TEAMING WITH INSECTS ENTOMOLOGY LEVEL 2 GRADES 6-8

Transcription

1 TEAMING WITH INSECTS ENTOMOLOGY LEVEL 2 GRADES 6-8

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 2 for Grades 6-8

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 ANUAL (3221) FOR YOUTH AND THE 4-H 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 inset 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 TWI FACILITATOR S GUIDE SUGGESTIONS There are Facilitator Suggestions for each youth Guide Level. Level 1 Facilitator Suggestions pages 7-15 Level 2 Facilitator Suggestions pages Level 3 Facilitator Suggestions pages 25-33

8 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

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 collect.

12 CHAPTER 1 BE AN ENTOMOLOGIST Activity: 1. Tools of the Trade

13 ACTIVITY 1: TOOLS OF THE TRADE This activity has information on making an Insect Net, Collecting Jar for killing insects, and a Relaxing Jar. See the Oregon 4-H Entomology Leader Guide (3221L), Lesson 8, for a series of Fact Sheets about collecting, preserving and displaying insects.

14 THE OREGON 4-H ENTOMOLOGY LEADER GUIDE (3221L), LESSON 8 How to Make an Insect Net How to Make a Killing Jar How to Make a Relaxing Jar How to Make a Display Box How to Make a Spreading Board How to Make a Pinning Block How to Pin Adult Insects How to Point Adult Insects How to Preserve Soft- Bodied Insects How to Spread Winged Insects How to Label Insects How to Arrange Insects in a Display Box

15 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: 2. Measuring Diversity 3. You are my Light 4. I m Sweet on You 5. Come to the Light 6. Plants that Attract Butterflies 7. Spread Your Wings 8. Color my World 9. Sowbug Investigating 10.Life s Stages

16 ACTIVITY 2:MEASURING DIVERSITY ACTIVITY 3: YOU ARE MY LIGHT Activities 2 and 3 show how to construct three types of insect traps. They are a Berlese Funnel, an Indoor Insect Trap and a Modifies Wilkinson Trap. See the Oregon 4-H Entomology Leader Guide (3221L), Lesson 6 for additional ideas and information on collecting insects and making insect traps. Jump ahead to Activity 15: Personal Journal, so youth have a place to record and practice science communications skills.

17 ACTIVITY 2:MEASURING DIVERSITY ACTIVITY 3: YOU ARE MY LIGHT Youth can do an exhibit on these 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.

18 ACTIVITIES 4-6 AND 8: ATTRACTING INSECTS These activities are an 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.

19 ACTIVITY 9: SOW BUG INVESTIGATION 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? Refer to Teaming with Insects, Level 3, Activity 3: The Scientific Method.

20 ACTIVITY 10: LIFE S STAGES Metamorphosis is a fascinating topic, and one that deserves some in-depth time for youth to investigate and understand. Given the recent outbreaks of West Nile Virus and Western Equine Encephalitis, leaders should give careful consideration to the advisability of using the Mosquito Tub activity. If it is used, consider not allowing the mosquito larvae (wigglers) to mature to the adult form. As an alternative, youth can collect larvae from a local pond or stock tank.

21 ACTIVITY 10: LIFE S STAGES PAGE 46: METAMORPHOSIS WHEEL Complete Metamorphosis Gradual Metamorphosis

22 THE 4-H ENTOMOLOGY MEMBER MANUAL (3221) AND THE LEADER GUIDE (3221L) RESOURCES TWI Level 2 introduces two forms of metamorphosis- These are gradual metamorphosis and complete metamorphosis as depicted on the Metamorphosis Wheel on the previous page. Page 7 of the 4-H Entomology Member Manual addresses two other types of metamorphosis: No Metamorphosis Found in the Insect Orders Thysanura (Sliverfish) and Collembola (Springtails) Incomplete Metamorphosis- Found in the Insect Orders Ephemeroptera (Mayflies), Odonata (Dragonflies) & Plecoptera (Stoneflies)

23 THE 4-H ENTOMOLOGY MEMBER MANUAL (3221) AND THE LEADER GUIDE (3221L) RESOURCES In the 4-H Leader Guide see Lesson 3: Activity 6: Ideas on How Insect Grow with copy pages for learning cards. What type of metamorphosis does a fly have?

24 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 Activity: 11. Invasive Species Investigation All the information needed to teach this activity is in the TWI books.

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: 12. What s Hiding in my Closet? 13. A Sticky Situation

26 ACTIVITY 12: WHAT S HIDING IN MY CLOSET? ACTIVITY 13: A STICKY SITUATION Both of these activities are good opportunities for youth to use their inquiry skills. The following page lists some of these skills youth might practice while directing their own learning. While people tend to prefer not to share their homes with spiders, remember they have an important role in controlling insects in the environment. If found or trapped release them outside. Sticky traps should be checked more often than once a week.

27 ACTIVITIES INVESTIGATION OPPORTUNITIES These activities are an 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.

28 Forensic entomology is the science of using insects to help solve a crime. CHAPTER 5 FORENSIC ENTOMOLOGY Activities: 14. Footprint Clues 15. Write, Right 16. Exoskeletons All the information needed to teach this activity is in the TWI books.

29 THANK YOU FOR HELPING YOUTH LEARN ABOUT INSECTS