Introduction
Have you ever noticed how many different types of insects there are? Or that insects live in so many different places, like in the dirt, on the ground, around water or in trees? There are estimated to be around a million different species of insects on Earth; more than all of the other animals on Earth put together! Each species is unique, having specific structures that make the individuals able to survive and reproduce in their own habitat. These helpful structures are called adaptations and can make an individual good at swimming or scaring off predators. Today, you will be researching insect structures and adaptations. Find out why some insects have bright colors or whether it is by chance that another looks like a snake!
Essential Question: What adaptations do insects have that help them survive in their different environments?
Task
The objective of this WebQuest is to inform you of different adaptations that insects have to help them survive in their environment. The tasks included in the WebQuest are created to help answer the essential question shown in the introduction. The final project is a fun and creative way to put the things learned from the WebQuest into action. You will create your own super bug. You will use your new found knowledge of insects and their characteristics to create your super bug. You will being taking the adaptations that you learn from the tasks to create a brand new kind of bug. Not only will you be drawing and coloring a picture of your awesome new bug, but you will also write a short paper to describe it.
Task 6:
Choose an Insect
Activity Description
Library or Internet Research
Age Group: Can be adapted for elementary through high school.
Class Time: Initial discussion and preparation one class period (55 minutes).
Objectives
- Students will use books, encyclopedias, magazines, and the Internet to discover certain facts about an insect of their choice.
- Students will write a short report addressing important facts about particular insects' lifestyle.
- Students will present their findings to the class.
Choose an Insect
By doing research on a certain insect, students can understand a little more about classification, food chains, interactions between organisms in their environment, characteristics of organisms, lifecycles of organisms, structure and function in living systems, to name a few. The use of the Internet and CD-Rom software reinforces their use of technology. Writing and presenting their findings gives students practice in these other important skills.
(Student Handout)
Name _____________________________
CHOOSE AN INSECT
Introduction:
- Define and describe the characteristics of an insect.
- What is the name of the insect you have chosen?
- Why did you choose this critter?
Body
- What does your critter look like?
- Where is it found (habitat)?
- What does it eat or who eats it?
- What kind of lifestyle does it have?
- How long do they survive?
- Why is it important to life on earth?
- Is it a pest or beneficial?
Conclusion
- Is the insect rare?
- What was the most interesting fact or facts you learned about your insect?
Visual Aid
- A poster with pictures, descriptions of where and how it lives are some ideas for a visual aid.
Internet address
http://extension.entm.purdue.edu/401Book/default.php?page=insect_anatomy
Choose an Insect (Some Suggestions)
|
Honey bee |
Monarch |
Painted lady |
Grasshopper |
|
Cricket |
Flea |
Ladybug |
Praying mantid |
|
Walking stick |
Bean beetle |
House fly |
Hummingbird moth |
|
Dragonfly |
Cockroach |
Termite |
Rhinocerus beetle |
|
Wasp |
Silkworm |
Gypsy moth |
Ants |
|
Katydid |
Dung beetle |
Hornworms |
Stink bug |
Process
Task One:
Directions: Watch the Webcast at http://qrius.si.edu/explore-science/webcast/adaptations-inside-the-insect-zoo and answer the following questions on a separate sheet of paper to turn in:
1. Why are insects so successful?
2. What is a hexapod?
3. What are some insect adaptations that were mentioned in the webcast? Name at least four.
4. What is an adverse effect that the environment can pose to insects?
5. Which insect that was introduced during the webcast did you find most interesting? What was it’s adaptation?
Good job! Go onto your next task!
Task Two:
The students will use these two sites to complete the activity.
http://www.pbs.org/wgbh/evolution/library/01/1/l_011_03.html
Use the sites above to answer the questions below:
- In your own words what is mimicry? Use a complete sentence.
- In your own words what is camouflage? Use a complete sentence.
- In your own words what is disguise? Use a complete sentence.
- Look at the pictures on the second link. Give the number and description for at least two of the bugs that are using the technique of mimicry?
- Look at the pictures on the second link. Give the number and description for at least two of the bugs that are using the technique of camouflage or a disguise?
- Which of the bugs would be best camouflaged on the ground with dead leaves?
- Which of the bugs would be best camouflaged in on a tree with green leaves?
- Which of the bugs would be best camouflaged on a tree trunk?
- Which bug did you find the coolest and why?
- Draw a picture of one of the insect that looks like a leaf.
Great Job!
Task 3
Insects have a unique body structure. Learn about their body parts at the website below.
http://www.dltk-kids.com/crafts/insects/about.htm
1. What is an exoskeleton?
2. How many legs do insects have?
3. The head of an insect has what 3 parts?
a.
b.
c.
4. The thorax separates the _________________ from the _______________.
5. The abdomen contains what 3 parts?
a.
b.
c.
Task 4
Insects have different types of mouth parts based on what kinds of foods they eat. Explore two types of mouths at the website below.
http://www.backyardnature.net/insmouth.htm
1. Proboscis
What is the function (purpose) of a proboscis?
Draw a picture of a proboscis.
2. Pincer-like Mandible
What is the function (purpose) of a pincer-like mandible?
Draw a picture of a pincer-like mandible.
Task 5
Insects have different types of legs based on the way they move around. Explore 5 types of legs at the website below.
http://thedragonflywoman.com/2010/12/10/insect-legs/
1. Cursorial Legs
Function (what are they used for?):
Draw a picture of these legs:
2. Saltatorial Legs
Function:
Draw a picture of these legs:
3. Raptorial Legs
Function:
Draw a picture of these legs:
4. Natatorial Legs
Function:
Draw a picture of these legs:
5. Fossorial Legs
Function:
Draw a picture of these legs:
Great Job!
Evaluation
BUILD A BUG
To demonstrate your knowledge of insects and their characteristics, you will create a unique super bug. You will need to take the adaptations that you have learned about to create a new kind of bug. You will need to describe the three parts of your insect: the head, thorax and abdomen. You will create your super bug in a drawing labeling each part. Your drawing must be in color. In addition to creating a visual you will need to write a reflection on the following: name of your super bug, where it lives, how it moves, what it eats, predators and how their adaptations help with their survival. You will be graded using the following rubric:
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Use of Class Time |
Used time well during each class period. Focused on getting the project done. Never distracted others. |
Used time well during each class period. Usually focused on getting the project done and never distracted others. |
Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. |
Did not use class time to focus on the project OR often distracted others. |
|
Visual Originality |
Exceptional degree of student creativity in their creation. |
The project reflects student creativity in their creation. |
The project reflects designs or ideas of others. |
No visual made by the student are included. |
|
Adaptations |
Adaptations for all three body parts are included and explained thoroughly. |
Adaptations are included and explained. |
Some adaptations are included with some explanation. |
Some adaptations were included but lacked explanation. |
|
Required Elements |
The project includes all required elements as well as additional information. |
All required elements are included on the project. |
All but 1 of the required elements is included on the project. |
Several required elements were missing. |
|
Knowledge Gained |
Student can accurately answer all questions related to facts in the project and processes used to create the project. |
Student can accurately answer most questions related to facts in the project and processes used to create the project. |
Student can accurately answer about 75% of questions related to facts in the project and processes used to create the project. |
Student appears to have insufficient knowledge about the facts or processes used in the project. |
Conclusion
Congratulations on working through this WebQuest. I hope you enjoyed learning about insect adaptations that allow insects to live safely in their environments. Here are a few other sources you may enjoy looking at.
Here are some awesome videos:
https://www.youtube.com/watch?v=B2JdRPKYyTc
https://www.youtube.com/watch?v=EJGtN-igCu8
https://www.youtube.com/watch?v=uppwVyUd5S0
Here are some other sites you might like looking at:
http://www.planet-science.com/categories/under-11s/games/2010/09/mission-adaptation.aspx
Credits
American Association of School Librarians (AASL). (2007). Standards for the 21st century learner. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards /learningstandards/AASL_LearningStandards.pdf
Babbit, D. (2014). Smithsonian science how: Adaptations - Inside the insect zoo. Retrieved from http://qrius.si.edu/explore-science/webcast/adaptations-inside-the-insect-zooBug [Online image]. (2015).Retrieved April 25, 2016 from http:www.hittoon.com/cliparts/bugClipart used with permission from MicrosoftInternational Society for Technology in Education (ISTE). (2007). ISTE Standards: Students. http://www.iste.org/standards/iste-standards/standards-for-students
Texas Education Agency. (2010).Texas essential knowledge and skills. Retrieved from http://tea.texas.gov/curriculum/teks/
Teacher Page
How to use this Webquest:
This webquest is designed for 5th graders to study the adaptations of insects. This webquest can be completed in a few class periods. This in-depth research will give students a better understanding of insect adaptations.
State Standards:
TEKS: (10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive with/in their environments
The student is expected to:
(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals.
ISTE Standards:
(3) Research and Information Fluency
Students use digital tools to gather, evaluate, and use information
(b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
AASL Standards:
(1) Inquire, think critically, and gain knowledge.
1.1 Skills
1.1.1 Follow and inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in real life.
Objectives
Students will:
- technology to research and describe structures of insects that help them to survive in their environment.
- analyze the adaptations of insects, create a new type of insect and describe how it is adapted to living in its habitat.