Title:
Grasshopper Ecosystem
Objectives: TSWBAT…….
Identify key characteristics of the grasshopper’s anatomy
Predict habitats based on anatomy
Illinois State Learning Standards:
11A-
Grade Level:
7th
1.
Formulate independent content-specific hypothesis referencing pertinent reliable prior research, or proposing options for appropriate questions, procedural steps, and necessary resources.
2.
Design an inquiry investigation which addresses proposed hypothesis, determining variables and control groups, incorporating all procedural and safety precautions, materials and equipment handling directions and datacollection formatting preparations, or securing approval for all procedures, equipment use and safety concerns.
3.
Conduct inquiry investigation, using technologies for observing and measuring directly, indirectly, or remotely, completing multiple, statistically-valid trials, or accurately and precisely recording all data.
Activity Description: To start this activity, students will be placed in groups of two. Each group will be given a grasshopper which they use to examine both the physical structure the behavior. Students will record all observations and predictions on a guided worksheet. After the students complete their first round of observations they will be placed into groups of four. These students will share their observations with one another and after comparing notes they will go back to groups of two. Once back in their group they will predict what kind of environment the grasshopper lives in, what the grasshopper eats and who eats them. Next, the students will create a drawing of an ecosystem for the grasshopper using their observations. Once groups have completed the drawings, they will share their ecosystem with the class and explain why they chose to include the different aspects of the ecosystem.

Assessment Strategies:
The students will be assessed on the completed worksheets as well as the picture of the ecosystem they created for the grasshopper and their presentation of the drawing. The next day there will be a follow up quiz over the physical structure of the grasshopper and the importance of their physical structure for this environment.
Rationale: The rationale of this activity demonstrates the relationship between physical characteristics of an organism’s anatomy and its local environment. This lab gives an opportunity for students to learn with their hands versus taking notes. Also, this lab can be one of the turning points into a young scientist’s career. Instead of memorizing trivial facts, they are learning the importance of asking questions and making predications.
Resources:

Name______________
Grasshopper Anatomy
Describe your initial observation upon receiving your grasshopper. (i.e. size, color. movement)
Describe the head of the grasshopper. Observations should include, but are not limited to, antennae, eyes, and mouth parts.
Describe the thorax. Observations should include, but are not limited to, legs and wings.
Describe the abdomen.
What predications can be made about what the grasshopper eats?
What predications can be made about the grasshopper’s defense mechanisms?

Make a prediction of what kind of environment grasshoppers live in.
Draw your prediction below.