Clean‐Up Crew

Bugs on Wheels Clean‐Up Crew Organisms and Environments TEKS for Activities and Presentation Second Grade: 2.9(A), 2.9(B), 2.9(C) Third Grade: 3.9(A), 3.9(B), 3.10(A) Fourth Grade: 4.9(A), 4.9(B), 4.10(A) Fifth Grade: 5.9(A), 5.9(B), 5.10(A), 5.10(C) Seventh Grade: 7.10(A), 7.12(A) Eighth Grade: 8.11(A), 8.11(B) Program Vocabulary Aeration, Antenna, Arthropod, Bacteria, Chemical reaction, Colony, Compost, Crime scene investigation, Crustacean, Debridement, Decomposer, Decomposition, Detritus, Detritivore, Dung, Element, Entomology, Feces, Fertilizer, Forensic, Forest; Fungi, Grub, Guano, Herbivores, Insect, Isopod, Larva, Leaf litter, Maggot, Microorganism, Mimic, Navigate, Necrotic, Nitrogen cycle, Nutrient, Organic matter, Organism, Ovipositor, Parts of an insect (Head, Thorax, and Abdomen), Protozoan, Pupa, Recycle, Salmonella, Scarab beetle, Scavenger, Segment, Social insect, Spiracle, Sterile, Terrestrial, Tropical Pre‐Visit Activity Experimenting with Decomposition Students Will: Understand that decomposition is the natural process of dead animal or plant tissue being decomposed or broken down Make predictions on the probability that an item will decompose Conduct experiments to test their predictions Understand the basics of composting and the role decomposers play in the process Materials: Scale, Garbage bag – one per group, Twist ties, Soil (must be collected from outside), Items to test such as: Soda can, Slice of bread, Styrofoam cup, Plastic shopping bag, Brown paper lunch bag, Newspaper, Glass bottle, Strawberry or other fruit, Walnut or peanut shells, Toilet paper, Leaf, Copies of Data Sheet, Pencils Bugs on Wheels Procedure: 1. Explain to the class that they will be placing various items into a sealed trash bag with soil collected from outside. The bags will then be left undisturbed for one month. After a month, they will open the bags and observe how the items have changed over time. 2. Separate the class in to working groups of 2‐4 students. Distribute a data collection sheet to each student. 3. Show each of the items that will be placed in the bags and instruct students to fill out the first column of the data chart with the name of each item. 4. Allow groups time to discuss what they think will happen to each of the items in the bag and what each item may look like after a month. Encourage students to use prior knowledge and experience to make predictions. Then, instruct students to fill out the second and third columns of the table with their predictions and rationale. 5. Allow students to share their predictions and rationales with the class. Preparing the Bag: 1. Instruct groups to fill their bag with 1‐2 gallons of damp (not wet) soil. 2. Explain that the soil has many microscopic decomposers in it, like bacteria and fungi. Explain that it may also have some invertebrate decomposers like worms or insects. 3. Direct groups to weigh each item using the scale and record the weights in the fourth column on their data sheets. 4. Instruct students to distribute each of the items throughout the soil in the bag. Encourage them to be gentle with the items so they are not damaged before the experiment begins. 5. Then, tell them to blow air into the bag and then seal it tightly using a twist tie. 6. Lastly, instruct groups to place a note on the bag with the date it was created. 7. Collect data sheets. They will be used again, in one month’s time. One Month Later… 1. Review the experiment and the role of decomposers in soil production. Then, hand out the data sheets the students used last month. 2. Instruct groups to retrieve their bags and carefully open them. Warn students not to hold the bag or items from the bag close to their face or to put dirty hands near their nose or mouth. This will protect them from inhaling mold spores. It is best to do this portion of the activity outside, if possible. 3. Encourage students to carefully sift through the contents and look for the original items they placed in the soil. In addition, encourage them to look for any decomposers that may be visible to the naked eye. 4. As a class, create a master list of each item. After students have had an opportunity to observe each item, create a description of the degree of decomposition for each item, based on general consensus from all the groups. Bugs on Wheels 5. Next, direct students to weigh each item from the bag and record this data in the last column of the data sheet. 6. Encourage students to compare the predictions they made a month ago to the master record the class created today. 7. Instruct students to calculate the weight difference for each item. Ask students to consider what weight loss indicates. 8. Invite students to share their observations and findings with the class. Questions to Ask: Why did some of the items break down well and others did not? Did all the items that decomposed turn into compost? What did all of the items that did not decompose have in common? What did all of the items that did decompose have in common? If an item weighs less than it did originally, what does that suggest? Background: Microorganisms, like bacteria and fungi, along with larger organisms, such as worms, insects, and arthropods, are all a part of the amazing process of decomposition. These fungi, bacteria, and invertebrates break down organic matter, which is composed of organisms that are dead, into smaller and smaller particles that we call compost. This compost is actually the waste matter produced by the decomposers and is a vital source of nutrients for the soil. Healthy topsoil is typically dark brown in color and smells somewhat fresh. Compost is an all‐natural fertilizer and is the product of nature’s recycling “program”. Without the work of the decomposers, dead matter would cover the entire Earth! Item Will it Explain your Original Ending Weight decompose? prediction Weight Weight Difference Bugs on Wheels Pre‐Visit Activity: Anatomy of an Insect Students will: Know insects have three main parts (also called segments); the head, the thorax, and the abdomen Be able to identify the parts of an insect, including the head, thorax, abdomen, antennae, and wings Understand that insects have an exoskeleton that provides them structure and protection Materials: Pencils, Paper, Markers or crayons, Pictures of various insects, Scissors, Craft stems, Craft feathers, Toothpicks, Clay, Other craft supplies as needed Procedure: 1. Allow students time to observe the various pictures of insects. Help students to identify the head, thorax, and abdomen of the insects in each of the pictures. Are there any additional parts found on the insects that they can identify (antennae, legs, wings, etc.)? 2. Encourage students to describe the insect; the shape of wings, size ratios of head, thorax, and abdomen in relation to each other. 3. Instruct students to make a sketch of their favorite insect and to label the head, thorax, and abdomen. Allow them to color the insect, if time allows. 4. Provide various craft materials such as clay, feathers, craft stems, and toothpicks. Model how to make a head, thorax, and abdomen. Then, model how to attach the three parts together and to add legs, wings, and antennae. 5. Allow students time to create their own unique insect using the craft materials. 6. Check for understanding by having each student identify the head, thorax, abdomen, antennae, and wings on their creations. Background: Insects are arthropods. Arthropods are known for their exoskeletons, a hard protective exterior case that covers the entire body. The insect’s muscles are attached to the inside of the exoskeleton, much like the way our muscles are attached to our bones. This exoskeleton provides protection for the insect. All insects have three main body parts; the head, thorax, and abdomen. The main features of the head are large compound eyes and antennae. The mouthparts are also located on the head. The mid‐portion of the insect’s body is called the thorax. The jointed legs and wings, if present, are attached to the thorax. Breathing holes, called spiracles, are also located on the thorax. Insects breathe through these holes instead of their mouths. Bugs on Wheels The abdomen often looks segmented. The reproductive organs of the insect can be found here, and many female insects have a conspicuous ovipositor. If you look closely, there are spiracles for breathing located here, as well as on the thorax. Grasshopper Bugs on Wheels Patent‐leather Beetle Ladybug Bugs on Wheels Post Visit Activity: Food Webs: Making the Connection Students will: Understand how animals are interconnected by feeding relationships Distinguish between producers (plants) and consumers: herbivores (plant eaters), carnivores (animal eaters), omnivores (eat both plants and animals) and decomposers (break down dead animals and plants) Design a food web and explain how energy flows through the web Materials: Cork board, Push pins, various colors of ribbon or yarn, Pictures of animals (in a single food web) – you will want to make several sets using different food webs (you may find your own examples or use the animals in the food webs provided) Prep‐work Research different food webs and download pictures of the animals you have chosen to use for this activity or use the ones provided. Laminate and cut out sets of the different food web animals. Cut strips of different colors of ribbon or yarn. Pin the food webs to the cork boards before class. Procedure: 1. After learning the basics of food chains and food webs, show the class the animals that make up the food web on the corkboard.

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