RATIONALE

Insects and other critters are part of the world under our feet. A world much closer to
children than we think, and that awakens interest and curiosity in them.
This project aims to take advantage of that natural curiosity so that children get closer
to these small invertebrate animals, gradually overcoming the "naive" or "apprehensive"
look and adopting an investigative attitude.
Let them progressively systematize the elements of that view, which could be:
• The observation
• The description
• Formulating questions and hypotheses
• The presentation of experiences
• Consulting books and other sources
• Analysis of information

PURPOSES

• Promote in each child the development of their own identity and confidence and
security in their abilities to act with initiative and autonomy, to learn, to defend their
rights and to express thoughts, feelings and emotions.
• Design teaching situations that enable students to organize, expand and enrich their
knowledge about the social and natural environment.

GOALS

• Identify and recognize characteristics of invertebrate animals.

• Investigate and collect information from different sources and through different senses
• Develop hypotheses and conclusions based on the information found.
• Listen to others, respecting their ideas.
• Present your ideas in front of your colleagues.
What animals appear in it? What are the bugs that work? And those who don't
do?

- Propose that they explain what each character does in the film, first among the ants:
the queen, the princess, the small ants, the male ants; among the grasshoppers: the boss,
the boss's brother, the group of grasshoppers, and finally among the other insects: the
one who rules the group, what each one of them does...
- What we and we like about the ants in the movie.
- What is the role played by the queen and the princess?
 - What we like about real ants.
- What we don't like about real ants.
- Draw the characters

2) Talk about the knowledge and experiences that children have about insects and other
critters.

3) Ask: how many legs they have, how they are born, what they eat, if they have bones,
where they live.

4) Propose the children to discover bugs in the Garden patio or bring some from their
homes in a jar with breathing.
-Build a terrarium and place some of them: snails, worms, ball bugs, etc. to observe
them with magnifying glasses for a while and then return them to their natural
environment.
-Write on the board everything you think you know about the animals observed.
-Place books, magazines and encyclopedias on the tables with the instructions to look for
images and information about these bugs.
-The teacher reads the information found to compare the hypotheses and write down the
conclusions on the blackboard.

5) Ask the children what other bugs they would like to investigate.
-Make a list with drawings and the name of each animal that will help the children write down
next to the one chosen.
-Make a note to send to parents asking for collaboration to help them research the chosen "bug"
by providing pictures, books and other resources.
-Schedule the exhibition on different days, gathering the children who investigated the
same animal into groups so that they can tell the rest of their classmates what they
learned.

-Ask questions such as:

Where are they born from?
How many legs do they have?
What do they feed on?
They have wings?
 -Write down the data obtained to compare and find differences between insects (such
as butterflies, bees, mosquitoes, etc.) and other bugs (such as snails, spiders, etc.)
-Prepare files after each exhibition with photos, drawings and information.

PROJECT CLOSURE
Prepare with all the cards "The book of experts on insects and other bugs" that will become part
of the living room library or will be transformed into a traveling book touring homes,
Give each child/family a "Bug Experts" diploma.

RATIONALE: Insects coexist with children and arouse their interest and curiosity, they enjoy observing their path and
behavior. In the month of spring, we aim to get to know these small living beings more closely: what their physical
structure is like, where they live, what they feed on, and how we contribute to their healthy growth and
reproduction. “Let us respect all living beings in nature, because even the smallest one has its importance.”
PEDAGOGICAL SPACE: Most of the activities will take place in the room. The patio will be used to observe insects and
the library where we will look for information in books and manuals. PURPOSES: Offer the use of diverse materials,
times and spaces, to promote creativity, expression and their creative combination. Design teaching situations that
enable students to organize, expand and enrich their knowledge about the social and natural environment. Promote
the autonomy of students in terms of resolving problematic situations, searching for information through various
sources and the possibility of reaching provisional conclusions. Enable the word so that all students can express their
ideas and opinions, understand the point of view of others and deepen their own. CONTENTS: Regarding the Natural
and Social Environment: Investigation of common characteristics of different animals. Comparison of the same parts
in different animals. Relationships between the characteristics of the body members and the different forms of
movement. Initiation in the use of some ways of recording information (drawings, dictations to teachers,
photographs). Beginning in the use of instruments (magnifying glasses). Approach to the use of bibliography,
multimedia, audiovisuals, to obtain information. Respect and care for living beings. Regarding Mathematics Use of
counting as a tool to solve different situations. Relationships of equality: as many as; and inequality: more than, less
than, greater than, less than. Visual education: Drawing, painting, engraving, collage, modeling, among others. The
various uses of tools (brushes, spatulas, pencils) and the characteristics of the materials. TEACHING STRATEGIES:
Listen to the children's stories and allow for peer listening. Provide an environment for different expressions to
emerge. Present the materials and propose free exploration of them. Involve families by providing relevant material.

ACTIVITIES: We go out to the garden patio and look for insects, we help ourselves with magnifying glasses. Back in
the room, we wrote down all the insects we found. We ask the children to carry out an observation guide at home.
We discuss in groups what each child experienced, taking into account what they answered in the observation guide.
We looked for information in the library books and manuals about the insects that the children found. We chose 5
insects (the ones that were repeated the most) and we asked the families for information and images. We observe
the chosen insects (their structure and behavior) inside the room. We investigate the selected insects, draw them
and describe them (do they have legs? How many? - what do they eat? - where they live? – do they jump, walk or
crawl?). We watched the movie “Bugs, a miniature adventure.” We talked about respect for living beings and the
importance of not contaminating streets and parks. They are invited to reflect on indiscriminate logging and how
necessary plants and trees are for environmental balance. We carry out germinations promoting plant care. FINAL
PRODUCT: We make graphic sheets with the information obtained. We held an exhibition in the garden hallway,
inviting families to participate in the exhibition. GUIDE 1 Go out to the park/patio at home and observe everything
related to nature: What do you see? What is the park/yard at home like? They are explorers, they look closer: Did
they find bugs/insects? Which is it? Where? Describe in your own words the physical structure and some
characteristics of the bugs/insects you found: GUIDE 2 Now let's investigate! Find information about the
snail/ant/worm/little bug/mosquito, and bring it to the garden. You can also bring magazines to cut out, images,
written words and, if you feel like it, the bug/insect in a jar or box.