Beacon Lesson Plan Library

Spring Doesn't Bug Me

Jeanne Barber-Morris
Santa Rosa District Schools


Students make a LADYBUG art item using math vocabulary and measurements of circles. Previously written Haiku poems are affixed to the LADYBUG for a Spring display.


The student uses manipulatives to solve problems requiring spatial visualization.

The student knows symmetry, congruency, and reflections in geometric figures.

The student knows how to justify that two figures are similar or congruent.


-One 8x14 black piece of construction paper per student
-One 8x11 red piece of construction paper per student
-One brass brad per student
-Compasses for whole class
-Tablet of chart paper
-One black pipe cleaner per student
-Direction Cards on card stock (See attached file.)
--Spring Doesn’t Bug Us! Rubric- (See attached file.)


1. Count out one piece of black 8x14 and red 8x11 pieces of construction paper per student.
2. Count out one brass brad for each student.
3. Collect one black pipe cleaner per student.
4. Get glue and scissors for each student.
5. Copy the direction cards onto white card stock and laminate-one card per student.
6. Make copies of -Spring Doesn’t Bug Us! Rubric- for each student.
7. Get one compass with dull pencils per student.
8. Make an example ahead of time to show as the students work.
9. Prepare a tablet chart with the vocabulary words.
10. Cover your bulletin board with yellow paper.
11. Have students' poems ready for the final step.



It’s Spring and there are many bugs starting to come out and spread their wings. I would like to see if you know and remember the math vocabulary associated with CIRCLES. When you finish, you’ll have a wonderful LADYBUG.


1. Pass out direction cards.
2. On the Tablet Chart label the vocabulary words being used in this lesson, with space between each one: circle, radius, inch, ½ inch, semicircle, similar, symmetry, congruent, reflection

3. Discuss how to use these terms for the project.
4. Demonstrate the steps together as a model for students.
5. Demonstrate how to use a compass with a dull pointed pencil.
6. Make all the circles in #1.
7. Lay them aside.
8. Make the large red circle.
9. Now taking all the pieces, construct the ladybug as the directions say.
10. Have the students then cut out and paste their Haiku poems from a previous lesson on the LADYBUG’S back.
11. Each poem should have the student’s name written under the poem. When students have finished, have them take their ladybugs and using the vocabulary words point out the various corresponding parts or ideas on the ladybugs.
12. Collect their LADYBUGS and make a “SPRING DOESN’T BUG US!” bulletin board with student’s paper plants and flowers, clouds, and a small, white picket fence. This makes a sweet scene of paper art composed from math design measurements and creativity.
13. Pass out the -Spring Doesn’t Bug Us! Rubric- to each child. (See attached file.)
14. Students and teacher fill out the rubric accordingly.


Students and teacher fill out the -Spring Doesn’t Bug Us! Rubric.- The rubric has a total of 100 points. The rubric addresses standards.


1. Pairing the students with partners may help with each step. One partner may make his/her parts and construct his or her project first, while the other partner sits as co-pilot, reading off the directions. The co-pilot can show the other partner the example, so they can visualize how the LADYBUG looks. I like using the PILOT/ CO-PILOT method--especially with children who have weak small-motor skills, or those who struggle with math concepts and vocabulary. Pair them carefully.
2. For another visual aid, pre-cut the shapes and sizes needed for this project. Then display them on large posters or chart tablet with labels.

Web Links

Web supplement for Spring Doesn't Bug Me
Math Web Links for Circles

Web supplement for Spring Doesn't Bug Me
Library of Ideas

Web supplement for Spring Doesn't Bug Me
Math Links

Web supplement for Spring Doesn't Bug Me

Web supplement for Spring Doesn't Bug Me
Geometry Through Art

Web supplement for Spring Doesn't Bug Me
More Geometry Through Art

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