final exam presentation_12_06(2)

Final TED 5357

By: Christine Rolleri

Bugscope

Insects and Spiders - TaxonomyScanning Electron Microscope

(SEM)Light Microscope

Cognitive Content Dictionary

Word Part of speech

MeaningOr Definition

picture Use in a sentence

Scanning Electron Microscope orSEM- (Bugscope)

NOUN

An electron microscope which the surface of the specimen is scanned by a beam of electrons that are reflected to form an image.

The Bugscope is a Scanning electron microscope.

Light Microscope

NOUN

Microscope consisting of an optical instrument that magnifies the image of an object.

We will observe our insects on a light microscope.

Microscopy

Light Microscope• Ocular lens• Objective lens

Scanning Electron Microscope• SEM

Taxonomy

• Kingdom• Phylum• Class• Order• Family• Genus• Species

Classification

Kingdom: Animalia

Phylum: Arthropod

VClass

Insecta (insect) Arachnida (spider)

Classification System

Continued…Class

Insecta: insect Arachnida: Spider

Orders (30)

Orders (8)

Order: Insecta (insect)

• Diptera (mosquito;fly)• Lepidoptera

(butterfly;moth)• Hymenoptera (Bee;

wasp)• Oleoptera (Beatles)• Isoptera (termites)• Siphonaptera (fleas)• Hemiptera (“true” bugs)

• Blattodea (cockroaches)• Odonata (dragonflies)• Psocoptera (louse)• Dermaptera (earwigs)• Mantodea (mantids)• Embioptera

(webspinners)• Dipluria (diplurans)• 16 other insecta orders

Order: Arachnida (spider)

• Araneae (spiders)• Pseudoscorpionida

(pseudoscorpion)• Amblyphygi

(whipscorpion)• Opiliones (Daddy-long-legs)

• Uropygi (windscorpion)• Solpugida

(windscorpion)• Acarina (mites; ticks)• Scorpionida (scorpions)

Light Microscope

Terms:• Ocular lens• Objective lens

• Stage• Condenser

• Focusing knobs• Light

Draw Each Insect or Arachnida

• Look through microscope

• Draw image on graph paper

• Draw detail• Try different

magnifications

Next to Your Drawing label the Classification Taxonomy for your Insect or Spider

Bumble Bee

Class: InsectaOrder: HymenopteraFamily: ApideaGenus: BombusSpecies: pennsylvanicusCommon name: American Bumble BeeScientific Name: Bombus pennsylvanicus

Bumble Bee

Bumble BeeBombus pennsylvanicus

Anamalia

Arthropoda

Class: Insecta

Order: Hymenoptera

Family: Apidea

Genus: Bombus

Species: pennsylvanicus

Honey Bee

• Class: Insecta• Order: Hymenoptera• Family: apidae• Genus: Apis• Species: mellifura

• Scientific Name: Apis mellifura• Common name: Honey bee

Honey Bee

Honey Bee

• Animalia

• Arthropoda

• Insecta

• Hymenoptera

• Apidae

• Apis

• mellifura

Honey Bee

Honey Bee

• Animalia

• Arthropoda

• Insecta

• Hymenoptera

• Apidae

• Apis

• mellifura

Monarch Butterfly

Danaus plexippus Class: InsectaOrder: LepidopteraFamily: DanaidaeGenus: DanausSpecies: plexippusScientific Name:Danaus plexippusCommon Name: Monarch Butterfly

Monarch Butterfly

Monarch Butterfly

Animalia

Arthropoda

Class: Insecta

Order: Lepidoptera

Family: Danaidae

Genus: Danaus

Species: plexippus

Blow Fly

• Class: Insecta• Order: Diptera• Family: Calliphoridae• Genus: Lucelia• Species: sericata• Species name: Lucilia sp.• Common name:• Blow fly

Blow Fly

Blow Fly

• Animalia

• Arthropoda

• Class: Insecta

• Order: Diptera

• Family: Calliphoridae

• Genus: Lucelia

• Species: sericata

House Cricket

• Class: Insecta• Order: Orthoptera• Family: Gryllidae• Genus: Acheta• Species: domestica• Scientific Name: Acheta

domestica• Common name: house

cricket

House Cricket

House Cricket

• Kingdom: animalia

• Phylum: arthropoda

• Class: Insecta

• Order: Orthoptera

• Family: Gryllidae

• Genus: Acheta

• Species: domestica

Daddy-long-legs

• Class: Arachnida• Order: Araneae• Family: Pholcidae• Genus: Pholcus• Species: phalangiodes• Scientific name: Pholcus

phalangioides• Common names: Daddy-Long-Legs

Daddy-Long-Legs

Daddy-Long-Legs

• Kingdom: Animalia

• Phylum: Arthropoda

• Class: Arachnida

• Order: Araneae

• Family: Pholcidae

• Genus: Pholcus

• Species: phalangiodes

Black widow spider

• Class: arachnida (arachnids)

• Order: Araneae (Spiders)

• Family: Theridiidae (Cobweb Spiders)• Genus: Latrodectus

(Widow spiders)

Black Widow Spider

Black Widow Spider

• Kindom: Anamalia

• Phylum: Arthropoda

• Class: arachnida (arachnids)

• Order: Araneae (Spiders)

• Family: Theridiidae (Cobweb Spiders)

• Genus: Latrodectus (Widow spiders)

Questions for Bugscope staff?

• Students write their questions down in their science journal based on their findings with the light microscope

• I wanted to know….• How does…..• What…..• When….• Why……

Bugscope

• SEM• Cricket • 2011-096

• SEM• Spider’s eyes• 2011-082

Bugscope

• SEM• Small spider• 2011-017

• SEM• Ant head• 2011-001

Bugscope

• SEM• Mosquito head & eye• 2011-035

• SEM• Spider• Fangs• Eyes & hairs• 2011-012

Why is Bugscope important?

How does Bugscope work?

• Http://bugscope.beckman.uiuc.edu/

References• Bugscope website• Http://bugscope.beckman.uiuc.edu/• “Science as a Verb”, Anderson, Amy; Walbert, David.• East Bay Educational Collaborative: Students’s Guide to Scientist’s Notebook:

Scientist Notebook: www.ebecri.org• Microscopy Today: “Bugscope: Online k-12 Microscopy Outreach,” March 2011.

www.microscopy-today.com • Science : “Facilitating Scientific Investigations and Training Data Scientists” volume

333 Korb, Michele & Thakkar, Umesh; July, 29 2011. www.sciencemag.org• Science Content Standards for California Public Schools, k-12 www.cde.gov• Koch, Janice; Science Stories: Science Methods for Elementary and Middle School

Teachers; Fourth Edition; 2010. Chapter 5,7,11,12• Project Learning Tree: Environmental Education Activity Guide, Pre k-8. American

Forest Foundation 2011. fifth printing. Activity 37 “Reduce, Reuse, Recycle” www.plt.org

• Stopwaste.org: The 4Rs Student Action Project: Garbologist Journal & Doing the 4Rs: A Classroom Activity Guide to Teach “Reduce, Reuse, Recycle and Rot”- DVD

California Content Standards in Science

• Grade 5• Life Science• 2.0.a.• Students know that many multicellular organisms have specialized structures to

support the transport of materials.• Investigation and Experimentation• 6.0.a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate

criteria.

Stop Waste Curriculum

Renewable and Nonrenewable Resources

Garbologist Sort Activity

Stop Waste Curriculum

• www.stopwaste.org

Stop Waste CurriculumRenewable resources

• Plants • Animals• As long as they are not

extinct, or forced to extinction

• As long as they are not damaged from polution

Non renewable resources• Fossil Fuels• Minerals

Natural ResourcesRenewable and NONrenewable

• Circle the non renewable resources

• Circle the renewable resources

Natural ResourcesRenewable and NONrenewable

• Circle the non renewable resources

• Some Energy, oil, timber, metals, fossil fuels, atmosphere, some natural gas, minerals, oceans, coal

• Circle the renewable resources

• Fish, solar energy, trees, water, animals, oxygen, flowers, some energy, plants, birds, soil

Renewable Resources

Renewable Resources

Renewable Resources

Silk worms

Solar Power& wind PowerHydroelectric Power

NONrenewable Resources

Oil Well of the Coast

Whaling Impact

Oil Well Fire

Oil Well Fire

Timber

NONrenewable Resources

Marble Rock & Mining

Aluminum Ore Mining

Gold Ore Mining

Stop Waste CurriculumRenewable resources

• What renewable resources would go here?

• Can you name other renewable resources not in the pictures?

Nonrenewable resources• What Nonrenewable

resources would go here?• Can you name other

nonrenewable resources not in the pictures?

Stop Waste Curriculum

• What bin does that go in?• Garbage• Recycling• Compost• Record sheet and graph of each bin

Recycling Compost Garbage

What goes in each Bin?

• Recyclables bin – Hard plastics, aluminum cans, clean paper, newspaper, and cardboard, glass bottles

• Compost bin – food scraps, leaves, yard waste, soiled paper, dirty napkins

• Garbage & Landfill bin – flimsy plastic, Capri Sun pouches, juice boxes (they are a composite of plastic, cardboard and aluminum), plastic straws, chip bags, candy wrappers, plastic bags (these can be recycled at grocery stores and in some cities where they can be bundled and put in the curbside recycling cart), plastic utensils, Styrofoam

Sort of Garbage into Bins

• Random Garbage Materials

More random waste materials

More waste materials

More waste materials

Waste Materials

• Total waste materials• Weigh the total

Total Waste Materials to Landfill

Weigh Waste MaterialLog Data into Chart

• Weigh materials to be sorted• Sort materials into bins• Weigh items in each bin• Log into data chart

Garbage Sort• Sort Garbage into Bins

Recycling Compost Landfill Waste

Garbage Sort• What goes in the recycle bin?

Recycling

Garbage Sort

• What goes in the Compost Bin?

Compost

Garbage Sort

• What goes in the Landfill Waste Bin?

Landfill Waste

Garbage Sort

Weigh Materials in Each Bin

Recycling Compost Landfill Waste

Log weight Data into Chart

• Log Weight (grams) into data chart

Garbage SortTotal weight of bag before sorting

Weight of recyclables

Weight of compost

Weight of Garbage and landfill material

Team 1 450.00 grams 100.00 grams 150.00 grams 200.00 grams

Recycling Compost Landfill

Total Waste Materials to Landfill

Bar Graph of Types of Waste Materials

Bar graph chart of weight for each bin:

• Compost • Garbage & Landfill

• Recycle

Weight of Materials in Bin Categories

Recycling Compost Landfill Waste Together

050

100150200250300350400450500

100150

200

450

Types of Waste (Bins)

Mas

s of

Was

te (g

)

Stop Waste Curriculum

• 4 R’s Reduce, Reuse, Recycle, Rot• In journal:• How can a student reduce waste, or use less

of a resource?• How can you or someone else reuse items

before they end up in the landfill?• What is recycling? How can we recycle?• What does rot mean in the cycle of waste?

Creative Ideas

Creative Ideas

Assessment Tools Summary

• Students will be required to keep a Science notebook and journal to draw pictures of the insects and spiders they will observe under the light microscope. Students will sketch detailed drawings of their observations using the light microscope in the classroom.

• Students must know the parts of the light microscope, and how to operate the microscope individually to view the specimens.

• Students will have the opportunity to explore their environment at school and home to find their own insect specimens for inspection.

• Students will inquire about their insects using the light microscope, paying attention to detail, and exploring their own findings.

• Students will learn about Bugscope and how it works through hands-on work.• Students will understand the Bugscope and control this device from their computer

at school. Students will view the external components of their insect or spider with the SEM microscope.

• Students will be able to compare the general differences of the SEM and light microscope by operating the Bugscope and viewing their specimens.

AssessmentBugscope:

• Draw the insects from the light microscope• Become more familiar with classification taxonomy.• Label the taxonomy of each insect (students will be given the information to write with their drawing)• Understand the taxonomy difference between Insects and Spiders• Compare the SEM and light microscope general features and uses.• Understand why Bugscope is important and what the program is about in a writing assignment.• Have questions prepared and thought about for Bugscope staff during online view.

Waste Management Curiculum: • Categorize the Renewable and Nonrenewable resources from pictures and their own ideas from the

environment• Understand what items go into each Waste Bin and general reasons why and how to know.• Categorize Waste into their Bins according to the type of material and reusability:

Compost, Recyclables, Landfill Waste• Weigh the separated waste categories: compost, landfill, recycle.• Fill out a data chart of the weight data collected• Create a bar graph of the weight data and the different waste categories: compost, landfill, recycle.• Create a journal entry answering specific thought enhancing questions about the 4Rs.

EL Strategies

• SDAIE• Engage: Students that are EL learners will have the basic vocabulary written out on an

overhead. Each vocabulary word will be repeated many times throughout. Students have time to write in journals, ask questions, and work with other students.

• Explore: The EL student will have hands on experience with tools that do not require advanced English skills. The vocabulary is very new to all students and not expected to be memorized or remembered long term. Many activities repeat such as drawing the insects. Students have picture file cards to see images rather than read them in print for the garbage sort, and the nonrenewable and renewable resources activity.

• Explain: Students will have time to read about each area of science, including how the Bugscope works, light microscope, types of insects and anatomy. They will write down what the differences are between the SEM and light microscope. They will write the taxonomy of the insects and spiders so they can understand differences.

• Elaborate: Students can understand the importance of technology in their hands on experience. They will also have a cognitive content dictionary to help them with terms.

• Evaluate: Students have the opportunity to be observed during hands on activities, they will be able to ask questions along the way, and write their immediate thoughts in a science journal. They have time to prepare questions for the Bugscope team before actually start the online session.

Classroom Management & Safety Planning

• Students will work in groups or stations and rotate around the room. Each group will work at the microscope for about 10 minutes, draw their specimen and then return to their seat. The microscopes will be preset, and students will not adjust the controls. Students can return to the station after looking at all of the specimens during a “free time” segment. Students can work at any microscope for 2 minutes until the next student needs a turn.

• Students will be instructed not to change the controls on the microscope. If it is difficult to view, please tell the teacher.

• Students should not move the microscope during the activity.• Students will be instructed on proper handling of microscope materials and handling and

consequences involved with misuse.• Students will be given the opportunity to control the Bugscope in teams of four. Students

will be pre arranged in their groups. Each person will get a chance to type in their question, talk to the Bugscope team online or control the Bugscope.

• Students will talk in their groups about the images on the screen and students can draw the images or look at their book for the anatomy terms.

• Students will be cautioned about tampering with real garbage at home and they should never dig in the school trash without gloves or protective wear.

• Students will be taught the dangers of trying to “save the environment” on their own, and what precautions should be taken when working with garbage.

California Content Standards for Science

Grade FourLife Science 3.0.a.Students know ecosystems can be characterized by their living and nonliving components.

California Content Standards for Science

• Grade Five• Earth Science• 3.0.b.• Students know that when liquid water evaporates, it turns into water vapor in the air and can

reappear as a liquid when cooled or as a solid if cooled below freezing point of water.• 3.0.c.• Students know water vapor in the air moves from one place to another and can form fog or

clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet or snow.

• Earth Science• 3.0.d• Students know that the amount of fresh water located in rivers, lakes, underground sources,

and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

• 3.0.e.• Students know the origin of the water used by their local communities.• Investigation and Experimentation

California Content Standards for Science

• Investigation and Experimentation• 6.a. • Students will classify objects (e.g. rocks, plants, leaves) in accordance with

appropriate criteria.• 6.0.g.• Record data by using appropriate graphic representations (including charts, graphs,

and labeled diagrams) and make inferences based on those data.

References• Bugscope website• Http://bugscope.beckman.uiuc.edu/• “Science as a Verb”, Anderson, Amy; Walbert, David.• East Bay Educational Collaborative: Student's Guide to Scientist’s Notebook: Scientist

Notebook: www.ebecri.org• Microscopy Today: “Bugscope: Online k-12 Microscopy Outreach,” March 2011.

www.microscopy-today.com • Science : “Facilitating Scientific Investigations and Training Data Scientists” volume

333 Korb, Michele & Thakkar, Umesh; July, 29 2011. www.sciencemag.org• Science Content Standards for California Public Schools, k-12 www.cde.gov• Koch, Janice; Science Stories: Science Methods for Elementary and Middle School

Teachers; Fourth Edition; 2010. Chapter 5,7,11,12• Project Learning Tree: Environmental Education Activity Guide, Pre k-8. American

Forest Foundation 2011. fifth printing. Activity 37 “Reduce, Reuse, Recycle” www.plt.org

• Stopwaste.org: The 4Rs Student Action Project: Garbologist Journal & Doing the 4Rs: A Classroom Activity Guide to Teach “Reduce, Reuse, Recycle and Rot”- DVD

• Wikipedia.com- Classification Taxonomy diagram• Monarch Butterfly website: www.monarch-butterfly.com/index.html• Insect Identification – www.insectidentification.net