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Insects: Taking a Closer Look at the World of Bugs, EM 8896-E

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Insects: Taking a Closer Look at the World of Bugs, EM 8896-E EM 8896-E • August 2005 INSECTS TAKING A DEEPER LOOK AT THE WORLD OF BUGS ■ Build Your Own Insect Trap (Grades 3–6, one 50-minute period) ■ Ant Lions (Grades 3–8, two 50-minute periods) ■ Insect Pitfall Traps (Grades 3–8, four 50-minute periods) Rural Science Education Program A partnership between Oregon State University and rural K-12 schools Designers, editors, and contributors Sujaya Rao, director, Rural Science Education Program (associate professor of entomology) Lynn Royce, outreach coordinator, Rural Science Education Program (insect identifi cation specialist) Rebecca Currin, graduate fellow, Rural Science Education Program (graduate student in botany and plant pathology) Triffi d Fry, undergraduate fellow, Rural Science Education Program (undergraduate student in environmental sciences) Brittaney Bearson, undergraduate fellow, Rural Science Education Program (undergraduate student in biology, marine oceanography) Devora Shamah, project coordinator, Rural Science Education Program Rural Science Education Program The Rural Science Education Program is a partnership between Oregon State University and local rural K–12 schools for enrichment of the science curriculum with hands- on science activities. The curricula include simple, innovative inquiry- and site-based experiments that encourage critical thinking in K–12 students about the impacts of agriculture on the environment and the implications of advanced scientifi c research on human lives. For more information For more information about the Rural Science Education Program, to order copies of Insects: Taking a Deeper Look at the World of Bugs, or to request a loaner kit that includes limited supplies for each activity, contact Sujaya Rao (phone: 541-737-9038; e-mail: [email protected]; fax: 541-737-5725). © 2005 Oregon State University This material is based upon work supported by the National Science Foundation under Grant No. 0139372. Any opinions, fi ndings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily refl ect the views of the National Science Foundation. This publication was produced and distributed in furtherance of the Acts of Congress of May 8 and June 30, 1914. Extension work is a cooperative program of Oregon State University, the U.S. Department of Agriculture, and Oregon counties. Oregon State University Extension Service offers educational programs, activities, and materials—without regard to race, color, religion, sex, sexual orienta- tion, national origin, age, marital status, disability, and disabled veteran or Vietnam-era veteran status—as required by Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Oregon State University Extension Service is an Equal Opportunity Employer. Published August 2005. CONTENTS Build Your Own Insect Trap Introduction Day 1 Lesson Plan Ant Lions Introduction Day 1 Lesson Plan—Form Hypotheses Student Worksheet—Mystery Container Day 2 Lesson Plan—Observe Ant Lion Behavior Student Worksheet—Mystery Container Insect Pitfall Traps Introduction Day 1 Lesson Plan—Develop Hypothesis/Procedures Student Worksheet—Pitfall Trap Design and Hypothesis Day 2 Lesson Plan—Pitfall Trap Setup Day 3 Lesson Plan—Collect Pitfall Traps Day 4 Lesson Plan—Classifi cation of Insects Student Worksheet—Insect Orders Student Worksheet—Insect Classifi cation (2) Student Worksheet—Experiment Followup Student Worksheet—Final Report Guidelines Look for these symbols Lesson plan Student worksheet Build Your Own Insect Trap Introduction Day 1 Lesson Plan BUILD YOUR OWN INSECT TRAP DESCRIPTION This lesson can be used as an introduction to insects or as an assessment about insects at the end of the unit. Students will design their own insect traps to collect an unknown insect, in the same way that entomologists col- lect the insects they study. STUDENT OUTCOMES/OBJECTIVES • Students will be able to ask a testable question. • Students will be able to explain the relationship between insect behavior and insect trapping techniques. STANDARDS Benchmark 2 • Explain the relationship between animal behavior and species survival. • Describe the living and nonliving resources in a specifi c habitat and the adaptations of organisms to that habitat. T IME ESTIMATE One 50-minute class period MATERIALS (FOR 30 STUDENTS) • White paper (40 sheets) • Yellow paper (1 ream) • Construction paper (1 pack, a variety of colors) • Plastic cups (15 clear, 15 yellow, and 15 white) • String (1 ball) • Plastic plates (15 yellow and 15 white) • Popsicle sticks (1 large box) • Masking tape (2 rolls) • Straws (75) • Scissors—sharp but inexpensive (3 pairs) • Q-tips (1 box) • Cotton balls (1 bag) • Soda pop • Dry beans (a few ounces) • Markers (4 packs) Build Your Own Insect Trap Introduction—page 1 WORKSHEETS None Y VOCABULARY AR N Entomologist—A scientist who studies insects ICTIO D THESAURUS Insect trap—An object used to catch insects Visual cues that attract insects—Colors or shapes of objects that attract insects Odor cues that attract insects—Smells or scents that attract insects BACKGROUND INFORMATION Students should have an understanding of insects if the lesson is being used as an assessment. If the lesson is used as an introduction, a little background knowledge about insects is necessary. LESSON PLAN Build Your Own Insect Trap (50-minute period) EXTENSIONS/RESOURCES None Build Your Own Insect Trap Introduction—page 2 LESSON PLAN BUILD YOUR OWN INSECT TRAP Note: Italicized words Preparation are potential script for Place supplies on a table at the front or back of the classroom. the teacher. Introduction (2 minutes) • A new insect has been sighted in the neighborhood. • Farmers and homeowners are concerned that the insect might be damag- ing their crops or garden plants. • Very little is known about the biology of this insect, and entomologists would like to catch as many as possible so that they can study them. • Entomologists prefer to have the insect captured alive. • They need your help in catching as many insects as possible. • You will be designing and building a trap to catch this insect alive. Questions for brainstorming about insects (3 minutes) What would you like to know about the insect before you design your trap? The following questions are likely to be asked by students. The answer fol- lows each question. Write the answers on the board as questions are asked. If a student asks a question for which the answer is not provided, let him/her know that the answer is not known, and that this would be a good research question. If students do not ask the questions below, prompt them to make sure these facts are covered. Does the insect walk or fl y? It fl ies. Does the insect fl y during the day or night? It fl ies during the day. Is it attracted to any color? It is attracted to yellow. (This is a visual cue.) Is it attracted to any scent (odor)? It is attracted to the scent of beans (protein) and soda pop. (These are odor cues.) How big is the insect? It is similar in size to a yellow jacket. Build Your Own Insect Trap Lesson Plan—page 1 Go over procedures (3 minutes) A variety of supplies are available for building the trap. (Hold up each item as you go over it.) • Plastic cups (yellow, white, clear) • Paper (yellow, white, construction) • Tape • String • Plastic plates (yellow and white) • Beans (protein) • Soda pop • Markers, scissors • Cotton balls, Q-tips • Popsicle sticks • Straws Steps (write on the board) 1. Plan/Design your trap. 2. Gather supplies. 3. Build the trap. 4. Present the trap to the class and explain features that will help trap the insects. Divide the class into groups of two or three students (2 minutes) Plan/Design your trap (5 minutes) Gather supplies and build the trap (20 minutes) • Send one person from your group to collect supplies for the team. • Get only the supplies you need. Present the trap (10 minutes) Ask for volunteers (as many as time permits). Cleanup (5 minutes) Followup lesson If students are interested, the traps can be placed outdoors to see what insects are trapped. Build Your Own Insect Trap Lesson Plan—page 2 Ant Lions Introduction Day 1 Lesson Plan—Form Hypotheses Student Worksheet— Mystery Container Day 2 Lesson Plan—Observe Ant Lion Behavior Student Worksheet— Mystery Container ANT LIONS DESCRIPTION This lesson uses ant lions to engage students in developing observation skills. Students will be involved in an inquiry exercise and will discover how ant lions trap their prey. STUDENT OUTCOMES/OBJECTIVES • Students will make observations. • Students will practice asking research questions. • Students will practice forming a hypothesis. • Students will learn to test a hypothesis. • Students will be able to describe how ant lions catch their prey. STANDARDS Benchmark 2 Make observations. Ask questions or form hypotheses based on those obser- vations, which can be explored through scientifi c investigations. Benchmark 3 Based on observations and scientifi c concepts, ask questions or form hypoth- eses that can be explored through scientifi c investigations. TIME ESTIMATE Two 50-minute class periods MATERIALS • Ant lions, ideally one per group of three students. If ant lions are not avail- able, collect them. (Bring fi ne mesh, trays, trowels, and small containers with lids.) In Oregon, look for ant lions in central Oregon, around Black Butte, on Highway 20. See “Extensions/Resources” for other sources. • Fine dirt (enough to fi ll each ant lion container one-third to one-half full)
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