Download 4-H Entomology: Amazing Insects

4-H Entomology:
Amazing Insects
UME: Environmental
Science Action Team
• Signature Program in
development through the
University of Maryland
Extension
• Support Science and
Environmental Literacy goals
• Intended as school enrichment
and/or outreach opportunities
for youth of all ages!
Lesson Plan Topics
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•
•
•
•
•
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Introducing Insects
Insect Taxonomy
Insect Life Cycles
Insect Roles
Insect Feeding and Movement
Insect Adaptations
Insect Habitats
• Development phase
• Pilot program
• Feedback and revision
• Curriculum creation and
promotion
For more information, please contact us.
Amanda Chesser, Somerset County – [email protected]
Denise Frebertshauser, Maryland 4‐H Center – [email protected]
Beth Hill, Kent County – [email protected]
Tom Hutson, Talbot County – [email protected]
Jamie Kenton, Washington County – [email protected]
Dwayne Murphy, Baltimore County – [email protected]
Jim Serfass, Carroll County – [email protected]
University of Maryland Extension programs are open to any person and will not discriminate against anyone because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry, national origin, marital status, genetic information, political affiliation, and gender identity or expression. 4‐HEntomology
AmazingInsects
IntroducingaNewStandards‐BasedCurriculum
Saturday, February 8, 1:45–2:45 p.m. (Room NH)
Class Agenda
1:45–1:55
Introduction and Overview of Lessons
1:55–2:35
Exploration of Hands-On Activities from the Lessons
2:35–2:45
Summary, Questions, Evaluation
Curriculum Details
Audience
Students in grades 3, 4, 5 with a focus on grades 4 and 5.
Standards
The lessons will be aligned with Maryland standards and the Next Generations Science Standars and
will connect to environmental literacy
Format
5-E Lesson Plan Model (Engage, Explore, Explain, Extend, Evaluate
Overall Goal
Help youth learn to appreciate insects and their behaviors, understand the benefits that insects provide to
human society, and identify the role of STEM in studying insects.
Major Objectives
Identify insects and group/classify organisms.
Understand that insects go through specific life cycles as they grow and develop.
Understand that insects fill various roles in their environments.
Explain how insects populations adapt over time to survive changing environments.
Describe ways that insects have positive and negative impacts on human populations.
Generate excitement about insects, and identify careers that are connected to insects.
Lesson Plan Topics
Hello, Insects
What is an insect? Why do we study insects? What are the economic and health impacts of insects? How
do we collect and study insects? What are some common insect groups?
Insect Taxonomy
What are the parts an insect? How do we classify insects?
Activities: Classify insects and photographs of insects by grouping them into seven major orders
Insect Life Cycles
What are the stages of insect development for complete, gradual, and incomplete metamorphosis?
Activities: Sort and arrange the life cycle stages of butterflies, lady bugs, grasshoppers, crickets, and
other insects. Identify connections between body forms and roles in the environment for each life cycle
stage. Build models of insects.
Insect Roles
Identify the jobs that insects do in their environments and ways that they interact with other species.
Activities: Simulate interactions between predators and prey and observe the effects on population sizes.
Make a diagram of a food web that includes insects.
Insect Feeding and Movement
Explain how the mouths, legs, and wings of insect species help them survive in their environments.
Activities: Model the structures and functions of insect mouths. Compare and contrast the functions of
insect legs and wings. Design an insect to fit a certain environment.
Insect Adaptations
Explain how insect populations change over time (natural selection/evolution) as the environment
changes. Identify ways that insects are adapted for survival.
Activities: Model changes in a moth population that result from predation. Look at photographs of
insects and identify their adaptations.
Insect Habitats
Select insect habitats and analyze species diversity, give examples of ways that insects create habitats,
and identify connections between insects and people.
Activities: Use hula hoops to sample and analyze the insect species found in outdoor habitats. Search for
evidence of insects in outdoor environments. Explore ways that insects create their own habitats.
Identify evidence of positive and negative connections between insects and people.
For more information, please contact us.
Amanda Chesser, Somerset County – [email protected]
Denise Frebertshauser, Maryland 4-H Center – [email protected]
Beth Hill, Kent County – [email protected]
Tom Hutson, Talbot County – [email protected]
Jamie Kenton, Washington County – [email protected]
Dwayne Murphy, Baltimore County – [email protected]
Jim Serfass, Carroll County – [email protected]
University of Maryland Extension programs are open to any person and will not discriminate against anyone because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry, national origin, marital status, genetic information, political affiliation, and gender identity or expression. AMAZING INSECTS!
“Intro To Insects: Why Study Bugs?” (DRAFT)
Grade Level:
Subjects:
Duration:
Program Type:
Setting:
Key Terms:
Activity Adapted From:
Maryland State Standards:
3-5
Insects
10 minutes
Teacher/Instructor
Classroom
Elizabeth Hill, Basic Entomology Programs
Grade 3- 5: Standard 3.0: Life Science
Of all organisms that students can study, why are insects a great choice to consider for studying
the many aspects of Life Science required in the Science Standards?
1. Insects represent the majority of species on the planet Earth. Depending on the
source, the percentage can vary from approximately 50 – 60% of all living species are
insects. The University of Michigan puts the total number of species currently identified
at 1.4 million1. It is well known there are lots of species of all types of organisms still to
be discovered, but this is good estimate for the time being.
2. Everyone is familiar with and comes in contact with insects in their lives. Most
students may not realize how often they interact with insects, but it occurs almost daily.
From the stink bug in our house, the fly on our food, fleas on our pets or the butterfly and
bees on flowers, insects are everywhere.
3. Insects have a profound effect on human life and human history. From the food we
eat to the diseases we contract, insects play a crucial role in human existence. According
to the US Department of Agriculture, about 1/3 of food crops are pollinated by insects.
Insects can also be major pests of human food – plant and animal. Human populations are
greatly influenced by insect vectored diseases. Not only do these diseases affect human
life, medical expenses and related prevention and control costs have a large economic
impact.
4. Insects illicit an emotional response. It may be “I hate wasps because they sting” or “I
love butterflies, they are so beautiful”; most people have strong feelings about insects.
Studying them is a great way to connect with emotional responses and learn more about
the role insects play in our lives.
1
The University of Michigan: “Threats to Global Biodiversity”
http://www.globalchange.umich.edu/globalchange2/current/lectures/biodiversity/biodiversity.html
Developed by Elizabeth Hill, Faculty Extension Asst., University of Maryland Extension, Kent County
2/2014
AMAZING INSECTS!
“Insect Habitats” (DRAFT)
Grade Level:
Subjects:
Duration:
Program Type:
Setting:
Key Terms:
Activity Adapted From:
Maryland State Standards:
3-5
Insects, Habitats, Biological Diversity, Survival
60 – 75 minutes
Student Centered, Teacher Led
Classroom and Outdoors
Habitats, Diversity, Observation, Survival, Data
Grade 3- 5: Standard 3.0: Life Science
Grade 3 – 3.0
Grade 4 – 3.0 A 1a, D 1 a, F 1 a-b
Grade 5 - 3.0 A 1 b, d
Goal: Students will learn that organisms live in various habitats and that those habitats provide
the resources needed for survival. Specifically, children will learn about insect habitats and
investigate local environments and the insects that live there.
Materials - Per Class (20-30 students): 4-6 hoola hoops of equal size, pencils, magnifying glass
(recommended), 1 thermometer per group, insect reference guides (book, internet or handout),
Insect Habitat Observation Sheet
Extension Activity: Insect nets and plastic containers for collecting
Background: Insects are one of the most diverse groups of animals on the planet. They comprise
over 50% of all species on Earth. Insects live in diverse habitats from oceans to the arctic as well
local environments. The more diverse the habitat, the greater the number of species that live
there. Data collection is a key component of scientific study.
Introduction:
1. Ask students to explain what a habitat is and what a habitat consists of.
a. Habitat: The place or type of site where a plant or animal naturally or normally
lives or grows (Websters)
b. Habitat consists of food, water, shelter, resources, resting place, etc.
2. Have students name some habitats they know and what habitats are around them.
Procedure:
1. Divide the group/class into 4-6 smaller groups, depending on the number of hoola hoops
available.
2. Give each student an Insect Observation Sheet, pencil and magnifying glass (if available).
3. Determine length of activity and number of observations
4. Give a brief overview of common insect groups. Can use handout or insect reference
guides.
Activity:
1. Each group of students selects a different habitat with at least one being a very diverse
habitat. Selection will depend on locations available. Suggestions include lawn area,
flower beds, shrubs and small trees, wooded area, weedy area, farm field, etc.
2. Students record the habitat characteristics on the Insect Habitat Observation Sheet
including weather conditions, plants etc.
3. Each student develops a hypothesis on the number of organisms they expect to observe
based on the characteristics of their chosen habitat.
4. Allow observation of organisms in hoola hoop area for specified time, 15 – 30 minutes
5. Students should record numbers of insects and organisms and name them if they can.
6. Repeat observations as time permits.
a. Variations: observe multiple times in 1 day, observe at same time for several days
in a row
b. Graph number of insects observed over several data collections
Optional – Students can draw 1 or more insects observed in their test area.
7. Using reference guides or the internet, have the students identify 1 or more the insects
they observed.
Debrief:
1. Ask the students what type of habitat they chose.
2. Have the students share their results with the other groups.
3. Did more diverse habitats (with more types of plants, water, etc.) contain more organisms
or a greater variety of organisms?
Extensions:
1. Using Nets or Plastic Containers, students can collect insects/organisms found in their
habitat. Have students observe, draw, identify these insects.
2. Students can make a Habitat Insect Collection.
*Have kids determine area of hoola hoop
Calculate the Area of a Circle
a = pi * r2
The area of a circle is its radius squared times pi.
definitions
a
= area of the circle
r
= radius of the circle
pi = Π, approximately 3.1415927
From: http://www.calculateme.com/cArea/AreaOfCircle.htm
University of Maryland Extension programs are open to all persons and will not discriminate against anyone because of race, age, sex, color,
sexual orientation, physical or mental disability, religion, ancestry, or national origin, marital status, genetic information, or political affiliation, or
gender identity and expression.
AMAZING INSECTS!
Insect Habitat Observation Sheet (DRAFT)
1. Habitat - Describe in detail the habitat you are observing
Plants:
Terrain/Soil:
Weather/air temp:
Other:
2. Hypothesis – Based on your habitat type, make a hypothesis on the
number of insects/organisms you expect to observe
3. Insects and Organism Observation/Collecting
Observation Chart
Time
Beetles
Bees/
Wasps
Butterflies Flies
Other Notes or Comments:
Grasshoppers/
Crickets
Other
Insects
Other
Organisms
My Insect Drawing
University of Maryland Extension programs are open to all persons and will not discriminate against anyone because of race, age, sex, color, sexual orientation,
physical or mental disability, religion, ancestry, or national origin, marital status, genetic information, or political affiliation, or gender identity and expression.
AMAZING INSECTS!
“Insect Classification and Taxonomy” (DRAFT)
Grade Level:
Subjects:
Duration:
Program Type:
Setting:
Key Terms:
Activity Adapted From:
Maryland State Standards:
3-5
Insects, Biological Diversity, Adaptation
50 – 60 minutes
Student Centered, Teacher Led – Active
Classroom
Taxonomy, Orders, Diversity, Insect Classification
Elizabeth Hill,
Grade 3- 5: Standard 3.0: Life Science
Grade 3 – 3.0
Grade 4 – 3.0 A 1a-d, D 1 b-c
Grade 5 - 3.0 A 1
Goal: Students will understand that all organisms are classified and grouped by similar traits.
Specifically, students will learn to group insects into 7 Orders.
Materials - Per Class (20-30 students): A complete listing of insect orders, 4-6 sets of 35 Insect
Order Cards, 4-6 Insect Taxonomy Keys, and 4-6 Insect Taxonomy Answer Keys.
Extension Activity: “Stink Bug ID Comparison Sheet”
Background: Insects are one of the most diverse groups of animals on the planet. They comprise
over 50% of all species on Earth. Insects are classified in over 30 Orders, each order representing
a diverse member group. Each group has characteristics that can be used in sorting and
identifying.
Introduction:
1. Ask students to name any group of organisms and some members of each. Examples may
include:
a. Birds – hawks, robins, geese, gulls, ducks etc.
b. Mammals – dogs, raccoons, rodents, etc.
2. Show students of list of all insects orders and discuss their diversity. Have students name
some insects they are familiar with and what insect group they belong to.
a. Example – Insect: Lady bug, Group – Beetles
b. Example – Insect: Honey Bee, Group – Bees and Wasps
3. The 7 most common insect orders are featured in this exercise: Beetles (Coleoptera),
Butterflies and Moths (Lepidoptera), Flies (Diptera), Bees and Wasps (Hymenoptera),
True Bugs (Hemiptera), Plant Bugs (Homoptera) and Grasshoppers, Crickets and
Katydids (Orthoptera).
Procedure:
1. Divide the group/class into 4-6 smaller groups, depending on the number of cards sets
available
2. Give each group 1 set of 35 insect group cards (7 orders, 5 representatives of each order)
3. Give each group 1 Insect Taxonomy Key
4. Briefly discuss the traits of all 7 orders discussed on the Insect Taxonomy Key pointing
out key characteristics of each order
Activity:
1. Allow 10 – 15 minutes for each group to sort their insect cards into the 7 identified
orders. They are encouraged to use the taxonomy guide that highlights each Insect Order
characteristics.
2. Give a hint that there are several “trick” examples in the card sets that might look like
they belong in one order, but really belong in another. The students must observe the
species card carefully.
3. After the student have completed sorting, hand out the Insect Taxonomy Answer Key.
4. Allow the groups to “correct” any species they identified incorrectly. Point out the trick
species and see which groups got identified them correctly.
Optional – A). Time the groups and see how quickly they can group their insect orders B).
Record the number correct in each order set. C). Combine both A and B – which group had the
fasted time and had the greatest number correct?
Debrief:
1. Ask the students if it was difficult or easy to group the insects? Which group was
hardest/easiest to put together?
2. What order characteristics stood out that made an order easier to group together? For
example, scales on the butterfly and moth wings, large back jumping legs on the
grasshopper order or the plant bugs holding their wings like tents.
3. How can we use the same principals of grouping to other organisms?
4. Have the students identify the trick species, which groups they belong to, and why they
looked like they belonged in another group. Example – the moth that looks like a wasp
(mimicry). Why is mimicry a benefit to the moth?
5. Are their Real World examples of learning to sort insects? For example, see Extension #5
Extensions:
1. The 7 orders represent both Incomplete and Complete Metamorphosis (change). Look
at how insects grow and develop and what type of metamorphosis each Order goes
through. Look at the steps of each metamorphosis type (Incomplete or Complete) and
how they differ.
2. Look at additional insects from the 7 orders to see if students can group them with
already identified orders.
3. Look at other less common insect orders like Dragonflies (Odonata), Termite
(Isoptera), Fleas (Siphonaptera), Mantids (Mantodea) etc. and discover
representatives of these groups.
4. Have groups pick one of the 7 insect orders and research their significance to humans
– disease vectors, pests or beneficials, food, aesthetics, hobbies, etc.
5. Utilize “Stink Bug ID Comparison Sheet” to show how to tell the difference between
the non-native Brown Marmorated Stink Bug pest and 2 native brown stink bugs
native to Maryland.
6. Compare Insect and Human Classification. Handout: Linnaean Taxonomy
(Classification) of the Monarch Butterfly and the Human Being
University of Maryland Extension programs are open to all persons and will not discriminate against anyone because of race, age, sex, color,
sexual orientation, physical or mental disability, religion, ancestry, or national origin, marital status, genetic information, or political affiliation, or
gender identity and expression.
AMAZING INSECTS!
“Insect Life Cycles” (DRAFT)
Grade Level:
Subjects:
Duration:
Program Type:
Setting:
Key Terms:
Activity Adapted From:
Maryland State Standards:
3-5
Insects, Life Cycles, Metamorphosis
60 – 75 minutes
Student Centered, Teacher Led
Classroom
Metamorphosis, Life Cycles, Larva, Nymph, Pupa
Elizabeth Hill – Lesson on Metamorphosis
Grade 3- 5: Standard 3.0: Life Science
Grade 3 – 3.0
Grade 4 – 3.0 C 1a-b, D 1, E 1 a, F 1
Grade 5 - 3.0 E 1 a-c
Goal: Students will learn that insects grow using various methods of metamorphosis or change.
Students will learn that insects are divided by the type of metamorphosis they go through.
Students will also understand that metamorphosis is driven by energy in the form of food.
Materials - Per Class (20-30 students): playdoh or modeling clay, 4-6 life stages card sets, 4
Handouts – Gradual, Incomplete and Complete Metamorphosis Life Cycles, Insect Life Cycle
Models (if available).
Extension Activity:
Background: Insects are one of the most diverse groups of animals on the planet. They comprise
over 50% of all species on Earth. All insects go through Incomplete or Complete Metamorphosis
Introduction:
1. Introduce the concept of organism growth. How does a human grow? What is a life
cycle?
2. Ask students if they know any of the stages of an insect life cycle.
Incomplete: egg
Complete: egg
nymph
larva
pupa
adult
adult
3. Have student define Metamorphosis: metamorphosis = change
Any marked change in the form and structure of an animal in its development from
embryo to adult, such as a chrysalis to a butterfly or tadpole to a frog. (Funk & Wagnalls
Dictionary).
Procedure 1: This exercise can be done in small groups or individually
1. A
2. D
3. G
Activity 1: Life Cycle Stages Matching Game
1. Each
2. .
Procedure 2: This exercise can be done in small groups or individually
1. Allow student or group to choose one of the Life Cycles from the Gradual, Incomplete
and Complete Metamorphosis Handouts
a. Variation – have students research the life cycle of an insect of their choosing
2.
Activity 2: Life Cycle Models
Debrief:
1. Ask
2. Have t
3. Did
Extensions:
1. To be able to move into each stage of an insect’s life cycle, they must shed their
exoskeleton. Investigate exoskeletons – what an exoskeleton is, what they are made of,
what happens to them as the insect grows, and how they are shed.
2. Have insects in the classroom and observe and record each life cycle change an how long
each stage lasts. Determine if the insect goes through incomplete or complete
metamorphosis.
a. Example in insects that can be easily raised in the classroom: mealworms
(darkling beetles), butterflies (painted ladies, monarchs, swallowtails, etc.),
cockroaches, mantids and more.
b. When raising insects, make sure to provide housing, habitat and food
appropriate to the species.
c. Insects can be collected from the outdoors or ordered from biological supply
companies.
University of Maryland Extension programs are open to all persons and will not discriminate against anyone because of race, age, sex, color,
sexual orientation, physical or mental disability, religion, ancestry, or national origin, marital status, genetic information, or political affiliation, or
gender identity and expression.
DRAFT
Grade Level:
Subjects:
Duration:
Program
Type:
Setting:
Key Terms:
Maryland
State
Standards:
Insects: Knowing Their Role
Developed by Jim Serfass, UME FEA-4-H
3-5
Insects, Ecosystem Roles
45-60 minutes
Student-Centered, Active
Indoor/Outdoor
Predator, Pest, Pollinator, Decomposer
Grade 3: 3.0 Life Sciences E. Flow of Matter & Energy
1. Recognize that materials continue to exist even though they change from one form to another.
a. Identify and compile a list of materials that can be recycled.
b. Identify what happens to materials when they are recycled.
c. Observe and record the sequence of changes that occur to plants and animals that die and decay.
d. Ask and develop possible answers to questions about what happens to the materials that living things are made
of when they die
Grade 4: 3.0 Life Sciences F. Ecology
1. Explain ways that individuals and groups of organisms interact with each other and their environment.
a. Identify and describe the interactions of organisms present in a habitat.
 Competition for space, food, and water
 Beneficial interactions: nesting, pollination, seed dispersal, oysters filtering as in the Chesapeake Bay, etc.
 Roles within food chains and webs: scavengers, decomposers, producers, consumers.
b. Explain that changes in an organism’s habitat are sometimes beneficial to it and sometimes harmful.
Grade 5: 3.0 Life Sciences A. Diversity of Life
1. Explain the idea that in any particular environment, some kinds of plants and animals survive well, some
less well, and some cannot survive at all.
a. Identify and describe features and behaviors of some of the plants and animals living in a familiar environment
and explain ways that these organisms are well suited to their environment.
b. Based on information about the features and behaviors of animals and plants from very different
environments describe reasons that they might not survive if their environment changed or if they were
moved from one environment to another.
MD Env. Lit.
Standards
Standard 4.0 Topic A: Cycling of Matter and Energy
Indicator 1: Explain how organisms are linked by the transfer and transformation of matter
and energy at the ecosystem level.
Goal: Students will understand that insects and other living things take on specific roles, and that
those roles affect all other parts of the ecosystem.
Materials: Role poster w/ rules, 10 plastic buckets/containers, about 200 pom poms, 20 small
pieces of fabric, hula hoop, small pieces of construction paper
Background: Insects are one of the most diverse groups of animals on the planet. They exist in
nearly every environment on Earth and are involved in many important ecosystem functions.
Insects interact with other living things in many ways, some of these interactions are viewed as
being beneficial to humans, such as pollination and the removal of insect “pests.” Other
interactions, such as the spread of disease and the destruction of crops by “pests” are harmful to
humans. In this activity, students will gain an understanding of the role that some local insects
have in the Maryland ecosystem.
The University of Maryland Extension programs are open to any person and will not discriminate against anyone because of race,
age, sex, color, sexual orientation, physical or mental disability, religion, ancestry, national origin, marital status, genetic
information, political affiliation, and gender identity or expression.
DRAFT
Intro (optional):
- Ask students if they have any jobs or responsibilities at home or school.
- Make a list from the responses
- Ask students to think of some jobs that insects need to do (pollination, eating, etc.)
- Explain that students will have the opportunity to do some of these insect jobs
Procedure:
1) Establish a playing area, indoors or outdoors that is large enough for at least 20 students
to move around in.
2) Place 10 buckets around the playing area in any way the instructor sees fit.
Indoors: using desks and tables works well, as long as there are aisles to move through
Outdoors: using picnic tables and benches work well, buckets could sit on the ground
3) Place a hula-hoop (beehive) somewhat separated from the buckets (plants).
4) Place approximately 10 pom-poms in each bucket
5) Place all 20 pieces of the cloth pieces in one bucket
6) Spread the remaining pom-poms on the ground throughout the playing area
7) Divide the class into groups and assign them roles, numbers can vary, but a good starting
ratio for a class of 20 would be (it is recommended to assign roles using colored pieces of
paper that match the roles poster):
7 Honey Bees (green)
2 Hercules Beetles (purple)
3 Lacewings (pink)
1 House Wren (blue)
7 Aphids (red)
Bee hive
~50
Pom-poms
Plants (start with 10 pom-poms each)
Activity:
1) Use the directions on the insect role cards to describe what each insect will do
2) Assign motions and/or sounds to each animal group so that they can identify one another.
Examples:
Hercules Beetle: flexes arms and says “Hercules, Hercules”
Aphid: Makes chewing sounds
Honey Bee: Flaps arms and says “Bzzzzz”
Lacewing: Flaps arms and hums
House Wren: Flaps arms and whistles
3) Begin the game.
Optional: Before full game begins, have each group start at different times, have Honey Bees
begin first, followed by Aphids, Lacewings, Beetles, and then the House Wren.
The University of Maryland Extension programs are open to any person and will not discriminate against anyone because of race,
age, sex, color, sexual orientation, physical or mental disability, religion, ancestry, national origin, marital status, genetic
information, political affiliation, and gender identity or expression.
DRAFT
4) The first round should last approximately 2 minutes. After the first round, have students
count how many pom-poms they have and how many are in each bucket (plant). Each
plant needs at least 5 pom-poms and at least 1 piece of cloth (pollen) in order to survive.
5) Numbers of pom-poms that insects and house wrens need can vary, but here are some
guidelines
Plants: 5 pom-poms and 1 piece of pollen
Honey Bees: 5 pom-poms per bee in the hive
Aphids: 3 pom-poms each
Lacewings: 5 pom-poms each
House Wren: 10 pom-poms each
Optional: Record the numbers of organisms left at the end of the round
6) For the following rounds, play the game with the numbers surviving plants and animals,
or adjust the numbers in each group and play each round as a separate game.
7) Between each round, have students analyze the numbers and ask them if there is a way to
shift the numbers that may result in the survival of more plants.
8) If desired, the instructor can allow students to switch roles (trade colored paper) and play
the next round in a different role
Debrief:
1) Ask students what they thought of the role that they were in. Was it easy? Difficult?
Why?
2) Have students explain why their role was important, what did they do for the ecosystem?
3) If numbers were recorded at the end of each round, show students how populations were
affected by one another.
Sample Question: How did the number of pests at the start affect the number of plants at
the end?
4) Have students describe how people can hurt/help insects in the ecosystem.
Sample Question: How might killing aphids with pesticides affect lacewings, or honey
bees?
*Ecosystem: all of the connected components: non-living (abiotic), living (biotic), and manmade (cultural), that interact with one another in a particular area.
Extensions:
1) After the activity, have students write a few words that describe their experience as an
insect or bird. Have students compare based on what role they had.
2) Have students brainstorm about other insects or animals that could be put in the game.
3) Weather permitting: go outside and have students observe the insects, did they find
pollinators, predators, decomposers and pests? Are there any insects they’d want more of
around their school? How could they get them to come?
The University of Maryland Extension programs are open to any person and will not discriminate against anyone because of race,
age, sex, color, sexual orientation, physical or mental disability, religion, ancestry, national origin, marital status, genetic
information, political affiliation, and gender identity or expression.