TEAMING WITH INSECTS ENTOMOLOGY LEVEL 1 GRADES 3-5

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1 TEAMING WITH INSECTS ENTOMOLOGY LEVEL 1 GRADES 3-5

2 The Teaming with Insects curriculum is written for youth who enjoy learning about science and nature. The 4-H Entomology project offers many educational experiences, from collecting and identifying insects to learning about integrated pest management and forensic entomology. The Teaming with Insects curriculum includes a facilitator's guide and three youth publications. The three youth books each include a chapter with activities on: Be an Entomologist Biodiversity Invasive Species Integrated Pest Management Forensic Entomology This tutorial is about Entomology Level 1 for Grades 3-5

3 TEAMING WITH INSECTS Publications available include: Facilitator s Guide for the Entomology Levels 1, 2 & 3 Member Guides Entomology Level 1- Grades 3-5 Entomology Level 2- Grades 6-8 Entomology Level 3- Grades 9-12

4 T HE 4-H ENTOMOLOGY M EMBER M ANUAL (3221) FOR YOUTH AND THE L EADER G UIDE (3221L) SHOULD BE USED W ITH THE T EAMING S ERIES Both these publications contain resources essential to the youth experience in the Oregon 4-H Entomology project. See a list of the Oregon 4-H Entomology Publications at:

5 TEAMING WITH INSECTS: LEARNING GOALS 4-H Entomology Level 1- Grades 3-5 Begin to learn about insect form and function. Begin to learn about integrated pest management. Develop an understanding of and an appreciation for entomology 4-H Entomology Level 2- Grades 6-8 Learn how to make insect collection tools. Learn more about insects and insect diversity. Develop a deeper understanding of and an appreciation for entomology.

6 TEAMING WITH INSECTS: LEARNING GOALS 4-H Entomology Level 3- Grades 9 12 Conduct research and use resources beyond the manual for indepth study of entomology Use the scientific method and keep accurate records. Expand understanding of an appreciation for entomology. Educate other about entomology.

7 THE EXPERIENTIAL LEARNING MODEL The activities in Teaming with Insects are designed based on this model. See page 3 of the Teaming with Insects Facilitator s Guide. 5. APPLY what was learned to a similar or different situations APPLY 4. GENERALIZE to connect the experience to real-world examples 1. EXPERIENCE the activity; perform, do it DO REFLECT 2. SHARE the results, reactions, observations publicly 3. PROCESS by discussing, looking at the experience, analyze, reflect

8 THE OREGON 4-H ENTOMOLOGY PROJECT See a list of all the Oregon 4-H Entomology project publications and materials at: If your club members plan to have an Entomology exhibit at county fair, please be sure the refer to the State 4-H Fair Book for the most current information on requirements. These can change annually. Access the current handbook at In addition, youth should understand the exhibit judging criteria, which is on the Entomology Exhibit Score Card (40-605).

9 INSECT IDENTIFICATION The Teaming with Insects Series does not cover insect identification. This is covered in the Oregon 4-H Entomology Member Manual (3221) and the Leader Guide (3221L) Order names can change in Entomology. Old orders may by combined or new orders created as our understanding of insects changes. It is recommended that 4-H members use Introduction to the Study of Insects 7 th Edition (or higher) written by Charles A. Triplehorn and Norman F. Johnson for the order names on specimen labels. In the event of a discrepancy this reference will be the final source.

10 INSECT IDENTIFICATION Teach youth to use a dichotomous (two-choice) key by jumping forward to the Level 3 book and using Activity 6: This One or That One. Then they will be ready to use the key to insect Orders beginning on page 26 of the Member Manual.

11 INSECT COLLECTING The Oregon 4-H Entomology Member Manual (3221) and the Leader Guide (3221L) provide guidelines for making an insect collection.

12 CHAPTER 1 BE AN ENTOMOLOGIST Activities: 1. What is an Insect? 2. Copy Cat 3. Define it 4. Big mouth Bugs 5. FACETnating 6. Insect Olympics

13 ACTIVITY 1: WHAT IS AN INSECT? See the Oregon 4-H Entomology Leader Guide (3221L), Lesson 1, External Anatomy, for good pictures of insects to copy and use for this lesson about insect body parts. Lesson 1, Activity 2: Insect Tree has additional pictures without the parts labeled.

14 ACTIVITY 1: WHAT IS AN INSECT? ACTIVITY 3: DEFINE IT Activity 1, along with Activity 2 and 3 all help youth to learn insect body parts and can be used together. Youth should know all the body parts listed in the left column on page 5. Note they are to MATCH the Body Part with the Definitions on the right- they are NOT lined up in the correct order on the page. Youth are to match the two columns. You can print the following page with the parts of a butterfly labeled to assist with these Activities.

15 Wing apex Margin Vein Click to reveal the parts of a butterfly Eye Spots Forewing (upper wing) Cells Wing base Thorax Head Dorsal= top Ventral= Underside Antennae Clubs Compound eye Proboscis Labial palps Hindwing (lower wing) Abdomen Legs & feet

16 ACTIVITY 4: BIG MOUTH BUGS See the Oregon 4-H Entomology Leader Guide (3221L), Lesson 1, Activity 3: Amazing Insect Mouths for a worksheet to use with this activity.

17 Biodiversity describes the variety of animals and plants that may live together. Insects have many diverse shapes, sizes and colors. They communicate in many different ways. Insects are adapted to living in many different and unusual places. CHAPTER 2 BIODIVERSITY Activities: 7. Pit Stop 8. Buzz-z-zing Around

18 ACTIVITY 7: PIT STOPS One of the seven items on the 4-H Science Ready checklist asks, Are activities using inquiry to foster the natural creativity and curiosity of youth? This is a good activity for youth do design their own investigation into which types of insects may fall into a pit trap and which locations (habitats) have the most insects. Refer to Teaming with Insects, Level 2, Activity 15: Personal Journal and Level 3, Activity 3: The Scientific Method.

19 ACTIVITY 7: PIT STOPS 1. Begin by asking learners what types of insects they have seen walking on the ground. Where have they seen them? What do they eat? 2. Ask the learners to work in pairs or groups. 3. Each group should work together to design an investigation. The activity says to use three different habitats. More can be used if available. 4. Each team should use a different bait from the other teams in the same habitat area. Work with the teams to make their investigations as unique as possible so that more information can be gathered.

20 ACTIVITY 7: PIT STOPS 5. Each team should use the same type of material to cover each of their traps. 6. Be sure that the teams write down their hypothesis about the types of insects they think they will collect in each of the habitats where they placed their traps. 7. Teams will need time to monitor their traps and count and record the insects they collect in each trap. Data charts are on page of TWI. 8. Youth should practice acting like scientists by analyzing and drawing conclusions about the information they have collected.

21 ACTIVITY 7: PIT STOPS Youth can do an exhibit on this or any other science investigation they may choose to complete. Exhibit: Members communicate the processes and outcomes of a scientific investigation. The display must include (1) a question or hypothesis, (2) an investigative procedure (What was done?), (2) the data collection or observation method (How was it collected/ observed), (3) the data collected or observations made, (4) a written analysis of the date collected or observations made (How do you interpret the data and evidence?), (5) a conclusion addressing the original question or hypothesis (Does the evidence support or refute your claim?). Intermediate and Senior Exhibits must include a data chart and a graph or other visual representation of the data.

22 When a new species of plant or animal is introduced into an environment, the balance of the native ecosystem can be affected. New species that harm the plants or animals in a habitat are called invasive. An invasive insect is non-native and likely to cause economic or environmental harm or harm to human health. CHAPTER 3 INVASIVE SPECIES Activities: 9. Alien Insects 10. Establishing a Toe-Hold

23 ACTIVITY 9: ALIEN INSECTS Youth can learn about invasive species of concern in Oregon at this web site- Click on Oregon

24 YOU CAN ALSO CLICK ON THE WHAT S IN MY STATE LINK FROM THE HOME PAGE Scroll to the bottom of the page for a list of invasive species of concern in Oregon.

25 Integrated pest management, or IPM, uses methods of controlling insects which are cost effective and friendly to the environment. CHAPTER 4 INTEGRATED PEST MANAGEMENT Activities: 11. What are They? 12. Aunts and Uncles

26 ACTIVITY 11: WHERE ARE THEY? This activity is another good opportunity for learners to think and act like scientists. They can: Make observations. Ask questions that can be answered through a scientific investigation. Design an investigation to answer a question. Collect, organize and summarize data from an investigation. Summarize, analyze, and interpret data from an investigation.

27 ACTIVITY 12: ANT AND UNCLES Safety Alert! Centipedes can be quite large and give a painful bite with powerful mandibles. Bites may be accompanied by the injection of a toxin. This may cause irritation and swelling at the bite site. As with bee stings, some people are more sensitive to the bite than others. Look at, but do not touch or collect, centipedes.

28 ACTIVITY 12: ANT AND UNCLES See the Oregon 4-H Entomology Leader Guide (3221L), Lesson 2 Insects and their Relatives for additional background and member worksheets to support the content of this activity. Circle the Insect Eight Legs or Six- Picture Postcards Distinguish insects from their relatives.

29 Forensic entomology is the science of using insects to help solve a crime. CHAPTER 5 FORENSIC ENTOMOLOGY Activities: 13. Insect Investigation 14. Chirp, Chirp 15. Sherlock Bug 16. I Eat Insects

30 ACTIVITY 13: INSECT INVESTIGATION This is a good activity to use along with the Oregon 4-H Entomology Leader Guide (3221L), Lesson 8, Materials Needed for Collecting Insects

31 ACTIVITY 13: INSECT INVESTIGATION Another resource is the information on Rearing Insects, Page 41 in the Oregon 4-H Entomology Member Guide (3221)

32 ACTIVITY 13: INSECT INVESTIGATION This activity is another good opportunity for learners to think and act like scientists. They can: Make observations. Ask questions that can be answered through a scientific investigation. Design an investigation to answer a question. Collect, organize and summarize data from an investigation. Summarize, analyze, and interpret data from an investigation.

33 ACTIVITY 14: CHIRP, CHIRP If you choose to purchase crickets for youth to use, be sure to freeze them and dispose of them after the activity. They should not be released into a wild cricket population. Note that female crickets do not chirp. The picture at the top of page 29 is a female cricket. Females have an ovipositor,used for dispensing eggs, on the end of their abdomens.

34 ACTIVITY 14: CHIRP, CHIRP This activity is another good opportunity for learners to think and act like scientists. They can: Make observations. Ask questions that can be answered through a scientific investigation. Design an investigation to answer a question. Collect, organize and summarize data from an investigation. Summarize, analyze, and interpret data from an investigation.

35 ACTIVITY 16: I EAT INSECTS: ENTOMOPHAGY Insect Facts- Insects People Eat Use the internet to find information on how insects may be prepared for human consumption. The web site CoolBugStuff.com sells a variety of edible insects.

36 THANK YOU FOR HELPING YOUTH LEARN ABOUT INSECTS

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