 910

Spider Necklace NumeralsRun 1 copy and cut apart on thin lines.

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go

od

!

Mun

ch‚ c

runc

h‚w

hat

a lu

nch!

© 2


enter

Blackline 48

Bridges Breako

uts

Six mo

narchb

utterflieslo

oking fo

r som

efood‚

Pollen here‚nectar there‚m

m-m

mm

goo

d!

Munch‚ crunch‚

what a lunch!

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 49

Brid

ges

Brea

kout

s

Seve

n b

uzzi

ngm

osq

uito

eslo

oki

ng fo

r so

me

foo

d‚

A n

ibb

le h

ere‚

a bi

te th

ere‚

mm

-mm

m g

oo

d!

Mun

ch‚ c

runc

h‚w

hat

a lu

nch!

© 2


enter

Blackline 50

Bridges Breako

uts

Eight nasty deer

flies loo

king for

som

e foo

d‚

A nib

ble here‚

a bite there‚

mm

-mm

m go

od

!

Munch‚ crunch‚

what a lunch!

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 51

Brid

ges

Brea

kout

s

Nin

e gr

een

tom

ato

wo

rms

loo

king

for

som

efo

od

‚

A le

af h

ere‚

a b

loss

om

the

re‚

mm

-mm

m g

oo

d!

Mun

ch‚ c

runc

h‚w

hat

a lu

nch!

© 2


enter

Blackline 52

Bridges Breako

uts

Ten lovely

ladybugs loo

kingfo

r som

e foo

d‚

Ap

hids here‚

aphid

s there‚m

m-m

mm

goo

d!

Munch‚ crunch‚

what a lunch!

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 53

Brid

ges

Brea

kout

s

1 2

3

4

5

6

7

8

9

10

© 2


enter

Blackline 54

Bridges Breako

uts

1 2 3 4 5 6 7 8 9 10

© 2000, The Math Learning Center Bridges in Mathematics ˇ†

Blackline 55

Six

Mo

narc

hBu

tter

flie

s

6

One

Pra

ying

Man

tis

1

Two

Bus

yH

one

ybee

s

2

Ten

Love

lyLa

dyb

ugs

10

Munch Crunch Book Flaps sheet 1

Cut apart on thin lines.

© 2000, The Math Learning Centerˇ† Bridges in Mathematics

Blackline 56

Thre

e H

ungr

ySp

ider

s

3

Eigh

t N

asty

Dee

r Fl

ies

8

Seve

n Bu

zzin

gM

osq

uito

es

7

Four

Hun

gry

Beet

les

4

Munch Crunch Book Flaps sheet 2

Cut apart on thin lines.

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 57

Brid

ges

Brea

kout

s

Bu

tte

rfly

Co

un

tdo

wn

© 2


enter

Blackline 58

Bridges Breako

uts

Butterfly Countd

ow

n

written b

y Do

nna Burkillustrated

by Tyso

n Smith

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 59

Brid

ges

Brea

kout

s

Ten

love

ly b

utte

rflie

s o

ver

a ga

rden

fine

,O

ne s

top

ped

to

sip

so

me

nect

ar,

And

the

n th

ere

wer

e ni

ne.

© 2


enter

Blackline 60

Bridges Breako

uts

Nine lo

vely butterflies ho

vering over a gate,

One sto

pp

ed to

rest awhile,

Then there were eight.

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 61

Brid

ges

Brea

kout

s

Eigh

t lo

vely

but

terf

lies

flyin

g to

war

ds

heav

en,

One

foun

d a

tre

e in

blo

om

,Th

en t

here

wer

e se

ven.

© 2


enter

Blackline 62

Bridges Breako

uts

Seven lovely b

utterflies, such a pretty m

ix,O

ne saw so

me flo

wers to

sip,

Then there were six.

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 63

Brid

ges

Brea

kout

s

Six

love

ly b

utte

rflie

s sa

w a

larg

e b

eehi

ve,

One

sto

pp

ed t

o fi

nd s

om

e ho

ney,

Then

the

re w

ere

five.

© 2


enter

Blackline 64

Bridges Breako

uts Five lovely b

utterflies flying near a do

or,

One saw

som

e flow

ers for sale,

Then there were fo

ur.

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 65

Brid

ges

Brea

kout

s

Four

love

ly b

utte

rflie

s fly

ing

oh

so fr

ee!

One

sto

pp

ed t

o s

ee t

he p

ump

kins

,Th

en t

here

wer

e th

ree.

© 2


enter

Blackline 66

Bridges Breako

uts

Three lovely b

utterflies in the mo

rning dew

,O

ne stop

ped

to see so

me p

lants,Then there w

ere two

.

© 2

001,

The

Mat

h Le

arni

ng C

ent e

r

Blackline 67

Brid

ges

Brea

kout

s

Two

love

ly b

utte

rflie

s in

the

mid

day

sun

,O

ne g

ot

a b

it to

o h

ot,

Then

the

re w

as o

ne.

© 2


enter

Blackline 68

Bridges Breako

uts

One lo

vely butterfly said

, “Being lonely is no

fun.”She left to

find her friend

s,Then there w

ere none.

BRIDGES

BREAKOUT

Excerpts From Bridges in Mathematics©2001, The Math Learning Center

BugsPoems & Songs

Bugs Across the Curriculum Poems & SongsA Math Learning Center Publication

by Donna Burk & Allyn Sniderillustrated by Tyson Smith

Bridges Breakout Units


Crossing the Pond: A Probability Game

Exploring Money: Adding, Counting, Sorting and Patterning

Exploring Time: Hours, Minutes and Paper Clocks

Frogs Across the Curriculum

Geometry: Pattern Blocks, Polydrons and Paper Quilts (Grade 1)

Geometry: Shapes, Symmetry, Area and Number (Grade 2)

Math Buckets: Sorting and Patterning

Math with a Sock: Probability and Fractions

My Little Farm: Money, Place Value and Mapping

Penguins: Measuring, Sorting, Computation and More

Sea Creatures Across the Curriculum

P0201

Copyright © 2001 by The Math Learning Center, PO Box 12929, Salem, Oregon 97309

Tel. 800–575–8130. All rights reserved.

The Math Learning Center grants permission to classroom teachers to

reproduce blackline masters in appropriate quantities for their classroom use.

This project was supported, in part, by the National Science Foundation. Opinions ex-

pressed are those of the authors and not necessarily those of the Foundation.

Prepared for publication on Macintosh Desktop Publishing system.

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Bugs Across the Curriculum Poems & SongsThe Monarch 1

The Butterfly 5

Beetles 12

Ladybird Beetle 15

Praying Mantis 21

Ants 27

Ants Song 30

Spiders 32

Don’t Step on That Spider 37

Spiderlings Stop! 39

Time to Molt 41

n† 1 The Monarch Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

The Monarchby Donna Burk

illustrated by Tyson Smith


A little egg on someMilkweed green,

Became a caterpillar,Tiny and lean.


It ate and ate,Both day and night,

Then made a chrysalis,Oh so bright.


It stayed very still,The time seemed long,But now it’s a butterfly.

Good-bye, so long!

n†

5 Th

e B

utte

rfly Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M

ath Learning Center / Brid

ges Breakouts

The Bu

tterfly

(to the tune o

f “Row

, Row

, Row

Your Bo

at”)

A b

utte

rfly is in the air,Flying all aro

und,

Stop

ping here,

Sipp

ing there,She never m

akes a sound

.

n†

6 Th

e B

utte

rfly Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

The bu

tterfly w

ill find a m

ate,M

any eggs she’ll lay.W

hat will hap

pen?

We shall w

ait,W

e’ll wait fo

r many d

ays.

n†

7 Th

e B

utte

rfly Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

An egg is hatching, such a sight,

A caterp

illar crawls o

ut,M

unching leavesBy d

ay and night,

Crawling all ab

out.

n†

8 Th

e B

utte

rfly Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

The caterpillar sp

lits its skin,It’s gro

wing every d

ay.It’s o

ld skin has

Go

tten thin,It’s hanging in a J.

n†

9 Th

e B

utte

rfly Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

It’s new skin w

ill wrap

it upIn a safe co

coo

n.D

ays will p

ass,It w

ill not sup

,W

e hop

e it changes soo

n.

n†

10 Th

e B

utte

rfly Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Caterpillar, yo

u’ve disap

peared

,The co

coo

n is op

ening now

.Yo

ur lovely w

ingsH

ave app

eared,

You sho

uld take a b

ow

.

n†

11 The

Bu

tterfly Bugs A

cross the C

urriculum: Po

ems &

Songs

© 2


enter / Bridges Breako

uts

Butte

rfly, it’s time to

go,

Spread

your w

ings and fly.

Find a flo

wer,

Swo

op

do

wn lo

w,

We hate to

say goo

d-b

ye.w

ritten by D

onna Burk

illustrated b

y Tyson Sm

ith

n† 12 Beetles Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts





A beetle lives a long time,It starts as an egg,Then it’s a larva.Beetles have six legs.






ˇ†

15 Lad

ybird

Be

etle

Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Ladyb

ird b

eetle, ladyb

ird b

eetle,Red

with b

lack spo

ts, red w

ith black sp

ots,

You help

us in our gard

ensEating lo

ts of ap

hids,

Three bo

dy p

arts, three bo

dy p

arts.

Ladyb

ird Beetle

(to the tune o

f “Are Yo

u Sleeping?”)

ˇ†

16 Lad

ybird

Be

etle

Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Ladyb

ird b

eetle, ladyb

ird b

eetle,Tw

o p

airs of w

ings, two

pairs o

f wings,

Hard

red o

uter wings

Protect transp

arent flying wings,

Six fine legs, six fine legs.

win

gs

win

gs

ˇ†

17 Lad

ybird

Be

etle

Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Ladyb

ird b

eetle, ladyb

ird b

eetle,Tw

o b

ig eyes, two

big eyes,

Antennae help

you sniff o

ut foo

d,

They help yo

u find a m

ealybug,

And

find a m

ate, and find

a mate.

ˇ†

18 Lad

ybird

Be

etle

Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Ladyb

ird fem

ale, ladyb

ird fem

ale,Tim

e to lay yo

ur eggs, time to

lay your eggs,

Lay them near so

me ap

hids,

They’re hungry when they hatch.

It’s time fo

r you to

die, it’s tim

e for yo

u to d

ie.

ˇ†

19 Lad

ybird

Be

etle

Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Ladyb

ird eggs, lad

ybird

eggs,H

atching into larvae, hatching into

larvae,Can yo

u find so

me fo

od

to eat?

As yo

u grow

your skin w

ill split,

Then you are a p

upa, then yo

u are a pup

a.

ˇ†

20

Ladyb

ird B

ee

tle Bugs A

cross the C

urriculum: Po

ems &

Songs

© 2



uts

Ladyb

ird p

upa, lad

ybird

pup

a,H

anging there so still, hanging there so

still,In five d

ays your shell w

ill split,

Then you’ll b

e a ladyb

ird,

The circle of life, the circle o

f life.b

y Do

nna Burk, illustrated b

y Tyson Sm

ith

n†

21 Prayin

g M

antis Bugs A

cross the C

urriculum: Po

ems &

Songs

© 2



uts

Praying mantis,

Praying mantis,

Three pairs o

f legs,Three p

airs of legs.

Can you find

som

e foo

d to

eat?Snatch an insect o

ff its feetW

ith your “p

raying” legs,W

ith your “p

raying” legs.

Praying

Mantis

(to the tune o

f “Are Yo

u Sleeping”)

n†

22

Praying

Man

tis Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Praying mantis,

Praying mantis,

Hanging up

side d

ow

n,H

anging upsid

e do

wn,

Wriggling o

ut of o

ld skin,

Gro

wing b

igger new skin,

Six to nine tim

es,Six to

nine times.

n†

23

Praying

Man

tis Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Praying mantis,

Praying mantis,

Sitting on a p

lant,Sitting o

n a plant,

Watching fo

r an insectTo

have a fine meal.

Gro

om

yourself,

Gro

om

yourself.

n†

24

Praying

Man

tis Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Praying mantis,

Praying mantis,

Hanging up

side d

ow

n,H

anging upsid

e do

wn,

Making fo

am egg cases,

Filling them w

ith eggs,Befo

re winter co

mes,

Before w

inter com

es.

n†

25

Praying

Man

tis Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Praying mantis,

Praying mantis,

Winter has co

me,

Winter has co

me,

Foo

d has go

tten scarce,Yo

ur life is at its end,

Your eggs w

ill survive,Yo

ur eggs will survive.

n†

26

Praying

Man

tis Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Praying mantis,

Praying mantis,

Summ

er is here,Sum

mer is here,

Hund

reds o

f your b

abies

Crawling o

ut of cases,

The circle of life,

The circle of life.

by D

onna Burk, illustrated

by Tyso

n Smith

ˇ†

27

An

ts Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

AN

TS

ˇ†

28

An

ts Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Ants here, ants there,

Hurrying, scurrying everyw

here,

ˇ†

29

An

ts Bugs Acro

ss the Curriculum

: Poem

s & So

ngs©

2001, The M


ges Breakouts

Up

my leg, o

n my chair,

Ants in m

y pants and

my und

erwear!

by D

onna Burk, illustrated b

y Tyson Smith

ˇ† 30 Ants Song Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

Ants(to the tune of “Twinkle, Twinkle, Little Star”)

Ants are scurrying allaround,

In their tunnelsunderground,

Guarding entrances,Finding food,

ˇ† 31 Ants Song Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

Tending the larvae,What a brood!

Ants are scurrying allaround,

In their tunnelsunderground.

by Donna Burk, illustrated by Tyson Smith

ˇ† 32 Spiders Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

Spiders(to the tune of “Did You Ever See A Lassie?”)


Did you ever see a spiderwith eight hairy legs?

With four on the left sideAnd four on the right side,Did you ever see a spider

with eight hairy legs?



Did you ever see a spiderwith eight shiny eyes?With two that are largeAnd six that are smaller,

Did you ever see a spiderwith eight shiny eyes?

8 eyes



Did you ever see a spiderwith two body parts?

A joined head and chestAnd an abdomen behind,Did you ever see a spider

with two body parts?

abdomen

head andchest



Did you ever see a spiderwith no spine at all?

Just skin on the outside,All covered in oil,

Did you ever see a spiderwith no spine at all?

spine

no spine


Please don’t step on a spider,a spider, a spider,

Please don’t step on a spider,Most spiders are friends.They eat lots of insects,Which helps all of us,

Please, don’t step on a spider,Most spiders are friends.


ˇ† 37 Don’t Step on That Spider! Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

Don’t Step on That Spider

Please, stop!Don’t step on that spider.

She might be hungry,She’ll make a trap.

ˇ† 38 Don’t Step on That Spider! Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

She’ll wait until shecatches an insect,

She’ll have her dinner,Then take a nap.by Donna Burk, illustrated by Tyson Smith

ˇ† 39 Spiderlings, Stop! Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

Spiderlings, Stop!

Spiderlings, stop!Don’t eat each other.

Hurry, scurry!You must get away.

ˇ† 40 Spiderlings, Stop! Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

Make a web,Catch an insect,

Swing on your thread,But please, don’t stay!


ˇ† 41 Time to Molt Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

Time to Molt

Spider, Spider!It’s time to molt.

Wiggle out of your old,hard skin.

ˇ† 42 Time to Molt Bugs Across the Curriculum: Poems & Songs © 2001, The Math Learning Center / Bridges Breakouts

You’ll need to hide.You cannot fight.

Don’t get stuck in skinthat’s too thin.


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