Goal:  Students will read, write, listen and speak for a information and an understanding of a grasshopper’s incomplete metamorphosis.

Objectives:
-The students will be able to distinguish between complete and incomplete                            metamorphosis.
  Bloom’s Taxonomy Level-Analysis
-The students will be able to label a grasshopper’s incomplete metamorphosis.
  Bloom’s Taxonomy Level-Knowledge
-The students will be able to identify the differences between a grasshopper and a cricket.
  Bloom’s Taxonomy Level-Knowledge
-Students will be able to name the parts of a cricket by observing live crickets.
  Bloom’s Taxonomy Level-Knowledge

Materials:  Insects and Their Relatives, grasshopper worksheet, science journals, live crickets from pet store
 
Time:  60 minutes

Introduction:  The teacher will first ask the students what complete metamorphosis is.  The teacher will get responses to see if the students remember and then the teacher will lead the class in a discussion about the stages as a reminder.

Development:  The teacher will ask the class if they know of an insect that undergoes          incomplete metamorphosis.
-The teacher will again read “Incomplete metamorphosis” to the class.
-The teacher will then explain the stages of incomplete metamorphosis of the grasshopper    to the class.
-The students will then be given a worksheet which shows the grasshopper’s                         metamorphosis.
-The teacher will explain how to label the worksheet and the students will label them as a    class.
-The teacher then will ask the class if they know of an insect that looks like a                        grasshopper.
-The teacher will wait for responses and ask the students why they think that particular         insect looks like a grasshopper.
-The teacher will then tell the students that a cricket is a cousin of the grasshopper.
-The teacher will explain that seeing as the weather is getting cold, it would be difficult to    find grasshoppers outside, therefore they will be observing a cricket.
-The teacher will then have the students get into groups.
-Each group will get a few crickets to observe.
-The students will write down as many body parts of a cricket they can see.
-The students will write the similarities and differences of grasshoppers and crickets in         their science journals.
-The students will be able to look at their grasshopper picture to compare them.
-The students will then share their responses with the class.

Closure:  For homework the students will look in insect books or an encyclopedia to find the differences between a grasshopper and a cricket.  They will record their findings in their science journal.  The students will be given time to start this assignment in class.

Assessment:   The teacher will assess the students by watching them observe the live crickets to see if they are all participating.  The teacher will formally assess the students according to their findings on the grasshoppers and crickets to see that the students compared and contrasted them.