oakland teacher entomology resources

Oakland TeacherEntomology Resources

Created byBugPeople.org for Oakland Teachers

in Cooperation with

Comprehensive Partnershipsfor Math and Science Achievement (CPMSA)

Oakland Unified School DistrictDivision of Curriculum and Instruction

Oakland, CA

Leadership Institutefor Teaching Elementary Science (LITES)

Mills College, Oakland, CA

www.bugpeople.org

Critter VendorsThe Bone Room1569 Solano Ave.Berkeley, CA(510) 526-5252

East Bay Vivarium1827 - 5th StreetBerkeley, CA(510) 841-1400

Evergreen Nursery350 San Leandro Blvd.San Leandro, CA(510) 632-1552

Herpetomatrix2145 Marina Blvd.San Leandro, CA(510) 352-3740

Lucky Dog Pet Store2154 San Pablo Ave.Berkeley, CA(510) 843-0633

Lucky Goldfish Inc.Pet Shop801 BroadwayOakland, CA(510) 836-3039

Rite AidRockridge Shopping Ctr.Oakland, CA(510) 654-2569

Know of other good localinsect resources? Send usan e-mail at:[email protected]

Critter Vendor Finder

Vendor: TBR EBV EVG HMX LKD LKG RA

books on insects �

caterpillars - Anise swallowtail

caterpillars - waxworm �

classroom aids �

cockroaches (hissing) � �

crickets � � � � �

flies - blue bottle fly �

hissing cockroaches �

insects - fossils �

insects - framed �

insects - plastic models �

insects - specimens �

ladybugs �

mantises �

mantises (exotic) � �

mealworms (large) � � � �

mealworms (regular) � � � �

millipedes � �

nightcrawlers �

redworms �

scorpions �

tarantulas �

walkingsticks �

waxworms � �

Vendors

TBR = The Bone Room, 1569 Solano Avenue, Berkeley, (510) 526-5252EBV = East Bay Vivarium, 1827 - 5th Street, Berkeley, (510) 841-1400EVG = Evergreen Nursery, 350 San Leandro Blvd., San Leandro, (510) 632-1552HMX = Herpetomatrix, 2145 Marina Boulevard, San Leandro, (510) 352-3740LKD = Lucky Dog Pet Store, 2154 San Pablo Avenue, Berkeley, CA, (510) 843-0633LKG = Lucky Goldfish, Inc. Pet Shop, 801 Broadway, Oakland, (510) 836-3039RA = Rite Aid, Rockridge Shopping Center,

Created and distributed by CPMSA Science, Curriculum nad Instruction, OaklandUnified School District (www.ousddiamonds.org). April 5, 2000

Photo by: Stephen W. Bullington



Madagascar Giant Hissing Cockroach(Gromphadorina portentosa Schaum)

Crossword Puzzle Reading

ECOSYSTEM

The Giant Hissing Cockroach (GHC) is from Madagascar- an island country in the Indian Ocean off the southeastcoast of Africa. Its native ecosystem is tropical andincludes many producers (plants that convert sunlight intofood).

IDENTIFICATIONAs an insect, the GHC also has six legs. Its name comesfrom its large size, of course. It can be up to 10 cm inlength. It is also known as a Hissing Cockroach, since itproduces a hissing sound by forcing air through spiracles(breathing holes) in its abdomen.

BIOLOGYAlthough it may seem aggressive, it is quite docile (easilyhandled and managed). It never bites - and besides, it isan herbivore, and feeds chiefly on plants. Like mostanimals, the GHC is a consumer and gets the energy itneeds by eating organic matter. Madagascar’s tropicalenvironment causes much organic matter to be presentso that the GHC does not need to compete much forwhat it needs.

DEVELOPMENTThere are onlythree life stages(egg, nymph anda d u l t ) i nc o c k r o a c hmetamorphosis.So, the changein the form ofthe cockroach isnot as dramaticas it is withc a t e r p i l l a r sturn ing intob u t t e r f l i e s .

Nymphs (baby cockroaches) look like smaller versions ofthe adults.

The GHC produces waste, called “frass,” that otherorganisms, water and plants recycle back into matterthat other organism can use. The food chain to whichthis insect naturally belongs includes vertebrates, suchas birds, reptiles and mammals.

Caring for the Madagascan Hissing Cockroach (Gromphadorhina portentosa).Quality Nature Displays. 2002.

Dictionary.com Lexico. LL. Provided definitions for technical terms.Bullington, Stephen W. The Hissing Cockroach, Gromphadorhina portentosa

(Schaum). http://www.key-net.net/users/swb/pet_arthropod/hiss.htm

Copyright © 2002. Quality Nature DisplaysAll Rights Reserved.


Crossword Puzzle

Across2. Describes an animal that is easily handled or

managed.4. A source of usable power, such as sunlight.9. A system formed by the interaction of a

community of organisms with their physicalenvironment

10. The process where waste has its useful partsextracted or reused.

11. The process when an organism engages in acontests with other organisms.

13. The number of legs that typical adult insects have.14. An island country in the Indian Ocean off the

southeast coast of Africa.Down1. A change in the form and sometimes habits of an

animal during normal development.3. A organism that eats other organisms or organic

matter.5. Another name for green plants.6. Holes in an insect's skin through which air passes.7. A community of organisms where each member is

eaten in turn by another member8. An animal that feeds chiefly on plants.12. Organisms which turn sunlight into sugar.

Solution

Exploring California InsectsOakland Unified School District

www.bugpeople.org. Copyright Quality Nature Displays. 2002.


Crossword Puzzle

Across2. Describes an animal that is easily handled or

managed.4. A source of usable power, such as sunlight.9. A system formed by the interaction of a

community of organisms with their physicalenvironment

10. The process where waste has its useful partsextracted or reused.

11. The process when an organism engages in acontests with other organisms.

13. The number of legs that typical adult insects have.14. An island country in the Indian Ocean off the

southeast coast of Africa.Down1. A change in the form and sometimes habits of an

animal during normal development.3. A organism that eats other organisms or organic

matter.5. Another name for green plants.6. Holes in an insect's skin through which air passes.7. A community of organisms where each member is

eaten in turn by another member8. An animal that feeds chiefly on plants.12. Organisms which turn sunlight into sugar.

Comments / Grade

Exploring California InsectsOakland Unified School District

www.bugpeople.org. Copyright Quality Nature Displays. 2002.

Madagascar Giant Hissing CockroachCrossword Puzzle Curriculum Matrix

CONCEPT PROCESS / PERFORMANCE

KLiving things can be describedand distinguished from eachother.

Students will observe,compare, and describeanimals.

1Living things have basic needsthat must be met in order tosustain life.

Students begin to observe avariety of ways that livingthings have their needs met.

2Life cycles include birth,growth, reproduction, anddeath.

Students observe, describe,and record changes in anorganism’s development.

3Living things have systems tosustain life such as theskeletal, circulatory, andrespiratory systems.

Students will understand thatan animal has systems thatsustain life.

4The behavior of living things isrelated to their environment.

Students will observe, record,and describe interactions ofliving things with other livingthings.

5Living things depend on theirenvironment.

Students will observe anddescribe the habitats of livingorganisms.

Adapted from OUSD K-5 Standardsby Exploring California Insects Project, QND, 2002.

NAME/TEAM NAME/TEAM

The Hissing Cockroaches will probablyprefer:

9 ________________9 _______________9 ______________

Arena ______ Rep _______ Begin Time: ______ End Time: ______


9 ________________9 _______________9 ______________


NAME/TEAM NAME/TEAM


9 ________________9 _______________9 ______________



9 ________________9 _______________9 ______________


NAME/TEAM NAME/TEAM


9 ________________9 _______________9 ______________



9 ________________9 _______________9 ______________


NAME/TEAM NAME/TEAM


9 marshmallows9 apples9 crackers





NAME/TEAM NAME/TEAM







NAME/TEAM NAME/TEAM








Food Preferences Selection Experiment using the Scientific Method

Step 1: Posing

Some of the best known Cockroaches areimportant pests because they competewith humans for the foods that humanseat. However, Hissing Cockroaches live inthe wild and feed chiefly on plants. Itmight be that Hissing Cockroaches preferto eat natural foods (fruits andvegetables) more than processed humanfoods (such as marshmallows andcrackers). When given a choice of naturalfood (fruits and vegetables) andprocessed human foods, will the HissingCockroaches tend to gravitate towardtheir natural foods when offered a choicebetween the two?

Step 2: Predicting

Given the choice of natural foods andprocessed human foods the HissingCockroaches will prefer their natural diet.

Step 3: Probing

To test the hypothesis that HissingCockroaches prefer their natural diet overhuman processed foods, an experiment isbeing conducted. A dozen HissingCockroaches of similar size will be placedinto two Arenas. At a given time botharenas will be offered either the fruit orvegetable or the human processed food.Food choices will be placed into thecenter of the non-sticky side of a clean

3x3 notepad or index card. Just beforestarting, all Hissing Cockroaches will bemoved to a far side of the arena.Starting Time will begin when the foodsare placed at the Arena side opposite theHissing Cockroaches at the same time.Starting time will begin when the two foodchoices are placed into the Arenas.Ending time will be when three HissingCockroaches eat from the food choice atthe same time. Both starting times andending times will be recorded for bothArenas. For convenience, Arenas may bemarked Arena #1 and #2. This experimentshould have several REPETITIONS, withthe two arenas being offered thealternate food choices (fruit or vegetableand human processed food, respectively)in the same order. Multiple repetitions willhelp gain an accurate sampling of data.The more repetitions performed, the moreaccurate the data will be.

S t e p 4 : P e r s u a d i n g(Information)

The data will be analyzed. Reviewing timesfor how quickly three Hissing Cockroachesgravitated to a food choice may tend toexplain how much food choices arepreferred. Quicker gravitation may tendto show that the food is preferred. Slowerattraction may tend to show that a foodchoice is less preferred.

A Few Common Insects of the San Francisco Bay Region

Anise Swallowtail Blue Cabbage White Butterfly Buckeye Butterfly Ceonothus Moth Monarch Butterfly

Red Admiral Butterfly Geometrid Moth West Coast Lady Sara’s Orange-tip Ladybird Beetle Spotted Cucumber Beetle

Carpet Beetle Darkling Beetle Snail-eater Ground Carabid Rove Beetle Yellowjacket Wasp

Yellow-legged Paper Wasp Dominulus Paper Wasp Yellow & Black Mud Dauber Blue Mud Wasp Sand Wasp Argentine Ants

Ichneumon Wasp Bumblebee Drone Fly Green Bottle Fly

Blue Bottle FlyCrane Fly

Mosquito March Fly Flesh Fly Termite (worker) Cat Flea Dragonfly

Damselfly Water Strider Backswimmer Stink Bug Aphids Froghopper (aka Spittlebug)

Blue-green Sharpshooter Shorthorned Grasshopper Field Cricket Camel Cricket Jerusalem Cricket (aka Potato Bug) Earwig (aka Pincerbug)

This sheetincludescontent

DOES SIZE MATTER?INCREDIBLE! Beetles and other insects are very

strong. Ants can lift 50xtheir own body weightwith their mandibles.(mouths). But - who biteshardest?

EXPERIMENT: See whatkind of mouthparts liftbest. (1) Hold the sticksat their colored ends, (2)use the long sticks top i c k u p t h evegetable/fruit; (3) thentry the short pair.

WRITE: Which worked best? How does sizematter? (4) Write your answer on the paperprovided.

ANTBEETLE

ANTBEETLE

ANTBEETLE

ANTBEETLE

ANTBEETLE

ANTBEETLE

NAME NAME

Which sticks grip best?

LONG SHORT


LONG SHORT

Which insect pinches hardest? Which insect pinches hardest?

NAME NAME


LONG SHORT


LONG SHORT


NAME NAME


LONG SHORT


LONG SHORT


BUILD A BUG!

INSECT BODIES have 3 main sections:

1) head, 2) thorax, and 3) abdomen.

Six legs and two pairs of wingsattach to the thorax.

The head has the eyes,mouth and antennae.

Try making an insectusing the materials provided

Color Me!

Monarch Butterfly( Danaus plexippus )

“City Bugs”Exploring Urban BiodiversityCollege of Natural Resources

University of California, Berkeleyhttp://nature.berkeley.edu/citybugs

Color Me!

Swallowtail Butterfly( Family Papilionidae )

“City Bugs”Exploring Urban BiodiversityCollege of Natural Resources

University of California, Berkeleyhttp://nature.berkeley.edu/citybugs

Color Me!

Yellowjacket Wasp( Order Hymenoptera )

BugPeople.orgCopyright 1999

www.bugpeople.org

THE BEST DEFENSEPeople defend themselves in manydifferent ways. We run, hide, kick,scream and fight.

WHAT ABOUT INSECTS?

This insect defends itselfby pinching.

Use the sheet of paper provided towrite out the DEFENSE used by theinsects in the plastic box(es).

WASP

HONEYBEE

ANTFLY

LADYBUG

COMMON INSECTSAND THEIR DEFENSES

Insects will bite, kick and scream to getaway from things that want to eat them.

Other ways that insects defend themselves:

TASTING BADsome insects just taste

bad.Ladybugs use

a yellowpoison thattastes bad.

They can also hide,play dead or fly away.

STINGINGmany insects protect

themselves bystinging.

COSTUMEsome insects

look tough. Thisfly looks like astinging bee.

GROUPSThere is safety in

numbers.Ants team upto get the job

done.

NAME

__________________________________

NAME

__________________________________

This insect is a

_________________

This insect is a

_________________

This insect is a

_________________

This insect is a

_________________

It defends itself by

________________


________________


________________


________________

This insect is a

_________________

This insect is an

_________________

This insect is a

_________________

This insect is an

_________________


________________


________________


________________


________________

NAME

__________________________________

NAME

__________________________________

This insect is a

_________________

This insect is a

_________________

This insect is a

_________________

This insect is a

_________________


________________


________________


________________


________________

This insect is a

_________________

This insect is an

_________________

This insect is a

_________________

This insect is an

_________________


________________


________________


________________


________________

TENSION ON THE WATER

WATER STRIDERS can skate across thesurface of water. How is that possible?

SURFACE TENSION is how watermolecules stick together. Some insectsare small and light enough so themolecules do not break apart.

Use the EYEDROPPERS provided to seehow many droplets of water can be putonto a penney before the moleculesseparate. On the PAPER provided, writeyour guess, experiment, and then writehow many drops could fit.

NAME NAME

HOW MANY DROPS?

Guess

Result

HOW MANY DROPS?

Guess

Result

NAME NAME

HOW MANY DROPS?

Guess

Result

HOW MANY DROPS?

Guess

Result

NAME NAME

HOW MANY DROPS?

Guess

Result

HOW MANY DROPS?

Guess

Result

Mouthparts on crickets,grasshoppers and katydids aremade for chewing. This is the samefor beetles, cockroaches, anddragonflies.

Mouthparts on this true bug allow it topierce food and suck out juices. This is thesame for aphids, leafhoppers and manytypes of flies.

The mouthparts on butterflies andmoths are coiled tubes

Characters that Distinguish InsectsPhysical Characteristics distinguish the principal families and orders of insects.

Wings - for the most part, insects are identified by the

types of wings they have. These wings below belong to some of the insectorders that are most commonly encountered.

Legs -the structure and function of legs is also important in

separating the different groups.

This cockroach leg is engineered for speed.

Mouthparts - you are what you eat - and what you eat

with!

Antennae Types

Exploring California Insects” Website: www.bugpeople.org

Figure 1

Figure 2

Figure 3 - How your insect looks onthe pin is important!

Figure 4

PREPARING SPECIMENS IN A PINNED COLLECTION

BASIC INSECT ANATOMYThis diagram sh owsthe various parts ofan insect the studentshould learn.

Generally speaking,every insect hastwo pairs of wings:two fore or frontwings and two rearor hind wings.

Parts that should bef a m i l i a r f o rsuccessful insect

mounting are the leg parts, wing types/parts (including veins),abdomen, thorax and head parts, includ ing the antennae andmandibles.

RELAXING

Mounting sometimes requires that an insect be "relaxed" in a relaxingjar (described below) before appendages are spread. Relaxationsoftens dry insects so the wings, legs, antennae, etc., may be spreadwithout breakage. Insects should not be handled before relaxation.Damage done to delicate appendages, such as legs, tarsi or antennaeis more often a result of improper relaxing.

Insects that are not absorbent or especially hairy, such as beetles,may be soaked in hot water for a few seconds to a minute. Removethem and allow the insect to soften for a while. Larger insects maytake a little longer. More absorbent specimens (such as butterflies) willneed to go into a relaxing jar.

CONSTRUCTION

Relaxing jars are airt ight chambers used to replace fluids and torestore pliability to a dried specimen’s appendages. Relaxing jars maybe constructed simply by placing a sponge, moistened with a waterand phenol (to prohibit fungus growth) solution, into an airtight jar.Large mouth jars are preferred for easier placement of specimens.

PROCEDURESAlways relax only the number ofspecimens you are able to mountwithin several hours. Prolongedrelaxing ru ins specimens.Specimens should be relaxedwhile still within their papertriangles, i f possi b le. Insects inpaper triangles may be placed ontop of a cloth, or sponge soakedwith water and phenol (used toretard molding - also found inChloraseptic®). Seal the jarfirmly and allow the jar to remainundisturbed overnight. Higher

temperatures, around 90°F, will speed softening. Your specimenshould be soft enough to spread within a day or so.

When i t is softened use a pair of forceps to grasp a tibia, and gentlywork the leg back and forth until the leg is fully moveable. Somepopping as joints are loosened is normal, but always be ready for theinevitable! Breaks will occur. So be ready with a clear-dryingcement or glue and a toothpick. You can easily reattach an antenna,tarsi, or broken leg. Also, remember that a damaged specimen is betterthan no specimen at all.

DATABefore relaxing, place data in a secure place, but where it will still beassociated with the specimen(s). Data on specimens wrapped inpaper should be in indelible ink. The data is very important and will berequired later for label preparation and publishing in the website. PINNING

Grasp the insectb e t w e e n t h et h u m b a n dforefinger or lay iton a styrofoa mpad and press thepin gently butfirmly just throughe l y t r a o re x o s k e l e t o n .P a u s e a n dexamine the angleof the pin. Wil l i tpoke through at ac r i t i c a l o rinconvenient pointon the insect’sbottom? Will theinsect be pinnedat an unusua langle? If so, pullthe pin back outslightly and reposition for the final push through. See Figure 3 forproper pin position. Be careful not to enlargen entry pin holes or tocreate too many holes. When completed examine the specimen againfor desired pinning effect. Be careful not to prick fingers.

PINNING BLOCK

For achieving uniform specimen height within the collection a pinningblock should be used.

Exploring California Insects” Website: www.bugpeople.org

Figure 5 - Spreading boards easethe painstaking task of spreadingbutterflies.

Figure 6 - How to spread thinly-veined wings.

CA:Alameda Co.,Oaklandsand N side Lake Merritt,75°F; Fannia sp.; S..Suoja,col.; E.Dunbar, det.

Figure 7 - Information addsgreat value to a collection.

SPREADINGT h i s i l l u s t r a t i o ns h o w s t h epreparat ion of ab u t t e r f l y , w h i c hrequires considerablyatte ntion than theaverage insect.

SPREADING BOARDWith butterflies andsome other showyspecimen s wings arei m p o r t a n t i nidentification. So,they are opened. Acombination of well -placed pins andpaper strips holdswings down andreduces movementuntil the insect hasdried. Specimens

are best spread when they are freshly caught.

Once specimens have been spre ad and allowed to dry place themimmediately into the collection to avoid accidents. Small insects shoulddry within just a few hours. Larger insects may take days. Be sureto plan space for them to be out of the way.

WINGS

Putting pressure lightly on the thorax, blow gently to open the wingsa bit. Insert your pin and blow gently again to place cardboard stripsbetween them. Use the strips to push the wings down and pin theinsect into the spreading board bottom.

Lift one end of thest rip slightly andi nsert pin in theheavy vein of theforewing, or if theheavy vein isabsent in yourspecimen, use theblunt end of aninsec t p in tom a n e u v e r t h ewing from thecleavage at thein tersect ion oflarge veins. Pullthe wing forwarduntil the bottomedge of the wingsis at a right angel to the body (note wing position in Figure 6). Whenthe wing is in position place a glass-head pin through paper stripsclose to the edges of the wings - but not through them!

Next to the thin strips, place heavyweight mounting strips or cardboardpieces large enough to cover the entire wings. Pin these in place withthe glass-headed pins around the edges of the wings. This will allowthe wings to dry without curling.

Next, pull the antennae into the proper position with a pin and fastenthem in place with pins on each side of them. Work carefully, since theantennae are very fragile. If you happen to snap one off it may berepaired with a small dab of rubber cement. If the abdomen stands upor sags, position i t with a pair of criss-crossed pins. Adjust it to thedesired height.

When placing insects into Riker mounts, remove the pin by carefullypushing down on the thorax where the pin enters the body. (Avoidpressure on other parts of the insect).

DATA

The collection information iswhat adds real value to thecollection. (See also thehandout on Data). Even walldisplays can include at leastthe name of the specimen andsomething about its biology orwhere it came from.

Pinning labels (see Figure 7)should contain specimennames, the collector's name, the collection date, name of the plant orother place where the insect was captured, activity the insect wasengaged in before capture (e.g. collecting pollen, sipping nectar), andthe state, county and city. Students recording this kind of data end upwith a valuable collection. Other significant information can includeweather conditions, temperature, humidity, altitude, etc.

SECURING YOUR SPECIMEN

Inside the insect box you should place flakes of moth balls. Thosecontaining paradichlorobenzene are preferred. It kills existingpests as well as discouraging future infestations. Those containingonly napthalene do not kill existing infestations.

Keep collections free from moisture. Humidity will promote growth offungus or invite in small insects, like booklice or dermestid beetles.Sure signs that you have an infestation are piles of dust that appearbeneath the insects in the collection.

ADVANCED INSECT MOUNTINGEnvision your specimen as if it were still living. Is it a jumpinginsect? A predaceous insect? Wouldn’t it look better spread in aposition that accentuates a defensive or offensive posture? Astriking pose? It may simply be that the insect appears morelifelike if pins are inserted during spreading so that the head islifted.

Uses a 5° lift on insect heads, (e.g., junebugs) that normally walkwith their head and thorax slightly higher than the abdomen. Many other insects look better this way as well. On insects withlarge mandibles, the head is lifted 5°, and the mandibles evenhigher. Mandibles may even be opened to give a menacingappearance.

Use as many pins as are necessary to position all body parts sothat the insect appears to be still alive - or so that the characteryou like is adequately accentuated. After the insect is dried,carefully remove the pins. Now your specimen may even beready for a wall mount!

OUSD Internet Insect Instruction Resources

C a l e bC he u n

g, Physical Science,Carter Middle School, “The Niche”http://ousdmail .ousd.k12.ca.us/~caleb/index.htmlHere you will find information about my class,some of my original lesson plans and ideas onteaching middle school science

Insects of the San Francisco Bay AreaA Web-based Field Guide to Local Insectshttp://nature.berkeley.edu/citybugs

Contains:• Curriculum Downloads• 1,363 pages on >350

insects• 2,941 images!• Developed jointly with the

Oakland Unified SchoolDistrict and McClymondsHigh School.

BugPeople Websitehttp://www.bugpeople.orgDownload the Oakland Teacher EntomologyResource Packet - a clearinghouse for localentomology resources and events.

Norman Brooks, CPMSA & LITESPraying Mantis Project 2000http://www.bugpeople.org/mantis/mantis.htmThis wonder of insects is brought home by aproject which literally puts bugsinto the hands ofteachers. Studentsare provided manyhours of inquiry andhands on activitiesthat link to languagea r t s a n d m a t hprograms

Non-Insect but Excellent Science Website

Anthony Cody, Life SciencesBret Harte Middle SchoolAnthony Cody’s Science Education Zonehttp://ousdmail .ousd.k12.ca.us/~codypren/Lesson plans, District and state science news,and links to other exciting science websites gracethis website. Anthony Cody is the guru ofInternet-based science

Non-District Insect Website

Gordon’s Entomological Homepageby [email protected]© Bugworld Productionshttp://www.insect-world.com/

The hands-down best starting page for beginningentomology. with links all over the Internet

Published & Distributed by CPMSA’s BugPeopleCopyright BugPeople.org 2000

oakland teacher entomology resources

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