Insect Anatomy - Agriculture in the Classroom
Insect Anatomy - Agriculture in the Classroom
Insect Anatomy - Agriculture in the Classroom
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SOLE<br />
Sciences of Life Explorations:<br />
Through <strong>Agriculture</strong><br />
Grades 4 and 5<br />
Teacher Guide<br />
Unit: <strong>Insect</strong> <strong>Anatomy</strong>
UNIT PLAN<br />
UNIT TITLE<br />
<strong>Insect</strong> <strong>Anatomy</strong><br />
GOAL<br />
In this lesson, students will learn what anatomy means and <strong>the</strong> <strong>in</strong>terest<strong>in</strong>g physical<br />
characteristics of <strong>in</strong>sects. They will learn that all <strong>in</strong>sects have three major body regions, and three<br />
pairs of jo<strong>in</strong>ted legs.<br />
OBJECTIVES<br />
Students will:<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
Calculate, us<strong>in</strong>g basic ma<strong>the</strong>matical computations, numbers of <strong>in</strong>sects, body segments, and<br />
w<strong>in</strong>gs. (NYS Learn<strong>in</strong>g Standard 3a: Universal Foundation Skills, Elementary 1)<br />
Complete a symmetry activity by listen<strong>in</strong>g to a set of words and not<strong>in</strong>g which letters <strong>the</strong>y<br />
beg<strong>in</strong> and end with. (NYS Learn<strong>in</strong>g Standard 1: Language for Information and Understand<strong>in</strong>g,<br />
Elementary 1)<br />
Identify and categorize <strong>in</strong>sects vs. non-<strong>in</strong>sects us<strong>in</strong>g a chart to compare <strong>the</strong>ir anatomy. (NYS<br />
Learn<strong>in</strong>g Standard 1: Language for Information and Understand<strong>in</strong>g, Elementary 2)<br />
Demonstrate comprehension of vocabulary related to <strong>in</strong>sect anatomy by construct<strong>in</strong>g both<br />
simple and complex sentences <strong>in</strong> conversation, <strong>in</strong> a variety of tenses. (NYS Learn<strong>in</strong>g Standard<br />
1: Communication Skills, Checkpo<strong>in</strong>ts A and B)<br />
Inquire about <strong>the</strong> differences <strong>in</strong> anatomy between <strong>in</strong>sects, us<strong>in</strong>g “why” questions. (NYS<br />
Learn<strong>in</strong>g Standard 1: Analysis, Inquiry and Design, Elementary 1)<br />
Describe <strong>the</strong> characteristics of, and variations between, <strong>in</strong>sects, primarily focus<strong>in</strong>g on <strong>in</strong>sect<br />
anatomy. (NYS Learn<strong>in</strong>g Standard 4: Science, Elementary 1)<br />
7.<br />
Recognize that all <strong>in</strong>sects have three major body regions, three pairs of jo<strong>in</strong>ted legs, and an<br />
exoskeleton. (NYS Learn<strong>in</strong>g Standard 4: Science, Elementary 1)
TERMS<br />
These terms are highlighted <strong>in</strong> bold throughout <strong>the</strong> lesson pages.<br />
abdomen - <strong>the</strong> last segment of an <strong>in</strong>sect’s body; it conta<strong>in</strong>s organs that are important to<br />
digestion<br />
amateur - a person who does someth<strong>in</strong>g just for pleasure, but does not get paid for it<br />
anatomy - <strong>the</strong> structure of an animal or plant<br />
antennae - a pair of flexible feelers on <strong>the</strong> head of an <strong>in</strong>sect used to sense <strong>the</strong> environment<br />
arthropod - a group of animals that has a three-part body, jo<strong>in</strong>ted legs, no skeleton, and a hard<br />
outer cover<strong>in</strong>g<br />
bug - an <strong>in</strong>sect with thickened w<strong>in</strong>gs and mouthparts used for pierc<strong>in</strong>g and suck<strong>in</strong>g<br />
compound eye - <strong>the</strong> type of eye of most <strong>in</strong>sects, made up of many smaller parts that are each<br />
able to see part of <strong>the</strong> image.<br />
entomologist - a scientist who studies <strong>in</strong>sects<br />
exoskeleton - a hard cover<strong>in</strong>g on <strong>the</strong> outside of organisms such as <strong>in</strong>sects, that provides structural<br />
support and protection<br />
<strong>in</strong>sect - an arthropod with three body segments (head, thorax and abdomen) and three<br />
pairs of jo<strong>in</strong>ted legs<br />
mammals - warm-blooded animals with skeletons; <strong>the</strong>ir sk<strong>in</strong> is covered with hair or fur and <strong>the</strong>y<br />
produce milk to feed <strong>the</strong>ir young<br />
molt - to shed an outer cover<strong>in</strong>g that is replaced by a new one; birds molt fea<strong>the</strong>rs, snakes<br />
molt sk<strong>in</strong>s, and <strong>in</strong>sects molt exoskeletons<br />
mouthparts - <strong>the</strong> parts of an <strong>in</strong>sect’s mouth especially adapted for a specific way of feed<strong>in</strong>g<br />
muscle - a body tissue made of fibers that is able to relax or contract; shorten<strong>in</strong>g and leng<strong>the</strong>n<strong>in</strong>g<br />
muscles causes parts of <strong>the</strong> body to move<br />
nectar - a sweet liquid made by plants, which attracts and feeds various <strong>in</strong>sects.<br />
passive - someth<strong>in</strong>g that does not act on its own, but only when someth<strong>in</strong>g else acts on it.<br />
pollen - a f<strong>in</strong>e powder produced by plants for reproduction<br />
symmetry - sameness on both sides of a divid<strong>in</strong>g l<strong>in</strong>e<br />
thorax - <strong>the</strong> middle body segment of an <strong>in</strong>sect between <strong>the</strong> head and <strong>the</strong> abdomen.<br />
ultraviolet - a color of light that humans can’t see but some animals can<br />
Integrated Pest Management is a specialized form of environmental management where<strong>in</strong><br />
scientific research and real world application work toge<strong>the</strong>r to reduce pests such as <strong>in</strong>sects,<br />
diseases or weeds.<br />
1. Properly identify pests 4. Determ<strong>in</strong>e an action threshold<br />
2. Learn <strong>the</strong> pest/ host biology 5. Choose <strong>the</strong> best tactic<br />
3. Sample <strong>the</strong> environment for pests 6. Evaluate results<br />
SAFETY<br />
General classroom safety practices should be followed. Use caution when handl<strong>in</strong>g <strong>in</strong>sects.
Standards Matrix for this Lesson:<br />
Standards:<br />
Month<br />
Unit<br />
Math/Science/and<br />
Technology<br />
English Language Arts<br />
Social Studies<br />
HEALTH<br />
ARTS<br />
Food & Fiber Literacy<br />
CDOS<br />
O<strong>the</strong>r Languages<br />
Interconnectedness<br />
3 <strong>Insect</strong> <strong>Anatomy</strong> 3a:2 e1 1:3 e1<br />
1:7 e1 1:3 e2<br />
4:10 e1 1:6 A<br />
1:6 B<br />
Matrix Key:<br />
NYS Learn<strong>in</strong>g Standards arranged by Standard: Category, Level<br />
e = elementary i = <strong>in</strong>termediate<br />
Categories:<br />
1 Career Development 10 Science<br />
2 Universal Foundation Skills 11 Technology<br />
3 Language for Information and Understand<strong>in</strong>g 12 Interconnectedness: Common Themes<br />
4 Language for Literary Response and Expression 13 Interdiscipl<strong>in</strong>ary Problem Solv<strong>in</strong>g<br />
5 Language for Social Interaction 14 History of <strong>the</strong> United States and NY<br />
6 Communication Skills 15 World History<br />
7 Analysis, Inquiry, and Design 16 Geography<br />
8 Information Systems 17 Economics
ADDITIONAL RESOURCES<br />
Bugs and O<strong>the</strong>r <strong>Insect</strong>s by Bobbie Kalman and Tammy Everts ISBN-10: 0-86505-713-3 ISBN-13:<br />
9-780865-057135<br />
Cornell University’s IPM Program: www.nysipm.cornell.edu (Request an educational trunk for your<br />
class!)<br />
SUPPLIES AND EQUIPMENT<br />
Crickets (pet supply stores commonly have<br />
crickets for sale approx. $ 0.10/ea)<br />
Clear conta<strong>in</strong>ers for circkets (with lids)<br />
Magnify<strong>in</strong>g glasses<br />
Books about <strong>in</strong>sects<br />
Ice cubes (optional)<br />
Pencils<br />
Craft wire<br />
Paper<br />
Pictures of various <strong>in</strong>sects<br />
Scissors<br />
Pipe cleaners<br />
Fea<strong>the</strong>rs<br />
Plastic beads<br />
Sequ<strong>in</strong>s<br />
Glue<br />
BACKGROUND FOR TEACHERS<br />
Bugs<br />
“Bug” is a term we use for many small creatures that crawl or fl y, many of <strong>the</strong>m <strong>in</strong>sects. However,<br />
not all bugs are <strong>in</strong>sects and not all <strong>in</strong>sects are bugs. Many of us do not like bugs or <strong>in</strong>sects,<br />
especially when <strong>the</strong>y surprise us <strong>in</strong> a chance encounter. The centipede is a good example. Ticks<br />
and mites look like <strong>in</strong>sects but on close <strong>in</strong>spection we see <strong>the</strong>y have eight legs. Millipedes look<br />
like <strong>the</strong> larvae of some moths, but hey are not true <strong>in</strong>sects, ei<strong>the</strong>r.<br />
<strong>Insect</strong> <strong>Anatomy</strong><br />
<strong>Insect</strong>s are arthropods, and so are mites, scorpions, crabs and centipedes. Arthropods are<br />
a group of animals with a hard exoskeleton, segmented bodies, and segmented appendages.<br />
There are some very basic facts that apply to <strong>the</strong> anatomy of all <strong>in</strong>sects, regardless of <strong>the</strong>ir highly<br />
<strong>in</strong>dividual characteristics. They have three major body regions; head, thorax and abdomen:<br />
three pairs of jo<strong>in</strong>ted legs; and most have w<strong>in</strong>gs for at least part of <strong>the</strong>ir life cycle. They have an<br />
exoskeleton on <strong>the</strong> outside ra<strong>the</strong>r than an endoskeleton on <strong>the</strong> <strong>in</strong>side. This exoskeleton is a<br />
hard but somewhat flexible outer shell, made of a prote<strong>in</strong> substance called chit<strong>in</strong> (pronounced KITE<strong>in</strong>)<br />
and no bones <strong>in</strong>side. Arthropods molt, or shed <strong>the</strong>ir exoskeleton, as <strong>the</strong>y grow.<br />
Body Regions<br />
The mouth, eyes and antennae are on <strong>the</strong> head of <strong>the</strong> <strong>in</strong>sect. Mouthparts vary among<br />
<strong>in</strong>sects; <strong>the</strong>y may be specialized for chew<strong>in</strong>g (grasshopper), spong<strong>in</strong>g (fl y), suck<strong>in</strong>g (butterfl y),<br />
or pierc<strong>in</strong>g and suck<strong>in</strong>g (aphid). The antennae are special feelers that do <strong>the</strong> work of a nose<br />
and hands - <strong>in</strong>sects use <strong>the</strong>ir antennae to smell food and to avoid enemies. The thorax is<br />
<strong>the</strong> centeral body region. The w<strong>in</strong>gs and all three pairs of legs are attached to <strong>the</strong> thorax, not <strong>the</strong><br />
abdomen. The abdomen is usually <strong>the</strong> largest part of <strong>the</strong> <strong>in</strong>sect.
W<strong>in</strong>gs<br />
<strong>Insect</strong>s can have one or two pairs of w<strong>in</strong>gs. In some cases, <strong>the</strong> hard w<strong>in</strong>gs (forew<strong>in</strong>gs) do not<br />
really help dur<strong>in</strong>g fl ight but are <strong>the</strong>re to protect <strong>the</strong> soft w<strong>in</strong>gs (h<strong>in</strong>dw<strong>in</strong>gs). Students may not have<br />
previously considered <strong>the</strong> difference between <strong>the</strong> types of w<strong>in</strong>gs used for flight. The importance of<br />
<strong>in</strong>sect w<strong>in</strong>gs is that <strong>the</strong>y are passive - <strong>the</strong>y’re not moved by specific muscles but are flapped by<br />
<strong>the</strong> compression of <strong>the</strong> thorax. <strong>Insect</strong>s expand and contract <strong>the</strong>ir thorax which <strong>in</strong> turn moves<br />
<strong>the</strong> w<strong>in</strong>gs. Small muscles on <strong>the</strong> thorax can change w<strong>in</strong>g angle and position dur<strong>in</strong>g fl ight.<br />
Eyes<br />
<strong>Insect</strong>s’ eyes are a fasc<strong>in</strong>at<strong>in</strong>g part of <strong>the</strong>ir body. <strong>Insect</strong>s can see colors that we cannot, because<br />
<strong>the</strong>y can see ultraviolet light. This enables <strong>the</strong>m to fi nd pollen and nectar on fl owers more<br />
easily. <strong>Insect</strong> eyes are called compound eyes, because each of <strong>the</strong> two large “eyes” is really<br />
made up of many small ones that see only a fraction of <strong>the</strong> whole picture. Because <strong>the</strong> compound<br />
eye can wrap all <strong>the</strong> way around <strong>the</strong> head <strong>in</strong> many <strong>in</strong>sects, <strong>the</strong>y can detect motion at any angle,<br />
mak<strong>in</strong>g it very difficult to sneak up on <strong>the</strong>m. All adult <strong>in</strong>sects have a pair of compound eyes, as<br />
do nymphs of <strong>in</strong>sects that undergo gradual metamorphosis, such as grasshoppers.<br />
<strong>Insect</strong>s may also have simple eyes, each of which has a s<strong>in</strong>gle lens that detects light. Larvae of<br />
<strong>in</strong>sects that undergo complete metamorphosis, such as caterpillars, lack compound eyes and<br />
have up to six very t<strong>in</strong>y simple eyes. These can see color, but are generally worse at see<strong>in</strong>g shapes<br />
than <strong>the</strong> compound eyes.<br />
<strong>Insect</strong>s are all around us, <strong>in</strong> all regions of <strong>the</strong> world, regardless of heat, cold, humidity, or arid<br />
conditions. Some scientists estimate that n<strong>in</strong>e out of every ten “animals” is an <strong>in</strong>sect. Millions can<br />
exist on a s<strong>in</strong>gle acre of land. They <strong>in</strong>teract with plants and animals, <strong>in</strong>clud<strong>in</strong>g humans, and with<br />
each o<strong>the</strong>r. Many are consumers and recyclers of plant and animal material. They help break it<br />
down <strong>in</strong>to soil. <strong>Insect</strong>s are a major food source for o<strong>the</strong>r animals.<br />
QUESTIONS FOR STUDENTS<br />
What is <strong>the</strong> difference between a bug and an <strong>in</strong>sect<br />
What makes someth<strong>in</strong>g an <strong>in</strong>sect<br />
How many legs does an <strong>in</strong>sect have<br />
What does anatomy mean<br />
Do all <strong>in</strong>sects have <strong>the</strong> same body parts<br />
What k<strong>in</strong>d of mouthparts do <strong>in</strong>sects have<br />
How do <strong>in</strong>sects see
INTEREST APPROACH ACTIVITIES<br />
CRICKETS: UP CLOSE AND PERSONAL<br />
Adapted from www.lessonplanspage.com/ScienceLA<strong>Insect</strong>s-Observ<strong>in</strong>gACricketK3.htm<br />
Teacher Background:<br />
Crickets are <strong>in</strong>sects closely related to katydids, but<br />
many times confused with grasshoppers due to <strong>the</strong>ir<br />
similar anatomy. Crickets are known for <strong>the</strong>ir chirp<br />
which is produced when males rub <strong>the</strong>ir forew<strong>in</strong>gs<br />
toge<strong>the</strong>r. One w<strong>in</strong>g has ridges and <strong>the</strong> o<strong>the</strong>r has a<br />
hardened scraper. Crickets have two types of songs: a<br />
call<strong>in</strong>g song and a court<strong>in</strong>g song. Interest<strong>in</strong>gly crickets<br />
are considered to be natural <strong>the</strong>rmometers because<br />
<strong>the</strong>y chirp at different rates depend<strong>in</strong>g on <strong>the</strong> temperature of <strong>the</strong>ir environment. Most species chirp at higher rates<br />
<strong>the</strong> higher <strong>the</strong> temperature is. In order to hear <strong>the</strong> songs of o<strong>the</strong>r crickets, crickets have ears on <strong>the</strong>ir legs!<br />
Crickets, like many o<strong>the</strong>r <strong>in</strong>sects, can be safetly immobilized by be<strong>in</strong>g cooled down <strong>in</strong> a refrigerator or freezer.<br />
Cool<strong>in</strong>g <strong>the</strong> <strong>in</strong>sect down slows body functions and allows students time to <strong>in</strong>vestigate <strong>the</strong> <strong>in</strong>sect with a magnify<strong>in</strong>g<br />
glass. The amount of time required to immobilize <strong>the</strong> <strong>in</strong>sects depends upon <strong>the</strong> environment <strong>the</strong> cricket was<br />
taken from (<strong>the</strong> warmer <strong>the</strong> environement, <strong>the</strong> longer it will take to cool <strong>the</strong> cricket). On average, crickets placed<br />
<strong>in</strong> a freezer for 3-4 m<strong>in</strong>utes will be suffi ciently immobilized. The crickets will beg<strong>in</strong> to become mobile with<strong>in</strong> a few<br />
m<strong>in</strong>utes of warm<strong>in</strong>g up (about 5 m<strong>in</strong>utes after com<strong>in</strong>g out of <strong>the</strong> freezer) To keep <strong>the</strong> <strong>in</strong>sects immobile longer <strong>the</strong>y<br />
can be placed on ice cubes while <strong>the</strong> students observe <strong>the</strong>m.<br />
Safety:<br />
Because <strong>the</strong> cricket is a liv<strong>in</strong>g th<strong>in</strong>g, rem<strong>in</strong>d students to treat it gently<br />
Materials:<br />
Magnify<strong>in</strong>g glasses<br />
Crickets<br />
Clear conta<strong>in</strong>ers for circkets<br />
Books about <strong>in</strong>sects<br />
Pictures of <strong>in</strong>sects<br />
Ice cubes (optional)<br />
Draw<strong>in</strong>g supplies<br />
Access to a freezer<br />
Procedure:<br />
1. Place crickets <strong>in</strong> <strong>the</strong> freezer for 3-4 m<strong>in</strong>utes<br />
2. Ask students if <strong>the</strong>y can describe what a cricket looks like<br />
3. Tell <strong>the</strong>m that <strong>the</strong>y are go<strong>in</strong>g to be scientists and observe a cricket.<br />
4. Divide students <strong>in</strong>to groups of four or fewer<br />
5. Show students <strong>the</strong> cricket and rem<strong>in</strong>d <strong>the</strong>m to handle it gently.<br />
6. Pass out magnify<strong>in</strong>g glasses and crickets (<strong>in</strong> plastic conta<strong>in</strong>ers with ice cubes)<br />
7. Allow approximately 5-10 m<strong>in</strong>utes for observations.<br />
A. Have students draw a picture of <strong>the</strong>ir cricket.<br />
B. Warn students that <strong>the</strong> crickets may beg<strong>in</strong> to wake up and <strong>the</strong>y should have a lid handy.<br />
8. Br<strong>in</strong>g class toge<strong>the</strong>r and ask questions<br />
A. What were your observations<br />
B. Do crickets’ body parts look like ours<br />
C. What are some cricket body parts that are different from ours<br />
D. List students’ answers on <strong>the</strong> board
9.<br />
Class discussion<br />
A. What are <strong>the</strong> characteristics of <strong>in</strong>sects<br />
B. They have three ma<strong>in</strong> parts (head, thorax, and abdomen)<br />
C. They have a pair of feelers on <strong>the</strong> top of <strong>the</strong>ir head called antennae<br />
D. They have 6 jo<strong>in</strong>ted legs. Some use <strong>the</strong>ir legs for jump<strong>in</strong>g, swimm<strong>in</strong>g, or grasp<strong>in</strong>g<br />
E. Instead of sk<strong>in</strong> <strong>the</strong>y have an outer cover<strong>in</strong>g called an exoskeleton<br />
F. <strong>Insect</strong>s can have two sets of w<strong>in</strong>gs, one set of w<strong>in</strong>gs, or no w<strong>in</strong>gs at all.<br />
Teacher Background:<br />
(For related activities refer to student worksheets #3 through #7)<br />
BODACIOUS BUGS<br />
Adapted from http ://www.saxarts.com/resources/lessonPlans/bodaciousBugs.jsp<br />
The shapes of <strong>in</strong>sects are fasc<strong>in</strong>at<strong>in</strong>g. There are many wonderful features about <strong>in</strong>sects that give <strong>the</strong>m <strong>the</strong>ir<br />
abilities <strong>in</strong> flight and survival. The body of an adult <strong>in</strong>sect has 3 ma<strong>in</strong> parts - <strong>the</strong> head, <strong>the</strong> thorax (chest) and<br />
<strong>the</strong> abdomen. Almost all adult <strong>in</strong>sects have a pair of feelers or antennae at <strong>the</strong> front of <strong>the</strong> head. Every adult<br />
<strong>in</strong>sect has six legs and most of <strong>the</strong>m have one or two pairs of w<strong>in</strong>gs. The thorax is <strong>the</strong> locomotion center. It is<br />
packed with powerful muscles which operate <strong>the</strong> <strong>in</strong>sect’s 6 legs as well as its w<strong>in</strong>gs.<br />
An adult <strong>in</strong>sect wears its skeleton on <strong>the</strong> outside, <strong>in</strong> <strong>the</strong> form of a hard outer coat<strong>in</strong>g. This tough shell is light<br />
enough not to prevent <strong>the</strong> <strong>in</strong>sect from fly<strong>in</strong>g. The exoskeleton also acts like a ra<strong>in</strong>coat and keeps water from<br />
soak<strong>in</strong>g <strong>in</strong>to <strong>the</strong> body. It keeps <strong>the</strong> body from los<strong>in</strong>g water. It helps <strong>the</strong> <strong>in</strong>sect live and fly through long dry or ra<strong>in</strong>y<br />
spells. It also protects <strong>the</strong> <strong>in</strong>sect from some of its enemies.<br />
Materials:<br />
Pictures of various <strong>in</strong>sects<br />
Scissors<br />
Pipe cleaners<br />
Craft fea<strong>the</strong>rs<br />
Plastic beads<br />
Sequ<strong>in</strong>s<br />
Glue<br />
Craft wire<br />
Procedure:<br />
1. Exam<strong>in</strong>e a picture of an <strong>in</strong>sect. How big are <strong>the</strong><br />
abdomen and thorax How many legs does it have<br />
What shape are <strong>the</strong> w<strong>in</strong>gs Have student make a small<br />
draw<strong>in</strong>g as a guide.<br />
2. To beg<strong>in</strong>, cut a pipe cleaner <strong>the</strong> entire length of <strong>the</strong><br />
<strong>in</strong>sect. This will act as a base which o<strong>the</strong>r elements can<br />
be added to.<br />
3. W<strong>in</strong>d pipecleaners around <strong>the</strong> base to create <strong>the</strong><br />
three ma<strong>in</strong> parts of <strong>the</strong> <strong>in</strong>sect (head, thorax, and<br />
abdomen).<br />
4. Cut fea<strong>the</strong>rs to size and stick <strong>the</strong> enda <strong>in</strong>to <strong>the</strong> wound<br />
pipecleaners as w<strong>in</strong>gs. Add a drop of glue to secure.<br />
5. Glue beads on <strong>the</strong> head of <strong>the</strong> <strong>in</strong>sect for eyes. Sequ<strong>in</strong>s<br />
make wonderful compound eyes.<br />
6. If antennae are needed, <strong>the</strong>y will stick out best if <strong>the</strong><br />
wire is embedded or wound <strong>in</strong>to <strong>the</strong> pipecleaner at <strong>the</strong> head. Craft wire can be used for delcately shaped<br />
antennae.<br />
7. When <strong>the</strong> <strong>in</strong>sects are completed <strong>the</strong>y can be hung around <strong>the</strong> classroom for display.<br />
(For Image: related www.saxarts.com/resources/lessonPlans/<br />
activities refer to student worksheets #2, #6, & #7)
SUMMARY OF CONTENT<br />
TEACHING- LEARNING ACTIVITIES<br />
I.<br />
Don’t bug me!<br />
A. Gets students th<strong>in</strong>k<strong>in</strong>g about bugs and<br />
<strong>in</strong>sects, and emphasizes that <strong>the</strong>y are<br />
all around us.<br />
I.<br />
Don’t bug me!<br />
A. Discuss this page as a class to start<br />
discussion on bugs and <strong>in</strong>sects and<br />
stimulate <strong>in</strong>terest.<br />
II.<br />
III.<br />
What do you know about <strong>in</strong>sects<br />
A. Questions and basic facts about <strong>in</strong>sects.<br />
What is an <strong>in</strong>sect<br />
A. Students are asked pick <strong>in</strong>sects out of a<br />
group of similar creatures<br />
B. Terms <strong>in</strong>clude entomologist and<br />
amateur<br />
II.<br />
III.<br />
What do you know about <strong>in</strong>sects<br />
A. Use <strong>the</strong> questions provided as discussion<br />
po<strong>in</strong>ts <strong>in</strong> class.<br />
What is an <strong>in</strong>sect<br />
A. Read <strong>the</strong> first paragraph toge<strong>the</strong>r.<br />
B. Students may complete <strong>the</strong> page<br />
<strong>in</strong>dividually.<br />
IV. Test your knowledge<br />
A. Questions related to <strong>in</strong>sect identification.<br />
IV. Test your knowledge<br />
A. Students may complete this page<br />
<strong>in</strong>dividually.<br />
A. Discuss responses as a class.<br />
V.<br />
How many legs does an <strong>in</strong>sect have<br />
A. Complete a chart <strong>in</strong> order to identify<br />
<strong>in</strong>sects.<br />
V.<br />
How many legs does an <strong>in</strong>sect have<br />
A. This could be completed <strong>in</strong>dividually or<br />
as a class<br />
VI. What does anatomy mean<br />
A. Label <strong>the</strong> parts of a ladybug.<br />
B. The read<strong>in</strong>g expla<strong>in</strong>s antennae,<br />
abdomen, exoskeleton, and molt.<br />
VII. More <strong>in</strong>sect parts!<br />
A. Label <strong>the</strong> parts of a butterfly.<br />
VIII. W<strong>in</strong>gs<br />
A. Compares <strong>the</strong> types of w<strong>in</strong>gs used for<br />
flight.<br />
B. Terms <strong>in</strong>clude mammals, passive,<br />
membrane, and muscles.<br />
IX. Mouthparts<br />
A. Illustrations and discussion about types<br />
of mouthparts<br />
i. Chew<strong>in</strong>g<br />
ii. Suck<strong>in</strong>g<br />
i. Pierc<strong>in</strong>g and suck<strong>in</strong>g<br />
VI. What does anatomy mean<br />
A. This could be completed <strong>in</strong>dividually or<br />
as a class.<br />
VII. More <strong>in</strong>sect parts!<br />
A. This could be completed <strong>in</strong>dividually or<br />
as a class.<br />
VIII. W<strong>in</strong>gs<br />
A. Students could take turns read<strong>in</strong>g aloud.<br />
A. Students could compare <strong>the</strong> human<br />
thorax to <strong>the</strong> <strong>in</strong>sect thorax.<br />
IX. Mouthparts<br />
A. Students could label <strong>the</strong> pierc<strong>in</strong>g and<br />
suck<strong>in</strong>g mouthparts illustration and<br />
compare it to <strong>the</strong> o<strong>the</strong>r two types of<br />
mouths.<br />
B. Discuss how o<strong>the</strong>r animals’ mouths are<br />
designed to eat specific foods<br />
i. Wlid cats - sharp teeth for raw meat<br />
ii. Baleen whale - dental comb to stra<strong>in</strong><br />
plankton
SUMMARY OF CONTENT<br />
TEACHING- LEARNING ACTIVITIES<br />
X.<br />
Symmetry<br />
A. Addresses <strong>the</strong> concept of symmetry,<br />
us<strong>in</strong>g a ladybug as an example<br />
X.<br />
Symmetry<br />
A. Students draw <strong>the</strong> o<strong>the</strong>r half of <strong>the</strong> ladybug<br />
to illustrate symmetry<br />
XI. Left and Right<br />
A. Oral/aural activity <strong>in</strong> which students<br />
create word lists of equal length to fur<strong>the</strong>r<br />
illustrate symmetry<br />
XII. Eyes<br />
A. Discusses how <strong>in</strong>sects’ ability to see<br />
ultraviolet colors helps <strong>the</strong>m f<strong>in</strong>d<br />
pollen and nectar<br />
B. Describes <strong>the</strong> different types of eyes of<br />
<strong>in</strong>sects.<br />
C. Terms <strong>in</strong>clude compound eyes and<br />
ultraviolet<br />
XIII. Test your knowledge<br />
A. Questions to gauge student understand<strong>in</strong>g<br />
of <strong>in</strong>sect anatomy<br />
XIV. Vocabulary<br />
A. Provided for student reference<br />
XI. Left and Right<br />
A. Choose a word list to read aloud to students<br />
Students write <strong>the</strong> words on each side of<br />
<strong>the</strong> ladybug<br />
B. Both sides should have an equal number<br />
of words<br />
XII. Eyes<br />
A. Students may take turns read<strong>in</strong>g sections<br />
of <strong>the</strong> page aloud.<br />
B. Students are asked to locate <strong>the</strong> areas of<br />
<strong>the</strong> flowers where <strong>the</strong> ultraviolet colors<br />
are located (center)<br />
C. Discuss which types of eyes certa<strong>in</strong><br />
<strong>in</strong>sects may have<br />
XIII. Test your knowledge<br />
A. Students complete <strong>in</strong>dividually<br />
B. May be used as a quiz grade<br />
XIV. Vocabulary<br />
A. Provided for student reference
name____________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
Don’t Bug Me!<br />
“Bugs” is a term we use for<br />
many th<strong>in</strong>gs, <strong>in</strong>clud<strong>in</strong>g many<br />
<strong>in</strong>sects. A lot of people<br />
don’t like th<strong>in</strong>gs that crawl or<br />
fl y, but <strong>in</strong>sects are really<br />
<strong>in</strong>terest<strong>in</strong>g, hardwork<strong>in</strong>g,<br />
and absolutely necessary!<br />
We hope you learn<br />
someth<strong>in</strong>g about <strong>in</strong>sects<br />
that you don’t know, and<br />
maybe you’ll even learn to<br />
like <strong>the</strong>m!<br />
Not all bugs are<br />
<strong>in</strong>sects and not all<br />
<strong>in</strong>sects are bugs.<br />
You will learn <strong>the</strong><br />
difference.<br />
There are more k<strong>in</strong>ds<br />
of <strong>in</strong>sects <strong>in</strong> <strong>the</strong><br />
world than any o<strong>the</strong>r<br />
k<strong>in</strong>d of liv<strong>in</strong>g creature.<br />
<strong>Insect</strong>s live <strong>in</strong> all<br />
regions of <strong>the</strong> world<br />
regardless of heat, cold,<br />
dry or wet conditions.<br />
Because <strong>the</strong>re are<br />
over a million species<br />
of <strong>in</strong>sects, scientists<br />
have divided <strong>the</strong>m <strong>in</strong>to<br />
32 orders (groups). Student Worksheet 1
name__________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
What do You Know about <strong>Insect</strong>s<br />
When you’re fi nished with this unit, you’ll be able to answer <strong>the</strong>se questions:<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
8.<br />
9.<br />
Is <strong>the</strong>re a difference between a bug<br />
and an <strong>in</strong>sect<br />
What makes someth<strong>in</strong>g an <strong>in</strong>sect<br />
How many legs does an <strong>in</strong>sect<br />
have<br />
What does anatomy mean<br />
Do all <strong>in</strong>sects have <strong>the</strong> same body<br />
parts<br />
What is symmetry<br />
Are <strong>in</strong>sect w<strong>in</strong>gs like o<strong>the</strong>r animal<br />
w<strong>in</strong>gs<br />
What k<strong>in</strong>d of mouthparts do<br />
<strong>in</strong>sects have<br />
How do <strong>in</strong>sects see<br />
Some Basics:<br />
<strong>Insect</strong>s have three major body<br />
parts.<br />
<strong>Insect</strong>s have three pairs of jo<strong>in</strong>ted<br />
legs.<br />
Most <strong>in</strong>sects have w<strong>in</strong>gs, for at least<br />
part of <strong>the</strong>ir life cycle.<br />
<strong>Insect</strong>s have have an exoskeleton<br />
<strong>in</strong>stead of a skeleton like ours. This<br />
means <strong>the</strong>y have a hard outer shell<br />
and no bones <strong>in</strong>side.<br />
Student Worksheet 2
name___________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
What is an <strong>in</strong>sect<br />
Is <strong>the</strong>re a difference between a bug and an <strong>in</strong>sect You bet! “Bugs” is a term we<br />
often use to talk about any small creatures that crawl or fl y, and that we sometimes<br />
don’t like!<br />
But, some people like <strong>in</strong>sects so much <strong>the</strong>y make a career out of study<strong>in</strong>g <strong>the</strong>m. They<br />
are called entomologists. You can be an amateur entomologist start<strong>in</strong>g right<br />
now. Your fi rst lesson is to learn what an <strong>in</strong>sect is.<br />
1.<br />
2.<br />
Fill <strong>in</strong> <strong>the</strong> blanks: <strong>Insect</strong>s have ______ jo<strong>in</strong>ted legs, ______major body regions,<br />
and an exoskeleton. They may have one or two sets of w<strong>in</strong>gs.<br />
Circle <strong>the</strong> <strong>in</strong>sects below:<br />
Student Worksheet 3
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
Test Your Knowledge!<br />
name____________________________<br />
1.<br />
2.<br />
How many <strong>in</strong>sects did you circle on <strong>the</strong> previous page<br />
___ 5<br />
___ 7<br />
___ 9<br />
___ 10<br />
___ 12<br />
Circle <strong>the</strong> <strong>in</strong>sect at right.<br />
3.<br />
Count <strong>the</strong> segments on <strong>the</strong> caterpillar below. ________<br />
4.<br />
<strong>Insect</strong>s can have one pair of w<strong>in</strong>gs or two pairs of w<strong>in</strong>gs.<br />
A. If an <strong>in</strong>sect has one pair, how many w<strong>in</strong>gs does it have _______<br />
B.<br />
If an <strong>in</strong>sect has two pairs, how many w<strong>in</strong>gs does it have _______<br />
5.<br />
Circle <strong>the</strong> <strong>in</strong>sect that is different from <strong>the</strong> o<strong>the</strong>r two, <strong>in</strong> regard to w<strong>in</strong>gs<br />
Student Worksheet 4
name _______________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
How Many Legs Does an <strong>Insect</strong> Have<br />
Answer yes or no for each question, for each creature.<br />
Student Worksheet 5
name____________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
What Does <strong>Anatomy</strong> Mean<br />
<strong>Anatomy</strong> means learn<strong>in</strong>g about <strong>the</strong> parts of <strong>the</strong> body. Read a little about <strong>in</strong>sect<br />
anatomy and <strong>the</strong>n label <strong>the</strong> parts of <strong>the</strong> bee.<br />
The mouth, eyes and antennae are on <strong>the</strong> head, which is at <strong>the</strong> front. The antennae<br />
are special feelers that do <strong>the</strong> work of a nose and hands - <strong>the</strong>y use <strong>the</strong>ir antennae<br />
to fi nd food and to avoid enemies.<br />
The thorax is <strong>the</strong> center of <strong>the</strong> three body regions. The w<strong>in</strong>gs and all three pairs of<br />
legs are attached to <strong>the</strong> thorax, not <strong>the</strong> abdomen.<br />
The abdomen is usually <strong>the</strong> largest part of <strong>the</strong> <strong>in</strong>sect. It is at <strong>the</strong> opposite end<br />
from <strong>the</strong> ehad, and conta<strong>in</strong>s organs for digestion.<br />
<strong>Insect</strong>s do not have bones. They have an exoskeleton. The outside of <strong>the</strong>ir body<br />
is rigid and tough. As <strong>the</strong>y grow, <strong>the</strong>y may molt (shed <strong>the</strong>ir exoskelton). Most<br />
<strong>in</strong>sects have one or two pairs of w<strong>in</strong>gs. Often, <strong>in</strong>sects only have w<strong>in</strong>gs dur<strong>in</strong>g part<br />
of <strong>the</strong>ir lives.<br />
There are t<strong>in</strong>y hairlike fi bers on an <strong>in</strong>sect’s legs - this is what <strong>the</strong>y use to pick up<br />
pollen from fl owers.<br />
Below, label <strong>the</strong> head, abdomen, thorax, antennae, legs, and w<strong>in</strong>gs.<br />
4. _______________<br />
1. _______________<br />
5. ________________<br />
2. ________________<br />
6.________________<br />
3.________________<br />
Student Worksheet 6
name___________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
More <strong>Insect</strong> Parts!<br />
Some <strong>in</strong>sects have two pairs of w<strong>in</strong>gs. When this is <strong>the</strong> case, <strong>the</strong> front pair is called<br />
<strong>the</strong> forew<strong>in</strong>gs, and <strong>the</strong> back pair is called <strong>the</strong> h<strong>in</strong>dw<strong>in</strong>gs.<br />
Butterfl y <strong>Anatomy</strong>:<br />
Below, label <strong>the</strong> forew<strong>in</strong>gs, h<strong>in</strong>dw<strong>in</strong>gs, eyes, head, antennae, thorax,<br />
abdomen, and legs.<br />
1. ________________<br />
2. ________________<br />
6. ________________<br />
3. ________________<br />
4. ________________<br />
7. ________________<br />
8. ________________<br />
5. ________________<br />
Student Worksheet 7
name____________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
W<strong>in</strong>gs<br />
Bats are mammals that fl y. Their w<strong>in</strong>gs are<br />
unlike any bird or <strong>in</strong>sect. They fl y with <strong>the</strong>ir<br />
hands and a special membrane (like th<strong>in</strong><br />
sk<strong>in</strong>) that stretches from <strong>the</strong>ir “fi ngers” to <strong>the</strong>ir<br />
“ankles.” They move <strong>the</strong>ir w<strong>in</strong>gs like a swimmer<br />
do<strong>in</strong>g <strong>the</strong> butterfl y stroke.<br />
Birds’ w<strong>in</strong>gs are covered with fea<strong>the</strong>rs and<br />
are shaped differently on different types<br />
of birds. They use strong muscles <strong>in</strong><br />
<strong>the</strong>ir chests to move <strong>the</strong> w<strong>in</strong>g. What are<br />
some o<strong>the</strong>r functions of fea<strong>the</strong>rs<br />
An <strong>in</strong>sect expands and contracts its<br />
thorax, which <strong>in</strong> turn moves <strong>the</strong> w<strong>in</strong>gs.<br />
Small muscles on <strong>the</strong> thorax can<br />
change w<strong>in</strong>g angle and position dur<strong>in</strong>g<br />
fl ight. <strong>Insect</strong> w<strong>in</strong>gs are passive; <strong>the</strong>y<br />
don’t move on <strong>the</strong>ir own.<br />
Long ago, people watched <strong>in</strong>sects and birds<br />
and tried to design fl y<strong>in</strong>g mach<strong>in</strong>es that worked<br />
<strong>the</strong> same way. The airplane wasn’t <strong>in</strong>vented until<br />
1903! But plane w<strong>in</strong>gs don’t fl ap, do <strong>the</strong>y How<br />
is <strong>the</strong> fl ight of an airplane powered<br />
<strong>Insect</strong>s can have one or two pairs of w<strong>in</strong>gs. This<br />
ladybug shows two pairs: The hard forew<strong>in</strong>gs<br />
protect <strong>the</strong> soft h<strong>in</strong>dw<strong>in</strong>gs, which are used for<br />
fl ight. The hard w<strong>in</strong>gs aren’t used <strong>in</strong> fl ight, but<br />
only for protection.<br />
Student Worksheet 8
name____________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
Mouthparts<br />
<strong>Insect</strong>s can have a variety of mouthparts,<br />
depend<strong>in</strong>g on <strong>the</strong> use of <strong>the</strong> mouth <strong>in</strong> feed<strong>in</strong>g.<br />
The mouth is suited to <strong>the</strong> k<strong>in</strong>d of food <strong>the</strong> <strong>in</strong>sect<br />
prefers.<br />
Grasshoppers and beetles have chew<strong>in</strong>g<br />
mouthparts.<br />
On <strong>the</strong> right is <strong>the</strong> head of a cicada, one of <strong>the</strong><br />
<strong>in</strong>sects known as “true bugs.” The long, sharp<br />
mouthpart is used to pierce <strong>the</strong> body of prey or<br />
<strong>in</strong>to a plant. It is called a “pierc<strong>in</strong>g and suck<strong>in</strong>g”<br />
mouthpart. This type of mouthpart is <strong>the</strong> ma<strong>in</strong><br />
th<strong>in</strong>g that sets “bugs” apart from “<strong>in</strong>sects.”<br />
On <strong>the</strong> left is <strong>the</strong> head of a butterfl y.<br />
It has mouthparts that are used to<br />
dr<strong>in</strong>k nectar. It is called a “suck<strong>in</strong>g”<br />
mouthpart because it works like a<br />
bendy straw.<br />
Animal<br />
Fly<br />
Beetle<br />
Butterfl y<br />
Aphid<br />
Type of Mouthparts<br />
Spong<strong>in</strong>g<br />
Chew<strong>in</strong>g<br />
Suck<strong>in</strong>g<br />
Pierc<strong>in</strong>g and suck<strong>in</strong>g<br />
Student Worksheet 9
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
Symmetry<br />
name___________________________<br />
Draw <strong>the</strong> rest of this ladybug’s body. It is <strong>the</strong> same on both sides.<br />
This is symmetry. Are humans symmetrical<br />
Student Worksheet 10
name____________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
Left and Right<br />
Listen as your teacher reads words that ei<strong>the</strong>r beg<strong>in</strong> or end with <strong>the</strong> letter G. When<br />
you hear a word that starts with G, write it down <strong>in</strong> <strong>the</strong> left side of <strong>the</strong> ladybug. When<br />
you hear a word that ends with a G, write it down <strong>in</strong> <strong>the</strong> right. If you have listened<br />
correctly, your ladybug will have symmetry. Both sides will have <strong>the</strong> same number<br />
of words.<br />
Student Worksheet 11
name___________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
Eyes!<br />
<strong>Insect</strong>s see some th<strong>in</strong>gs better than<br />
you do! Their eyes see colors better than<br />
human eyes, but <strong>the</strong>ir vision is not good<br />
with shapes.<br />
<strong>Insect</strong>s can see some colors that we can’t<br />
see at all. Have you heard of ultraviolet<br />
colors A fl ower may look yellow to you,<br />
but an <strong>in</strong>sect can also see <strong>the</strong> bright<br />
ultraviolet colors on it which lets <strong>the</strong>m<br />
know where pollen and nectar are.<br />
That is what <strong>in</strong>sects are most <strong>in</strong>terested<br />
<strong>in</strong>. Where do you th<strong>in</strong>k <strong>the</strong> pollen and<br />
nectar are on <strong>the</strong>se fl owers That’s <strong>the</strong><br />
part of <strong>the</strong> fl ower an <strong>in</strong>sect will head<br />
straight for!<br />
<strong>Insect</strong>s are drawn by bright<br />
ultraviolet colors, which<br />
surround <strong>the</strong> pollen and<br />
nectar areas like <strong>the</strong> lights<br />
on an airport runway.<br />
Color <strong>the</strong> fl owers above. Use<br />
a bright violet or bright blue to<br />
<strong>in</strong>dicate <strong>the</strong> part of <strong>the</strong> fl ower<br />
that attracts <strong>in</strong>sects.<br />
Most <strong>in</strong>sect eyes are called<br />
compound eyes, because<br />
each eye is really a group of<br />
many small eyes. Each little<br />
eye sees only a small part of<br />
<strong>the</strong> picture. Some <strong>in</strong>sects<br />
have “simple eyes,” each of<br />
which has a s<strong>in</strong>gle lens that<br />
detects light. On <strong>the</strong> right is a<br />
picture of a compound eye<br />
Student Worksheet 12
name___________________________<br />
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
Test Your Knowledge!<br />
1. An <strong>in</strong>sect has ____ ma<strong>in</strong> body regions and _____ pairs of jo<strong>in</strong>ted legs.<br />
2. Circle <strong>the</strong> parts found <strong>in</strong> an <strong>in</strong>sect’s anatomy.<br />
head thorax hands<br />
antennae abdomen legs<br />
skeleton nose eyes<br />
3. Symmetry of body parts is found <strong>in</strong> both <strong>in</strong>sects and mammals.<br />
_____ true<br />
_____ false<br />
4. <strong>Insect</strong>s can have one or two pairs of w<strong>in</strong>gs.<br />
_____ true<br />
_____ false<br />
5. What part of an <strong>in</strong>sect’s anatomy helps it detect food or predators<br />
________________________<br />
6. Some <strong>in</strong>sects have chew<strong>in</strong>g mouthparts or suck<strong>in</strong>g mouthparts.<br />
_____ true<br />
_____ false<br />
7. Name an <strong>in</strong>sect and <strong>the</strong> k<strong>in</strong>d of mouthpart is has (chew<strong>in</strong>g, suck<strong>in</strong>g, spong<strong>in</strong>g)<br />
__________________________________________________<br />
8. Some <strong>in</strong>sects can see colors we can’t see.<br />
_____ true<br />
______ false<br />
Student Worksheet 13
Student Lesson: <strong>Insect</strong> <strong>Anatomy</strong><br />
Vocabulary<br />
name _______________________<br />
abdomen - <strong>the</strong> last segment of an <strong>in</strong>sect’s body; it<br />
conta<strong>in</strong>s organs that are important to digestion<br />
amateur - a person who does someth<strong>in</strong>g just for<br />
pleasure, but does not get paid for it<br />
anatomy - <strong>the</strong> structure of an animal or plant<br />
antennae - a pair of flexible feelers on <strong>the</strong> head of<br />
an <strong>in</strong>sect used to sense <strong>the</strong> environment<br />
arthropod - a group of animals that has a threepart<br />
body, jo<strong>in</strong>ted legs, no skeleton, and a hard<br />
outer cover<strong>in</strong>g<br />
bug - an <strong>in</strong>sect with thickened w<strong>in</strong>gs and mouthparts used for pierc<strong>in</strong>g and suck<strong>in</strong>g<br />
compound eye - <strong>the</strong> type of eye of most <strong>in</strong>sects, made up of many smaller parts that are each<br />
able to see part of <strong>the</strong> image.<br />
entomologist - a scientist who studies <strong>in</strong>sects<br />
exoskeleton - a hard cover<strong>in</strong>g on <strong>the</strong> outside of organisms such as <strong>in</strong>sects, that provides structural<br />
support and protection<br />
<strong>in</strong>sect - an arthropod with three body segments (head, thorax and abdomen) and three<br />
pairs of jo<strong>in</strong>ted legs<br />
mammals - warm-blooded animals with skeletons; <strong>the</strong>ir sk<strong>in</strong> is covered with hair or fur and <strong>the</strong>y<br />
produce milk to feed <strong>the</strong>ir young<br />
molt - to shed an outer cover<strong>in</strong>g that is replaced by a new one; birds molt fea<strong>the</strong>rs, snakes<br />
molt sk<strong>in</strong>s, and <strong>in</strong>sects molt exoskeletons<br />
mouthparts - <strong>the</strong> parts of an <strong>in</strong>sect’s mouth especially adapted for a specific way of feed<strong>in</strong>g<br />
muscle - a body tissue made of fibers that is able to relax or contract; shorten<strong>in</strong>g and leng<strong>the</strong>n<strong>in</strong>g<br />
muscles causes parts of <strong>the</strong> body to move<br />
nectar - a sweet liquid made by plants, which attracts and feeds various <strong>in</strong>sects.<br />
passive - someth<strong>in</strong>g that does not act on its own, but only when someth<strong>in</strong>g else acts on it.<br />
pollen - a f<strong>in</strong>e powder produced by plants for reproduction<br />
symmetry - sameness on both sides of a divid<strong>in</strong>g l<strong>in</strong>e<br />
thorax - <strong>the</strong> middle body segment of an <strong>in</strong>sect between <strong>the</strong> head and <strong>the</strong> abdomen.<br />
ultraviolet - a color of light that humans can’t see but some animals can<br />
Integrated Pest Management is a specialized form of environmental management where<strong>in</strong><br />
scientific research and real world application work toge<strong>the</strong>r to reduce pests such as <strong>in</strong>sects,<br />
diseases or weeds.<br />
1. Properly identify pests 4. Determ<strong>in</strong>e an action threshold<br />
2. Learn <strong>the</strong> pest/ host biology 5. Choose <strong>the</strong> best tactic<br />
3. Sample <strong>the</strong> environment for pests 6. Evaluate results<br />
Student Worksheet 14
Teacher Information for Student Workseets<br />
Student Worksheet 1<br />
Don’t Bug Me!<br />
<strong>Insect</strong>s are all around us. Millions can exist <strong>in</strong> a s<strong>in</strong>gle acre of land. Many <strong>in</strong>sects are consumers and<br />
recyclers of plant and animal material. This helps our soil. <strong>Insect</strong>s are a major food source for o<strong>the</strong>r animals.<br />
When a mosquito is pester<strong>in</strong>g you or someth<strong>in</strong>g is eat<strong>in</strong>g <strong>the</strong> leaves of your favorite plant, your op<strong>in</strong>ion of<br />
<strong>in</strong>sects may be low. But <strong>the</strong>y are an important part of our world; highly valuable <strong>in</strong> <strong>the</strong> food cha<strong>in</strong>. Our<br />
environment would not exist as we know it without <strong>in</strong>sects!<br />
Student Worksheet 2<br />
What Do You Know About <strong>Insect</strong>s<br />
ts very common for people to use <strong>the</strong> term “bug” to describe <strong>in</strong>sects <strong>in</strong> general, plus o<strong>the</strong>r creatures that crawl<br />
or fly. The goal of <strong>the</strong>se activities is to teach what exactly an <strong>in</strong>sect is, and how varied and <strong>in</strong>terest<strong>in</strong>g <strong>in</strong>sects<br />
can be. It is <strong>the</strong> variety of ways <strong>in</strong>sects <strong>in</strong>teract <strong>in</strong> <strong>the</strong>ir environment that makes <strong>the</strong>m as successful as <strong>the</strong>y<br />
are. When we take <strong>the</strong> time to learn about someth<strong>in</strong>g, our fear lessens and our appreciation <strong>in</strong>creases.<br />
Student Worksheet 3<br />
What Is an <strong>Insect</strong><br />
Students will use this sheet to test <strong>the</strong>ir knowledge of <strong>in</strong>sects. Rem<strong>in</strong>d <strong>the</strong>m that <strong>in</strong>sects have three ma<strong>in</strong><br />
body regions (which are not always easy to detect) and three pairs of jo<strong>in</strong>ted legs. Rem<strong>in</strong>d students that<br />
different life stages will not seem to follow those rules. Caterpillars, for example, have a version of <strong>the</strong> three<br />
body regions rule, and <strong>the</strong>y do have three pair of true legs attached to <strong>the</strong> thorax. However, caterpillars<br />
have additional stubby limbs, which are not true, jo<strong>in</strong>ted legs.<br />
Answers:<br />
1. 6, 3<br />
2. Dragonfly, Fly, Grasshopper, Ant, Butterfly, Mosquito, Beetle, Pray<strong>in</strong>g Mantis, Caterpillar, Bee
Student Worksheet 4<br />
Test Your Knowledge<br />
Answers:<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
10<br />
Mosquito<br />
13<br />
A.) 2 B.) 4<br />
Fly - because it only has one pair of w<strong>in</strong>gs, and <strong>the</strong> o<strong>the</strong>rs have 2<br />
All flies have one pair of w<strong>in</strong>gs only. As students learn more about <strong>in</strong>sects, <strong>the</strong>y will beg<strong>in</strong> to look for<br />
some of <strong>the</strong>se parts of <strong>the</strong>ir anatomy that help describe <strong>the</strong>m. A very beneficial <strong>in</strong>sect called <strong>the</strong> hover<br />
fly eats <strong>in</strong>sect pests from flower<strong>in</strong>g plants. It resembles some bees or wasps, because of its color<strong>in</strong>g. But<br />
upon closer exam<strong>in</strong>ation, you can see it has one pair of w<strong>in</strong>gs. Understand<strong>in</strong>g and identify<strong>in</strong>g <strong>in</strong>sects<br />
helps you determ<strong>in</strong>e if it is a pest or a beneficial <strong>in</strong>sect and is an important part of <strong>in</strong>tegrated pest<br />
management.<br />
Student Worksheet 5<br />
How Many Legs does an <strong>Insect</strong> Have<br />
Students practice us<strong>in</strong>g a chart to re<strong>in</strong>force what <strong>the</strong>y are learn<strong>in</strong>g about <strong>in</strong>sect anatomy. Of <strong>the</strong> garden<br />
creatures depicted, only <strong>the</strong> butterfly, <strong>the</strong> ant, and <strong>the</strong> grasshopper are <strong>in</strong>sects. Spiders, ticks, millipedes<br />
and centipedes do not follow <strong>the</strong> rule of three pairs of legs. You may use this to cont<strong>in</strong>ue <strong>the</strong> discussion of<br />
bug vs. <strong>in</strong>sect.<br />
Student Worksheet 6<br />
What Does <strong>Anatomy</strong> Mean<br />
Us<strong>in</strong>g <strong>the</strong> six anatomy words given, students will label <strong>the</strong> body parts of <strong>the</strong> ladybug.<br />
Student Worksheet 7<br />
More <strong>Insect</strong> Parts!<br />
Students are asked to label <strong>the</strong> anatomy of <strong>the</strong> butterfly.<br />
Student Worksheet 8<br />
W<strong>in</strong>gs!<br />
The importance of <strong>in</strong>sect w<strong>in</strong>gs is that <strong>the</strong>y are passive - not directly moved by muscles but flapped by<br />
<strong>the</strong> compression of <strong>the</strong> thorax. Students may compare this to <strong>the</strong> human thorax, as <strong>the</strong> chest expands<br />
and contracts dur<strong>in</strong>g breath<strong>in</strong>g.<br />
The ladybug is a beetle with two pairs of w<strong>in</strong>gs. The forew<strong>in</strong>gs are rigid and protective and do not assist flight.<br />
The h<strong>in</strong>dw<strong>in</strong>gs are soft and flexible and are folded under <strong>the</strong> forew<strong>in</strong>gs for protection.<br />
Although it sometimes appears that <strong>in</strong>sect legs are attached to <strong>the</strong> abdomen, rem<strong>in</strong>d students that <strong>the</strong>y<br />
are always attached to <strong>the</strong> thorax.
Student Worksheet 9<br />
Mouthparts!<br />
It is easy to see why <strong>the</strong> mouthparts of <strong>the</strong> true bug are called “pierc<strong>in</strong>g and suck<strong>in</strong>g.”<br />
The eye takes up a large portion of <strong>the</strong> butterfly’s head - why Students may guess it is because <strong>the</strong> adult<br />
butterfly is so dependent on visual clues to f<strong>in</strong>d its food source, nectar. Notice <strong>the</strong> straw-like mouthpart<br />
of <strong>the</strong> butterfly, used for dr<strong>in</strong>k<strong>in</strong>g nectar, and how it differs from <strong>the</strong> mouthparts of <strong>the</strong> true bug.<br />
Some type of <strong>in</strong>sect feeds on almost everyth<strong>in</strong>g, and almost every <strong>in</strong>sect is food for someth<strong>in</strong>g else.<br />
Herbivorous <strong>in</strong>sects are plant eaters; carnivorous <strong>in</strong>sects feed on o<strong>the</strong>r <strong>in</strong>sects and animals. Ask<br />
students to consider o<strong>the</strong>r animals and how <strong>the</strong>ir mouths are adapted to <strong>the</strong> specific foods <strong>the</strong>y eat. What<br />
characteristics of <strong>the</strong>ir own mouth allow <strong>the</strong>m to eat what <strong>the</strong>y do<br />
Student Worksheet 10<br />
Symmetry<br />
Some ladybugs have two spots and some have seven, but <strong>the</strong>re is always an equal number on each side.<br />
This is a good example of symmetry. How can a ladybug have seven spots and still be symmetrical<br />
The center spot is divided between two w<strong>in</strong>gs. Are humans symmetrical Most animals are symmentrical.<br />
What liv<strong>in</strong>g th<strong>in</strong>gs are not (plants)<br />
Student Worksheet 11<br />
Left and Right<br />
Two word lists are provided to read aloud. Students will write each word <strong>in</strong> <strong>the</strong> left or right side of <strong>the</strong> ladybug,<br />
depend<strong>in</strong>g on whe<strong>the</strong>r it beg<strong>in</strong>s or ends with G. When <strong>the</strong>y are f<strong>in</strong>ished, <strong>the</strong>y should have an equal number<br />
of words on each side of <strong>the</strong> ladybug. Instruct students to listen carefully, s<strong>in</strong>ce some of <strong>the</strong> words are “trick<br />
questions” and do not beg<strong>in</strong> or end with G at all! Rem<strong>in</strong>d <strong>the</strong>m that G can make a hard or soft sound. You can<br />
adapt this activity to your class’s skill level by add<strong>in</strong>g or subtract<strong>in</strong>g words.<br />
Here are two word lists for this activity:<br />
Easier List:<br />
gray<br />
bug<br />
go<br />
sock<br />
book<br />
dog<br />
ground<br />
More challeng<strong>in</strong>g list:<br />
gravy<br />
w<strong>in</strong>g<br />
golf<br />
plug<br />
cat<br />
beetle<br />
egg<br />
giraffe<br />
guidel<strong>in</strong>e<br />
gratitude<br />
grasshopper<br />
biology<br />
joy<br />
glow<br />
log<br />
fl y<strong>in</strong>g<br />
beg<strong>in</strong><br />
h<strong>in</strong>dw<strong>in</strong>g<br />
ladybug<br />
chew<strong>in</strong>g<br />
agent
Student Worksheet 12<br />
Eyes<br />
Direct students to locate <strong>the</strong> part of <strong>the</strong> flower that conta<strong>in</strong>s <strong>the</strong> pollen. Pollen is held on <strong>the</strong> tips of <strong>the</strong><br />
an<strong>the</strong>rs where <strong>in</strong>sects are likely to brush aga<strong>in</strong>st <strong>the</strong>m. Nectar is secreted by glands at <strong>the</strong> base of <strong>the</strong><br />
flower around <strong>the</strong> ovary. When <strong>the</strong> <strong>in</strong>sect goes to <strong>the</strong> next flower to dr<strong>in</strong>k nectar, some of <strong>the</strong> pollen it<br />
has picked up from <strong>the</strong> first flower will be brushed aga<strong>in</strong>st <strong>the</strong> stigma on <strong>the</strong> second flower. This is fertilization<br />
by <strong>in</strong>sects.<br />
Rem<strong>in</strong>d students that <strong>the</strong> pollen is <strong>in</strong> <strong>the</strong> center of <strong>the</strong> flower, but that <strong>the</strong> ultraviolet color is encircled<br />
around <strong>the</strong> center and acts as a target or land<strong>in</strong>g strip to br<strong>in</strong>g <strong>the</strong> <strong>in</strong>sect right to <strong>the</strong> pollen.<br />
All adult <strong>in</strong>sects have a pair of compound eyes, as do nymphs of <strong>in</strong>sects that undergo gradual<br />
metamorphosis, such as grasshoppers. Larvae of <strong>in</strong>sects that undergo complete metamorphosis, such as<br />
caterpillars, lack compound eyes and have up to 6 very t<strong>in</strong>y simple eyes. These can see color, but are<br />
generally worse at see<strong>in</strong>g shapes than <strong>the</strong> compound eyes. A compound eye can have thousands of<br />
lenses; a big dragonfly can have 30,000!<br />
Because <strong>the</strong> compound eye can wrap all <strong>the</strong> way around <strong>the</strong> head <strong>in</strong> many <strong>in</strong>sects, <strong>the</strong>y can detect<br />
motion all <strong>the</strong> time. That makes it very difficult to sneak up on <strong>the</strong>m. For <strong>in</strong>sects that depend on collect<strong>in</strong>g<br />
nectar and pollen, <strong>the</strong> ability to direct <strong>the</strong>ir search<strong>in</strong>g to <strong>the</strong> important part of <strong>the</strong> flower enables <strong>the</strong>m to<br />
get down to bus<strong>in</strong>ess efficiently. The outer portion of <strong>the</strong> petals serve as a land<strong>in</strong>g platform.<br />
Student Worksheet 13<br />
Test Your Knowledge<br />
Use this page to gauge what students have learned through <strong>the</strong>ir activities. It could count as a quiz grade.<br />
Answers:<br />
1. 3, 3<br />
2. head, thorax, antennae, abdomen, legs, eyes<br />
3. true<br />
4. true<br />
5. antennae<br />
6. true<br />
7. grasshopper - chew<strong>in</strong>g<br />
butterfly - suck<strong>in</strong>g<br />
fly - spong<strong>in</strong>g<br />
ladybug - chew<strong>in</strong>g<br />
aphid - pierc<strong>in</strong>g/suck<strong>in</strong>g<br />
9. true<br />
Student Worksheet 14<br />
Vocabulary<br />
Provided for student reference