Teachers: Shanna Gonzales and Mariel Milbourn
Grade: 3-5
Subject: Habitat preferences ___________Time: 40 min__________
1. Materials/ Technology:
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Rectangular trays
Mealworms (can get at pet
stores or online)
Soil
Sand
Gravel
Index card/ folded paper
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Cut-up Potato
Cut-up Apple
Dry Cereal/ Grains
Timers or a class clock
Foil
Flashlights
Worksheets for each student
(pg. 5-6 of this document)
Get mealworms for cheap at http://www.cricketsdirect.com/index.html
Click the mealworm tab on the left of the screen.
2. Illinois Goals, Learning Standards and Benchmarks:
11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions.
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and
measuring.
11.A.2c Construct charts and visualizations to display data.
11.A.2d Use data to produce reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.
12.B.1a Describe and compare characteristics of living things in relationship to their environments.
3. Performance Objectives:
Students will be able to…
Build a habitat for the meal worm which allows one to observe preference between two
options. (Skill)
Define habitat preference. (LO)
Explain what they observed during the experiment after the mealworms were released. (LO)
Make predictions as to what option the mealworms will perfer. (HO)
Recommend a good home for a mealworm based on what the groups figured out about their
habitat preferences. (HO)
4. Anticipatory Set
 Motivation- Have mealworms out and in the open for the students to see when they
enter the room.
 Bridge- Ask students if they know for sure what bugs these are, where they like to live,
or what they eat. Students probably won’t have these answers, so tell them that these
are mealworms and just like all animals they have places they prefer to live, which is
called habitat preference. To discover the mealworms habitat preferences we are going
to break into groups and test their preferences with experiments they will design
themselves.
5. Procedures
Teacher will…
Break students into groups.
Go over what each group will test:
a) Light vs. Dark
b) Food Preferences
c) Ground Type Preferences
Explain that in the experiment we will compare
what the mealworms like by building a habitat
with two selections, one on either side. Explain
that in order to test something scientifically you
can only make one change in order to specifically
test your “variable”. For example you wouldn’t
want to test light and dark preferences and food
preferences together, because then you wouldn’t
know why the mealworms picked a side (was it
because it was dark or because the apple was on
that side). In experiments we try to keep
everything the same except what we are actually
testing for. Show them what options there are, if
any; students may only pick two options per
preference to test for this activity.
a) none for light and dark (students must test
light vs. dark)
b) food: apples, potatoes, dry cereal /grains
c) ground: soil, sand, rock (wet vs. dry
combinations can be done to)
Explain a hypothesis (prediction based off
something you know) to the students.
Have students build the habitat with one option on
either end. Remind them that each side should be
equal in space or amount, because in experiments
we try to keep everything the same except what
we are actually testing for. Put these instructions
on the board:
Students will…
Count off by ---.
Pick which options they would like to compare
(none for light and dark). If they have trouble
coming to a consensus, do a quick heads down
hands up vote.
Record their hypothesis on their worksheet. Make
sure they list the why?
Build the habitat as a group (only interfere to help
even out the work load and make sure everyone
gets to play.)
a) Students testing light vs. dark should use
tin foil to shade/darken one area. Use the
flashlight to brighten the other side. Dark
a) Students testing light vs. dark should use tin
foil to shade/darken one area. Use the
flashlight to brighten the other side. Dark and
light side should be nearly even in size, about
half of the rectangle.
b) Students testing food preferences should place
and equal amount of each food an equal
amount of distance from the center.
c) Students testing soil preferences should make
each side of their tray one preference. Each
side should be equal in size and depth.
Have students prepare their chart on the work
sheet for recording the observation data by filling
in the appropriate blanks.
When habitats are complete release the
mealworms in the middle of the habitats and have
students observe them for the next 8 minutes. Use
the index card to scoop up the meal worms.
Watch the time with a timer or look at the class
clock that has a second hand so students can be
precise and record data at each two minute
interval.
Clean up
Have students discuss the data and what it
suggests. Does it support their hypothesis?
Help students prepare for sharing their results.
6. Closure
Teacher will…
Get all groups attention
Go around the room allowing each group of
students to share their results.
Record each of the mealworms discovered
preferences on the board (ex: apples over
potatoes, soil over rock, and dark over
light).Instruct students to complete the back of
their worksheets. Read question to students
before they begin working.
and light side should be nearly even in
size, about half of the rectangle.
b) Students testing food preferences should
place and equal amount of each food an
equal amount of distance from the center.
c) Students testing soil preferences should
make each side of their tray one
preference. Each side should be equal in
size and depth.
Set up their chart to record observation data
Observe
Count how many mealworms are on each option
at each two minute interval and record the data in
the chart.
Clean up
Determine if the data collected fits with their
hypothesis.
Prepare
Students will…
Become quite and attentive
Share
Students will complete the question on the back of
their worksheet with the information written on
the board during the closure as a guide.
Based on the mealworm’s preferences we
discovered in all the different group experiments
describe what a good habitat for a mealworm
would be (think about what type of ground,
lighting, and food would be available to the
mealworm).
EX: If the meal worm preferences where: apples
over potatoes, soil over rock, and dark over light.
A mealworm would like a dark place with soil
where there are plenty of apples.
7. Assessment
Teacher will assess habitat construction through observation during the experiment.
Teacher will assess students’ ability to recommend a good home for a mealworm and make a
hypothesis by looking over their responses on the worksheets.
Teacher will assess students’ ability to define habitat preference and explain what they
observed during the experiment by listening to informal discussions of the small groups.
8. Reflection:
MEALWORM MADNESS
Hypothesis-
Number of Mealworms
_______________________
(preference on the right)
Number of Mealworms
______________________
(preference on the left)
Number of
Mealworms
On nothing
or a line
_____________
After 2
min.
After 4
min.
After 6
min.
After 8
min.
Results:
Did it fit with your hypothesis?
YES
NO
Based on the mealworm’s preferences we discovered in all the
different group experiments describe what a good habitat for
a mealworm would be (think about what type of ground,
lighting, and food would be available to the mealworm
there)?
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