Since query is the focal point of this unit to guide instruction, what better way to begin than to ask ourselves what we as educators need to know about our topic of study before we begin. In this regards, we must dig deep within our line of questioning, placing ourselves in the shoes of our young learners so that we access meaningful, relevant information that inspires our young learners to further immerse themselves in the topic at hand. To achieve this end, begin brainstorming on categorical questions from a self-to-world perspective. Among the proposed questions are:
*What is an insect?
*How many insects exist in the world?
*Why is the insect grouping of species seemingly so diverse?
*Do insects have scientific names, and if so, how do we classify them?
*Is the physiological makeup of an insect complex or simple? Explain.
*Should we collect, observe, study, and release insects after examination? Because they are such pesky critters, should we simply eradicate them post observation?
*What are the ethical ramifications of taking either action?
*Are insects REALLY purposeful in our everyday lives? Why?
By examining such questions, we equip ourselves to provide support, model instruction, and establish the tone for student exploration. The works of such entomological professors/entomologists as Penny Gullan, Peter Cranston, Charles Borror, Gilbert Waldbauer, and others reveal fascinating facts regarding these initial queries as noted below.
