Week 3 -- Characteristics of the Common Orders of Insects

This week we are going to work in three areas:

Classroom Activities: We will continue to learn more about insect morphology and the characteristics of each of the common orders of insects.

Collecting: Although it's fun and good exercise to go out chasing insects, we are going to learn how to get insects to conveniently come to us through the use of traps.

Research Project: We will choose a research topic this week and begin work on it.

Assignment 1: Make a set of flash cards to help you learn about the common orders of insects.
You will need about 20 index cards (provided). You have a list of the common orders (from the power point presentation last week. Click here to see the power point).

Directions: On one side of the card print the name of the order in large letters.

On the other side of the card write:
The common name(s) of the insects in this order.
A list of characteristics make this order stand out from all other orders.
For now, just fill in the information you already have available. Then, as you finish assignment 2 below, fill in the remaining information.

Assignment 2: Everyone will choose one order of insects on which to make a powerpoint presentation that describes in more detail the taxonomic features displayed by the group. The presentation should contain, but is not limited to the following information.

• Explain what the name of the order means in latin (e.g. "scale-winged " insects)
• Common names of the members of the group (e.g. bees, wasps, hornets, ants)
• General body shape (e.g. long and slender)
• Wings (present/absent, number, general shape and description)
• Antennae (present/absent; type)
• Mouth parts (chewing, sucking biting etc.)
• Other unique features or structures (e.g. cerci)
• Type of metamorphosis (complete/incomplete)
• Interesting facts (e.g. beneficial to man, or a pest)

Use photos to illustrate the characteristics you are talking about. Include photos of the immature stages (larva, pupa, nymph etc.). To help you with recognizing body parts and other structures, especially antennae, first view the powerpoint on insect basics by clicking here. Take notes. For information on mouth parts, click here.

When you are finished with the above assignment, review what you have learned about orders by clicking here.  To study for the quiz on insect orders make flash cards.  Write the name of the order on one side and then write down what the name means, what insects are in the order, and finally write down the characteristics that distinguish each order from all other orders.

Mounting Insects

Soon we will begin spreading and mounting our insect specimens. Here is a website that will give you a overall idea of what this will involve. Click here

Week 2 -- Basic Insect Anatomy

Last week looked at Arthropods in general with an emphasis of the non-insect classes. This week we will take the test on Non-Insect Arthropods (you will picked the questions for the test) and examine in more detail the Class: Insecta. In addition, we will continue to collect insects for our collections and begin to look at the characteristics displayed by the the various orders of insects. Remember to keep up with your journal, especially write down the dates and locations for the insects you collect.

Specific Assignments:

• Select questions for Non-insect Arthropod test.
• Non-Insect Arthropod test
• View the power point presentation "Insect Basics." (we will do this as a class). Take notes.
• Collect insects for your collection. We will set aside some class time to collect, but take home containers and continue looking for insects at home, especially at night.
• Write in your journal each day. Remember to always enter the date and summary of the weather. Then if we have something to observe in class (live caterpillars etc.), make sure you add those notes.
  

Non-Arthropod Power Point

The purpose of this assignment is to research a group of non-insect arthropods and present the information you learned to the class. The information you will be presenting to the class will be included on the next test, therefore you need to be very careful with selecting which sources you use. It is very important that your information is accurate. Here are a few links to websites that might be helpful when evaluating a website for accuracy and bias.

Virtual Salt - This site contains a simple chart to use when evaluating a website called “The CARS Checklist for Research Source Evaluation.” The chart is pretty simple to use and I highly recommend it.

JHU Research Help

Aside from finding reliable websites for information, you will need to properly cite the websites you obtained information from at the end of your presentation. A great website that shows how to cite any type of source (including websites) is an MLA citation site.

Below is a list of the information that will need to be included in your PowerPoint. Since this is a group project, I expect to see every member of the group working hard to create a great final product. You will be provided with ample class time to do thorough research and create a great PowerPoint presentation.

The rubric that will be used to grade this assignment is below as well. Please be sure to read it completely. You will not only be graded on PowerPoint presentation that you make, but the actual presentation that is given to the class. Your grade for this assignment will include both the PowerPoint and the class presentation.

Click Arthropod Lab to access a virtual lab on arthropod identification.

 

Information to be collected for the PowerPoint:

1. Basic characteristics

2. Examples

3. Body plan

4. Reproduction

5. Feeding

6. Interesting fact

7. Influence on Humans

8. Picture

CATEGORY	4	3	2	1
Group Work	All members of the group worked together and did an equal share of the work to complete the task. .	All members of the group worked on the assignment, but some members did more work than others.	Most of the group members worked on the assignment, but one member did the majority of the work.	There was little to no evidence of group work. One member did most to all of the work.
Content – Accuracy – Requirements	All content throughout the presentation is accurate. There are no factual errors. All requirements are met.	Most of the content is accurate but there is one piece of information that might be inaccurate. Most of requirements are met.	The content is mostly accurate, but one piece of information is clearly flawed or inaccurate. Some of requirements are met.	Content is typically confusing or contains more than one factual error. Few of the requirements are met.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings and/or grammatical errors.	Presentation has 3-5 grammatical errors and/or misspellings.	Presentation has more than 5 grammatical and/or spelling errors.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.	Most information is organized in a clear, logical way. One slide or item of information seems out of place.	Some information is logically sequenced. An occasional slide or item of information seems out of place.	There is no clear plan for the organization of information.
Use of Graphics	All graphics are attractive (size and colors) and support the theme/content of the presentation.	A few graphics are not attractive but all support the theme/content of the presentation.	All graphics are attractive but a few do not seem to support the theme/content of the presentation.	Several graphics are unattractive AND detract from the content of the presentation.
Information Display	Information is bulleted or written succinctly and written in students own words allowing student to expand or explain topic.	Most of the information is bulleted or written succinctly and written in students own words allowing student to expand or explain topic.	Some of the information is bulleted or written succinctly and written in students own words allowing student to expand or explain topic.	Little to none of the information is bulleted or written succinctly and written in students own words allowing student to expand or explain topic.
Sources	All sources are listed that were used to create the presentation. There are at least 4 different sources to verify the accuracy of the information.	All sources are listed that were used to create the presentation. There were only 3 different sources were used.	The student only listed 2 sources for their presentation.	The student only listed 1 source for their presentation.

The rubric to grade you presentation:

CATEGORY	4	3	2	1
Delivery	Student uses slide as guideline and does not read information directly off the slide.	Student uses slide as guideline and does not read most information directly off the slide.	Student uses some slides as guideline and does not read some of the information directly off the slide.	Student read directly from most of the slides.
Presentation Skills	Student faces the audience when speaking to the audience. Student speaks clearly and is easy to understand. Student knows how to pronounce all words used in the presentation.	Student faces the audience most of the time. The student is mostly easy to understand. The student knows how to pronounce all but one word.	Student faces the audience about half of the time. The student is somewhat easy to understand. The student does not know how to pronounce a 2-4 words.	Student rarely faces the audience. The student is somewhat easy to understand. The student does not know how to produce 5 or more words.
Listens to Other Presentations	Listens intently. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

Entomology Course Syllabus

Course description

This class will cover many topics in science and more specifically entomology including: science process skills, laboratory safety, the history of entomology, arthropods, insects and their relatives, integumetary systems, nervous systems, glandular systems, muscular systems, alimentary systems, excretory systems, circulatory systems, respiration systems, reproduction, embryology, post-embryologic development (life history), sensory mechanisms, insect evolution, systematics, insect classification, and applied entomology.

Course Objective

In this class you will learn basic insect anatomy, physiology, stages of development, and classification. By the end of this class you should be able to sight recognize insects orders and a few key families. You should also be able to understand and discuss basic insect anatomy and physiology.

Things you need for class

1-2 Empty Glass Jar with tight sealing lid

5-7 small sealing containers

Ziplock bags

Nail Polish Remover

Bottle for water

pencil/pen

notebook paper in a 3-ring binder with pockets (recycled binders available)

Small notebook for collection journal (provided)

Optional Things to bring to class on collection day

Sweat Rag

Shoes for Outdoors

Grade breakdown

30% Collection

10% Collection Journal

20% Tests

10% Quizzes

20% Research Project

10% Blog Assignments

Collection

• You will need a total of 40 properly labeled, different adult insect specimens from 12 different orders and 2 properly labeled different immature insect specimens. All of these must be keyed out to their proper order.

• You will need a minimum of
• 3 spread Lepidoptera
• 3 point mounts
• 2 preserved immature specimens in alcohol

More details on the collections will be discussed as the semester moves along.

Journal

• Each student will need to have their own journal to record all information about the insects collected in the field and observed in the laboratory (classroom).
• This journal will be spot-checked periodically but must be turned in for grading every 3 weeks.

Tests

• As mentioned before, you will have tests that are based on class lectures, guest speakers and field trips. You will not be tested on notes and concepts that are discussed exclusively on collecting trips.
• This grade will be based on an average of your test grades.

Quizzes

• You will also have quizzes based on lectures, guest speakers and field trips.
• This grade will be based on an average of your quiz grades.

Research Project

• You will need to pick a topic of interest that relates to entomology and write a research paper on this topic: OR
• Rear and insect from egg to adult, observe and record its growth, write a report on your observations and findings.
  
• Begin thinking of a topic ASAP

Blog Assignments

• Through the semester there will be a variety of assignments that will need to be posted on your blog for this class. The main assignments through this will be study questions to prepare you for tests and various field projects that will be done in conjunction with collection trips.

Class Rules and Expectations

General Rules and Expectations

The bottom line is -- you're here to learn. I'm here to help you. It's not hard. If you show up for class (on time), pay attention, and do the required work, you will pass this course, and you may even enjoy it (not a requirement). Any behavior that interferes with learning is a NO NO! Some unacceptable behaviors include sleeping in class, loud or excessive talking, use of profanity, or being off-task (3-Minute Rule). Cell phones are marvelous inventions, but definitely a distraction in class. Turn them off and put them away while in class. Respect your fellow classmates time as well as their personal property.

Some specific rules:

Hall Pass: I have a hall pass (a rock)to be used to go to the restroom, drink machine, etc. This hall pass is only good for one student at a time. There is also a Jittery Joe’s pass that is only for students who are making a purchase from Jittery Joe’s during class time. If you need to speak with a faculty member, you will need a written pass form me. Do NOT use the other passes for this reason.

If you leave the classroom without the permission of the teacher, you will receive an automatic absence and be asked to leave.

Food: I prefer that you not eat in class. We have an ant problem. Leaving crumbs aggravates the situation. However, if you ask, I will sometimes allow you to eat a snack. But ask first. Drinks are allowed as long as they are in container with a re-sealable cap or lid.

Breaks (3-Minute Rule): While your are in the classroom, you are expected to be on-task. However, I understand that you can't always work non-stop for the entire class period without a break, especially when working at your computer, . When you have to take a break, limit yourself to 3-minutes, then resume working. If you take a restroom break etc. Be courteous. Other people may be waiting for the pass. Limit your break to 3 minutes. For Jittery-Joe's, order your food or drink, return to the classroom, and then go back later to pick up your order when it's ready.

Two Weeks Behind: Two weeks behind to me means having at least one assignment that is more than two weeks overdue. If you fall two-weeks behind, you are subject to withdrawal from the course. Remember, if this occurs, you will also receive a failing grade for the course.

Consequences for breaking rules:

First occurance: I will probably remind you that "we don't do that here."

Repeated occurance: I ask you to "come walk with me." We'll will talk.

Habitual occurance: When I can't stand any more, you will be dismissed from class and given and automatic absence.

COURSE REQUIREMENTS

Individual course requirements (syllabus) and pacing guide will be provided.

User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original. Once you create your own weblog for this class, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next.

Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:

1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.

2. I agree to keep my weblog appropriate for Classic City High School. I understand that if innapropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that refereneces to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this: I agree to Dr. Maudsley's Weblog User Agreement. I will not add your weblog to the class roll until I receive your message.

Butterflies