OVERVIEW:
This one-week insect unit is designed to focus on selection, collection and classification of various insects; each activity addresses several scientific processes intended for mastery at the 7th grade science level.
Each lesson is written for a 45 minute class for a total of
5 classes, but can be easily adapted to fit variety of middle/junior
high schedules.
The correlations are given for 7th grade life science; however,
the activities can be modified for other grade levels and other
focuses.
DAY ONE:
Each student will construct a viable insect-collecting apparatus.
This exercise specifically will afford the child an opportunity
to be creative and to use problem solving skills.
DAY TWO:
The student will determine the effectiveness of the instrument
he or she has designed by collecting specimens (at least 3)for
use in subsequent activities.
DAY THREE:
The student will be become familiar with and be able to demonstrate
an understanding of techniques used in the mounting and/or preserving
of specimens.
DAY FOUR:
The student will learn to use a dichotomous key for the purpose
of identification of his or her own specimens (to order).
DAY FIVE:
The student will be able to illustrate an insect's niche and
the relationships between populations within a given ecosystem.
He or she will also be able to explain food chains and the development
and functions of foodwebs.
DAY ONE INSECT COLLECTION DEVICES
PURPOSE:
The student will plan and construct an insect collection device
to be used for acquisition of his/her own specimens for use in
later activities.
*TEKS correlation
field & lab investigations 1b: use and conserve resources and dispose of or recycle materials
*other concepts addressed:
problem solving, scientific method
MATERIALS:
-various plastic, styrofoam, paper containers, all sizes/shapes
-flex straws
-material scraps(i.e. cotton, netting, tulling, nylon, burlap, etc.)
-rubber bands
-bags (paper, plastic, sandwich)
-bottles
-glue
-scissors
-marker
-masking tape
BACKGROUND INFORMATION:
The instructor should make some examples of "bug suckers"
to make sure it can be done in class. One example is constructed
from a 35mm film canister. Drill two holes in the lid of the canister,
making sure the holes match as closely as possible the diameter
of the straws. Insert two flex straws after covering the inserted
opening of one straw with netting or nylon to act as a filter.
The apparatus is used by pointing the nonfiltered straw at the
insect to be captured and inhaling through the other straw. The
insect is pulled into the canister, but is prevented from being
swallowed by the netting. The teacher should refrain from showing
these examples until the student has the opportunity to develop
his/ her own design. Other examples may be miniature nets, small
boxes with special doors, jars or bottles with several openings
or funnels attached, etc.
MOTIVATION:
The teacher should begin with questions such as:
1. How many of you used to chase bees or grasshoppers, especially
in the summer?
2. Did you keep them? Did your parents let you keep them?
3. What did you use to capture and house your insects?
ACTIVITY:
The instructor should explain to the student that his/her
job is to construct an apparatus from materials that will aid
in the capture and containment of insects. Since the insects will
be frozen, it might save time if the instrument is made of materials
which would allow the container to be placed directly into the
freezer. The alternative is to transfer the insects into labeled
plastic bags before freezing them. This will save space, but should
be done by or with the help of the teacher to prevent stings or
bites from live insects.
SAFETY TIPS:
The instructor should remind students of expected lab behavior
(i.e. no running, swordfighting with scissors, etc.) If the student
will be using glass, wire, or hard plastic remind students to
be careful. Always tell students to let the teacher know if they
get injured. Also remind them that if they drop something or break
glass, it is ok, just to let the teacher know and he/she will
clean it up. It is especially important that students do not feel
belittled or clumsy if they accidentally break something like
a beaker, or they will not feel comfortable using any lab equipment.
CONCEPT DISCOVERY:
The student should be given the opportunity to explain how
and why his/her instrument will work, allowing the expression
of creativity, but also his or her thought process in its development.
GOING FURTHER:
The students will use the instruments they create to capture
insects. These insects will be used for a visual tie to the importance
and function of taxonomy.
CLOSURE:
The teacher should review each child's accomplishments by
orally praising individualities or unusual material usage and
unique solutions to problems in development. The child needs to
feel that his or her work is special while fulfilling the teacher's
expectations. The instructor may then wish to review how the instruments
are to be used and the specimen requirements for tomorrow's lab
so children can begin immediately upon arrival. Students should
then aid in the cleaning up of the lab and materials.
ASSESSMENT:
The teacher should observe and make note of each child's performance
and participation during course of 45 minutes. If a grade is assigned
for this lab, it should be based on effort and following directions
and attempted creativity, not on the degree artistic and problem
solving capability. Nor should the child's grade suffer should
the time allotted be too short; some students take hands on projects
extremely serious and are meticulous in appearance without regard
to how much time they have left.
CONNECTIONS:
English: student can write instruction manual for construction, assemblage, and use of instrument for other students
Spanish: same as English
Math: the student can make measurements or write out dimensions for the components of his or her apparatus
History: teacher could tie in the patent process on inventions
and talk about familiar inventions with common names which are
actually trademarks such as Xerox, Kleenex, Band-aid, Liquid Paper,
etc.
DAY TWO INSECT COLLECTION
PURPOSE:
The student will, using an original collection apparatus,
collect insect specimens to be used later in both identification
and preservation activities.
*TEKS correlation
field & lab investigations 1a: demonstrate safe practices during field and laboratory investigations
*other concepts addressed:
selection of specimens, beginning exploration of ecosystem,
problem solving
MATERIALS:
-plastic bags
-rubber bands
-tape(masking)
-permanent marker
BACKGROUND INFORMATION:
The teacher should be aware of any serious allergies to insect or arachnid bites the children may have. Pollen allergies or asthma may also be a concern since collection will most likely occur outside. The teacher should already have familiarized his or herself with indigenous insects to the area being studied/searched.
It is also a good idea to have extra preserved specimens for
mishaps, lost insects, absent children, unsuccessful collecting
instruments.
MOTIVATION:
The teacher could come into class sucking on a straw of a
collection container he/she made as an example and then show the
kids the insects. Another attention getter would be for the teacher
to come running in and ask a child to grab his/her container because
someone found a unique organism (or that there is an organism
loose in another classroom...).
ACTIVITY:
The students should go out and walk around campus to get insects.
It is recommended this be done in pairs or in a group of three,
but not large groups. Large groups lead to less productivity and
more socializing, with an elite few who end up doing the majority
of the work.
SAFETY:
Students should be reminded to be careful and to let the instructor
know if they are bitten or stung. Also remind the students to
stay where they can be seen by adult supervisor (not to wander
off campus).
CONCEPT DISCOVERY:
As students bring in specimens, either the teacher or student should label with the student name, date, location. The specimens should then be frozen. Ask the students why the class is freezing the insects and then discuss other ways of preservation, both for this activity and for other materials ( deviate to food preservation, fossil preservation, ties to wildlife/ forest preservation)
If or when a student questions a specimen, the instructor
can segue into the visible characteristics which aid in the classification
of an organism as an insect and whether or not his/her specimen
is insect.
GOING FURTHER:
The students could expand their range to the collection of
insects from different ecosystems such as their homes or property,
near a lake or stream to compare variety of different species.
CLOSURE:
The group should discuss problems encountered with the activity and offer changes that could improve instruments or collection methods.
Preparation for tomorrow's lab should include letting student know he/she will eventually be making a display of collected specimens.
ASSESSMENT:
Again, assessment should be based on each child's attempts
rather than actual outcome. If students were successful, it is
apparent by the presence of labeled specimens. If students were
unsuccessful, determine if the student can suggest changes which
might improve chances of positive outcomes ( those students may
need to repeat activity tomorrow in order to have the necessary
specimens for display).
CONNECTIONS:
Have students relate the 5 steps of the scientific method and then determine the parallels to the activities of the past two days.
English: write a short story about the hunt for the insects
History: discuss or investigate insects and their impact in some historical settings such as Biblical references, bubonic plague, scarab beetles of the pharaohs and the mysterious curses attached to them
Math: students can design maps to collection sites as a treasure
hunt
DAY THREE CLASSIFICATION
PURPOSE:
The student will use preserved specimens previously collected in order to discover how and when to use a dichotomous or taxonomic key and be able to discuss characteristics of insects. The student will also demonstrate an understanding of the proper use of triple beam and electronic balances and a metric ruler for the acquisition of data
TEKS correlation
*tools 4b: collect and analyze information to identify patterns
*scientific inquiry 2b: observe and measure
*tools 4a: collect, analyze and record information using tools
*scientific inquiry 2e: construct graphs, tables, etc. to organize, examine evaluate data
other concepts addressed:
Linnaean classification, binomial nomenclature, species variation,
adaptation/mutation, SI units and metric measurement review; creation
of data tables/graphs appropriate to collected data
MATERIALS:
-students' collected specimens
-dissecting scope (or large hand magnifying lens)
-forceps
-dissecting probe
-dichotomous key (class set, bscs copy)
-metric rulers
-balances, electronic and triple beam (or double pan with grams masses)
-pencil
BACKGROUND INFORMATION:
The teacher should be familiar with the mechanics of the key
before the activity is introduced to the students. He or she will
need to present several examples to help students visualize the
logic involved. One may want to do a simple categorization exercise
to show how information is placed into smaller divisions for precise
identification.
MOTIVATION:
Have students divide themselves into a large category, then
ask them to choose the next visible character and regroup into
smaller divisions repeatedly; a suggestion is
have class divide into girls-boys
-hair color (red, black, brown, blonde)
-curly, straight
-then check the number of groups formed from the initial 1
class
ACTIVITY:
The students will take their captured organisms and attempt
to identify the order based on observable characteristics. Students
may work in pairs for support, but each will do his or her individual
identifications. Dissection scopes will aid students in seeing
some of the finer physical details (i.e. hairs on foreleg, vein
pattern in wing. Students will then record mass measurements,
wingspan, length, and abdomen width on self designed data charts.
SAFETY:
Remind students of proper lab behavior.
CONCEPT DISCOVERY:
While students are working, choose a particularly hard organism
to identify and go through it out loud, relaying the choices and
pointing out structures,measurements, etc. Then discuss the usefulness
of this type of key, where it might be used and by who.
GOING FURTHER:
Identification of other animal phyla/species. Plant identification
keys are included with the insect key.
CLOSURE:
Have the students clean up. Then have students put specimens
back in bags and refreeze for tomorrow. Explain that tomorrow
they will take their newly order-identified organisms and display
them as a scientist might.
ASSESSMENT:
Check success (accuracy) in identification. It is important
that if a child identifies one incorrectly, they are not made
to feel that it is WRONG. Instead, walk through the identification
with him or her individually. If the insect is one missed by several
students, go over with the class to find out what characteristic
or identification error was made. Look for measurements done in
metric, instead of inches. Check for child's understanding of
millimeter and centimeter and if the child understands how to
select the appropriate unit of distance/mass.
CONNECTIONS:
Have parent(s)or older siblings try to identify insects using
the dichotomous key. Students can then 'dazzle' them with expertise.
DAY 4 INSECT MOUNTING/DISPLAY
PURPOSE:
The student will be introduced to several basic techniques
necessary to display preserved organisms in an insect collection.
The student will analyze class-compiled data to determine mathematical
mean, median, and mode. The student will be able to successfully
recognize and describe insect characteristics and discuss variations
within a population.
TEKS correlation
* Scientific inquiry 2c: analyze and interpret information to construct explanations from direct and indirect evidence
* Critical thinking, problem solving, and decision making
3c: represent the natural world using models, identify limitations
other concepts addressed:
compiling and analyzing mathematical statistics, importance
of following procedure carefully and attention to detail; presentation
and accuracy of data
MATERIALS:
-styrofoam meat trays (or thin layer of wax in pieplate)
-stickpins or dissection pins
-labels (i.e. file folder tabs)
BACKGROUND INFORMATION:
The student should be shown some basic mounting techniques
such as pinning off center through thorax (or cephalothorax),
spreading the wings, positioning legs and antennae. The instructor
should make sure he or she can demonstrate these methods successfully.
MOTIVATION:
Show some professionally done specimen display boxes or do
one or two insect pinnings in front of the class.
ACTIVITY:
The student will mount and display at least 3 insects by pinning
them through the thorax and pushing pin into the styrofoam. If
organisms other than insects are gathered, display those as well;
they can be used to compare and contrast characteristics of insects.Display
boards need to be set aside to dry for several days.
SAFETY:
Students should be careful of pins and wash hands afterwards.
CONCEPT DISCOVERY:
Discuss any similarities observed between students' samples.
From these similarities, students should be able to infer insect
characteristics and eliminate specimens which do not fit in these
categories. Discuss the relevance of class average and mode insects
and how this might relate to the surrounding environment.
GOING FURTHER:
This activity could be extended to leaf collecting. Discuss
season and flora relationships to the species (order) identified.
Predict changes expected if students were to repeat experiment(s)
later in the year.
CLOSURE:
Have students prepare collections for display in school or
at parent/teacher meetings. Remind and re-question students on
insect characteristics. Review vocabulary such as dichotomous
key, classification system,kingdoms, phyla, etc.
ASSESSMENT:
Check trays for accuracy in following instructions and how
carefully student worked to 'perfect' display; if a grade is assigned,
then the grade can be based on the above criteria. Since time
may be a factor, students should be given another opportunity
to finish or allowed to take them home.
CONNECTIONS:
Math: can have students measure or mass of dried insects to compare and contrast with previous data; inferences about water content of organisms.
English: research the pros and cons for preserving specimens
and the possible objections the scientific community might have
to answer.
DAY 5 INSECTS IN THE ENVIRONMENT
PURPOSE:
The student will be able to discuss the insect's niche in
the observed ecosystem. The student will also be able to demonstrate
an understanding of food chains and food webs, and be able to
include his/her specimens in the example
*TEKS correlation
organisms and environment 12a-d: identify components of an
ecosystem; observe and describe how producers, consumers, decomposers
live together; describe how environments support varieties of
organisms; observe and describe role of ecological succession
in ecosystems
systems 5b: observe and describe role of ecological succession in maintaining equilibrium
internal and external stimuli 11b: identify responses in organisms
to external stimuli found in the environment
*other concepts addressed
relationships of organisms to others w/in the same ecosystems, populations, niche, differences b/w food chains and foodwebs
MATERIALS:
-cardboard ecosystem nametags, labeled (made beforehand to conserve time) and blank
-yarn
-scissors
-markers
-meter stick
BACKGROUND INFORMATION:
The teacher needs to have made several different biome card
groups consisting of 1 producer and then enough 1st and 2nd order
consumers and decomposers for each student in the class. These
cards can be hand held or made into name tags using yarn. The
web will be made of yarn, and it will save time if the teacher
precuts yarn pieces( 1 child needs about 7 strands; have extra).
suggested biomes: savannah or grassland, marine, forest
It may also be helpful to have a field guide on hand for the
identification of food sources for student's specimens
MOTIVATION:
Pass out the cards (face down) and 7 strands of yarn to each
child. Have the students turn over and put on the cards, then
start by asking who is a producer... He/she stands in middle and
activity continues with the teacher asking the question each time,
"Who will eat a _______?" and then the connections made
physically with yarn.
ACTIVITY:
The students will construct a food web with the center of
the web being only one producer, with the consumer(s) then connecting
like spokes on a wheel and interconnecting where possible. This
is done several times using several different biome sets, because
each complete food web demonstration takes approximately 10 minutes.
Once a food web is complete, have the students carefully lift
"webbed" hands into the air to see just how connected
each organism is within a single web.
If time allows, a second activity can be done similare to
the above, but using the students' insects from earlier in the
week. Have each student choose 1 or 2 of his/her insects to put
on a blank name card (name will suffice). Use approximately 1/3
to 1/2 students and their insects at a time, while the other students
will select appropriate consumers from earlier biome cards - if
necessary, the teacher can be producer in this one. Students must
then decide his/her organism's niche in a foodweb using the same
technique as above; repeat until all students have had an opportunity
to place at least one of their specimens in a foodweb.
SAFETY:
proper lab behavior
CONCEPT DISCOVERY:
After all the students have had opportunity to do both activities,
have them analyze importance of one organism's niche in that community
- i.e., remove one insect and determine the integrity of the web;
discuss the relationships that are present in the area between
several ecosystems, including the necessity of children's identified
organisms. Another topic of discussion can focus on endangered/extinct
species and relate the human induced cause and effect patterns
they hear about or read about in the media.
GOING FURTHER:
Expand the study to include insects and their foodwebs from
local areas or private properties. Contact an extension agent
or an expert from a local university for any problem areas being
studied. Have the students set up an artificial ecosystem w/in
classroom and either try to maintain it or/ change only one variable
and then determine the effect of that alteration on the entire
ecosystem.
CLOSURE:
clean up...
Review all vocabulary with students, including concepts studied
at the beginning of the week such as taxonomy, pinning techniques,
use of a dichotomous key.
ASSESSMENT:
The teacher may choose to administer an oral or written quiz
on following day. This insect unit would be used in correlation
with materials regarding simple and complex invertebrates and
may also be used with materials on cycles and ecosystems. After
a complete review of all materials, a written test would be administered
consisting of some multiple choice, some fill in the blank or
short answer, and several large essay questions.
CONNECTIONS:
English: student can research one insect and its importance in environment (lab paper style acceptable)
History: search for documented incidents of human/insect interaction
and resulting food web/ecosystem changes
OTHER SUGGESTIONS OR MODIFICATIONS:
1. If the number of days is limited, teacher can do some of
the work as part of his or her preparation, such as collection
of specimens. Using pictures from old magazines for identification
works as well.
2. The materials used for construction of the collection apparati
are all recyclable materials. The teacher can send home a list
at the beginning of the year asking parents and students to collect
and send materials throughout the course of the year. Check with
the art classes for some of the items. Also, local recycling centers
will allow teachers to collect materials from them.
3. Have several identification sources available either for
aid in the assignment or for further interest. However, do not
put them out until day 4 when the students have had an opportunity
to identify insects on their own.
4. Field trips might include a trip to the local arboretum
or Houston arboretum (Memorial-Woodway/Galleria area); Cockerell
Butterfly exhibit at HMNS; insect display room at TAMU
5. Texas Parks and Wildlife clean water insect identification
activities can be done in conjunction with or in lieu of these
exercises.
6. Have students design an insect house for collection and
observation of specimens. Use recycled materials and indigenous
fauna/flora.
7. If the school stresses home involvement, collection can
be done at home with parents. Insect 'condos' could also be constructed
at home
8. If more permanent display boxes are desired, this could
be another day. It may also be an exercise to be done at home
with parents, or even a woodshop project, should the school have
such a class.
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