Many students collect and identify insects as part of a class project. In addition to practicing insect classification in this activity, students will determine which insect species are most abundant in their community. They will then analyze the habitat of their community, identifying its most prominent characteristics, and determine the adaptive features of the insects which permit them to be most numerous. Finally, students will create a database with which to make comparisons with other communities and to their own community at different time periods, documenting what differences there may be.
Which insect orders would be most affected by a drought?
What were some structural features used in classifying insect specimens into the Coleoptera order? What inference could you draw from this information?
Name five insect orders that undergo complete metamorphosis during their development?
Beetles belong to what order?
The suffix "ptera" refers to what structural feature?
What are the structural characteristics of an insect?
Students will collect insects in their community.
Students will identify each insect by both its scientific and common names and then classify it into its order.
Students will determine the percentages of insect species in the entire class collection.
Students will identify the features of the most numerous insect species which permit adaptation to the prominent characteristics of the community.
Collection Supplies
Styrofoam sheets
pins
killing jars
non-acetone fingernail polish remover
cotton balls
forceps
magnifying lens
labels
nets
Online Insect Identification
This site is from the Center for Agricultural & Natural Resources Development of the West Virginia Univesity Extension Service. It has links to several online insect identification tools, plus links to additional information about insects.
Insects Hotlist
This online resource is from the "Educational Hotlists" section of the Franklin Institute Museum Online in Philadelphia, Pennsylvania. Its insect identification tools are arranged by type of insect. The resource also has impressive images of insects and a section on the relationships of humans and insects.
Resources
Class Text
The class biology text, if it includes a section on entomology, can also be used.
A. Print a copy of the Rubric to provide an overview of the lesson and a checklist of steps in the activity.
B. Each student will collect at least 35 insects from his/her community. The 35 insects must include 13 different Orders of insects. Insects will be humanely put to sleep in killing jars and pinned properly for display.
C. Each student will observe the insect's habitat when it is collected. Record the features of the insect's habitat and place the record with the insect.
D. Use the Resources on insect identification to determine the insect order, scientific name, and common name. Record each when the insect has been identified and place this information with the insect.
A. Calculate and record the total number of all insects collected by the entire class.
B. Calculate and record the total number of each individual insect species collected by the entire class.
C. Calculate and record the percentage each insect species is of the total class collection. (Species Percent = (total of individual species specimens divided by total number of insects collected by class) X 100)
D. Rank in order by percentages, from highest to lowest, the ten most abundant insect species.
For the ten most abundant insect species, students will analyze the notes they wrote about the environmental features of the insects' habitats. These features will be examined for patterns which appear to relate to characteristics of the insects, patterns that could explain why these insects were the most adapted and most abundant.
Enter the required information in the Individual Student Insect Collection data form. The results for the entire class will go into the Class Insect Collection data form.
The rubric may be used to assess the student's work. In addition, the teacher may ask some engaging questions about the lesson. Students should consider these questions, if the teacher does not ask questions:
Ask students if anyone is allergic to a bite or sting (Anaphylactic Shock). Remind students to use caution and common sense in capturing insects. Be careful of bites and stings.
This is an activity that is best started in late summer, at the beginning of school, while insects are still abundant. The time allowed for collecting insects is about four weeks.
Reinforce the point that students are to gather and record as many clues about the insects' identity as possible from the habitat from which it was gathered.
Identification continues after the four-week period. Set aside some class time for use of the Internet identification resources; have a plentiful supply of insect identification books.
Insects will be humanely put to sleep. Ethyl acetate (non-acetone fingernail polish remover) works well as a killing agent for insects. Moisten a cotton ball and drop it into an airtight glass-killing jar.
Insects may be displayed on Styrofoam sheets. Insect pins or silk pins will work to pin insects.
Duration: Insect collecting may require 3-4 weeks. Insect identification, calculations, and analysis of adaptive feauters may require 1-3 weeks.
Most, if not all, of the time spent collecting insects will be time when you are "on your own;" start early and be consistent in your collecting!
Careful, accurate note taking at the time of the collection is crucial to determining the relationship of insect adaptation to the environment.
Our class will collect and identify insects and determine the adaptive features of the most abundant species in our area, describing the relationship of these adaptive features and environmental factors. If possible, accompany your daughter or son as she or he collects and identifies insects. Have him or her explain to you how the identification is made and which environmental features are important.
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