My Favourite Books for Home Ed

Recently, I blogged about my Favourite Home Ed Resources, I deliberately didn’t include any books, because I thought that they deserved a post of their own. 

We read a lot in our house and we buy a lot of books. Some purchases have been more worthwhile than others, however. This is a list of my favourite Home Ed books. It has been very difficult to make! There are lots of books that I love, lots of books that the boys love, and a surprisingly large number of books that we all love.

Where it’s been very tricky to narrow choices  I down, I’ve tried to choose books that might be new to some people, since I think they’re the most useful to mention.

I strongly recommend all of these books. Please let me know your favourites too. We always need more books!

Oxford School Dictionary
This is a fantastic dictionary for children. It’s easy to understand. Plus, it has short entomological entries for most words, which the boys find really interesting. We’ve tried a few dictionaries, but this is our favourite. It’s a good length, not too long for the boys to look through, but long enough to contain most words they want to use. The definitions are in clear language, so the children can understand them.

Yum, yum! by Mick Manning and Brita Granström

This entire series of books is absolutely brilliant. It’s pitched just right for small children, and effortlessly introduces scientific ideas. This one is about food chains.

Dinosaurs Life Size by Darren Naish

Beautifully inviting from the very start, this book is packed with memorable pictures that help establish an idea of perspective and comparison, as well as lots of facts about dinosaurs.

How Your Body Works by Judy Hindley and Colin King

I adore this book! We had a copy when I was growing up, and I knew that I needed one for the boys. By drawing the body as a machine, it simplifies processes so that they can be clearly seen and understood. The pictures are lively and funny.

The Usbourne Guide to Better English by R. Gee

Clear explanations and carefully chosen examples make this book really easy to use. We refer back to it over and over again. The Contents and Index are exemplary, making it simple for the children to check any aspect of grammar quickly. I’ve bought plenty of books on language, but this is the one we really use.

Microcosmos by Brandon Broll.

It can be tricky to use microscopes with children. A lot of the time, the bulk of the session is devoted to trying to focus the microscope rather than talking about what we can see. So, this book is glorious. It has big pictures, already focused, and still, and allows us to talk about what tiny things actually look like, rather than just how difficult it is to see them.

A Piece of String is a Wonderful Thing by Judy Hindley

When talking about history, it can be really hard to grasp the chronology of things: how all those Romans, Vikings and Normans slot together and follow on from one another. This book gives a broad sweep of human history and can be read in one sitting. It’s funny and it rhymes, so is fun to read, and to listen to, for all ages, over and over again. The focus is small enough for even tiny children to understand, and ubiquitous enough to never lose relevance. I particularly like the extra facts in the corners, which encourage the boys to pick it up and read it again on their own.

The Works: Poems chosen by Paul Cookson

There are many editions of this book. We have the red one. It’s got loads of different types of poetry, some old and some modern. There are lots of funny poems in here. There’s also a huge variety of poets, which gives a fair chance for readers to discover a new favourite. It’s a fantastic book to have on hand. It’s the book that I used to teach Poetry to a home ed group.

Play Time by Julia Donaldson

Plays  are a great way to help children practice reading aloud and performing. This book has lots of fairy tales in script form. There’s a variety of cast sizes but all the plays are short enough for even young children to perform.

Sir Cumference and the Dragon of Pi by Cindy Neuschwander 

I am a big believer in early exposure to ideas and language. I think that children who hear technical terms from a young age are less likely to be afraid of them later. So, though I don’t believe this book has taught my little ones about pi, I do think it has paved the way. It’s very funny, with lots of mathematical puns, so everyone enjoys reading it. There’s a series of Sir Cumference books, and I think they’re a fun way of making sure that maths is never scary.

What are your favourite books?

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A week of Home Ed – Primary

Last year, I blogged about a week of home ed for each of my boys. I thought that it would be fun to do the same this year, to see how things have changed. I’m going to start with my Youngest. This is what he was doing last year: Home Ed Reception

A year is a long time for little ones. Youngest has come a long way since last year! He’s  reading much more fluently, writing pretty well, and he’s discovered a new love of drawing. He still enjoys Lego a lot.

We have also moved house since last year, so all our home ed groups have changed! Youngest has found the house move unsettling, and is taking a little while to relax with our new groups.

Monday

This is a quiet day for us, we don’t have any groups, so it makes a relaxing start to the week.

Youngest began the day by continuing his duplo game from yesterday. We left his duplo out overnight.

Youngest was very engaged with this game (he’s built our family as superheroes) and needed quite a few reminders to eat his breakfast and get dressed.

Just before ten, Youngest took a break from duplo to read to me. He’s been enjoying the Project X Alien Adventures series by Oxford Reading Tree. We’re on the short chapter books now, so he generally takes a week to read each book, at one chapter a day. This week it’s ‘Operation Holotanium’.

After reading, Youngest returned to duplo, and played until I asked him to come and do his workbooks.

Youngest does a couple of pages of workbooks four days a week. Today he did a bit of handwriting from his Wild About workbook:

Youngest enjoys these books because they have animal facts on each page. We read about polar bears sneaking up on seals and acted it out in the kitchen.

Then Youngest did his maths. This is a CGP workbook. 

I joined Youngest for a bit of duplo play before snack time. He had an orange for his snack.

Youngest played duplo again until lunch time. He had ‘cold cheese on warm toast’.

Then we had our History lesson. We’ve been using Story of the World by Susan Wise Bauer for a few weeks now. I bought this because I thought that it would be good for Youngest to start doing some history. But, in the event, the older two have been joining in as well. It’s an interesting book, with an American emphasis that makes a very nice contrast to the more British-centric books that the older two use.

I read the chapter and Eldest and Youngest took turns answering some questions.

I use the Story of the World Activity Book as well, which has photocopiable colouring sheets and maps in the back, and a nice selection of three of four hands-on activities to do after reading each chapter.

We looked at the map and I showed Youngest where the Great Pyramid is. He made an attempt to draw it, but them drew ‘Ancient Egyptian gods fighting’ over the top.

For our history activity this week I choose to make scented oils. 

I picked a short activity this week because we have follow-up from our last activity. Last week we made clay tablets and paper scrolls and began an experiment to see how they stood up to the weather. My tablet and scroll have been sat on our patio for the last week (the scroll was weighted down with a rock, to prevent it blowing away).
This week we looked at the tablet, which survived well, and the scroll, which looked as though it had been nibbled by sonething! 

We put them both in water,to simulate a flood.

Then we baked them in the oven on a low heat, to simulate the heat of a desert. 

Admittedly, it would have been an even more effective experiment if I hadn’t used permanent marker for the scroll. 

Eldest and Youngest ran off to play in the garden. Recently they’ve been playing a game where they pretend to solve mysteries with the aid of Eldest’s rabbit. From what I can tell, it involves a lot of running up and down interspersed with whispering coded messages to one another. They needed a bit of help listening to each other and agreeing on how to play today, but, after I calmed them down and asked a few questions, they managed to resume playing.

When Eldest decided to read, Youngest returned to his epic duplo game. He was briefly upset when his plant monster collapsed twice, but a hug cheered him up and we talked about how bigger feet might make the next monster more stable.

Youngest played duplo for quite a while. Middly joined him for a bit, and the game became very noisy indeed!

Youngest asked me for some string, to build a model hammer. I reminded him that he needed to put away one game before starting another, and we tidied up the duplo together. I gave Youngest string and elastic bands. Then we had a snack (he had chocolate milk, crackers and cherry tomatoes) while he decided how to make his hammer.

Here’s what he came up with:

He ran outside to join his brothers and show them his ‘hammer’. They played in the garden for a while. When they returned to the house, Youngest was a bit tired and emotional, so I put on ‘Hulk’. All the boys settled to watch that before tea.

After tea, my husband put Youngest to bed. They read ‘Sir Cumference and the Great Knight of Angleland‘ together. Youngest asked me to buy this after seeing it advertised in the back of one of his other books. It arrived at the weekend.

Tuesday

First thing, Youngest gathered pillows from our beds, made himself a nest and read to himself. He read his Lego movie book and some old ladybird books.  He stopped to eat breakfast.

Then he read the next chapter of ‘Operation Holotanium’ to me. When he finished that, he asked me to get the duplo out again. This morning he’s built Pokémon out of duplo.

There was a short duplo pause, when Youngest asked me to help him go online and order a Guardians of the Galaxy mask with his pocket money. We placed the order, then he picked up his duplo game again.

We’ve been going to a fortnightly roller-skating meet-up with local home ed families. Youngest was a bit unsure the first few times, but he’s warming to the idea. This was his fourth go. He skates for about half an hour, then spent the rest of the time drawing pictures of super hero costume designs. Youngest had a cake and squash for his snack and spent some time playing with another little boy.

After the skating session we joined some friends at a nearby park for a picnic lunch. Youngest played with the other children and his brothers, they ran around a lot.

Back home, he returned to his duplo game. After a while, he had a snack, and did a couple of workbook pages. The writing book is from CGP; the maths book is from Schofield and Sims.

Then we had to take Middly to a club. Youngest and I popped into the shop and he chose a baking kit to do. Back home, Eldest helped him bake cupcakes using the kit.

I began reading ‘The Twits’ to Youngest as a bedtime story.

Wednesday

Youngest read Mr Men books when he woke up. Then the rabbit escaped from his run, so Youngest scampered around the garden in his pyjamas helping me catch the rabbit.

After he’d eaten breakfast and got dressed, Youngest read the rest of ‘The Twits’ to himself.

He read the next two chapters of ‘Operation Holotanium’ to me, then sat down to read Robert Winston’s Home Lab to himself. He asked if we could do one of the experiments from the book, it involves freezing water in balloons, so I found a couple of balloons and helped Youngest fill them with water, I had to tie the necks for him. Then he put them in the freezer.

We’ve started playing tennis with other home ed families, we meet at a local court once a fortnight. Eldest is a keen player, so Youngest has been dragged along, really. This is only our second time attending, and on the first go, Youngest didn’t play any tennis at all. This time he joined in for about three quarters of an hour (the session’s one hour long), which was great. He played various ball games with about a dozen children of primary age. He was very pleased to see some friends from skating were there too.

On the way home, he read in the car. When we got back, Youngest did a couple of pages of workbooks. He was delighted to write ‘poo’ and ‘poop’ when the book asked for two words with ‘oo’ in them! Both of these are CGP books.

Then he played with duplo again. 

Youngest had another look at the Home Lab book and asked to make slime. 

He needed a bit of help with measuring. He read the explanation from the book and we talked about viscosity. Then he played with the slime, and made gloop men.

We put the slime away for another day, then I helped Youngest clean himself up. Usually, I like the boys to help clean up after themselves, but I thought that might be more trouble than it was worth today. There was sticky gloop everywhere!

So I let Youngest get back to reading the Home Lab book.

Youngest played tennis in the garden with Middly until tea. My husband read ‘The Twits’ for his bedtime story.

Thursday

A slightly later start to the day today. Youngest put some stickers in the Usbourne Ancient Egypt sticker book. Them he read another couple of chapters of ‘Operation Holotanium’ to me.

He performed some magic tricks for me and Eldest, making a shiny medal ‘appear’ inside books. Then he dressed up in a spiderman costume and a cape to perform more magic tricks with ribbons, cards and a toy snake.

After a snack, Youngest did a bit of his science workbook and made a ‘clapping cat’ from his Kumon craft book. Youngest’s folding isn’t always very precise, so he made more of a ‘face-hitting cat’, which he found hilarious!

The older boys found a frog at the end of the garden and fetched Youngest to go and see it.

Then he remembered the balloons we froze yesterday, so we finished that experiment together. 

His brothers came over to have a look, which gave Youngest a great opportunity to explain about salt melting ice.

Eldest and Youngest played with Lego until lunch time. Then, after lunch, we went to the library to change our books. We met another home ed family there, and Youngest showed them some books he’d enjoyed.

Back home, Youngest had a milkshake, then continued to play with Lego for a while. 

Then his Starlord mask arrived, so he ran out into the garden with it to play with Middly.

He came back to watch me refill the dishwasher with salt. Then played with Lego until tea time.

Middly has been going to a weekly after-school club at a nearby church. This is his third visit. Youngest went with him the first week, but wasn’t sure he liked it. He didn’t go last week or this week. It’s a bit later in the evening than the club he used to attend at our old house, so I think he might just be too tired. We’ll have another go when he’s a bit older.

Friday

Youngest read library books first thing, and continued after breakfast.

We don’t have any scheduled work books on a Friday, it’s used to catch up on any work that didn’t get completed the rest of the week. I’m really pleased with this recent change to our system. Having a weekly catch-up day takes away a lot of the stress of unfinished work, and results in more work getting completed. This week, Youngest has completed all the planned workbooks.

He helped me put on a load of laundry, then played with Lego.

We have a weekly home ed sports group. This is our third time going. The first time, Youngest didn’t join in at all. The second time, he joined in, but I had to stay by his side for the whole session. This time, he joined in, with some encouragement, for almost the whole session without me. Hurrah!

After the sports session, we played in a playground with some friends and Youngest had a snack.

Back home, Youngest played with Lego again. We had a late lunch.

Youngest has been really enjoying our history sessions and asked if we could have another one today. Unfortunately, I wasn’t prepared to do history today, so I suggested we do some Geography instead. I got out a puzzle, a model and the Treasure Hunt Map Game.  When the older boys saw, they decided to join in. We talked about the oceans and the continents and the boys took it in turns to identify a continent or ocean from my clues. First, they put a puzzle piece in for every continent they identified. Once the puzzle was finished, they put flags on the big map when they identified a continent or ocean.

Youngest helped tidy up the geography toys. Then he played with Lego again.

I offered to read to Youngest, he chose A Place for Zero, and Middly decided to listen too. So we snuggled up on the sofa and read together. Then Youngest read me the last chapters of ‘Operation Holotanium’. 

After another quick snack, all the boys decanted the scented oils they made on Monday. Then Youngest returned to his Lego, he built a robo-goat and a terrifying fairground ride for Lego men.

Youngest helped make tea tonight. He got some herbs from the garden to season our chips.

Reflections

I’m not always certain what Youngest reads now that he can reach books (and even put them away) for himself. But, these are the books that I’ve noticed him reading this week:

We have plenty of books at home, most of which I’ve selected. I want the boys to choose books for themselves as well, so I think our weekly library trips are an important opportunity to choose from a different range. At the moment, Youngest likes to take Lego books out.

Looking back over the week, it strikes me that Youngest probably considers school work and trips as an interruption of his important games. He has always played independently for a lot of the day by necessity. I’m so busy with the older ones, that Youngest occupying himself has been vital. I think he gets a lot out of his free-play time, which is lovely to see.

Making this record of exactly what he’s up to has definitely made me pay a bit more attention to Youngest than usual. I’m definitely going to do it again.

Reflections on Teaching my boys to Read

All three of my boys are independent readers now, so I thought it might be interesting to reflect on my experience of teaching them to read (before I forget it all completely!).
When – and how – we began.

Our Eldest son came to us at five, Middly at three, and Youngest (our birth child) at zero. So, we began teaching our children to read at very different ages.

We began with the older two by reading to them. We did this a lot. We read at bedtime and at several points during the day, every day.

Middly had a couple of favourite books; he loved We’re going on a Bear Hunt, and The Monkey with a Bright Blue Bottom, so much that I can still receit them by heart. However, I have never been keen on re-reading the same books endlessly. So, as well as buying lots of books, we visited the library each week and took piles of books home.

When Eldest began to read with us, it was clear that he was unfamiliar with not common fairy tales and nursery rhymes. Many modern children’s books take a sideways angle on these common themes, which can be bemusing to a child who has never heard the originals. We made an effort to read fairy tales to all our boys, but Eldest still forgets the stories, and occasionally misses references to them. When his class spent a term looking at fairy tales, he really struggled to keep up.

When Eldest began to read for himself, the lack of nursery rhymes became more frustrating. He didn’t know what would come after “Twinkle twinkle little”, so he couldn’t enjoy easily reading books of nursery rhymes. Many workbooks for young children presume a knowledge of nursery rhymes, which made extra work for Eldest.

More importantly, his lack of exposure to rhymes meant that he had to learn which words rhymed. Being able to recognise rhyming words really helps with learning to read. Eldest couldn’t read ‘cat’ and then see that ‘mat’ would end the same. Again, he had more work to do.

Middly was younger and when he began to read, we noticed that he understood rhyming easily. If we sounded out “sun”, for example, he could easily work out that “fun” and “run” would end the same.

I also noticed that Middly would sometimes presume the ending of sentences (and do so correctly frequently enough to make the guesses worthwhile). At the close of speech marks, he expected to see ‘said’. This gave Middly much quicker successes, which made him very confident.

Youngest, however, found reading the easiest. We read to him from the very beginning. He sat in on his older brothers’ bedtime stories. As a result, Youngest was familiar with books long before he began to read. He could predict sentences, rhyme schemes, and even plots. If he saw a goat heading for a bridge, he would guess that it would meet a troll. He was often able to guess correctly, which made his reading fluent far earlier than the others.

I think hearing nursery rhymes, songs, and simple stories from day one definitely helped give Youngest the best foundation for learning to read.

Jolly Phonics

When we first started to teach our Eldest to read we expected to send him to primary school in year one. So, I checked the school’s website, intending to use the same scheme as them. I hoped that would make it as easy as possible for Eldest to slot into class.

The school used Jolly Phonics, so I had a look. I was pretty impressed. I bought their photocopiable resources, CD, and activity books. I followed their scheme of introducing a phoneme every day. It was pretty spectacular. Eldest picked up reading within a couple of months.

Middly followed along with Eldest – though I gave him only the photocopied sheets, with minimal writing, and kept the activity books exclusively for Eldest – and was pretty much on a level with him. We sang along to the songs in the car.

When Youngest turned three and a half, we picked up the Jolly Phonics set again. It was quite fun to listen to the songs  again. This time around, I was also home educating two bigger boys, and I spent far less time with Youngest. It took us about twice as long to get through the course! But, it was equally effective. I bought a new set of activity books, and they were much brighter than the ones Eldest used. I was really impressed and Youngest enjoyed them.

Other stuff we’ve enjoyed.

Bath letters are awesome! We bought a set for the big boys, and another set for Youngest. We used them to practice blending, reading and spelling. The boys love putting messages up for us during bath  time. For all three boys, cheeky words on the side of the bath have been some of their very first attempts at independent spelling. 

Bath letters are wonderful and definitely my favourite resource for teaching reading. They’re also very cheap and available from loads of places.

Lacing letters have proven less popular. The children can find it confusing to work out how to thread the letters, and accidentally spell words backwards. It’s also fiddly to change a letter in the middle of a word. 

We did buy Cookie Letters Toy for Youngest. He played with it a few times, but none of the games really engaged his interest much.

Making letters out of playdough and biscuit dough, drawing letters in sand and rice, were also briefly entertaining, but not big hits. There are lots of other things that the boys would rather make out of playdough.

When Middly was learning to read, I had a letter tracing app on my iPhone, which he played a few times. When Youngest was learning to read there were thousands of electronic games available! Many of Youngest’s friends are keen on Reading Eggs, but it didn’t appeal to Youngest at all.

Reading Schemes

We were very lucky with the big boys, as we lived near a fantastic library which had numerous entire sets of reading schemes. That made it easy to find lots of books at the right level.

I do think that having books at the right level available helps. If books are too easy, the boys are quickly bored. If the books are too hard, they lose confidence and baulk at reading at all.

We moved, however, and our new library was no use for Youngest. It had a very limited selection of books and didn’t keep them in order. So, I ended up having to buy reading schemes for him. I bought a few sets so that he had plenty to read at each reading level.

Our favorites have been Oxford Reading Tree. We loved the Songbirds set, and got a set of activity books and a card game to match. Youngest quite liked Biff, Chip and Kipper, and the Fairy tales set, and the poetry books were surprisingly good fun.

But, our absolute favourite has been Project X. Youngest loves these exciting stories and is eager to keep reading! There are some cliffhangers at the end of books, though. And there’s even a big cliff hanger at the end of the first set of books. I was very glad that I had the next set ready to go. Youngest was very worried about Seven!

We tried Big Cat Readers, which Youngest didn’t enjoy much. I also bought a Marvel reading set and a Paw Patrol reading set. Youngest loves superheroes and Paw Patrol. But, the books themselves weren’t very exciting. They spent a lot of time describing Youngest’s favourite characters, not giving him new information. It’s hard to convince anyone that it’s worth making the effort to read something you already know.
Tricky bits.

All of the boys went through a patch of not really wanting to read. I went with a little and often approach. Sometimes breaking a page down into little bits. But, I stuck to a basic rule of reading every day, regardless of how busy we were, or anything else. Sometimes we alternated pages (I read one, the child read one, and so on); sometimes we even alternated words. We always read. I find it easier to have clear rules; once I have made one exception, it’s much harder to refuse to make another.

Eldest also struggled with blending for a while. I read Handbook of Reading Interventions. They described a game called Talking like a Robot. Instead of trying to teach Eldest to push sounds together to make words, we played a game where he split words up into individual sounds. For example, I showed him the word boat and explained that a robot would say “b-oa-t”. I said lots of words in robot language, and Eldest had a go at saying words in robot language too. Once he was able to break words down into sounds, he was also able to push sounds together to make words.

Final thoughts

Teaching the boys to read has a lot of fun. I have lived watching them go from recognising a few letters​ to fluently reading books. It’s given them, and me, an enormous sense of achievement. I am a little sorry to be leaving this stage behind. But, I am sure that there are plenty more wonderful things for us to learn together!

Science Club – Pneumatics 2

Pneumatics

Arrival Craft: Air colouring sheet. air

Introduction: Gasses can be compressed more than liquids or solids, but there are still limits. If we try to squash air too much, it will rush away.

If I blow up a balloon and let go of the end, what will happen?

The air will rush out of the balloon. The force of the air rushing out will push the balloon away in the opposite direction. This is one of the big rules of energy: every action has an equal and opposite reaction.

Demonstrate.

If you inflate a balloon and attach it to a CD, then the air will rush out through the hole, pushing the CD into the air, like a tiny hovercraft. These are easy to make, but there’s a YouTube video on @Bristol’s site, which is very good. https://www.at-bristol.org.uk

Individual Task: Make CD hovercrafts.

Break for drink and snack.

Second Part: If we don’t give the air any way out, then we can use it to push things.

This is called pneumatics.

Individual Task: Make pneumatic hoists out of tech card.

Science Club – Plants

Plants

Arrival CraftMake leaf mobiles. leafmobile

Introduction: Plants are the beginning of all food chains, because they are able to make their own food using the energy from sunlight. This is called photosynthesis.

We can’t exactly see it happening, but we can come close. In photosynthesis, leaves take carbon dioxide and sunlight and produce glucose and oxygen.

Individual Task: Children try leaf disc experiment and observe the bubbles that show oxygen is being produced. leafdisc

Break for drink and snack.

Second half: Show cress that has grown in light and dark and ask children what plants need to grow.

Individual Task: Children plant cress on cotton wool to make little cress heads.

Science Club – Food

Food

Arrival Craft: Make origami Protein Channels. I found this fantastic craft online here. There are videos to help you! 

Introduction: We need to eat a balanced diet, which means we need to eat different types of food.

We need: Carbohydrates, Proteins, Vitamins and Minerals and Fats.

Some foods obviously belong to one group or another, but other foods can be in several groups at once.

I have iodine, which we can use to test for starch; and bieuret solution, which we can use to test for protein.

We’re going to test some foods to see if they contain starch and / or protein.

Egg white is a good source of protein, so we’re going to use egg white and water to show the difference between a positive protein test and a negative protein test.

Individual Task: Test for proteins. (The Biuret reagent contains: Hydrated Copper sulphate, Potassium hydroxide solution, Potassium sodium tartrate) foodtesting

Children then mash up different foods with water and test them for protein.

They should also test a sample of only water – as a control.

Gather Together: Which of the foods contained protein?

Is that what you expected?

Break for drink and snack.

Second part: This is a potato – obviously, it’s going to contain starch. When I add iodine to it, the iodine goes blue, indicating the presence of starch. We’re going to use iodine to see which of these foods contain starch.

Give out worksheets for children to predict whether foods will contain starch. foodtesting

 

Science Club – Insects

Insects

Arrival Craft: Make insect models with jointed legs. insects

Introduction: There are lots of different types of insects.

People discover new ones all the time, and new species are often discovered by amateurs. (http://www.bbc.co.uk/news/magazine-21458463)

You could easily hunt for insects in your own gardens. We’re going to make some pooters to help you safely collect creatures to study.

Individual Task: Make pooters.

Practice picking up grains of rice.

Drinks and snack

Second Part: How many legs do insects have? (6)

But, what about a caterpillar? Is a caterpillar an insect?

Of course, a caterpillar is the pupa stage of a butterfly. Pupa do not all have six legs. It is all adult insects that have six legs.

The life cycle of an insect isn’t quite the same as the life cycle of a mammal (like us).

Does anyone know the life cycle of an insect?

Make insect life cycle plates.

Insects are a huge part of the animal kingdom and very important for keeping everything going.

We can see how insects fit into the ecosystem by making a food web.

We’ll lay out these names of animals and plants (I printed off pictures from Wildlife Watch), and then we’ll use bits of string to connect each animal with what it eats.