PLAN A LADYBUG WATCH - Encourage kids to search their backyards. The best places to look are under the leaves of roses, bean plants, cherry or citrus trees. Ladybugs usually don't mind being observed as long as they are not disturbed. Encourage kids to draw pictures of each one they find and on what plant they find them on. Each species of ladybugs likes different kinds of aphids. They will mate in the spring or summer and lay their eggs near these aphids. Kids may see clusters of orange or yellow eggs on the underside of leaves. If they are ladybug eggs, they will hatch in 5 to 8 days. In the 10 to 15 days it takes for the larva to become full grown, it can consume 350 to 400 aphids! Then the larva sheds its skin and turns into a pupa. In 5 days, an adult ladybug emerges and will spend the rest of summer feeding.

Kids can turn them over and watch them play dead and see which legs they use to right themselves. Take a look at the aphids too! Most of them are wingless and suck the juices from plants. They deposit a sticky liquid, called honeydew, relished not only by ladybird beetles but by ants too.

Provoke a ladybug to flight and watch it unfold its papery wings from under its outer shell ones. Follow it to where it land and observe how the inner wings are folded away. Catch other beetle and compare them.

OBSERVING LADYBUGS - This experience will take some pre-planning. Begin by purchasing live ladybugs. You will then create a Ladybug Viewing Center. Supplies: 50-100 ladybugs, cotton ball soaked in water (change it every day), clusters of live aphids on stalks cut from rosebushes (periodically provide fresh stalks) Note: If rosebushes are unavailable, cut raisins into fourths and provide them as imitation aphids, bits of grass cheesecloth large rubber band, clear plastic container with no lid (food storage types work well) Directions: Lay the grass, cotton-ball, and aphid stalks into the bottom of the container. Add the ladybugs. Cover the container with cheesecloth, secured with the rubber band. Create a viewing center by placing the ladybug container on a table or counter with magnifying glasses, data-capture sheets, pencils, and crayons. Encourage the children to observe the ladybugs and aphids daily, drawing pictures on the data- capture sheets of what they see. After a week of observation, gather the children to discuss their findings. Ask them what the ladybugs eat, how they eat, and other pertinent questions. Allow them to share what they have observed.

(Please be aware that ladybugs are available July through March only.)

FOOD CHAIN - There is a normal cycle of life for every creature on the planet. Some lives are* usually very short while others are often very long. There are many factors that go into the relative lengths of lives. One important factor is where each creature sits on the planetary food chain.

Share with the children that the life cycles of some animals come to an end because the animal gets old and dies. Other animals die because they are the prey (food) of other animal predators (hunters). Even though this may seem sad to the children, it is good for them to know that the cycle of predator/prey in the world is an important way for nature to keep the planet healthy with everything in balance. If there were too many of one kind of animal on the earth, they would take up space and resources needed by other kinds. Of course, too many animals altogether would take up space needed by humans. Also, people are grateful that some creatures (such as insect pests) are the prey of others because these pests can destroy plants that are important food sources for people.

Let the children know that many of the animals that become prey are the weak, sick, or old. They are also usually smaller animals than the predators. The pattern of larger animal predators eating smaller animal prey is called the "food chain." The food chain tells an eating "story." For example, when asked, "What eats aphids?" the children will answer, "Ladybugs eat aphids." They know that ladybugs are bigger than aphids. When asked, "What eats ladybugs?" the children know it is something larger than ladybugs, such as a robin or other small bird. In turn, the robin is eaten by several different four-legged animals, such as a fox, which is bigger than a robin.
When finished, discuss how the body of the fox, when dead, will decay and become a part of the earth. In the earth, it will nourish plants. The plants will nourish the aphids, and the aphids will nourish the ladybugs, and so on. It is the "circle of life."

Extension: As a class, watch the animated film, The Lion King (Walt Disney Productions, 1994). Pay careful attention to the circle-of-life theme that is interwoven throughout the movie. The story stresses the importance in nature of everything taking its rightful place so that all of nature prospers. In the film, we see how disorder leads to the ruin of natural resources and threatens the livelihood of every living thing.

When you finish watching the film, brainstorm as a class for ways in which you can help to maintain the orderly balance of nature. Discuss such concepts as recycling and conservation. Plan a way the class can work together throughout the school year to help the planet. Help the children uncover ways they can help the planet on their own as well.

STUDY THE SCIENCE BEHIND LADYBUGS - To do so, provide a variety of resource books on the topic. Let children work as partners or groups to find out how ladybugs eat, how their feelers work, what happens when they hibernate, and more. When you find the answers, let the children make posters that explain the science. Display the posters around your room. (If such research is too elevated for your children to do, lead them in a class study. Then let them make the corresponding posters.)

LADYBUGS & TEMPERATURE - Observe the behaviors of your ladybugs. They can be seen drinking, eating, flying, crawling, and huddling together in groups. Allow your children to use magnifying lenses to observe them. Does temperature affect ladybugs? Place a few ladybugs in two clear plastic vials, such as empty film canisters. (Be certain to ventilate the containers' lids.) Place one tube in a refrigerator for ten minutes and leave the other one on a counter area. After ten minutes, observe the two groups of bugs. What are the ladybugs doing in each container? What is different about the way the two groups of ladybugs are moving? Do ladybugs prefer the light or the dark? Place several ladybugs in a clear plastic tube with ventilation. Wrap strips of duct or electrical tape around one half of the tube to create a dark side. What do the ladybugs do? Which side do they prefer?

LIFE CYCLE 2 - The following activity creates a three-dimensional life cycle wheel for ladybugs. Materials Per Child: 9" (23 cm) white paper plate, divided into four quarters with marker, 4 green construction paper leaves, approximately 2" x 3" (5 cm x 7.5 cm), 3 red buttons (1 " / 2.5 cm) (Add "heads" and "spots" with black tempera paint.)1 orange button (5/8" / 1.5 cm) (Add black paint for head area only.), 4 yellow pompoms (3 mm) tiny handful of dry white or wild rice, 3 pieces of black chenille stick (1/4" / .5 cm), 2 twigs (1.5" / 4 cm), white styrofoam packaging "peanut", sheet of fact boxes, pencil, scissors, glue, black and orange markers. Directions: Label each section of the paper plate (clockwise from the top left) 1, 2, 3, and 4. Glue one green leaf in each section. Glue ten grains of rice (aphids) on the corner of leaf #1. Glue one red ladybug button near the center of the same leaf with its head facing away from the aphids. Glue four yellow pompons (eggs) near the tail end of the ladybug. Cut out and glue fact box #1 under the leaf. Glue four grains of rice in the matching corner area of leaf #2. Glue a ladybug button onto the leaf with its head facing the aphids. Between the ladybug and the aphids, glue three pieces of chenille stick (larvae). Cut out and glue fact box #2 under the leaf. Glue one twig near the top edge of green leaf #3. Glue the styrofoam peanut (pupa) next to (as if clinging to) the twig. For added detail, dab bits of orange and black marker on the pupa to give it realistic color. Cut out and glue fact box #3 over the leaf. Glue the second twig near the top edge of green leaf. Glue the orange button ladybug next to the twig, as if it just hatched from the pupa. Glue the remaining red ladybug near the bottom of the green leaf. Cut out and glue fact box #4 over the leaf. Draw an arrow from section #1 to section #2, section #2 to section #3, and so on, showing the life cycle progression.

GO ON A LADYBUG HUNT - Duplicate and cut out several sets of ladybugs. Hide them all around the room, adding a few leaves, paper aphids, or other items with them. Create the illusion of ladybugs in natural settings. Then let the children hunt for the ladybugs. Afterwards, they can write sentences about what the ladybugs were "doing" when they found them.

IS A SPIDER AN INSECT? - Materials Needed for the Class: Pictures of insect and spider bodies, cut into three separate pictures (enlarged, if desired), 3 one-inch (2.5 cm) circles, cut from red construction paper, 3 one-inch (2.5 cm) circles, cut from blue construction paper, 24 three-inch (8 cm) lengths of black, fuzzy pipe cleaners, transparent tape. Directions: Gather your children together and explain to them that they will be learning more about spiders. Ask your children to name as many different kinds of spiders as they can. Record their answers on a chalkboard or chart paper. Show your children pictures of many different spiders, explaining that these are only some of the spiders that live in the world around us. Point out that spiders have two sections to their bodies a combination head/thorax and an abdomen. A spider has eight legs, two feelers (antennae), and most have eight separate eyes. Explain that spiders are not insects because they do not meet the description of insects. (Review the characteristics of an insect.) Have your children describe the differences between spiders and insects. Remind them the names of the displayed spiders' body parts-head/thorax and abdomen. Have a child place the red dots next to the head/thorax area of the three displayed spiders. Have another child place the blue dots on the spiders' abdomens. Have your children point out and count the spiders' legs. Ask a child or children to come up and tape pipe cleaners onto each of the spider's legs.

WHAT ARE THE PARTS OF A SPIDER'S BODY? - Spiders come in many different sizes and species, but they all share the same characteristics. All spiders have two body parts, eight legs, fangs or feelers, and spin silk. Most spiders have eight eyes. Materials: a white sheet of construction paper, one per child, glue, black, powdered tempera paint, a plastic, narrow-tipped squeeze bottle, crayons or markers. Preparation Mix enough powdered tempera paint with the glue to achieve the desired shade of black. Place the colored-glue mixture in the squeeze bottle; reattach the bottle's lid. Directions: Review the parts of a spider. Write them on a chalkboard or chart paper. Distribute a sheet of construction paper to each child. Using the bottle of black glue, have each child squeeze two circular shapes onto the paper to represent the- spider's body parts. Then have the child use the glue to make eight legs. Allow the glue to dry overnight. Have each child use the crayons or markers to label the parts of his or her spider.

DO SPIDERS LIVE ON OUR SCHOOL GROUNDS? - Materials: magnifying lenses, clipboard, paper, pencil. Directions: Armed with magnifying lenses, take your children outside to look for spiders. Bring a clipboard, paper. and pencil to record the spiders your children find as they announce them to you. Have the children use their magnifying lenses to count the legs and parts of the spiders' bodies. (Be certain to remind them to not touch any spiders they find.)

Flannel Board - Use the pattern pieces as a flannel board activity to introduce the parts of a spider. You might wish to review the parts of an insect at this time and note the differences between insects and spiders.

COMPARE CHILDREN & SPIDERS - Discuss ways in which children and spiders are alike and different. Reproduce the "Spiders Have, I Have" book for each child. Depending on the level of your group, you may need to fill in some of the blanks before reproducing. Guide the class to complete and color the story. Many people own pet tarantulas. They keep them in glass aquariums. They feed them insects. Many kinds of tarantulas can be held with bare hands, you should be cautioned that they have long, pointed fangs that can lead to painful bites if the holder is not gentle with it.

TALK ABOUT IT - Bring in several different kinds of spiders and keep each in a jar (with air holes and some foliage for a hiding place) for several days. Give the children plenty of opportunity to observe the spiders. (Be sure to release the spiders.) Talk about what they observed. What do the spiders look like? What did the spiders do? Record their observations on charts. Create a class book. Let individuals illustrate the pages.

SILVERY TRAIL - Place snail or slugs on black paper and watch the silvery ribbon left behind.

SNAIL ON GLASS - Place them on a piece of glass and observe the from above and below. Turn it over so the snail is upside down and observe that they do not fall off and are unconcerned about being upside down.

SNAIL TEETH? - Feed them and see if you can see their teeth in their radula.

SNAIL SMELL - Dip a q-tip in one of the following chemicals and let the snail smell it and find out how it reacts. (vinegar, ammonia, lemon, vanilla, black pepper, garlic and onion)

UPHILL OR DOWN - Put a snail on a ruler and tilt it, which way did the snail go?

NIGHT OR DAY - Change their sense of night and day by placing a lamp on them during the night(spray them so they do not dry out) and cover them with black paper during the day. It will take them a few days to adjust.

WHO CARRIES THEIR HOME WITH THEM - Talk about other animals that carry their homes on their back. Turtles, terrapins, and hermit crabs.

Abandoned shells - Bring in abandoned shells for the science center. Talk about why it could have been abandoned.

HOUSEFLY LIFE CYCLE - Reproduce House fly life cycle for each student. Children color and cut and paste to show the life cycle of the housefly

SENSORY TABLE - Fill with grass this can be either grass from Easter or real grass(depends if
you can see it from under the snow in some states). Tuck plastic bugs in the
grass, frogs, snakes, along with birds and worms. Add hand held magnifiers
and encourage them to search the grass.

ANT WATCHING - Before planning this lesson, locate several ant colonies on or near the school grounds. Make sure they are not fire ants or harvester ants; these will sting or bite. Enlist help so that children can observe in small groups with an adult leader. Be sure to show the kids what a fire anthill looks like so they can stay away from them.

Materials: Xerox of an anthill, containers for peanut butter and jelly, pencils, eyedroppers, magnifying lenses, container of water, clipboards or sturdy cardboard, 1 straw for each child

Conducting the activity: Explain the activity sheet before going outside. Discuss other things the children want to find out. Go over the following rules: Do not hurt the ants. If it's sunny, shade the magnifying lens so that the sun's rays are not focused on the ants. Define and demonstrate "blowing gently." Show the amount of water it's ok to put on the ants. Do not destroy the anthill.

ANT BODY - Color, cut out and paste together.

THE ANT COLONY - This activity provides your children with an excellent estimation challenge. If possible, purchase plastic ants at a craft or toy store. (If you can't find plastic ants, use raisins or other small manipulatives instead.) Fill a small jar, such as a baby-food jar, with no more than 30 ants and seal it with its lid. This is the "estimation jar." Provide a second identical jar and fill it with only ten ants. Label the jar: 10 ants. This jar is the "benchmark jar." This jar serves as a visual clue to help your children truly estimate rather than "guesstimate." Have children study the benchmark jar, then the filled estimation jar. Ask them to now share their estimations for how many ants they believe are in the estimation jar. After they share their estimations, pour out the ants in the estimation jar and count them.

CRICKETS & LIGHT - Direct a lamp light on one section of the habitat. Do the crickets like the lighted side or the darker side better? Why do crickets like one side better than the other? Do they act differently on each side?

CRICKET COUSINS - Your children may not be too surprised to find out that crickets are related to grasshoppers, but what about cockroaches? Read the information about crickets, grasshoppers, and cockroaches to your children; then show them the three pictures. (You may want to enlarge the pictures and place them on chart paper to enhance each insect's details.) Ask the children to share the similarities and differences among the three bugs.

COLORED PLAY DOUGH BUGS - Make several batches of your favorite salt-dough recipe and color portions of the dough red, orange, green, brown, and yellow by kneading in food coloring or powdered tempera paint.

Directions: After sharing the information about the purposes of bug coloration, have each child decide what kind of insect he or she would like to make. Each child then fashions a bug using the desired colors. Place the created models on waxed paper to dry. Encourage each child to tell about his or her bug.

INSECT SOUNDS - Invite your children to recreate insect sounds using an assortment of materials. Provide items such as clean Styrofoam meat trays or cups, plastic cups, paper plates, aluminum foil, sandpaper, newspaper, cardboard, bubble wrap, and plastic wrap. Encourage the children to rub the materials together, crinkle them, and roll them around to create different sounds.

HELPFUL OR HARMFUL - Discuss with your children the fact that some bugs are helpful to us. Bees and butterflies pollinate plants. Ladybugs, praying mantises, and spiders eat bugs that harm plants or carry disease. Some bugs that are helpful can also be harmful because they can bite or sting. Crickets and ants destroy plants and crops. As a large group, discuss the different bugs and encourage the children to tell whether each bug is helpful, harmful, or both.

INSECT OR SPIDER SAFARI - See if the children can provide the explanation of the word "Safari": a trip or expedition to hunt for things, especially in Africa.

Explain that the class will be going on a safari to find insects and spiders. (Plan for small groups with adult supervision. If your school grounds do not provide much of an insect/ spider habitat, plan your trip to a nearby field or park.)

Each child will need: a copy of the Safari Log, clipboard or cardboard to use as a writing surface pencil hand lens Preparation: Explain to the children that they will be looking for insects and spiders. Use the hand lens to more clearly see the number of parts and legs to determine if each animal is an insect or a spider. Stress observing the animals without disturbing them. Explain how to record information on the Safari Log. Let them know that everyone will contribute their information to make class graphs upon returning. You might want to tell them to record a type of insect only once. For example, it you see a whole line of ants, count that as one kind of insect, don't count each ant. Follow-up: Use the information collected on the "Safari" to create graphs. Prepare the graphs in advance. Decide how you want to tally individual responses and what kinds of recording aids the children will need. Compare the number of insects to the number of spiders found. Compare where the animals were 15 found.

Some insect ideas compiled from many sources by: Sheila Smith