Insect Investigations:
Insectigations!
By Cindy Blobaum
I
call myself an on-call educator. I don’t dents and educators, I had the opportunity to
have a single class, school, or district visit a classroom that was studying millipedes,
that I work with. centipedes and sowbugs. To meet the needs of
I am called on to do things like present her students, the very inventive teacher used the
one-time enrichment programs, teach for same tune but changed the lyrics once again.
a semester (or longer), develop curricu- Her class sang: “I’m not an insect, oh no, not
lum, and provide planning support and me! I’m not an insect, oh no, not me! There are
professional development opportunities for two legs on every segment of my long body, I’m
educators. Insects are one topic that I have not an insect but a centipede!
been able to integrate into almost every Needless to say, the insect investigations I
situation and subject area. Rather than do are not very quiet! In fact, exploring the cre-
select one activity/lesson set for a particu- ation and variation of insect sounds is another
lar age group, I thought I’d share some of area that offers an abundance of opportunities. I
my favorites and observations from the usually start this set by asking the group to list
past twenty-plus years in the field. how many different ways they can make noises
using just their bodies. Humming, singing,
clapping, rubbing, stomping, farting, snapping,
Songs and sounds
clicking your tongue, kissy noises, and whis-
tling almost always make the list. We then start
One major focus of many insect units is
thinking of noisy insects and try to discover
learning basic insect anatomy. Inspect-
how they make their sounds.
ing live specimens, labeling diagrams,
With younger students, I create an insect
and making models are all appropriate
chorus, mimicking the various sound produc-
and helpful. But I have discovered that
tion methods.
teaching learners to literally sing the parts
creates a stronger, longer lasting learn- InsecT produces sound by use These mATerIAls
ing connection. The tune I use also helps
learners make connections between their
Cricket Rubbing legs or wings Rub a stick along the
together teeth of a comb
own bodies and that of the insects. One
final bonus—I often hear students break
Cicada Flexing their abdominal Push the button on a metal
into song when it comes time for assess-
muscles baby food jar lid
ment. Now how often does that happen!
Hissing Abdominal spiracles Releae air through
After teaching this song to many stu-
cockroach balloon—inflate,
then slowly release air
while stretching the lips apart
The InsecT song AcTIons
(Sung to: Head, shoulders, knees and toes)
Click beetle Banging head or Click two metal balls together
abdomen on wood
Head, thorax, abdomen Touch head, rib area, hips
Head, thorax, abdomen Repeat
Compound eyes, Point to eyes, put
If at all possible, we follow up an insect
two antennae 2 fingers atop head. chorus by observing crickets in a terrarium,
Four wings, six legs Put 2 fingers from
catching buzzing bugs in paper cups which
each hand behind back, we cover with waxed paper to create an insect
then 3 fingers from each
amplifier, and listening to insect sounds out-
hand along ribs (thorax).
side and online (www.naturesongs.com).
Head, thorax, abdomen Touch head, rib area, hips
The most fun sounds to reproduce are the
buzzers.
© synergy learning • 800-769-6199 • March/april 2010 Connect • page 
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