Insects and Not Insects

Year Group

Year 2

Time

5 minutes

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National Curriculum Links

Science – Animals, including humans

• Identify and name a variety of common animals including insects
• Notice that animals, including humans, have offspring which grow into adults
• Use simple features to compare and group animals, including insects

Working scientifically

• Asking simple questions and recognising that they can be answered in different ways
• Observing closely using simple equipment

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Learning Objectives

By the end of the session, pupils will be able to:

• Identify key characteristics of insects: three-part body (head, thorax, abdomen), six legs, one or two pairs of wings.
• Distinguish examples of insects from non-insects based on these characteristics.
• Name and recognise common examples of insects (beetle, bee, ant, praying mantis).
• Understand why some creatures that might look like insects are not insects.

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Resources

• Clear laminated picture cards of: beetle, bee, ant, praying mantis, spider, worm, butterfly, centipede
• Whiteboard and marker
• Identifying features poster (head, thorax, abdomen, 6 legs, wings)

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Lesson Outline

1. Introduction (1 minute)

• Display the identifying features poster on the board. Briefly explain that insects have three main body parts, six legs, and sometimes wings.
• Say: "Today, we are going to sort pictures of creatures into two groups — those that are insects and those that are not."

2. Guided Exploration (2 minutes)

• Show each laminated card to the class. Ask: "Is this an insect? Why or why not?"
• For example:
  • Beetle: "Look, it has six legs and three body parts — it’s an insect."
  • Spider: "It has eight legs, so it is not an insect."
  • Ant: "Six legs, three body parts — insect."
  • Worm: "No legs, so it is not an insect."
• Highlight common mistakes (e.g., butterflies are insects even though their wings look very different).

3. Class Sorting Activity (1 minute)

• Lay out two clear spaces labelled "Insects" and "Not Insects."
• Invite 4 volunteers to come up each with one card and place it in the correct group, explaining why.
• Correct gently if mistakes are made, reinforce insect features.

4. Review & Recap (1 minute)

• Quickly recap the features of insects.
• Ask for a thumbs-up if they can remember one insect from today’s lesson.
• Reinforce key learning: "Insects always have six legs and three body parts. If an animal does not, then it is not an insect."

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Assessment Opportunities

• Informal assessment through pupils’ answers during card sorting and explanation.
• Teacher notes who identifies insect features correctly and who needs further support.
• Observation of participation in group activity to identify understanding.

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Differentiation

• Support: Use cards with very clear, bold images; prompt with questions about number of legs and body parts.
• Challenge: Ask some pupils to think of other animals at home or outside and decide if they might be insects.

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Cross-Curricular Links

• Literacy: Vocabulary development – insect, thorax, abdomen, legs, wings.
• Art: Could extend with a simple insect drawing activity focusing on the 3 body parts.

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This sharply focused 5-minute session uses visual aids and active involvement to consolidate Year 2 children’s understanding of what an insect actually is — directly supporting the National Curriculum aims for recognising and grouping animals using observable features.