FOSS Insects Unit Plan Desired Results BVSD Standard(s)/Grade Level Expectations Second Grade Science GLE2.1 Organisms (insects) depend on their habitat’s nonliving parts to satisfy their needs. GLE2.2 Each plant or animal has different structures or behaviors that serve different functions. Second Grade Language Arts GLE1.2 Engage effectively in collaborative discussions. GLE2.3 Use a range of strategies efficiently to construct meaning while reading informational texts. GLE3.2 Plan, organize, write, and publish informative/explanatory and opinion pieces for a variety of audiences and purposes. Unit Essential Questions 1. How do living things (insects) depend on their environment? 2. How does an organism respond when basic needs are not met? 3. What makes a habitat healthy? 4. How do the physical characteristics of organisms (example: insects) help them to survive? Students will know: • Insect body parts – head, thorax, abdomen • Key structure of insects and their functions (antenna, eye, mouth, wings, legs, exoskeleton) • Common nonliving components of a habitat (water, soil, access to sunlight, etc.) • Examples of behaviors of insects (eating, grooming, communication, moving, etc.) • Definition of a habitat “the place where an organism lives; an area that provides for the organism’s basic needs” Students will be able to… • Use evidence to develop a scientific explanation about how organisms (example: insects) depend on their habitat. • Analyze and interpret data about nonliving components of a habitat. • Assess and provide feedback on other scientific explanations regarding why an organism (example: insects) can survive in its habitat. • Assess how living things depend on the health of their habitats. • Use instruments to make observations about habitat components – for example, data can be collected from a fish tank to assess the environmental health (dissolved oxygen, pH, Nitrogen content). • Describe different ways that scientists seek to understand about organisms and their interactions with the environment. • Collaborate with other students in developing a scientific explanation about how organisms depend on their habitat. • Use evidence to develop an explanation as to why a habitat is or is not suitable for a specific organism. • Analyze and interpret data about structures or behaviors of a population that help that population survive. • Give feedback regarding the advantages of specific 1
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structures and behaviors. Share observations, and provide and respond to feedback on ideas about the advantages of specific structures and behaviors. Language Objectives Academic vocabulary Investigation 1 Abdomen Artificial Eyes Habitat Legs Observe Structure Wings Investigation 2 Butterfly Larva Painted Lady Investigation 3 Milkweed Bug Spanish vocabulary Investigación 1 Abdomen Alas Artificial Comortamiento Función Insecto Ojos Tòrax Investigaciòn 2 Ciclo de vida Larva(s) Pupa Investigation 3 Chinche Air Behavior Food Head Mouth Segment Thorax Antenna Cricket Function Insect Natural Space Water Chrysalis Life Cycle Proboscis Egg Molt Pupa Agua Alimiento/Comida Boca Espacio Grillo Natural Patas Aire Antena Cabeza Estructura Hábitat Observar Segmento Crisálida Mariposa Vanesa de los Cardos Espiritrompa Muda de piel 2
Assessment Evidence Pre/post assessment Science notebook entries Informal observation and discussion Materials and Resources Materials • Science notebooks for students • Large, class model science notebook • FOSS Insects kit • Additional picture books related to insects and habitats Online Resources • https://itunes.apple.com/us/itunes-­‐u/foss-­‐
insects-­‐plants-­‐science/id386664277?mt=10 • http://archive.fossweb.com/modulesK-­‐
2/Insects/index.html • https://itunes.apple.com/us/itunes-­‐u/foss-­‐ca-­‐
insects-­‐plants-­‐teacher/id429739348?mt=10 • http://archive.fossweb.com/modulesK-­‐
2/InsectsandPlants/index.html 3
Teacher notes for Insects Because this kit involves insects that develop over time from larvae to adult (butterflies), some overlap in the investigations is recommended. Please see the possible schedule below. Week Investigation 1: Investigation 2: Investigation 3: Investigation 4: Crickets Butterflies Milkweed Bugs Outdoor Habitats 1 Sessions 1-­‐3 2 Sessions 4-­‐6 3 Session 1 4 Session 2 Sessions 1-­‐2 5 Sessions 3-­‐4 6 Session 3 Session 1-­‐2 7 Session 3 8 Sessions 4-­‐5 Session 4 Inv.1 Prepare the Class Insect Calendar for the month(s) you will monitor the insects (Class Calendar is in the FOSS kit). Make sure you have a good supply of crickets to start with as some will inevitably escape or die. Just prior to students observing the crickets, place the crickets in the refrigerator (not the freezer) or in an ice cooler for five minutes. This will slow them down, and make them easier for students to observe without mishap. If you have an adult volunteer, you may want them to place crickets in individual cups before the observation session to save time. Each pair of students will get a plastic cup with one cricket to observe. Inv.2 You will need to order your painted lady caterpillars 4 weeks in advance to ensure on-­‐
time shipping. The larvae will arrive in closed containers with food. They will not need to leave the container. Students will not have individual caterpillars to observe, so for this activity, you will need to rotate the cup around to each table group to make observations or possibly place it under the document camera. While some students are observing, the rest of the class will engage in a reading activity with the FOSS Science Stories “So Many Kinds, So Many Places”. Inv.3 Order milkweed bugs at least 4 weeks in advance, and specify the shipping date when you want to receive them. Review the milkweed bug poster before class to familiarize yourself with the structures on the insect’s body. Make sure you have a good supply of milkweed bugs to start with as some will inevitably escape or die. Just prior to students observing the milkweed bugs, place the crickets in the refrigerator (not the freezer) or in an ice cooler for five minutes. This will slow them down, and make them easier for 4
students to observe without mishap. If you have an adult volunteer, you may want them to place milkweed bugs in individual cups before the observation session to save time. Each pair of students will get a plastic cup with one milkweed bug to observe. Inv.4 There are a few different options for this activity. If you have the resources to do a field trip, you may want to visit the Butterfly Pavilion, which has an outstanding indoor habitat that is elaborate enough to serve as a surrogate “outdoor habitat” for this activity. The Butterfly Pavilion is a particularly attractive option during the winter months when signs of active insect life are harder to find outdoors. They are there, just dormant. Please inform the Butterfly Pavilion staff that you are visiting in conjunction with your BVSD Insect Unit. If you plan to do this activity outside your school, check the forecast for expected weather conditions. You will want a day with little wind, mild temperatures, and no precipitation. If you have already completed the Air and Weather unit, students may help you with this! Identify an outdoor area where the student can safely explore and find evidence of things that might meet insects’ needs. CRICKETS Many people recognize crickets without even seeing them. They identify the familiar chirping sound made by the male cricket in his efforts to attract a mate. The sound is most often heard at night when crickets are most active, prowling about looking for food, moisture, and a consort. Crickets undergo simple, or incomplete, metamorphosis; they molt several times as they grow, each molt revealing larger, more fully developed crickets, until the last molt results in adults. The female cricket has a structure protruding from the rear of her abdomen that students often think is a long stinger. It is an ovipositor, which the female thrusts into moist earth in order to lay her eggs well below the surface. When the eggs hatch, the nymphs dig to the surface, where they fend for themselves. Crickets have other interesting features, starting with a pair of spikes that extend out from the end of the abdomen in both sexes. The cricket has two pairs of wings, the front two of which are equipped with rasplike adaptations that, when scraped together, produce the chirp. The hindmost pair of legs are greatly enlarged, allowing the cricket to spring huge distances when motivated by alarm or other stimuli. On the frontmost pair of legs are membranes that are sensitive to sound vibrations, so in effect the cricket has its ears on its legs. The antennae are long, lithe, and sensitive. It is fascinating to see the exquisite control the cricket has over these wispy structures as it probes and feels its environment before rushing in. 5
The cricket most used for classroom cultures is the house cricket. It lives in containers quite well and is content to eat seeds, fruit, grass, and dry dog food. However, crickets are good at escaping confinement. They will gnaw through paper or cardboard quite quickly, and if they are overcrowded, hungry, or thirsty, they will chew through nylon mesh covering a cricket container. For this reason it is necessary to cover the container with metal screen. Cricket habitat. The FOSS cricket habitat has three chambers. One contains soil that is kept moist. This is where the females will lay eggs. A second chamber contains dry sand. Food should be placed in this area so that it will not mold. The central area is the exercise yard with structures for climbing and hiding. Crickets need paper, sand, or soil to get around because their feet are not adapted for holding onto smooth surfaces. A large or complex cricket culture container will allow the crickets to display preference for variables such as moisture, temperature, and structure. Crickets prefer a hot, dry environment. If they are kept in a humid environment, they can develop a fungus, so lots of ventilation is needed. They can go into a moist environment to eat or lay eggs, but they must be able to retreat to dry ground. If you like, you can train a lamp on the central part of the habitat—the crickets will congregate there to bask. And you will probably get a song tossed in as part of the bargain. What to do when they arrive. Crickets are shipped in a container with crumpled paper. They dislike overcrowding and should be transferred to a terrarium as soon as possible. To remove the crickets from the box, slit the tape. Enclose the box in a plastic bag and shake the crickets into the bag. Then transfer the bag of crickets into the cricket habitat you have made. This will be easier than shaking them directly from a box into the habitat. Crickets may be fed oatmeal, bird seed, small pieces of fruit or lettuce, or dried dog food. Prepare the water fountain provided in the kit. PAINTED LADY BUTTERFLIES Painted lady butterflies can be purchased from a biological supply house as small fuzzy larvae—maybe as small as 1 cm (1/2") long. They arrive in a plastic container with a centimeter or two of green goop that looks like guacamole. The ventilated lid holds a piece of filter paper over the top of the container. Keep the lid and paper on the container at all times. The painted ladies will spend all of their larval days, perhaps 2 weeks or a little more, in the container eating the food layer, molting, and growing to a length of 4 cm (1-­‐1/2") or a little more. They require no special attention other than to keep them in a well-­‐lighted area, but out of direct sun and safe from temperature extremes. After the larvae are about 2 cm (3/4") long, it is all right for students to remove the larvae from the containers from time to time for close observation of structures and behaviors. 6
Life cycle. In due course the larva receives a biological message to climb to the top of the container, spin a little knob of silk onto the filter paper, and attach its rear end firmly to the knob. The larva hangs head down and assumes a characteristic J shape, indicating that pupation is only a few hours away. If you are vigilant, you might be able to observe the final molt as the fuzzy outer skin splits near the head to reveal the smooth, curiously molded, slightly iridescent pupa ensconced in its chrysalis. As the pupa writhes around, the skin is pushed up and off the body until it is a crunchy little nub pressed up against the paper. The painted lady lapses into a period of relative quietude, hanging motionless except for brief fits of wriggling, especially when disturbed. At this time the pupae attached to the paper should be moved to a larger cage. For a week or 10 days the pupa undergoes dramatic physical and biochemical transformations. The chrysalis gradually darkens until it is dark gray-­‐brown, and the orange color of the wings starts to show through. This is when you can expect the adult to emerge, which happens quickly. The chrysalis shell splits near the bottom (head end), and the butterfly reaches out with its legs and grasps the outside of the chrysalis. The head comes out, and then the abdomen and wings are pulled free of the chrysalis shell. The emergence takes a minute or less. The fresh new butterfly clings to the chrysalis shell with its soft, crumpled wings hanging down. Over the next hour or two the abdomen pulses as it pumps fluid into the veins of the wings, expanding them to their fully extended shape. During this time the butterfly ejects a splat of red liquid. Students may be alarmed, thinking it is blood, but it is a waste fluid that the butterfly unloads as it prepares for its new life. In 3 or 4 hours the butterfly takes wing as a flying insect. Maintenance. Painted lady butterflies don't require much as adults. They will drink dilute sugar solution and fly around looking for mates. Place the cage where sunshine will fall on it for a few hours each day. If mallow, a common weed in many parts of the country, is available, you can place a small bouquet of leaves in a vial of water. After the butterflies mate, they will lay eggs on the mallow leaves. If you want to raise a second generation of painted lady butterflies, provide mallow leaves for the larvae to eat. After a month the adults will die, not because of any ill effects caused by captivity, but because that is their normal life span. Even though it is never advisable to release study organisms into the environment, if a painted lady butterfly "escapes," it will not be an environmental disaster—painted ladies are already well established throughout the country. Order butterfly larvae. Painted lady butterfly larvae are available from several biological supply companies. They arrive in a container of food and will advance through their entire larval stage without ever leaving the container. They are usually sold three to five in a container. It is nice to have about ten larvae (two containers), but the activity will be 7
a great success with one container. The larvae can usually be delivered about 2–4 weeks after you call in your order. Use local larvae. If you have local painted lady larvae, or another species of butterfly larvae available, use them instead of commercially available larvae. You will need to research appropriate food sources for each type of butterfly larvae. What to do when they arrive. Butterfly larvae are shipped with their own food in the shipping container. Warmer temperatures will encourage larvae to grow more quickly. Maintain container out of direct sunlight. No further care is necessary, as they will pupate within 7 to 10 days. (See above) Prepare a feeding station. A butterfly feeding station can be made from a standard insect water fountain. Use a hole punch to make a hole in the center of the cap of a vial. Roll up an 8-­‐cm (3") square of paper towel and push it through the hole in the cap. Push the vial into the plastic vial holder to prevent the fountain from tipping over. Butterflies feed by sipping nectar through their long coiled proboscis. A substitute nectar can be made with sugar and water. Put 1/4 teaspoon of sugar in a vial and fill it with water. Attach the wick cap to the vial. Cut a crude flower from a piece of red or orange paper, make several criss-­‐cross cuts in the center, and push the vial through. The flower will attract the butterflies and give them a place to land. Provide mallow leaves (optional). When adults emerge, provide a bouquet of fresh mallow leaves in the cage. Use the hole punch to punch a few holes in a plastic cup lid. Fill the cup with water and snap on the lid. Stick leaves and small branches of mallow through the holes. Females will lay eggs on the mallow leaves. Watch for egg hatching. The eggs hatch in a week or so, and it is possible to start the whole process over again. Larvae will thrive if you transfer them to fresh mallow leaves. They must be kept in a covered container because they are very mobile. A supply of mallow leaves can be kept in the refrigerator. If you do not want to let the eggs hatch, put them in the freezer for a few days to end the life cycle. Eggs, larva and adults should not be released into the wild as it can disrupt the local ecosystem. Discuss death. Butterflies don't live long. After 3 weeks they will be tattered and tired. With luck they will have fulfilled their destiny by producing eggs. Discuss the inevitability of the death of the butterflies and that it is not caused by captivity or the result of any failing on the part of the caregivers. Butterflies just don't live very long. MILKWEED BUGS Milkweed bugs are true bugs; beetles, moths, flies, and butterflies are not. Bugs have the usual complement of structures that they share with just about all other insects: six legs, three body parts (head, thorax, and abdomen), and two antennae. True bugs 8
(order Hemiptera) do not have mouths for biting and chewing food—they have a tubelike beak for sucking fluids. The milkweed bug in nature sucks nutrients from milkweed seeds, but those in the classroom have been bred to feed exclusively on sunflower seeds. Another characteristic of bugs generally and milkweed bugs specifically is the stages they go through from hatching to maturity. Bugs go through simple metamorphosis. The insect emerges from an egg looking like a tiny version of the adult, with slight differences in body proportions and incompletely developed wings. The immature bugs are called nymphs. Newly hatched nymphs are analogous to the larvae of insects that go through complete metamorphosis, in that their prime directive is to eat and grow. As with all insects, in order to grow the nymphs must molt periodically. Just after molting the bug is creamy yellow with bright red legs and antennae. Within a few hours the body turns dark orange, and the legs and antennae resume their usual black color. The crispy little molts can be seen in the milkweed bug habitat about a week after the bugs hatch. Students may think their milkweed bugs are dying or that spiders and ants have invaded the habitat. It may take a while for students to figure out what the molts really are. Life cycle. Milkweed bugs advance through five nymphal stages (instars) as they mature. Each molt produces a larger nymph that is more completely developed. As the bugs grow, the dark wings appear on the backs of the bugs as black spots. Other black markings start to appear and eventually develop into the characteristic patterns of black and orange by which the adults of the two sexes can be identified. The last molt reveals the adult. There is no pupal resting stage as in insects that undergo complete metamorphosis—the large nymph simply molts, and away walks the adult. Milkweed bugs continue to feed as adults, inserting their long beaks into sunflower seeds to suck out oils and other nutrients. Mating is easily observed, as the two mating bugs remain attached end to end for an extended time. It is possible to distinguish female and male adults by body markings. Look on the ventral (belly) side of the bugs. The tip of the abdomen is black, followed by a solid orange segment (with tiny black dots at the edges). If the next two segments following the orange band have solid black bands, the bug is a male. However, if the segment following the orange band is orange in the middle, making it look like it has two large black spots on the sides, followed by a segment with a solid black band, the bug is female. (See the Milkweed Bug Male and Female poster.) Males tend to be smaller than females. Look for mating bugs to identify males and females—there will always be one of each in such pairings. Several days to 2 weeks after mating, the female lays a cluster of 50 or more yellow eggs (which turn orange fairly quickly) in a wad of cotton. The eggs can be removed to a new culture container or left in the habitat to continue the life cycle. 9
Milkweed bug habitat. Culturing milkweed bugs is fairly easy. The bugs require no soil or green plant material. Just about any container is suitable for a habitat. Because milkweed bugs can walk on any surface, including smooth plastic, glass, metal, wet surfaces, and all textured surfaces, the habitat must be closed tightly, and the ventilation holes must be tiny so the first instar nymphs can't escape. We suggest a plastic zip bag for the habitat container. Use a pin to poke a hundred holes in the bag, and install a water container in the bottom. To add interest, put a branch in the bag and attach a bundle of raw, shelled sunflower seeds and a cotton ball to the branch. Hang the bag from a paper clip next to a wall out of direct sunlight. Maintenance. Maintenance is minimal. Keep an eye on the water level, and when it gets low after 3–4 weeks, add water and perhaps replace the wick. A new bundle of 20 to 30 sunflower seeds each month should be adequate for a modest culture of 25 bugs. The culture may start to look a little messy after a month as little brown spots of waste appear on the walls of the bag and the molts start to accumulate. Transfer the branch, water fountain, and bugs to a new bag to renew the aesthetic appeal of the culture. Ordering milkweed bug eggs. Milkweed bug eggs must be ordered from a biological supply company. Specify at the time of order when you want the eggs delivered. See the Materials folio for more information about obtaining insects. Conduct Part 1 as soon as the eggs arrive—they will hatch in a week or less after you receive them. Color is an indicator of maturity. If the eggs are pale to school-­‐bus yellow, it will be a few days until they hatch. If the eggs are pumpkin-­‐orange to red, they will hatch in the next couple of days. What to do when they arrive. •
•
Eggs are shipped on a wad of floss. If you are unable to begin the investigation when the eggs arrive, they may be kept in the container at cool room temperatures or refrigerated for short periods; otherwise they will hatch within one week. If the eggs have hatched upon arrival, add a few sunflower seeds and hatched nymphs to the vials for distribution to the students. Keep adult males and females in separate containers. A 1/2-­‐liter container with small air holes can be used for a few days. Add a few sunflower seeds and a moist paper towel wick for moisture. To keep adult milkweed bugs for a longer period of time, place in milkweed bug habitats with sunflower seed packets, water fountain, twigs, and floss for eggs. End the life cycle. As long as the four needs are attended to, new generations of milkweed bugs will continue to flourish in the habitat. At some point you may want to end the cycle. Although the bugs would probably soon perish if released into the environment, it is not suggested that you do so, as they were not originally from the 10
environment. Place the bag in the freezer overnight to kill the bugs; discard the bag in the trash. 11
1.a
FOSS Insects Unit Investigation 1: Crickets Session Content Objectives 1 Pre-­‐assessment •
2 Getting Started • Kit Inventory • Set-­‐up science notebooks 3 Cricket Observations & Insect Calendars • Set up calendars • Observe crickets • Draw crickets 4 Creating a Cricket Habitat • Describe the needs of insects • Build a cricket habitat • Discuss how the habitat meets the crickets’ needs Language Objectives Students will complete the pre-­‐
assessment. • Students will conduct a kit inventory. • Use words related to table of contents and keeping a science • Students will create an organized notebook (notebook, page, table of science notebook. contents). • Students will discuss the meaning and • Share a connection or prior purpose of each section of an experience that they have with organized science notebook. objects from the kit inventory. • Recognize the academic vocabulary introduced in the kit inventory and match it with the correct image. • Students will make accurate • Use academic vocabulary to describe observations of crickets. crickets. • Students will use a calendar to track • Draw and label an observation of the and record the timing of events. cricket. • Students will identify and describe some of the parts of an insect. • Students will define a habitat as “the • Use vocabulary associated with the place where an organism lives; an concepts of basic needs – food, area that provides for the organism’s water, space, air and habitat. basic needs” • Students will identify the needs of crickets. • Students will explain how the cricket habitat will meet the crickets’ needs. 12
5 6 Cricket Observation 2 – Structure and Function • Introduce concept of structure and function • Identify structures of crickets and their functions • Record observations Cricket Observation 3 – Behaviors • Observe and record cricket behaviors • Predict possible functions of behaviors • Students receive feedback from teacher on their ideas •
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•
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Students will identify key structure of insects and their functions (antenna, eye, mouth, wings, legs. Students will identify the three main insect body parts – head, thorax, abdomen. Students will make accurate observations and identify behaviors of crickets (eating, grooming, communication, moving, etc.). Students will explain their thinking and receive feedback on their ideas about the possible function of cricket behaviors. •
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•
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Identify features of insects using academic vocabulary. Group words as descriptions of structures or functions. Follow directions to create and complete a T-­‐chart. Talk to a partner and describe a prediction about the function of a behavior. Write predictions using sentence frames. 1.a
13
CRICKETS
Many people recognize crickets without even seeing them.
They identify the familiar chirping sound made by the male
cricket in his efforts to attract a mate. The sound is most often
heard at night when crickets are most active, prowling about
looking for food, moisture, and a consort.
Crickets undergo simple, or incomplete, metamorphosis; they
molt several times as they grow, each molt revealing larger,
more fully developed crickets, until the last molt results in
adults.
The female cricket has a structure protruding from the rear of
her abdomen that students often think is a long stinger. It is
an ovipositor, which the female thrusts into moist earth in
order to lay her eggs well below the surface. When the eggs
hatch, the nymphs dig to the surface, where they fend for
themselves.
Crickets have other interesting features, starting with a pair of
spikes that extend out from the end of the abdomen in both
sexes. The cricket has two pairs of wings, the front two of
which are equipped with rasplike adaptations that, when
scraped together, produce the chirp. The hindmost pair of legs
are greatly enlarged, allowing the cricket to spring huge
distances when motivated by alarm or other stimuli. On the
frontmost pair of legs are membranes that are sensitive to
sound vibrations, so in effect the cricket has its ears on its
legs. The antennae are long, lithe, and sensitive. It is
fascinating to see the exquisite control the cricket has over
these wispy structures as it probes and feels its environment
before rushing in.
The cricket most used for classroom cultures is the house
cricket. It lives in containers quite well and is content to eat
14
seeds, fruit, grass, and dry dog food. However, crickets are
good at escaping confinement. They will gnaw through paper
or cardboard quite quickly, and if they are overcrowded,
hungry, or thirsty, they will chew through nylon mesh covering
a cricket container. For this reason it is necessary to cover the
container with metal screen.
Cricket habitat. The FOSS cricket habitat has three
chambers. One contains soil that is kept moist. This is where
the females will lay eggs. A second chamber contains dry
sand. Food should be placed in this area so that it will not
mold. The central area is the exercise yard with structures for
climbing and hiding.
Crickets need paper, sand, or soil to get around because their
feet are not adapted for holding onto smooth surfaces. A large
or complex cricket culture container will allow the crickets to
display preference for variables such as moisture,
temperature, and structure. Crickets prefer a hot, dry
environment. If they are kept in a humid environment, they
can develop a fungus, so lots of ventilation is needed. They
can go into a moist environment to eat or lay eggs, but they
must be able to retreat to dry ground. If you like, you can
train a lamp on the central part of the habitat—the crickets will
congregate there to bask. And you will probably get a song
tossed in as part of the bargain.
What to do when they arrive. Crickets are shipped in a
container with crumpled paper. They dislike overcrowding and
should be transferred to a terrarium as soon as possible. To
remove the crickets from the box, slit the tape. Enclose the
box in a plastic bag and shake the crickets into the bag. Then
transfer the bag of crickets into the cricket habitat you have
made. This will be easier than shaking them directly from a
box into the habitat. Crickets may be fed oatmeal, bird seed,
small pieces of fruit or lettuce, or dried dog food. Prepare the
water fountain provided in the kit.
15
FOSS Insects Investigation 1: Crickets Session 1: Pre-­‐assessment •
[20-­‐30 minutes] Students will complete the pre-­‐assessment. Materials needed Papers to copy and cut Insects pre/post assessment Students will need Pencil 1. Pre-­‐assessment While students are seated at their desks, tell them that they will be beginning a new unit. In order to see what they already know about the topic, you are going to ask them to take a pre-­‐test. Let them know that the exact same assessment will be given at the end of the unit in order to see how much they learned. Hand out the pre-­‐assessment, and make sure that student names are on the papers. As students are taking the assessment, provide verbal support as needed. You may need to read questions aloud, and that is OK. If it works better, you might want to project the assessment on the document camera or from your computer and read the questions out loud as students follow along. Collect pre-­‐assessments and review responses. Use their responses to guide your instruction, focusing specifically on areas of weakness or misconceptions and extending areas for more in depth investigation where students are already proficient. 1.1
Ask students, What do you think this science unit is going to be about? What makes you think that? 16
Pre Assessment Insects Name: ___________________________ 1. Insects have three body parts. Label each part of the insect’s body with a word from the word bank. 2. How many legs do insects have? ________________________ 1.1.a
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3. Insects have many structures that help them survive. Label each of the structures that has an arrow pointing to it with a word from the word bank. 4. Write the function of each of the insect structures described below. The first one is filled out for you. 1.1.b
Structure antenna Function To smell eye leg wing 18
5. What are two things that an insect can get from its habitat to meet its needs? ____________________________________________________________________________ _________________________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________________________ 6. Look at the two habitats below. Circle the picture that would be the best habitat for meeting the needs of a butterfly. Pond and Flowers Arctic tundra 1.1.c
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7. Which of the following is a good reason for why a habitat would be good for a caterpillar? Circle the answer a. The habitat has no sunlight b. The habitat has birds to eat the caterpillar c. The habitat has rocks d. The habitat has plants with leaves 8. Which of the following describes an advantage of this moth having such a long proboscis? Circle the answer proboscis a. It helps the moth fly better b. It helps the moth hide from predators c. It helps the moth drink nectar 1.1.d
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Pre/Post Assessment Insects Name: _______KEY____________________ 1. Insects have three body parts. Label each part of the insect’s body with a word from the word bank. 2. How many legs do insects have? _______6_________________ 1.1.e
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3. Insects have many structures that help them survive. Label each of the structures that has an arrow pointing to it with a word from the word bank. 4. Write the function of each of the insect structures described below. The first one is filled out for you. Structure antenna Function To smell eye To see leg To move, walk wing To fly 1.1.f
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5. What are two things that an insect can get from its habitat to meet its needs? ________food, water, air, shelter________________________________________ _________________________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________________________ 6. Look at the two habitats below. Circle the picture that would be the best habitat for meeting the needs of a butterfly. 1.1.g
Pond and Flowers Arctic tundra 23
7. Which of the following is a good reason for why a habitat would be good for a caterpillar? Circle the answer a. The habitat has no sunlight b. The habitat has birds to eat the caterpillar c. The habitat has rocks d. The habitat has plants with leaves 8. Which of the following describes an advantage of this moth having such a long proboscis? Circle the answer proboscis a. It helps the moth fly better b. It helps the moth hide from predators c. It helps the moth drink nectar 1.1.h
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FOSS Insects Investigation 1: Crickets Session 2: Kit Inventory and Set-­‐up Science Notebooks •
•
•
[40 min] Students will conduct a kit inventory. Students will create an organized science notebook. Students will discuss the meaning and purpose of each section of an organized science notebook. Materials needed Papers to copy and cut Students will need Class science notebook Table of Contents** Student science notebooks Science notebooks to distribute Glossary** Pencil Items from kit for kit inventory **Scaffolded documents: these can be distributed to students in various ways. You can use the more scaffolded documents at the beginning of the year or use various ones throughout the year depending on students’ reading/writing levels. 1. Conduct “Kit Inventory” with students At this time, you may want to only look at a selection of about 5-­‐10 items that you will use, such as – hand lens, vial with cap, vial filled with seeds, clear plastic cup with lid. Call students to the rug. One at a time, hold up each item for the kit inventory. You may also put the items in a bag and the matching words in another bag and have students select one item or one word and find their pairs. Ask students: • Where have you seen something like this before? • Does anyone know the word used for this item? • What do you think we are going to do with this item? • What do you think this unit is going to be about? Why? Put these words and pictures/items on the word wall. If students have not predicted what the unit will be about, tell them it will be a unit about insects and their habitats. They will learn what an insect is and what a habitat is as they go through the activities. 2. Introduce science notebooks Hold up a science notebook for students to see. Tell students they will be setting up their science notebooks for the Insects unit. Ask the following questions for class discussion and record answers on the whiteboard or chart paper: • Why is it important to keep a science notebook? (It allows us to record our ideas, data and observations. It’s a place for us to keep track of everything we’ve learned. It’s a resource for us to use if we forget something, like what a word means or what we did in an experiment.) 1.2
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•
What will you use your science notebook for? (To keep track of everything I’ve learned, to record my ideas and to keep track of all the new science vocabulary I’ve learned.) •
How will your science notebook help you become a better scientist? (Scientists keep science notebooks to record their thinking and ideas.) •
How do you organize a science notebook? (Numbered pages, table of contents, a glossary, titles on each page, etc.) 1.2
All scientists record their thinking, observations and data in a notebook in order to keep a record of what they’ve learned so they may share their ideas with other people. We will keep our ideas organized in a notebook. Why do you think it’s important to keep our notebooks organized? (So we can easily find the information we are looking for if we forget.) Have a few students share their ideas with the class. Record the ideas on the whiteboard or chart paper. 3. Distribute science notebooks Distribute the science notebooks and have students put their names on the front cover. Use an example class science notebook to model the process of writing a name on the cover of the science notebook using the document camera. Keep this teacher or class science notebook throughout the unit as a model for students. 4. Number pages in the notebook Using the model notebook, number the pages at the bottom of each page. Have students number the first thirty pages as well. After numbering pages, ask students, It seems like we will have a lot of pages in our science notebook. How will we keep track of what entry will go on each page so we can easily find information we are looking for? (Table of contents.) Have a student pass out the Table of Contents sheet. Model for students how to glue the Table of Contents sheet or have students write it into the first or second page of the notebook using the document camera. The first entry will be the “Glossary,” which will be pasted or written in the first blank in the table of contents. 26
5. Science Notebook Entry: Glossary The Glossary should begin on the last page of the notebook. Turn your notebook upside down so that you can still read it from left to right. Write in page numbers starting from this back page towards the “front,” and after every page number, put the letter G for Glossary. This allows students to continue to add new vocabulary as the investigation proceeds, but does not interfere with their other work (and helps distinguish glossary pages from work pages). If the pages were all numbered, they would end up with numbers at the top going backwards (with G) and numbers at the bottom going forwards. Ask students why it would be important to have a glossary. Explain that we want to keep track of new words just like on the word wall in case we forget (this should be identical to the word wall) our science or equipment words. Distribute the Glossary sheets. Have students turn their notebooks upside down so that they are still reading it from left-­‐to-­‐right. Students should glue the Glossary student sheet or write the word Glossary into their notebook. Next, they should add page numbers and the letter G at the bottom of these pages, workings towards the middle. Have students add “Glossary” to the table of contents with the corresponding page number. 6. Review “Safety in the Classroom” (FOSS Teacher Guide, Overview, Page 17) 1.2
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b
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e
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Date Insects and Their Habitats Table of Contents Investigation 1: Crickets Entry Glossary Page No. Date Insects and Their Habitats Table of Contents Investigation 1: Crickets Entry Glossary Page No. 1.2.a
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Date 1.2.b
Insects and Their Habitats Table of Contents Investigation 2: Butterflies Entry Page No. Date Insects and Their Habitats Table of Contents Investigation 2: Butterflies Entry Page No. 29
Date 1.2.c
Insects and Their Habitats Table of Contents Investigation 3: Milkweed Bugs Entry Page No. Date Insects and Their Habitats Table of Contents Investigation 3: Milkweed Bugs Entry Page No. 30
Insects and Their Habitats Table of Contents Investigation 4: Insects in Natural Habitats Date Entry Page No. 1.2.d
Insects and Their Habitats Table of Contents Investigation 4: Insects in Natural Habitats Date Entry Page No. 31
Glossary Word 1.2.e
Glossary Picture Word Picture 32
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
Draw a picture:
Copy the word:
1.2.f
Draw a picture:
Copy the word:
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FOSS Insects Investigation 1: Crickets Session 3: Cricket Observations & Insect Calendars: set-­‐up [15 minutes] Activities/Lesson [40 min] •
•
•
Students will make accurate observations of crickets. Students will use a calendar to track and record the timing of events. Students will identify and describe some of the parts of an insect. Materials needed Papers to copy and cut Students will need Class Calendar (in FOSS kit) Calendar** Student science notebooks Crickets – 1 per student Cricket Observation Pencil **Scaffolded documents: these can be distributed to students in various ways. You can use the more scaffolded documents at the beginning of the year or use various ones throughout the year depending on students’ reading/writing levels. Teacher Notes: Prepare the Class Insect Calendar for the month(s) you will monitor the insects (Class Calendar is in the FOSS kit). Make sure you have a good supply of crickets to start with as some will inevitably escape or die. Just prior to students observing the crickets, place the crickets in the refrigerator (not the freezer) or in an ice cooler for five minutes. This will slow them down, and make them easier for students to observe without mishap. If you have an adult volunteer, you may want them to place crickets in individual cups before the observation session to save time. Each pair of students will get a plastic cup with one cricket to observe. See Cricket Information for more details about crickets, their habitat and how to care for them. 1. Introduce the Class Insect Calendar Tell students they will use the calendar to keep track of their insect observations over time. It is important for scientists to record the date of anything they observe because sometimes that information is important. • When have you used a calendar before? (Students may remember using a calendar with the Air and Weather kit, with the New Plants kit in first grade or as part of daily classroom routines) 1.3
•
What kind of information goes on a calendar? •
Today we are going to observe crickets, so I’m going to write “Cricket Observation” under today’s date on the calendar. I will ask you to help me record what happens every day as we go through this unit. 2. Students put calendars in notebooks Have students return to their desks. Have students get out their science notebooks and pass out the student sheet Calendar to paste into their student science notebooks. Model for students using the document camera how to make 34
an entry in the table of contents labeled “Calendar”. Have students make a table of contents entry labeled “Calendar” and paste the calendars into their notebooks on the first available page. Have the students fill in the dates on the calendar. Make sure they put the page number of the calendar in the table of contents. 3. Cricket Distribution Before distributing the crickets, tell students that they will be working in pairs. You will give each pair of students a clear plastic cup with a lid with a cricket inside. Either transfer the crickets from the container they arrive in ahead of time into individual cups or transfer the crickets into the cups as you are handing them out. Students may worry that the crickets will not have enough air in the cup with the lid on, but you can assure them that the cricket has plenty of air for the amount of time it will be in the cup. Distribute the crickets and give students about 2-­‐4 minutes to make observations and discuss what they see with their partner. Let the students know that they will be reporting out about their observations to the whole group. 4. Model cricket observations After students have had time to observe and talk with their partner, ask them to turn their attention to you as you model how to record the observations in the class science notebook. If necessary, collect the crickets and redistribute them later. Show students how you date your observation, and talk out loud as you draw, asking students to help you with details. I noticed that the cricket has several legs. How many legs does it have? Are all the legs the same size and shape? Be sure to include some labels if students know the names of various body structures. 5. Cricket observations Give each student a blank Cricket Observation student sheet and have them glue or tape it in their science notebooks. Have students add “Cricket Observation” to their table of contents and the corresponding page number. Remind students that when they draw something in science, they should try to draw it as accurately as they can. They should try to notice and draw lots of details. If they are using colored pencils, remind them to use the colors they actually observe. Have students share their drawings under the document camera to the rest of the class, and have students provide feedback regarding the accuracy of the observations. 1.3
When students are finished, collect the cricket cups with the crickets inside and put them back in the container. Refer to Cricket Information sheet for care instructions. 35
Insect Calendar Monday
1.3.a
Tuesday
Wednesday
Name: ______________________________ Thursday
Friday
Saturday
Sunday
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Cricket Observation
Cricket Observation
Date:______________________
Date:______________________
Draw a picture of the cricket.
Draw a picture of the cricket.
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FOSS Insects Investigation 1: Crickets Session 4: Creating a Cricket Habitat •
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•
[45 min] Students will define a habitat as “the place where an organism lives; an area that provides for the organism’s basic needs”. Students will identify the needs of crickets. Students will explain how the cricket habitat will meet the crickets’ needs. Materials needed Container with handle and holes – 4L Drilled caps for two-­‐liter bottles Large rubber washers Bag of sand Bag of soil Rubber band Vial of seeds Vial with cap with hole 2 pieces of window screen Funnel Crickets Teacher provides: Paper towel Two liter clear plastic bottles (2) Paper egg carton Duct tape Water Papers to copy and cut Students will need Cricket Habitat Student science notebooks Pencil Scissors Glue Preparation: Gather the materials for building the cricket habitat and see diagrams below for visuals of how to assemble. 1.
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4.
5.
Make a “water fountain” by inserting a paper towel wick through the hole of the cap on the vial and filling it with water. Note: the wick will likely need to be replaced a few times if it gets moldy or dirty. Cut slots in the two-­‐liter bottles that are smaller than the pieces of screen. Use duct tape to secure the pieces of screen over the slots. Cut the lid off the paper egg carton and cut the bottom part in half lengthwise. Cut two strips of paper towel that are 2 cm (3/4”) wide and 15 cm (6”) long. 1.4
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1. Introduction to cricket needs Introduce the idea of creating a habitat for the crickets. Note – you will introduce the term “habitat” at the end of the lesson. At this stage, refer to it as “a place to live”. Call students to the rug. Remind them that in the previous session they made observations of crickets. Tell students, This plastic cup is not a very good place for crickets to live for a long time. If we want to keep the crickets for several weeks, we will need a better place for them to live. We will need a place for them to live that meets their needs. Let’s think about what crickets need so that we can build a good place for them to live. Turn and talk to a partner about what you think a cricket needs. Ask pairs to report out the needs of crickets that they discussed. As they list new ones, write these down on chart paper or on the whiteboard. The needs should include: • Food • Water • Air • Space 2. Cricket habitat Assemble the cricket habitat, talking out loud about each part and how it meets the crickets’ needs. Use the figure below as a reference for what the cricket habitat should look like when you are finished. Consider using the following script as a guide for the discussion and assembly. You may want to invite different students to add each component of the habitat as you go. Tell students, One of the things we said that a cricket needs is space. Which of these items might be good for providing space? (Bottles, 4L container) Connect the two 2-­‐Liter bottles to the container using the washers and caps with the holes in them. Place sand in one bottle and soil in the other. Explain to students that the crickets need spaces with different surfaces. If students ask, the sand is necessary as a dry place and the soil as a moister place. Ask students, • Why do you think the caps have holes in them? (So the crickets can move among the various spaces) • Why do think there are screens on part of the bottles? (So that air can get in. Crickets need air) 1.4
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To help the crickets move among the different spaces, we will also need to create some ramps for them. Run a strip of paper towel through each of the bottle necks and into the 4L container to create ramps or brides for the crickets. Tell students, • Crickets need places to climb and hide also. What could we add to the container in the middle so that they can climb? (The egg carton strips-­‐
Place the egg carton strips into the 4L container) • Another thing we said that crickets need is water. Which of these things could we use to provide water for the crickets? (The vial with paper towel wick (water fountain)). Place the vial with the paper towel wick into the 4L container. •
What is another thing that crickets need? (Food) •
For food, we will place some seeds on top of the sand and soil. If we want the seeds in the soil to grow into plants, what should we add? (Water) Add just enough water to moisten the soil. •
Finally we need to add the crickets! 1.4
Add the crickets carefully to the habitat. Note: You may want to hold some crickets back for observation in Sessions 5 and 6. It will be easier to get them out of the original container than the habitat. 40
3. Introduce the term “habitat” Tell students, We just created a place for the crickets to live that has all of the things a cricket needs. The word scientists use for a place to live that provides for an animal’s needs is habitat. In nature, the place where an animal lives is called its habitat. One example of a natural habitat is a forest. What are some other examples of habitats you can think of? (Meadow, lake, stream, desert, tundra, ocean, shore, etc.) Animals get what they need, like food and water, from their habitats. We made an artificial habitat for our crickets so that we can keep them inside. Artificial is an adjective for things that are made by humans to resemble things in nature. What are other artificial things you can think of? 4. Update the word wall and glossary Add “habitat”, “artificial”, and “natural” to the word wall. Update the class student notebook glossary and have students do the same in their science notebooks. -­‐ Possible Breakpoint -­‐ 5. Cricket habitat Give each student a Cricket Habitat student sheet and have them glue or tape it in their science notebooks. Have students add “Cricket Habitat” to their table of contents and the corresponding page number, modeling on the overhead projector if necessary. Guide students to use the labels on the picture to help them identify what parts of the cricket’s artificial habitat meet the different needs. Ensure the cricket habitat is in a location that will be undisturbed. Refer to the Cricket Information sheet for more details. 1.4
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Cricket Habitat
Date: ______________________
Write the part of the artificial habitat that helps crickets meet each of the following needs.
Food:
Water:
Space:
Air:
Holes covered by screen
Containers
Seeds
Vial with water
1.4.a
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FOSS Insects Investigation 1: Crickets Session 5: Cricket Observation 2 – Pairing Structure and Function [45-­‐60 mins] •
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Students will identify key structure of insects and their functions (antenna, eye, mouth, wings, legs. Students will identify the three main insect body parts – head, thorax, abdomen. Materials needed Papers to copy and cut Students will need Class Calendar Cricket Structure and Function Student science notebooks Crickets – 1 per student Pencil Cricket Poster Cups with lids for observation Preparation: Just prior to students observing the crickets, place the crickets in the refrigerator (not the freezer) or in an ice cooler for five minutes. This will slow them down, and make them easier for students to observe without mishap. If you have an adult volunteer, you may want them to place crickets in individual cups before the observation session to save time. Each pair of students will get a plastic cup with one cricket to observe. 1. Distributing Crickets Before distributing the crickets, tell students that they will be working in pairs. You will give each pair of students a clear plastic cup with a lid with a cricket inside. Either transfer the crickets from the container ahead of time into individual cups or transfer the crickets into the cups as you are handing them out. Tell students, Today I want you to observe the crickets carefully to look for structures on the cricket’s body. A structure is a feature or body part like the legs. A leg is a structure. What are some other structures you think you will see on your crickets? (Eye, antenna, spines or bristles, mouth, etc.) As you observe these structures, I want you to also think about what their function is. Function is what something does or the job it performs. For example, the function of the legs is to help the cricket move. Write “structure” and “function” on the board or chart paper and add to your glossary in the class science notebook. Distribute the crickets and give students about 5 minutes to make observations and discuss what they see with their partner. Let the students know that they will be reporting out about their observations to the whole group. 2. Observations using a T-­‐chart After students have had time to observe and talk with their partner, ask them to turn their attention to you as you model how to record the observations in a T-­‐
1.5
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chart. If necessary, collect the crickets and redistribute them afterwards. Show students how you date your observation, and talk out loud as you create a T-­‐
chart. Tell students, I’m going to record my observation using a T-­‐chart. I’m going to draw one line horizontally, then add a second line vertically to create a “t” shape. I am going to write “Structure” on the left side of the t and “Function” on the right side of the t. 1.5
Structure Function Next, I’m going to list a structure I observed on the left side. What is a structure that you noticed? Let’s write it down. What function or job do you think that structure does? As students list structures and functions, guide them to the scientific terms and appropriate functions. As you add the structures, add them to your word wall if necessary. Structure legs eye antenna Function movement seeing, sensing light smelling, sensing chemicals mouth eating ovipositor (females) laying eggs spines or bristles gripping surfaces, climbing 3. Cricket Structure and Function Give each student a Cricket Structure and Function student sheet and have them glue or tape it in their science notebooks. Have students add “Cricket Structure and Function” to their table of contents with the corresponding page number. Have students fill in their own Cricket Structure & Function T-­‐chart. When students are finished, ask them to go back to their cricket observations and make 44
any changes that they want to based on what they learned today. Have students update their glossaries with the words “structure”, “function”, “legs” and “eyes”. 4. Body parts While students have their Cricket Observation drawings out, tell them that you have another thing you would like them to add to their drawings – the names for the three parts of the insect’s body. Explain that all insects have three main body parts, the head the thorax and the abdomen. Display the cricket poster and point out where these are. Add these words to the word wall and to the class science notebook glossary. Ask students to add these body part labels to their drawings. When students are finished, collect the cricket cups with the crickets inside. Have students update their glossary with the words “head”, “thorax” and “abdomen”. antenna#
head#
1.5
eye#
thorax#
leg#
abdomen#
!
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Cricket Structure and Function
Cricket Structure and Function
Date:______________________
Date:______________________
Structure
Function
Structure
Function
1.5.a
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FOSS Insects Investigation 1: Crickets Session 6: Cricket Observation 3 – Behaviors •
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[45-­‐60 minutes] Students will make accurate observations and identify behaviors of crickets. (eating, grooming, communication, moving, etc.) Students will explain their thinking and receive feedback on their ideas about the possible function of cricket behaviors. Materials needed Papers to copy and cut Students will need Class Calendar Cricket Behavior Observation Student science notebooks Crickets – 1 per student Pencil Cricket Poster Cups with lids for observation Sticky Notes Preparation: Just prior to students observing the crickets, place the crickets in the refrigerator (not the freezer) or in an ice cooler for five minutes. This will slow them down, and make them easier for students to observe without mishap. If you have an adult volunteer, you may want them to place crickets in individual cups before the observation session to save time. Each pair of students will get a plastic cup with one cricket to observe.
1. Cricket behavior Before distributing the crickets, tell students that they will be working in pairs. You will give each pair of students a clear plastic cup with a lid with a cricket inside. Either transfer the crickets from the container ahead of time into individual cups or transfer the crickets into the cups as you are handing them out. Tell students, Today I want you to observe the crickets’ behaviors. A behavior is an action that an animal performs like eating, walking, waving its antennae, jumping, or making sounds. Add “behavior” to the word wall. Distribute the crickets, and give students about 5 minutes to make observations and discuss what they see with their partner. Let the students know that they will be reporting out about their observations to the whole group. 2. Writing observations as you think out loud After students have had time to observe and talk with their partner, collect the crickets. Ask them to turn their attention to you as you model how to record the observations about behavior. Title your modeled observation “Cricket Behavior Observation 1”. Write as you think out loud about your observations. Say to students, One behavior I observed is that I saw my cricket walking around the edge of the cup. I’m going to write, “I observed the cricket walk around the edge of the cup.” 1.6
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What do you think is the function of the behavior of walking? Why would a cricket need to walk? Listen to student ideas. Because I don’t know for sure what the function of walking is, I’m going to write my next sentence like this: “I think that the cricket walks to perform the function of moving itself to places where it can meet its needs. I think this because I know the cricket needs water and food, and there is no water or food in the cup.” 3. Student writing observations Give each student a Cricket Behavior Observation student sheet and have them glue or tape it in their science notebooks. Have students add Cricket Behavior Observation to their table of contents with the corresponding page number. Tell students, Now I want you to try to complete the sentence frames about what you observed and what you think the function is. Before you start writing, talk to your partner about your ideas for how you will complete your sentence frames. As students are talking and writing, circulate and provide guidance. Direct them to the word wall or the glossary in their science notebooks as necessary. 4. Cleaning up Put back any cups if they’ve been moved for observation. Keep the cups if you have room in your classroom. If not, refer to the Cricket Instruction sheets for how to care and disposed of the insects and their habitats. 1.6
5. Feedback on observations When students are finished, tell them that you are going to collect their notebooks and give them some feedback about their ideas. When you have an opportunity, take 20 minutes to write a quick comment on a sticky note for each student, and stick it in their notebook. This is an important step for modeling feedback. Later in the unit, you will be asking students to provide feedback to each other. Here are some suggestions for feedback: 1. I like the reasoning you used to support what you think the function of (insert the behavior) is. 2. Great observation. Please tell me more about what you think the function of that behavior is. 3. You have a great prediction about what you think the function of that behavior is. Can you tell me more about why you think that? 48
Cricket Behavior Observation Cricket Behavior Observation Date:______________________ Date:______________________ I observed the cricket ________________ I observed the cricket ________________ __________________________________. __________________________________. I think the function of this behavior is ___ I think the function of this behavior is ___ ___________________________________ ___________________________________ ___________________________________. ___________________________________. I think this because __________________ I think this because __________________ ___________________________________. ___________________________________. 1.6.a
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FOSS Insects Unit Investigation 2: Butterflies Session Content Objectives 1 •
Mystery Insect Observation and FOSS Science Stories • Observe butterfly larvae • Read FOSS Science Stories “So Many Kinds, So Many Places”
•
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2 Learning about Larvae •
• Observe butterfly larvae a second time and measure them •
• Read FOSS Science Stories “Insect Shapes and Colors” •
3 Pupae • Observe pupae • Create habitat for pupae • Read FOSS Science Stories “What Makes an Insect an Insect?” 4 •
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Butterflies •
• Observe butterflies after their emergence from the pupae •
• Discuss how the butterfly habitat meets the needs of the butterfly • Make a hypothesis about the •
function of the proboscis Students will make accurate observations of larvae. Students will make predictions about non-­‐fiction test based on pictures and title. Students will read non-­‐fiction text for factual details about insects. Students will make accurate observations of insect larvae. Students will use metric units to record the change in size of the larvae. Students will use information from a text to describe the functions of different insect structures. Students will make accurate observations of pupae. Students will identify the key characteristics shared by all insects from reading non-­‐fiction text. Students will make accurate observations of butterflies. Students will be able to explain how the butterfly habitat provides for the butterflies’ needs. Students will form a hypothesis about the function of a specific structure and express their reasoning. Language Objectives •
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Make predictions about text using academic vocabulary about insects. Read a non-­‐fiction text with a partner.
• Use descriptive language to describe structures including shapes and colors. •
Draw and label an observation of the pupae. •
Use vocabulary associated with the concepts of basic needs – food, water, space, air to describe how the habitat meets the butterflies’ needs. 2.a
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5 Feedback •
• Student give feedback to another student about their ideas regarding the function of the proboscis Students will give feedback regarding the advantages of a specific structure. •
Use a sentence stem to write constructive feedback to a fellow student. 2.a
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PAINTED LADY BUTTERFLIES
Painted lady butterflies can be purchased from a biological supply house as small fuzzy larvae—maybe as small as 1 cm (1/2") long. They arrive in a plastic container with a centimeter or two of green goop that looks like guacamole. The ventilated lid holds a piece of filter paper over the top of the container. Keep the lid and paper on the container at all times. The painted ladies will spend all of their larval days, perhaps 2 weeks or a little more, in the container eating the food layer, molting, and growing to a length of 4 cm (1-­‐1/2") or a little more. They require no special attention other than to keep them in a well-­‐lighted area, but out of direct sun and safe from temperature extremes. After the larvae are about 2 cm (3/4") long, it is all right for students to remove the larvae from the containers from time to time for close observation of structures and behaviors. Life cycle. In due course the larva receives a biological message to climb to the top of the container, spin a little knob of silk onto the filter paper, and attach its rear end firmly to the knob. The larva hangs head down and assumes a characteristic J shape, indicating that pupation is only a few hours away. If you are vigilant, you might be able to observe the final molt as the fuzzy outer skin splits near the head to reveal the smooth, curiously molded, slightly iridescent pupa ensconced in its chrysalis. As the pupa writhes around, the skin is pushed up and off the body until it is a crunchy little nub pressed up against the paper. The painted lady lapses into a period of relative quietude, hanging motionless except for brief fits of wriggling, especially when disturbed. At this time the pupae attached to the paper should be moved to a larger cage. For a week or 10 days the pupa undergoes dramatic physical and biochemical transformations. The chrysalis gradually darkens until it is dark gray-­‐brown, and the orange color of the wings starts to show through. This is when you can expect the adult to emerge, which happens quickly. The chrysalis shell splits near the bottom (head end), and the butterfly reaches out with its legs and grasps the outside of the chrysalis. The head comes out, and then the abdomen and wings are pulled free of the chrysalis shell. The emergence takes a minute or less. 52
The fresh new butterfly clings to the chrysalis shell with its soft, crumpled wings hanging down. Over the next hour or two the abdomen pulses as it pumps fluid into the veins of the wings, expanding them to their fully extended shape. During this time the butterfly ejects a splat of red liquid. Students may be alarmed, thinking it is blood, but it is a waste fluid that the butterfly unloads as it prepares for its new life. In 3 or 4 hours the butterfly takes wing as a flying insect. Maintenance. Painted lady butterflies don't require much as adults. They will drink dilute sugar solution and fly around looking for mates. Place the cage where sunshine will fall on it for a few hours each day. If mallow, a common weed in many parts of the country, is available, you can place a small bouquet of leaves in a vial of water. After the butterflies mate, they will lay eggs on the mallow leaves. If you want to raise a second generation of painted lady butterflies, provide mallow leaves for the larvae to eat. After a month the adults will die, not because of any ill effects caused by captivity, but because that is their normal life span. Even though it is never advisable to release study organisms into the environment, if a painted lady butterfly "escapes," it will not be an environmental disaster—painted ladies are already well established throughout the country. Order butterfly larvae. Painted lady butterfly larvae are available from several biological supply companies. They arrive in a container of food and will advance through their entire larval stage without ever leaving the container. They are usually sold three to five in a container. It is nice to have about ten larvae (two containers), but the activity will be a great success with one container. The larvae can usually be delivered about 2–4 weeks after you call in your order. Use local larvae. If you have local painted lady larvae, or another species of butterfly larvae available, use them instead of commercially available larvae. You will need to research appropriate food sources for each type of butterfly larvae. What to do when they arrive. Butterfly larvae are shipped with their own food in the shipping container. Warmer temperatures will encourage larvae to grow more quickly. Maintain container out of direct sunlight. No further care is necessary, as they will pupate within 7 to 10 days. (See above) 53
Prepare a feeding station. A butterfly feeding station can be made from a standard insect water fountain. Use a hole punch to make a hole in the center of the cap of a vial. Roll up an 8-­‐cm (3") square of paper towel and push it through the hole in the cap. Push the vial into the plastic vial holder to prevent the fountain from tipping over. Butterflies feed by sipping nectar through their long coiled proboscis. A substitute nectar can be made with sugar and water. Put 1/4 teaspoon of sugar in a vial and fill it with water. Attach the wick cap to the vial. Cut a crude flower from a piece of red or orange paper, make several criss-­‐cross cuts in the center, and push the vial through. The flower will attract the butterflies and give them a place to land. Provide mallow leaves (optional). When adults emerge, provide a bouquet of fresh mallow leaves in the cage. Use the hole punch to punch a few holes in a plastic cup lid. Fill the cup with water and snap on the lid. Stick leaves and small branches of mallow through the holes. Females will lay eggs on the mallow leaves. Watch for egg hatching. The eggs hatch in a week or so, and it is possible to start the whole process over again. Larvae will thrive if you transfer them to fresh mallow leaves. They must be kept in a covered container because they are very mobile. A supply of mallow leaves can be kept in the refrigerator. If you do not want to let the eggs hatch, put them in the freezer for a few days to end the life cycle. Eggs, larva and adults should not be released into the wild as it can disrupt the local ecosystem. Discuss death. Butterflies don't live long. After 3 weeks they will be tattered and tired. With luck they will have fulfilled their destiny by producing eggs. Discuss the inevitability of the death of the butterflies and that it is not caused by captivity or the result of any failing on the part of the caregivers. Butterflies just don't live very long. 54
FOSS Insects
Investigation 2: Butterflies
Session 1: Mystery Insect Observation 1 & FOSS Science Stories
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

[40 min]
Students will make accurate observations of larvae.
Students will make predictions about non-fiction text based on pictures and title.
Students will read non-fiction text for factual details about insects.
Materials needed
Class Calendar
Butterfly larvae – cup of five
FOSS Science Stories
Flat centimeter ruler
Papers to copy and cut
Table of Contents: Inv. 2
Mystery Insect Observation 1
So Many Kinds, So Many Places
Students will need
Student science notebooks
Pencil
Preparation: You will need to order your painted lady caterpillars 4 weeks in advance
to ensure on-time shipping. The larvae will arrive in closed containers with food. They
will not need to leave the container. Students will not have individual caterpillars to
observe, so for this activity, you will need to rotate the cup around to each table
group to make observations or possibly place it under the document camera. While
some students are observing, the rest of the class will engage in a reading activity with
the FOSS Science Stories “So Many Kinds, So Many Places”. See Butterfly Information
sheet for more details about butterflies, their habitat and how to care for them.
1. Mystery insect
Tell students, In this lesson, we will be observing a new insect. For now, we will
label it “Mystery Insect”. Because we will be observing this insect over time, we
will need to record this observation on our class calendar. Ask a student to
come up to the class calendar and record “Mystery Insect Observation 1” on the
appropriate date on the class calendar. Have students add this to their calendars
in their science notebooks.
Tell students, We only have one container of the mystery insects, and we have
to share it, so each table group will get to observe it while the other groups
work on a reading activity. Everyone will get to observe the mystery insects.
Have students either create a new Table of Contents, add to the original one, or
make copies of the Table of Contents: Inv. 2. Additionally, hand out copies of
Mystery Insect Observation 1 and So Many Kinds, So Many Places. Have students
glue or tape these into their science notebooks and add Mystery Insect
Observation 1 and So Many Kinds, So Many Places to their table of contents with
appropriate page numbers. If you have access to the internet and headphones,
you may have students listen to the story read loud at
https://itunes.apple.com/us/itunes-u/foss-insects-plantsscience/id386664277?mt=10
2.1
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2. Predicting, reading and writing
Before students read, have them make predictions about what they will read
from images and non-fiction text features. Tell students, While a few students
are observing the insect at a time, the rest of us will be reading about insects.
The reading we will be doing is on pages 3-7 and is titled “So Many Kinds, So
Many Places.” Based on the title, what do you think this reading will be about?
Before you read it, I want you look at the photographs on pages 3-7 and with
your partner, make a prediction about one thing you think you will learn.
Please take one to two minutes to share your predictions with each other.
Allow students a few minutes to discuss.
Now I’d like you to write your predictions on your papers. Point out on the
sheet So Many Kinds, So Many Places where students will write their prediction.
After you have written your prediction, read the story out loud with your
partner, taking turns for each paragraph. You may also have students listen to
the reading on iTunes while reading silently.
When you have finished reading, write three facts that you learned on your So
Many Places, So Many Kinds student sheet. Give students time to write their
facts, and if necessary, model writing one together with the group.
3. Mystery Insect Observation
Before you hand the container to the first group that will observe the insect,
remind students that these insects are very sensitive, and that they should not
touch the container. Direct the students to observe the insects closely and to
draw one on the mystery insect observation sheet. Remind students to use
accurate details and colors and to add labels if they know the words to describe
parts of this insect.
Help the group measure the length of one of the larvae by sliding the centimeter
ruler under the cup. Have students record the length on their handouts. Give
each group about 4-5 minutes to observe before switching the container to next
group.
4. Wrap up
After all students have had an opportunity to observe the insects and complete
the reading, have students share some of the facts they learned and some of the
things they noticed about the mystery insect.
2.1
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Date 2.1.a
Insects and Their Habitats Table of Contents Investigation 2: Butterflies Entry Page No. Date Insects and Their Habitats Table of Contents Investigation 2: Butterflies Entry Page No. 57
2.1.b
Mystery Insect Observation 1 Mystery Insect Observation 1 Date:______________________ Date:______________________ Draw a picture of the mystery insect. Draw a picture of the mystery insect. How long was one of the mystery insects? How long was one of the mystery insects? _______ centimeters _______ centimeters 58
So Many Kinds, So Many Places Date: ______________________ Before reading “So Many Kinds, So Many Places” in the FOSS Science Stories, look at the photographs on pages 3-­‐7. Make a prediction about one thing you think you will learn by reading this section. I predict one thing I will learn from reading this section is __________________________________ ________________________________________________________________________________. After reading “So Many Kinds, So Many Places” in the FOSS Science Stories with your partner, write three facts that you learned. 1. ______________________________________________________________________________. 2. ______________________________________________________________________________. 3. ______________________________________________________________________________. 2.1.c
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FOSS Insects Investigation 2: Butterflies Session 2: (about one week after Session 1) Learning About Larvae [45 min] •
•
•
Students will make accurate observations of insect larvae. Students will use metric units to record the change in size of the larvae. Students will use information from a text to describe the functions of different insect structures. Materials needed Papers to copy and cut Students will need Class Calendar Mystery Insect Larva Observation 2 Student science Butterfly larvae – cup of five Insect Shapes and Colors notebooks FOSS Science Stories Pencil Centimeter ruler Note: You will not be directly discussing the life cycle, as it will be covered in depth in 3rd grade Life Cycles unit. 1. Mystery insect observation 2 Tell students, In this lesson, we will be observing our Mystery Insect for a second time. I want to introduce a new word to describe this insect – “larva”. The mystery insect we are observing is in the larva stage of its life cycle. We use the word “larva” to describe one insect in this stage of its life. If we are talking about more than one larva, we say “larvae”. Add “larva/larvae” to the word wall. So, for today, we will label it “Mystery Insect Larva”. Because we will be observing this insect over time, we need to record this observation on our class calendar. Ask a student to come up to the class calendar and record “Mystery Insect Larva Observation 2” on the appropriate date on the class calendar. Have students add this to their calendars in their science notebooks. Hand out copies of Mystery Insect Larva Observation 2 and Insect Shapes and Colors. Have students glue or tape these into their science notebooks and update their table of contents with appropriate page numbers. 2. Introduce Reading Activity Tell students, While a few students are observing the larvae at a time, the rest of us will be reading about insect shapes and colors. The reading we will be doing is on pages 8-­‐11 and is titled “Insect Shapes and Colors.” Think about the insect larva we are observing today. What color are these larvae? These larvae are usually found in nature sitting on green leaves. Why do you think an insect that sits on a green leaf would be black? Shapes and colors are descriptions of structure. The reason why an insect is a certain color or shape is related to its function. 2.2
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Show the students your copy of the Insect Shapes and Colors using the document camera or using the board or chart paper. Point out that this structure and function T-­‐chart is similar to the one you used with the crickets. Note that one structure is already described and that this structure corresponds to the insects in the first photograph on page 8. 2.2
Ask students, What do you think the function is of the insects being shaped like thorns? We’re going to read the story and find out! Please read the story out loud with your partner, taking turns for each paragraph. When you have finished reading, write the function that goes with “shaped like thorns.” With your partner, try to list at least two more structures (either colors or shapes) and then describe the function. Students may also listen to the story online https://itunes.apple.com/us/itunes-­‐
u/foss-­‐insects-­‐plants-­‐science/id386664277?mt=10 3. Mystery Insect Observation Before you hand the container to the first group that will observe the insect, remind them that these insects are very sensitive, and that they should not touch the container. Direct the students to observe the insects closely and to draw one of the Mystery Insect Larva Observation 2 sheet. Remind students to use accurate details and colors and to add labels if they know the words to describe parts of this insect. Help the group measure the length of one of the larvae by sliding the centimeter ruler under the cup. Have students record the length on their handouts. Give each group about 4-­‐5 minutes to observe before switching the container to next group. 4. Wrapping Up After all students have had an opportunity to observe the insects and complete the reading, have students share some of the structures and functions they learned about from the reading. Record these on your copy of the Insect Shapes and Colors sheet, modeling how to write each structure and function correctly. Point out which of the structures are colors and which are functions. 61
Return to the question, Why do you think our mystery insect larva that sits on a green leaf would be black? Allow students to discuss in pairs then report out. Students should be able to come up with the idea that the insects are probably black because they want to advertise that they are not good to eat. Did anyone notice if the larvae changed size since the first observation? Have students update their glossaries in the science notebooks, adding the word and possibly picture of “larva/larvae”. 2.2
62
2.2.a
Mystery Insect Observation 2 Mystery Insect Observation 2 Date:______________________ Date:______________________ Draw a picture of the mystery insect larva. Draw a picture of the mystery insect larva. How long was one of the mystery insects? How long was one of the mystery insects? _______ centimeters _______ centimeters 63
Insect Shapes and Colors Date: ______________________ Structure Shaped like thorns Function 2.2.b
64
FOSS Insects Investigation 2: Butterflies Session 3: Pupae (about ten days after Session 2 or as soon as larvae turn into pupae) [45 min] •
•
Students will make accurate observations of pupae. Students will identify the key characteristics shared by all insects from reading non-­‐fiction text. Materials needed Papers to copy and cut Students will need Class Calendar Mystery Insect Pupa Observation 3 Student science Butterfly larvae – cup of five What Makes an Insect an Insect? notebooks FOSS Science Stories Pencil Butterfly cage Tape Preparation: Assemble the butterfly cage • Connect the two end trays with the four dowels. Stand the cage upright. • Pull the net bag down over the frame. Make sure the bottom of the net bag fits properly over the tray. • Turn the cage over. Draw the elastic band over the top tray so that the elastic pulls the fabric tight. 2.3
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1. Mystery insect observation 3 Tell students, In this lesson, we will be observing our Mystery Insect for a third time. You may have noticed that our mystery insects look very different. They have entered a different stage of their life cycle. The mystery insect we are observing is in the pupa stage of its life cycle. We use the word “pupa” to describe one insect in this stage of its life. If we are talking about more than one pupa, we say “pupae”. Add “pupa/pupae” to the word wall. So, for today, we will label it “Mystery Insect Pupa”. Another name for a special type of pupa like this one is “chrysalis”. Add “chrysalis” to the word wall. 2. Transfer pupae to butterfly cage Tell the students, We will need to transfer these pupae into a new habitat for this stage of their life cycle. Get out the butterfly cage. • Remove the lid from the container and carefully lift the paper off the top of the jar. • Flatten the paper carefully. • Attach two pieces of tape to opposite sides of the paper. • Pull the netting down 15-­‐20 cm (6” – 8”) and attach the paper to the top of the cage. • Return the netting to its proper position and carry the cage to the mystery insect center. 3. Set up reading activity Tell students, while some people are observing the pupae, the rest of you will be reading about “What Makes an Insect and Insect” in the FOSS Science Stories. Hand out copies of What Makes an Insect an Insect?. Have students glue or tape these into their science notebooks and add to their table of contents with appropriate page numbers. The reading we will be doing is on pages 12-­‐15 and is titled “What Makes and Insect an Insect.” Think about the insects we have looked at. They have been really different. When you have finished reading and completing your What Makes an Insect an Insect sheet, think about what you think the mystery insect will look like when it emerges from its chrysalis. What features do you think it will have? Students may also listen to the story online https://itunes.apple.com/us/itunes-­‐
u/foss-­‐insects-­‐plants-­‐science/id386664277?mt=10 4. Mystery insect observation 3 Tell students, We will observe the pupae in small groups. Because we will be observing this insect over time, we need to record this observation on our class calendar. Ask a student to come up to the class calendar and record “Mystery 2.3
66
Insect Pupa Observation 3” on the appropriate date on the class calendar. Have students add this to their calendars in their science notebooks. Hand out copies of Mystery Insect Pupa Observation 3. Model in the class science notebook how to glue or tape the sheet on a new page and update the table of contents with the name “Mystery Insect Pupa Observation 3” and the corresponding page number. Have students glue or tape these into their science notebooks and add to their table of contents with appropriate page numbers. Before you invite the first group that will observe the insects, remind them that these insects are very sensitive, and that they should not touch or move the habitat. Direct the students to observe the insects closely and to draw one of the mystery insects on their Mystery Insect Pupa Observation 3. Remind students to use accurate details and colors and to add labels if they know the words to describe parts of this insect. Give each group about 4-­‐5 minutes to observe before switching the container to next group. 5. Wrap up Have students update their glossaries in their science notebooks with the words “pupa/pupae” and “chrysalis”.
2.3
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Mystery Insect Observation 3 Mystery Insect Observation 3 Date:______________________ Date:______________________ Draw a picture of the mystery insect pupa. Draw a picture of the mystery insect pupa. 2.3.a
68
What Makes an Insect an Insect? What Makes an Insect an Insect? Date:______________________ Date:______________________ What are 4 important characteristics of insects? What are 4 important characteristics of insects? 1. _____________________________ 2. _____________________________ 1. _____________________________ 2. _____________________________ 3. _____________________________ 3. _____________________________ 4. _____________________________ 2.3.b
4. _____________________________ Draw a picture of what you think the mystery insect will look like when it emerges from its chrysalis. Draw a picture of what you think the mystery insect will look like when it emerges from its chrysalis. 69
FOSS Insects Investigation 2: Butterflies Session 4: Butterflies! (about 7-­‐10 days after Session 3 or as soon as pupae turn into butterflies) [45 min] •
•
•
Students will make accurate observations of butterflies. Students will be able to explain how the butterfly habitat provides for the butterflies’ needs. Students will form a hypothesis about the function of a specific structure and express their reasoning. Materials needed Papers to copy and cut Students will need Class Calendar Mystery Insect Butterfly Observation 4 Student science Butterfly cage with butterflies Proboscis Function Notebooks Tape Pencil Sticky notes Chart paper Preparation: Prepare the butterfly feeding station. • Use a hole-­‐punch to make a hole in the center of the cap of a vial. • Roll up and 8 cm square piece of paper towel and push it through the hole in the cap. • Cut a crude flower from a piece of red or orange paper, make several criss-­‐cross cuts in the center, and push the vial through. The flower will attract the butterflies and give them a place to land. • Push the base of the vial into a vial holder to prevent the fountain from tipping over. Put ¼ teaspoon of sugar in the vial and fill it with water. This will simulate flower nectar. Prepare mallow leaves (optional) – If you can locate some mallow leaves, you can place a bouquet of these in a plastic cup of water in the cage. Painted lady butterflies will lay their eggs on mallow leaves. 1. Painted Lady Observation Tell students, You probably noticed that the pupae have turned into butterflies! These are called painted lady butterflies. Add “painted lady” and “butterfly” to 2.4
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2.4
the word wall. Our Mystery Insect is not a mystery anymore. You may have noticed that our mystery insects look very different. You are each going to get an opportunity to come up and observe the butterflies. Because we have been observing this insect over time, we need to record this observation on our class calendar. Ask a student to come up to the class calendar and record “Mystery Insect Butterfly Observation 4” on the appropriate date on the class calendar. Have students add this to their calendars in their science notebooks. Hand out copies of Mystery Insect Butterfly Observation 4. Have students glue or tape these into their science notebooks and add to their table of contents with appropriate page numbers. Ask students, How do think this habitat provides for the butterflies’ needs? If students do not mention, make sure to point out space (much larger than cup so that they can fly around), air (holes in netting), food and water (nectar in feeder). Why do you think the nectar fountain has this red shape on it? It is made to look like a flower to signal to the butterflies that there is nectar here. 2. Introduce proboscis function activity Tell students, While a few students are observing the butterflies at a time, the rest of us will be working on predicting the function of a special structure on the butterfly called a “proboscis”. Add “proboscis” to the word wall. You may want to display it first under the document camera to make it large enough for everyone to see at the same time. Hand out copies of Proboscis Function student sheet. Have students glue or tape these into their science notebooks and add to their table of contents with appropriate page numbers. I want each of you to think carefully about what you think the function of the proboscis might be. Talk to your partner about it first, then write what you think the function is and why you think that. Show students where to write this in their notebooks. If students need more support, model with the small group. 3. Butterfly observation Call one group at a time to come up and observe and draw the butterflies. Remind students that they should not touch the container. Direct the students to observe the insects closely and to draw one of the butterflies on their Mystery Insect Butterfly Observation 4 sheet. Remind students to use accurate details and colors and to add labels if they know the words to describe parts of this insect. Give each group about 4-­‐5 minutes to observe before switching the container to next group. 71
2.4
4. Wrap Up After every group has had an opportunity to observe their butterfly and at least start their drawings, display a copy of the labeled butterfly parts picture. Remind students to update the glossary in the back of their science notebooks with the words “painted lady”, “butterfly” and “proboscis”. Put back any containers if they’ve been moved for observation. Keep the butterfly containers if you have room in your classroom. If not, refer to the Butterfly Instruction sheets for how to care and disposed of the insects and their habitats
72
Mystery Insect Observation 4
Mystery Insect Observation 4
Date:______________________
Date:______________________
Draw a picture of the mystery insect.
Draw a picture of the mystery insect.
What is the name of this insect?
What is the name of this insect?
____________________________________
____________________________________
2.4.a
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Function of the Proboscis Date: ______________________ Proboscis: The proboscis is a long thin tube-­‐like structure. The proboscis is on the head of the insect, where the jaws would be on a cricket. The insect can uncurl the proboscis into a straight tube. Structure Proboscis 2.4.b
Function I think the function of the proboscis is to… I think this because…. 74
FOSS Insects Investigation 2: Butterflies Session 5: Feedback •
[35 min]
Students will give feedback regarding the advantages of a specific structure. Materials needed Papers to copy and cut Students will need Sticky notes Student science notebooks Chart paper Pencil Teacher Prep: Before this activity, prepare a chart with the following sentence stems to post for students. • What I liked about your idea was… • I agree with you about… • I liked that you used reasoning to… • I wondered about… • You did a good job explaining… • I liked that used the vocabulary words… and…. 1. Feedback After all students have had an opportunity to observe the insects and complete the Proboscis Function sheet, give each student a sticky note. Ask them to think about the feedback they got from you on their prediction about cricket behavior in Investigation 1. You may want to have them find this in their notebook and read it again. Tell them, Giving each other feedback is an important thing that scientists do when they communicate with each other. It is a way that scientists support each other in their thinking. Ask for a student volunteer to come up and help you model this next part. I am going to ask you to work in pairs, and I will give each person in the pair a sticky note. Then I am going to ask you to trade notebooks with the person next you. Have your partner read their notebook entry about the proboscis function to you. Have your student volunteer show their notebook under the document camera and read it out loud. Now I am going to write my partner some feedback on this sticky note using one of the sentence starters on this chart paper. Post chart paper and model writing a piece of positive feedback for the student who volunteered and sticking it on his/her notebook. Example: I liked that you used reasoning to support your idea about the function of the proboscis. 2.5
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2.5
Have students try doing this. They may struggle with it, and that is OK. Suggest that they go back to their Investigation 1, Session 6 – “Cricket Behavior Observation” to look at your feedback that you gave them. 76
FOSS Insects Unit Investigation 3: Milkweed Bugs Session Content Objectives 1 Introducing Milkweed Bugs •
• Observe milkweed bugs
• Teacher models how to draw and •
label
• Students draw and label
2 Building a Milkweed Bug Habitat •
• Review the basic needs of insects •
3 4 Model assembling a milkweed habitat Milkweed Habitat Investigations Part 1 • Introduce the idea that insects can be arranged in space in different ways • Introduce Focus Questions • Have students make predictions Milkweed Habitat Investigations Part 2 • Collect data • Discuss data • Write claims and evidence Language Objectives Students will record accurate • Use academic vocabulary to correctly observations of milkweed bugs with label drawings.
drawings and labels. Students will use knowledge of insect body parts and structures to label their milkweed bug drawings. Students will explain how each part of • Follow written and oral instructions the milkweed bugs habitat meets the to assemble a milkweed bug habitat. insect’s needs. •
Students will make predictions about milkweed bugs’ behavior within the habitat based on prior knowledge. • Use a sentence frame to state a prediction. •
Students will gather and analyze data about how milkweed bugs behave in their habitat. Students will make a claim about milkweed bug behavior and support it with evidence. • Use simple statements to express claims and evidence. •
3.a
77
MILKWEED BUGS
Milkweed bugs are true bugs; beetles, moths, flies, and butterflies are not. Bugs have the usual complement of structures that they share with just about all other insects: six legs, three body parts (head, thorax, and abdomen), and two antennae. True bugs (order Hemiptera) do not have mouths for biting and chewing food—they have a tubelike beak for sucking fluids. The milkweed bug in nature sucks nutrients from milkweed seeds, but those in the classroom have been bred to feed exclusively on sunflower seeds. Another characteristic of bugs generally and milkweed bugs specifically is the stages they go through from hatching to maturity. Bugs go through simple metamorphosis. The insect emerges from an egg looking like a tiny version of the adult, with slight differences in body proportions and incompletely developed wings. The immature bugs are called nymphs. Newly hatched nymphs are analogous to the larvae of insects that go through complete metamorphosis, in that their prime directive is to eat and grow. As with all insects, in order to grow the nymphs must molt periodically. Just after molting the bug is creamy yellow with bright red legs and antennae. Within a few hours the body turns dark orange, and the legs and antennae resume their usual black color. The crispy little molts can be seen in the milkweed bug habitat about a week after the bugs hatch. Students may think their milkweed bugs are dying or that spiders and ants have invaded the habitat. It may take a while for students to figure out what the molts really are. Life cycle. Milkweed bugs advance through five nymphal stages (instars) as they mature. Each molt produces a larger nymph that is more completely developed. As the bugs grow, the dark wings appear on the backs of the bugs as black spots. Other black markings start to appear and eventually develop into the characteristic patterns of black and orange by which the adults of the two sexes can be identified. The last molt reveals the adult. There is no pupal resting stage as in insects that undergo complete metamorphosis—the large nymph simply molts, and away walks the adult. Milkweed bugs continue to feed as adults, inserting their long beaks into sunflower seeds to suck out oils and other nutrients. Mating is easily 78
observed, as the two mating bugs remain attached end to end for an extended time. It is possible to distinguish female and male adults by body markings. Look on the ventral (belly) side of the bugs. The tip of the abdomen is black, followed by a solid orange segment (with tiny black dots at the edges). If the next two segments following the orange band have solid black bands, the bug is a male. However, if the segment following the orange band is orange in the middle, making it look like it has two large black spots on the sides, followed by a segment with a solid black band, the bug is female. (See the Milkweed Bug Male and Female poster.) Males tend to be smaller than females. Look for mating bugs to identify males and females—there will always be one of each in such pairings. Several days to 2 weeks after mating, the female lays a cluster of 50 or more yellow eggs (which turn orange fairly quickly) in a wad of cotton. The eggs can be removed to a new culture container or left in the habitat to continue the life cycle. Milkweed bug habitat. Culturing milkweed bugs is fairly easy. The bugs require no soil or green plant material. Just about any container is suitable for a habitat. Because milkweed bugs can walk on any surface, including smooth plastic, glass, metal, wet surfaces, and all textured surfaces, the habitat must be closed tightly, and the ventilation holes must be tiny so the first instar nymphs can't escape. We suggest a plastic zip bag for the habitat container. Use a pin to poke a hundred holes in the bag, and install a water container in the bottom. To add interest, put a branch in the bag and attach a bundle of raw, shelled sunflower seeds and a cotton ball to the branch. Hang the bag from a paper clip next to a wall out of direct sunlight. Maintenance. Maintenance is minimal. Keep an eye on the water level, and when it gets low after 3–4 weeks, add water and perhaps replace the wick. A new bundle of 20 to 30 sunflower seeds each month should be adequate for a modest culture of 25 bugs. The culture may start to look a little messy after a month as little brown spots of waste appear on the walls of the bag and the molts start to accumulate. Transfer the branch, water fountain, and bugs to a new bag to renew the aesthetic appeal of the culture. Ordering milkweed bug eggs. Milkweed bug eggs must be ordered from a biological supply company. Specify at the time of order when you want the 79
eggs delivered. See the Materials folio for more information about obtaining insects. Conduct Part 1 as soon as the eggs arrive—they will hatch in a week or less after you receive them. Color is an indicator of maturity. If the eggs are pale to school-­‐bus yellow, it will be a few days until they hatch. If the eggs are pumpkin-­‐orange to red, they will hatch in the next couple of days. What to do when they arrive. •
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Eggs are shipped on a wad of floss. If you are unable to begin the investigation when the eggs arrive, they may be kept in the container at cool room temperatures or refrigerated for short periods; otherwise they will hatch within one week. If the eggs have hatched upon arrival, add a few sunflower seeds and hatched nymphs to the vials for distribution to the students. Keep adult males and females in separate containers. A 1/2-­‐liter container with small air holes can be used for a few days. Add a few sunflower seeds and a moist paper towel wick for moisture. To keep adult milkweed bugs for a longer period of time, place in milkweed bug habitats with sunflower seed packets, water fountain, twigs, and floss for eggs. End the life cycle. As long as the four needs are attended to, new generations of milkweed bugs will continue to flourish in the habitat. At some point you may want to end the cycle. Although the bugs would probably soon perish if released into the environment, it is not suggested that you do so, as they were not originally from the environment. Place the bag in the freezer overnight to kill the bugs; discard the bag in the trash. 80
FOSS Insects Investigation 3 – Milkweed Bugs Session 1: Introducing Milkweed Bugs •
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[35 minutes] Students will record accurate observations of milkweed bugs with drawings and labels. Students will use knowledge of insect body parts and structures to label their milkweed bug drawings. Materials needed Papers to copy and cut Students will need Plastic cups with lids (1 per pair) Table of Contents: Inv. 3 Pencil Milkweed bugs (1 per pair) Milkweed Bug Observation 1 Science Notebooks Hand lens (1 per student) Glue Milkweed Bug Poster Class calendar Preparation: Order milkweed bugs at least 4 weeks in advance, and specify the shipping date when you want to receive them. Review the Milkweed Bug Poster before class to familiarize yourself with the structures on the insect’s body. Make sure you have a good supply of milkweed bugs to start with as some will inevitably escape or die. Just prior to students observing the milkweed bugs, place the bugs in the refrigerator (not the freezer) or in an ice cooler for five minutes. This will slow them down, and make them easier for students to observe without mishap. If you have an adult volunteer, you may want them to place milkweed bugs in individual cups before the observation session to save time. Each pair of students will get a plastic cup with one milkweed bug to observe. See Milkweed Bug Information sheet for more details about Milkweed bugs, their habitat and how to care for them. 3.1
1. Introduce Milkweed Bugs Tell students, In this lesson, we will be observing a new insect. We will label it “Milkweed Bug”. Add “Milkweed Bug” to word wall. Because we will be observing this insect over time, we will need to record this observation on our class calendar. Ask a student to come up to the class calendar and record “Milkweed Bug Observation 1” on the appropriate date on the class calendar. Have students add this to their calendars in their science notebooks. 81
Before distributing the milkweed bugs, tell students that they will be working in pairs. You will give each pair of students a clear plastic cup with a lid with a milkweed bug inside. Either transfer the milkweed bugs from the container they arrive in ahead of time into individual cups or transfer the milkweed bugs into the cups as you are handing them out. Distribute the milkweed bugs and hand lenses, and give students about 2-­‐4 minutes to make observations and discuss what they see with their partner. Let the students know that they will be reporting out about their observations to the whole group. 2. Student models milkweed bug observations After students have had time to observe and talk with their partner, ask them to turn their attention to you and the class science notebook. As students have recorded many observations from the last investigation, they should be doing them independently and accurately. Have a student volunteer model how to record their observations in their science notebook under the document camera. If necessary, collect the milkweed bugs and redistribute them later. Remind the student to date his/her observation, and to share his/her ideas out loud as they draw, asking other students to help with details if necessary. If the student needs more support, prompt him/her with the following: I noticed that the milkweed bug has an interesting shape. How would you describe the shape of its body? Did anyone notice the triangle shape on the milkweed bugs back? Can anyone describe the mouth of the milkweed bug? Be sure to emphasize the three body parts (head, thorax and abdomen) and key structures (eyes, antennae, legs, mouth). Remind the student to use labels with the names of various body structures. Have students either create a new Table of Contents, add to the original one, or make copies of the Table of Contents: Inv. 3. Give each student a blank Milkweed Bug Observation 1 student sheet, and have them glue or tape it in their science notebooks. Have students add Milkweed Bug Observation 1 to their table of contents with the corresponding page number. Remind students that when they draw something in science, they should try to draw it as accurately as they can. They should try to notice and draw lots of details. If they are using colored pencils, remind them to use the colors they actually observe. Have students share their drawings under the document camera to the rest of the class, and have students provide feedback regarding the accuracy of the observations. When students are finished, collect the cups with the milkweed bugs inside and put the milkweed bugs back in their original container. Have students return any materials to the kit. Refer to the Milkweed Bug Information Sheet for details on how to care for the Milkweed Bugs. 3.1
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Head Thorax Abdomen Mouth Leg Antenna Wings Eye 3.1.a
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Insects and Their Habitats Table of Contents Investigation 3: Milkweed Bugs Entry Page No. Date Insects and Their Habitats Table of Contents Investigation 3: Milkweed Bugs Entry Page No. 84
Milkweed Bug Observation Milkweed Bug Observation Date:______________________ Date:______________________ Draw a picture of the milkweed bug. Draw a picture of the milkweed bug. 3.1.c
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FOSS Insects Investigation 3 – Milkweed Bugs Session 2: Building a Milkweed Bug Habitat •
[45 minutes] Students will explain how each part of the milkweed bugs habitat meets the insect’s needs. Materials needed Plastic zip bags – gallon sized (1 per table group) Milkweed bugs (5-­‐10 per table group) Hand lens (1 per student) Vials (1 per group) Cotton balls or paper towel (1 per group) Holepunch (1 per group) Sunflower seeds – raw, unsalted Netting – 1 10 cm square per table group Rubber band – 1 per group Small branches that can fit inside a closed zipbag – 1 per group Thumbtack – 1 per group Cardboard piece – 1 per group Binder clips – 1 per group Scissors – 1 per group Class calendar Papers to copy and cut Students will need Building a Milkweed Habitat Pencil Instructions Science Notebooks Glue Preparation: Assemble all materials necessary for milkweed habitats, and be prepared to build an example to show students during the lesson according to the instructions below. Prepare a place to hang the completed habitats (a string at about eye height is good). A video of how to assemble the milkweed habitat can be found on iTunes at session 11 (inv.3.2) https://itunes.apple.com/us/itunes-­‐u/foss-­‐ca-­‐insects-­‐plants-­‐teacher/id429739348?mt=10 or on the FOSS website under Teacher Resources, Teacher Prep Videos at http://archive.fossweb.com/modulesK-­‐2/InsectsandPlants/index.html . 1. Introduction to milkweed bug needs Introduce the idea of creating a habitat for the milkweed bugs. Call students to the rug. Remind them that in the previous session they made observations of milkweed bugs. Tell students, With our other insects that we have observed, we created habitat for them. Can someone remind me what a habitat is? (a place to live that meets the animal’s needs) Who can remind me what four things insects need? • Food • Water • Air • Space 3.2
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2. Model milkweed habitat Assemble an example milkweed bug habitat, talking out loud about each part and how it meets the milkweed bugs’ needs. Use the figure below as a reference for what the milkweed bug habitat should look like when you are finished. Consider using the following script as a guide for the discussion and assembly. You may want to invite different students to add each component of the habitat as you go. Depending on your class, students may follow along in the assembly of the habitat or wait until you are have finished demonstrating with the model and then proceed. If you think students will need more visual support, hand them the Building a Milkweed Habitat Instructions sheet. Tell students, The first thing that a milkweed bug needs is air. Can air get inside a closed ziplock bag? (No) But we will have to keep the bag closed so that the milkweed bugs do not escape, so how can we get oxygen in the bag if it’s closed? (wait for student responses) We will need to poke tiny holes in the bag using a thumbtack. Demonstrate how to poke holes in the bag using a thumbtack with a piece or cardboard behind it to avoid damaging the desks. Remind students that the thumbtacks are sharp and that they need to be extra careful with them. If necessary, warn students that anyone using a thumbtack inappropriately will not be allowed to continue directly with building the habitat, but will only get to observe. Next, one of the things we said that a milkweed bug needs is space. Which of these items might be good for providing space? (Zip bag) If we add a small branch or two to the inside of the bag, it will give the milkweed bugs places to crawl around and rest. Place a branch inside the bag. (Note: drawing below does not show the branch). 87
Tell students, Another thing that a milkweed bug needs is water. How did we provide water to our crickets? (Water fountain made from vial) Demonstrate how to make a water fountain from a vial and cotton ball or paper towel and how to insert it into the plastic zip bag. You will need to make a small cut in the plastic zip bag just large enough for the vial to squeeze through. Finally milkweed bugs need food. Milkweed bugs eat seeds, and we are going to use sunflower seeds to feed our milkweed bugs. Demonstrate how to make a bag of seeds using a 10 cm square of netting and a rubber band. Demonstrate how to attach the bag to one of the branches inside the bag. Now it’s time to add a few milkweed bugs! Add 5-­‐10 milkweed bugs to the habitat, seal it, and demonstrate how to hang it up using the binder clip. 3. Have students build habitats. Check students’ habitats before you allow them to add milkweed bugs to ensure there are no places for the bugs to escape. Use tape if necessary (clear packing tape or duct tape) to seal any holes. Give students milkweed bugs to add and allow students to hang their habitat up in a designated area at eye level by string. Building a Milkweed Habitat Instructions for Students 3.2
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Building a Milkweed Habitat Instructions 1 Plastic zip bags – gallon sized Milkweed bugs (5-­‐10) Hand lens (1 per student) 1 Vial 1 Cotton balls or paper towel 1 Holepuncher Sunflower seeds – raw, unsalted 1 pair Scissors 1 Netting – 10 cm square 1 Rubber band Small branches that can fit inside a closed zipbag 1 Thumbtack 1 Cardboard piece 1 Binder clips 1. Take out the cardboard and thumbtack. Place the cardboard on a desk or other hard surface and put the Ziploc bag on top of it. Push the thumbtack through the bag until it reaches the cardboard. Do this many times over the surface of the bag, ensuring the Milkweed bug will get oxygen. 2. Open the bag and place the branch inside. 3. Create a water fountain from the vial, a cotton ball or paper towel. Roll the paper towel or cotton ball up and place in the vial. When you fill the vial with water, the paper towel or cotton ball will wick the water up and out of the vial, allowing the Milkweed bug to drink. Cut a small slit in the bottom of your ziplock bag (just smaller than the size of the vial so the top of the vial rests inside the bag, but no bugs can escape. 4. Take the netting, rubber band and sunflower seeds and create a small bag full of seeds. Tie the bag onto the branch in the bag. 5. Add the Milkweed bugs to the bag and zip the bag closed. 3.2
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FOSS Insects Investigation 3 – Milkweed Bugs Session 3: Milkweed Habitat Investigations Part 1 •
(45 minutes) Students will make predictions about milkweed bugs’ behavior within the habitat based on prior knowledge. Materials needed Papers to copy and cut Students will need Milkweed habitats with milkweed bugs Focus Question** Pencil Class calendar Prediction Science Notebooks Dark construction paper – 1 piece per Glue group Focus Question: How does Tape – 1 roll per group light and dark affect where Photos of Insects in Groups milkweed bugs go? **Scaffolded documents: these can be used for students who need more support. 1. Review the previous session Tell students, In our previous session, we created habitats for our milkweed bugs. We made sure that the artificial habitats we created had all of the features necessary to meet the needs of the milkweed bug. Who can remind me what four things insects need? • Food • Water • Air • Space How did we meet those needs in our artificial habitats? Listen to student ideas. 2. Insect arrangement Introduce the idea of how insects choose to arrange themselves in their habitat by asking, Have you ever noticed how insects arrange themselves in their habitat? Using the projector or doc cam, show students the photos of insects in groups. Ask them the following questions: • What do you notice about these insects and how they are arranged? (Some are spaced out evenly, while some are clustered together.) • Why do think these wasps might have arranged themselves to be spread out evenly over the surface of their nest? • Why do you think these bees are clustered close together? • Why do you think these ladybugs are clustered together? 3. Introduce the focus question Have students go back to their desks and get out their science notebooks. Tell students, Today we are going to investigate how light and dark affect where insects go. We are 3.3
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going to investigate this question with our milkweed bugs. For this investigation, our focus question will be: How does light and dark affect where milkweed bugs go? As you do the following steps, model for students in the class science notebook. Let’s all turn to the next available blank page in our science notebooks and title the page, “Focus Question: Milkweed Bugs”. What else do we need to write in our science notebooks? (the table of contents and corresponding page number) We also need to update our table of contents and write in the corresponding page number. Allow time for students to update their table of contents. For students that need more support, provide the Focus Question** student sheet to be glued into their science notebook. 4. Predictions Tell students, We are going to cover one side of each milkweed bug habitat with construction paper to make it dark. I wonder whether the milkweed bugs will go more to the light half or the dark half of their habitat. Maybe the milkweed bugs will go to both sides equally. What do you all think? We are going to do a think-­‐pair-­‐share exercise. First, you will be thinking about your prediction for one minute. While you are thinking, try and create your prediction using the sentence frame: I predict that milkweed bugs will go more to the lighter half/darker half/neither side. Then think of your reason why. Write the sentence stem on the board for students to see. Ok, for one minute I’d like you to think about your prediction on your own silently-­‐ you may write ideas down in your science notebooks if you’d like. Wait one minute while students think. Now with your shoulder partner, share your predictions with each other for the next two minutes. Once you’ve shared them out loud, please write them in your science notebook using the sentence stem provided. I predict that milkweed bugs will go more to the lighter half/darker half/neither side. I predict this because ______________________________________________________. After two minutes are up, have students share out their predictions with the class. If you see a pattern or similar predictions, you could start a prediction chart on chart paper or the white board to tally the responses. 3.3
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5. Cover habitats and make calendar entry Tell students, In order to test our predictions, we will need to cover half of each habitat with construction paper to make half of the habitat dark and half light. Show students how to fold the construction paper over and tape it to cover half the habitat. It is important to cover as close to one half as possible. You will be checking on the results in the next section. Carefully monitor as students make the covers and place them over the milkweed bug habitats to ensure that habitats are halfway covered. Before closing the session, ask a student to mark on the class calendar that the milkweed habitats were partially covered on today’s date. 3.3
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Focus Question How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? How does light and dark affect where Milkweed bugs go? 3.3.d
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Milkweed Bug Prediction Milkweed Bug Prediction Date:______________________ Date:______________________ I predict that milkweed bugs will go more to the lighter half/darker half/neither side. I predict this because_________________ ___________________________________ ___________________________________ I predict that milkweed bugs will go more to the lighter half/darker half/neither side. I predict this because_________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 3.3.e
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Milkweed Bug Prediction Milkweed Bug Prediction Date:______________________ Date:______________________ I predict that milkweed bugs will go more to the ______________________________side. I predict this because_________________ ___________________________________ ___________________________________ I predict that milkweed bugs will go more to the _____________________________side. I predict this because_________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 3.3.f
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FOSS Insects Investigation 3 – Milkweed Bugs Session 4: Milkweed Habitat Investigations Part 2 •
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[45 minutes] Students will gather and analyze data about how milkweed bugs behave in their habitat. Students will make a claim about milkweed bug behavior and support it with evidence. Materials needed Papers to copy and cut Students will need Milkweed habitats with milkweed bugs Milkweed Bug Data Table Pencil Class calendar Claim and Evidence Science Notebooks Glue Teacher Preparation: Before this session, please prepare a class data chart like the one below to use in step 4. Number of Milkweed Bugs Light Half Dark Half Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Total 1. Review the previous session Tell students, In our previous session, we covered half of each our milkweed bug habitats to make half dark and half light. What were we trying to find out? What was our focus question? Prompt students to look back in their science notebooks if they need reminding. 2. Introduce the data table Give each student a copy of the student sheet Milkweed Bug Data Table, and have them glue or tape this into their notebooks. Go over the data table together to help them understand where to record their data. For example, If I count 12 milkweed bugs in the light side of my milkweed habitat, I would write the number 12 in the middle box under “light half”. 3. Collect data If the milkweed bug habitats are in a location where students can go and count without moving the habitats, that is ideal. However, your classroom may not be set up in such a way to make this possible. If you need to move the milkweed habitats, ask students to sit in their table groups while you carefully move the habitats to their table. 3.4
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Have students count the number of milkweed bugs in the light half first and record that number in their data table. Then carefully remove the paper and count the milkweed bugs that were in the dark half. Have students record this number in their data table. 4. Collect class data Display the class data chart. Ask each group to report out the numbers of milkweed bugs they recorded in the light half and in the dark half. Show students the row at the bottom for the total. Ask students to help you calculate the total by adding up the numbers. Record the totals in the class data chart. 5. Making Meaning Ask students the following questions: • What did you notice about the data? • What do the numbers tell us about where the milkweed bugs went? • From the data, what could you claim about whether milkweed bugs prefer dark, light, or neither? • What evidence could you use to support your claim? • How do the data compare with your prediction? Was your prediction supported? 6. Claims and Evidence Model how to write a “Claims and Evidence” statement for the class. Begin by writing only the claim in the box below. Remind the students, When scientists look at their data, they make claims about the patterns that they see. A claim is a statement we can make about our data. Whenever scientists make a claim, they also have to give evidence to support the claim or give us proof that our claim is accurate. Claims always have to have evidence that goes with them. What might be some evidence that I could use to support this claim that I wrote? Help students develop the evidence for the claim, then record on the chart. Claims I claim that the milkweed bugs preferred the dark half of the habitat. Evidence My evidence is that there were 102 total milkweed bugs on the dark halves of all the habitats and only 18 on the light halves. Have students try to come up with more claims and evidence. Give each student a copy of the Claims and Evidence student sheet and have them glue or tape it into their science notebook. Remind them to update their table of contents with the corresponding page number. Ask students to write at least one claim and one piece of evidence to support it. Remember to leave the class data chart visible for students to refer back to. 3.4
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7. Cleaning up Put back any habitats if they’ve been moved for observation. Keep the habitats if you have room in your classroom. If not, refer to the Milkweed Instruction sheets for how to care and disposed of the insects and their habitats. 3.4
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Milkweed Bug Data Table Milkweed Bug Data Table Date:______________________ Date:______________________ Count the milkweed bugs in each half of the habitat. Count the milkweed bugs in each half of the habitat. Number of milkweed bugs Number of milkweed bugs Light Half Dark Half Light Half Dark Half Milkweed Bug Data Table Milkweed Bug Data Table Date:______________________ Date:______________________ Count the milkweed bugs in each half of the habitat. Count the milkweed bugs in each half of the habitat. Number of milkweed bugs Number of milkweed bugs 3.4.a
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Milkweed Bug Claims & Evidence Milkweed Bug Claims & Evidence Date:______________________ Date:______________________ Claims Evidence Claims Evidence 3.4.b
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FOSS Insects Unit Investigation 4: Outdoor Habitats Session Content Objectives 1 Introducing Outdoor Habitats • Discuss what might be observed in an outdoor habitat • Visit outdoor habitat
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Could This Insect Live Here? Part 1 • Read descriptions of insects to gather information about the insects’ needs Could This Insect Live Here? Part 2 • Review insect needs • Teacher models writing • Students write •
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Language Objectives Students will visit an outdoor habitat • Use academic vocabulary to and gather data about it’s living and contribute to a class discussion about non-­‐living components. outdoor habitats.
Students will collect information about how the habitat meets the needs of insects. Students will read a description of an • Pick important details about insects insect to gather information about its out of text. needs. Students will explain whether the • Use sentence frames to write a insect they read about could live in the conclusion about insects. outdoor habitat they investigated. Students will support their explanation with evidence. Students will complete the pre-­‐
assessment. 4.a
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FOSS Insects Investigation 4 – Outdoor Habitats Session 1: Introducing Outdoor Habitats •
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[45 minutes] Students will visit an outdoor habitat and gather data about it’s living and non-­‐living components. Students will collect information about how the habitat meets the needs of insects. Materials needed Papers to copy and cut Students will need Thermometer Table of Contents Inv.4 Pencil Class Habitat Observation Habitat Observation Science Notebooks Under One Rock: Bugs, Slugs and other Glue Ughs Teacher Notes: There are a few different options for this activity. If you have the resources to do a field trip, you may want to visit the Butterfly Pavilion, which has an outstanding indoor habitat that is elaborate enough to serve as a surrogate “outdoor habitat” for this activity. The Butterfly Pavilion is a particularly attractive option during the winter months when signs of active insect life are harder to find outdoors. They are there, just dormant. Please inform the Butterfly Pavilion staff that you are visiting in conjunction with your BVSD Insect Unit. If you plan to do this activity outside your school, check the forecast for expected weather conditions. You will want a day with little wind, mild temperatures, and no precipitation. If you have already completed the Air and Weather unit, students may help you with this! Identify an outdoor area where the students can safely explore and find evidence of things that might meet insects’ needs. Prepare a class version of the Outdoor Habitat Observation to use for synthesizing students’ individual observations and modeling how to write those. 1. Read aloud The book Under One Rock: Bugs, Slugs and Other Ughs should be included in your FOSS kit. Have students gather at the rug and introduce the book. Up until this point, we have been observing habitats that we created for insects to live inside. Now we are going to investigate a habitat that we can walk around in. What is a habitat? Let’s read this book Under One Rock to learn more about insects in their natural habitat before we go outside. Where outside do you think we will find insect habitats? Read the book out loud to the students, helping define larger words. When finished, you may also bring the book outside, as there is a field notes section in the last few pages of the book. 2. Introduce the activity Tell students, In this lesson, we will be observing an outdoor habitat. We will need to record this observation on our class calendar. Ask a student to come up to the class 4.1
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calendar and record “Outdoor Habitat Observation” on the appropriate date on the class calendar. Have students add this to their calendars in their science notebooks. 4.1
3. Prepare habitat observation sheets Have students either create a new Table of Contents, add to the original one, or make copies of the Table of Contents: Inv. 4. Give each student a copy of the Outdoor Habitat Observation student sheet and have them glue or tape it into their notebook, date it, and add it to their table of contents. Show students the different sections of the sheet and talk about what they think they might observe. • What are some non-­‐living components that we might observe in our habitat? • What are some living components that we might observe in our habitat? • What might we see that could provide food for insects? • What kinds of spaces might we see that could provide shelter for insects? • What are some places we might find water? (encourage students to think about all the places they might find small quantities of water, such as drops of water in tight clusters of leaves or moisture that can be felt in the soil or moss) 4. Going outside Before going outside, discuss safety issues and norms for outdoor behavior. Assign a student to be in charge of recording the temperature in the habitat using a thermometer. You can choose to have students bring their science notebooks outside or not to record their observations. Go outside and have students complete their observations. Upon return to the classroom, make sure every student records the temperature on the observation form. 5. Discuss students’ observations • What were some of the non-­‐living components that you observed in our habitat? • What were some of the living components that you observed in our habitat? • What did you see that could provide food for insects? • What kinds of spaces did you see that could provide shelter for insects? • What were some places where you found water? Take out the Class Habitat Observation sheet. Fill it out as you ask students to provide details for you. Try to capture as much detail as possible. You will be using this chart again in Session 4.3. 106
Insects and Their Habitats Table of Contents Investigation 4: Insects in Natural Habitats Date Entry Page No. 4.1.a
Insects and Their Habitats Table of Contents Investigation 4: Insects in Natural Habitats Date Entry Page No. 107
Outdoor Habitat Observation Outdoor Habitat Observation Date:______________ Air Temperature:______ Date:______________ Air Temperature:______ Draw a picture of the habitat. Draw a picture of the habitat. Record what you find in your habitat Living Non-­‐living Things that could meet insects’ needs for Food: Space: Water: 4.1.b
Record what you find in your habitat Living Non-­‐living Things that could meet insects’ needs for Food: Space: Water: 108
FOSS Insects Investigation 4 – Outdoor Habitats Session 2: Could This Insect Live Here? Part 1 •
[45 minutes] Students will read a description of an insect to gather information about its needs. Materials needed Papers to copy and cut Students will need Copies of the following (depending on Insect Facts Pencil the # of students per group): Science Notebooks Glue • Ant • Giant Swallowtail • Water Strider • Yellow Jacket 1. Introduce the activity Tell students, In this lesson, we will be reading about some different types of insects and the types of things they need. Give one copy of the same reading to each student in a table group so that they can work together. If you have more than four table groups, you can give the same insect to more than one table group. 2. Prepare for reading Give each student a copy of the Insect Facts student sheet and have them glue or tape it into their notebook, date it, and add it to their table of contents with the corresponding page number. Read through the sheet together and talk about what kind of information they should look for to write in each space. The first thing this sheet asks for is the name of the insect. Where might I find that information? The next question asks about what it eats. Is there a clue in the text that could help me find information about what it eats? What do you think might be some things that your insect eats? The next question asks about where the insect likes to be. Is there a clue in the text that could help me find information about where it likes to be? What are some places that insects are likely to be? The next question asks about what it needs to be born. Where could we find that information? Finally, it asks for an interesting fact about your insect. You can write anything here that you find in the reading that is interesting. As you read, watch and listen for words and phrases that could help you answer these questions. 4.2
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3. First read Have students sit in 4 groups so that each group will have a different insect. Hand out the readings to students and give them time to read through the text once. You may structure this in different ways depending on your class. For example, you could have students read silently to themselves, out loud in pairs or take turns as a table group. Walk around and monitor their reading. 4. Second read Have students read the text again, this time taking notes in their Insect Facts sheet as they go. If this is not a skill your students have mastered yet and need more support, you may also model this to the whole class. 5. Table group share out Have students share out their answers at their table and encourage them to add detail to their written answers as they share out with the group. You may also jigsaw the groups and have one person from each insect group report out to another group what they learned about their insect. You may also have your students stand up in their insect groups and share out their responses with the class, allowing students to learn about all the insects. You may write down their responses for each insect on chart paper to have for reference later when modeling writing. Jigsaw grouping model: 4.2
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Ant
My Home: I live in a colony, which can be in an anthill in the ground, a rotted log, or a
dead tree.
What I eat: My jaws open sideways like scissors. I eat almost anything, from
other insects to plants.
What I look like: I have six legs and two eyes: which
are made up of many smaller eyes (or lenses).
I have two stomachs: the first for my food, the
second I use to feed other ants. I have two
antennae that I use for smell and touch.
How I am born: I have four stages of development:
egg, larva, pupa and adult. The queen in my ant colony
lays thousands of eggs. I will live 45 to 60 days.
4.2.a
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Giant Swallowtail Butterfly
My Home: I am found throughout North America. I am seen most often around the citrus
trees.
What I eat: As a caterpillar, I will only eat leaves from citrus trees. As an adult I drink the
nectar from flowers.
What I look like: I have black wings with yellow
horizontal stripes. I have a long thin black body with
two antennae.
How I am born: I will go through four stages of
development: egg, larva (caterpillar), pupa (chrysalis),
and adult (butterfly). After eating most of the time and
getting bigger, I form a chrysalis that is attached to the
citrus branch with small strong silken threads.
4.2.b
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Water Strider (True Bug)
My Home: I am found on freshwater
ponds, streams, and lakes. I am able to slide
along the surface of the water on my long legs.
What I eat:
I am carnivorous and use my piercing
mouth parts to suck the juices from
other insects or spiders, alive or dead.
What I look like: I have two antenna and six
long thin legs. My front legs are shorter than
my back legs. Some water strider species have
wings.
How I am born: I go through three stages of
development: egg, nymph and adult. My egg is laid on aquatic plants or rocks.
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Yellow Jacket
My Home: I build paper nests in logs, on the sides of buildings or in trees. I am a social
insect and live in colonies.
What I eat: I will eat other insects,
but I will also eat food that I find in the
garbage or in your lunchbox.
What I look like: My body is yellow
and black striped and I have two
wings. My stinger is
located at the end of my abdomen.
How I am born: I go through four
stages of development: egg, larva,
pupa and adult. The queen yellow
jacket wasp can lay thousands of eggs.
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4.2.e
Insect Facts Insect Facts Name of Insect: ______________________________ Name of Insect: ______________________________ 1. What does it eat? ___________________________ 1. What does it eat? ___________________________ 2. Where does it like to be?_____________________ 2. Where does it like to be?_____________________ 3. What does this insect need in order to be born? 3. What does this insect need in order to be born? ___________________________________________ ___________________________________________ 4. What is one interesting fact you learned about this insect? 4. What is one interesting fact you learned about this insect? ___________________________________________ ___________________________________________ ___________________________________________. ___________________________________________. 115
FOSS Insects Investigation 4 – Outdoor Habitats Session 3: Could This Insect Live Here? Part 2 •
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[45 minutes] Students will explain whether the insect they read about could live in the outdoor habitat they investigated. Students will support their explanation with evidence. Materials needed Papers to copy and cut Students will need Class version of Outdoor Habitat Can This Insect Live Here? Pencil Observation from Session 1 Science Notebooks Ant Glue Giant Swallowtail Water Strider Yellow Jacket 1. Review the previous activity Tell students, in the previous lesson, we studied some different insects and what they need. You will need the notes you took on your Insect Facts student sheet during the previous session, so please find those in your science notebooks. How do insects meet their needs? (From their habitat) Earlier in this unit, we made some observations about our outdoor habitat. Get out the Class Habitat Observation and post it where students can see. 2. Model writing Choose one of the four insects that was studied in Session 2. Using the student sheet Can This Insect Live Here? as a rough guide, model how you would write an answer to the question. Share your thinking out loud with students using words from the word wall or insect information gathered from the previous session as necessary. Here is an idea of how to get started: The question we are answering is Can This Insect Live Here?, so I’m going to write that as my title. I should start by telling the audience what insect I studied, so I’m going to write “I studied the giant swallowtail butterfly.” Now I want to lead with what I think about the answer to my question – can this insect live here? What do you think – yes or no? I think that no it cannot live here, so I’m going to write “I think the (name of insect) cannot live in the outdoor environment we studied.” Next I will want to write about the evidence I have to support that. First I want to use some evidence from the text about what this insect needs. What are some things that we learned this insects needs? Model searching and finding notes from your Insects 4.3
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Facts sheets or from the class presentations in the previous session. Examples are: citrus leaves, nectar etc. I’m going to write, “I think this because this insect needs citrus leaves,…” Next I am going to add some evidence from my observations of the habitat. We said that our insect needed citrus leaves. What kinds of plants are citrus plants? (lemon, lime, orange trees) Did we observe any of those in our outdoor habitat? Model using notes from your Outdoor Habitat Observation sheet to support your thinking. No, so I’m going to finish that sentence with “and our habitat has a pine tree. Our habitat does not have any citrus trees.” Finally, I will want to wrap up my paragraph, so I will say “Therefore, the giant swallowtail butterfly cannot live in the outdoor habitat that we studied.” Read the text that you modeled writing from start to finish out loud once more before moving on to the next step. You may want to have students help you read it. I studied the giant swallowtail butterfly. I think the giant swallowtail butterfly cannot live in the outdoor environment we studied. I think this because this insect needs citrus leaves and nectar to eat, and our habitat has a pine tree. Our habitat does not have any citrus trees. Therefore, the giant swallowtail butterfly cannot live in the outdoor habitat that we studied. 4.3
3. Introduce student sheet Students will work in table groups for this activity. Distribute copies of the student sheet Can This Insect Live Here to every student. Instead of having students copy or tape this into their notebooks and add to the table of contents right now, you may want to have them leave it loose so that they can look at it, their Insect Facts and Outdoor Habitat Observation sheets at the same time. Tell students, Now you are going to get an opportunity to write about your insect that you read about. You may use the class Outdoor Habitat Observation data, your Insect Facts sheet, and the word wall for help. 4. Wrap up When students are finished, wrap up by letting students share their writing. Review the activity and point out that students used evidence both from reading and from data they collected to answer their question. Emphasize that scientists use different ways to gather information. 117
Can This Insect Live Here? and our habitat has ________________________ I studied the _________________________ _______________________________________ I think the _____________________________ ________________________________________. (can or cannot) live in the outdoor habitat we Our habitat does not have ___________________ studied. I think this because the insect needs _______________________________________ _______________________________________ ________________________________________. _______________________________________ Therefore, the insect ______________________ ________________________________________, _______________________________________. 4.3.a
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FOSS Insects Investigation 4: Outdoor Habitats Session 4: Post-­‐assessment •
[20-­‐30 minutes] Students will complete the pre-­‐assessment. Materials needed Papers to copy and cut Insects Pre/Post Assessment Students will need Pencil 1. Post-­‐assessment While students are seated at their desks, tell them that now that they have finished this unit, they are going to have an opportunity to see how much they learned. Hand out the post-­‐assessment, and make sure that student names are on the papers. As students are taking the assessment, provide verbal support as needed. You may need to read questions aloud, and that is OK. If it works better, you might want to project the assessment on the document camera or from your computer and read the questions out loud as students follow along. 4.4
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Post Assessment Insects Name: ___________________________ 1. Insects have three body parts. Label each part of the insect’s body with a word from the word bank. 2. How many legs do insects have? ________________________ 4.4.a
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3. Insects have many structures that help them survive. Label each of the structures that has an arrow pointing to it with a word from the word bank. 4. Write the function of each of the insect structures described below. The first one is filled out for you. 4.4.b
Structure antenna Function To smell eye leg wing 121
5. What are two things that an insect can get from its habitat to meet its needs? ____________________________________________________________________________ _________________________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________________________ 6. Look at the two habitats below. Circle the picture that would be the best habitat for meeting the needs of a butterfly. Pond and Flowers Arctic tundra 4.4.c
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7. Which of the following is a good reason for why a habitat would be good for a caterpillar? Circle the answer a. The habitat has no sunlight b. The habitat has birds to eat the caterpillar c. The habitat has rocks d. The habitat has plants with leaves 8. Which of the following describes an advantage of this moth having such a long proboscis? Circle the answer proboscis a. It helps the moth fly better b. It helps the moth hide from predators c. It helps the moth drink nectar 4.4.d
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