Insect Anatomy - Agriculture in the Classroom
Insect Anatomy - Agriculture in the Classroom
Insect Anatomy - Agriculture in the Classroom
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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