Developed by Weta Workshop - Te Papa · the largest butterfly in the world. 6 1.0.1 Chelicerata...
Transcript of Developed by Weta Workshop - Te Papa · the largest butterfly in the world. 6 1.0.1 Chelicerata...
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Developed by Te Papa with Weta Workshop
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INTRODUCTION
0.1 Bug Lab :Theexhibition
0.2 Abouttheresource
0.3 Essentialquestions
CHAPTER 1: WHAT ARE BUGS?Natural History and Exhibition Background1.1 Bugsinyourenvironment
1.2 Bugecology
1.3 Bugphysiology
1.4 Bugbehaviour
CHAPTER 2: WHAT CAN WE LEARN FROM BUGS?Bio-inspiration & Making Bugs2.1 Biomimicry
2.2 Makingbugs
2.3 Whatifwewerebugs?
2.4 Indigenousculturalperspectives
CHAPTER 3: HOW DO WE LIVE WITH BUGS?Social Impact and Critical Thinking
3.1 Informeddebate
3.2 Bugchampions
3.3 Parasitesandpests
APPENDIX
4.1 Glossary
4.2 Curriculumlinks
4.3 References
4.4 Supportingmaterials
4.5 MapofBug Lab
CONTENTS
BUG LAB LEARNING RESOURCEThisresourcehasbeenwrittentoaccompanyBug Lab,anexhibitionabouthowbugsaresharingtheirbiggestsecretsandinspiringhumaninnovation.Theresourceisaimedatprimarytointermediatestudents.It’sdesignedtoinspire,ratherthaninstruct,andwillempoweramultidisciplinaryinvestigationofinsects,spiders,andtheirrelatives.
PrayingMantis.CCO
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0.1 Bug Lab:TheexhibitionWhatiftheplanet’ssmallestgeniusescouldsharetheirbiggestsecrets?Bug Labisascienceexhibitionlikenoother,presentedbytheincrediblebugsthemselves.
Enterthebugs’world,marvelattheirtalents,andwitnesstheminaction.Meetthesmartestofthesemicro-mastersandfacetheirmostfiendishtests.Canyoumatchthedragonfly’sspeed,orbeatthemantis’sreflexes?
Thebugs’biggestchallengetousistolearnfromtheirgenius.Precisionflight,swarmintelligence,mindcontrol…bugsdiditallfirst,andstilldoitbetter.Whatwouldthefuturelooklikeifwecouldmatchtheirbrilliance?
Exhibitionthemes:
1. Thebugworldisfullofgenius,developedovermillionsofyearsinnature’sresearchanddesignlab.
2.Bugsaretheinspirationforleading-edgetechnologiesthatcanhelpsolvehumanproblems.
INTRODUCTION
Honeybee
0.2 AbouttheresourceThisresourcecomplementsSTEM-andSTEAM-basededucationalpractice.ItisacollectionofinquiryprovocationsandactivitiesdesignedtoencouragecuriosityandunderstandingaboutbugsbeforeoraftervisitingtheBug Labexhibition.
Theresourceencouragesinvestigationofbugsfrommultipleperspectives,usingmanydifferentscientificandcreativemethods.Allactivitiesemphasisethefour21st-centurycoreeducationalcompetencies:Collaboration,Communication,Creativity,andCriticalThinking.
Therearethreechapters,andeachasksanessentialquestion:
➜ Whatarebugs?
➜ Whatcanwelearnfrombugs?
➜ Howdowelivewithbugs?
Eachchaptercontainsexhibition-relatedinformation,followedbyadaptableactivitiesforexplorationintheclassroom.
Attheendoftheresource,thereisanappendixwithaglossary,curriculumlinks,usefulwebsitereferences,supportingmaterials,andamapoftheexhibition.
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1. Whatarebugs?
There’ssomuchthatisstillunknownaboutbugs.Scientistsareconstantlydiscoveringandnamingnewspecies.Oneofthemosthelpfulthingswecandoforscienceistocollectdataaboutourlocalbugpopulations.Evenverybasicdatacollectionisuseful.However,ithelpsscientistsifweknowwheretolookforbugs,andcanidentifythedifferencebetweenaninsectandanarachnid.Findoutifanintensivesurveyingattemptishappeninginyourlocalareabyusingthesearchword‘bioblitz’online.
2.Whatcanwelearnfrombugs?
Whenweexploretheincredibleworldofbugs,werealisejusthowmuchwecanlearnfromthem.Humanshavelookedtobugsforassistanceinmanydifferentscientificfields.Recenttechnologicaladvanceshaveallowedscientiststouncoverevengreaterdetailsaboutbugsandtheirlifecycles,andtounderstandsomeoftheirunbelievablesecrets.Wheneveryoulookatabug,youcanalwaysask:‘Whatcanthisbugteachme?’
3. Howdowelivewithbugs?
It’snotalwayseasytolivewithbugs,butwecouldn’tlivewithoutthem.Withgreaterawarenessofbugsandwhatcanbelearnedfromthem,wecanbetterappreciatethewaysinwhichhumanandbuglivesintersect.Whatdowewantforourfuture?Willbugshelpusgetthere?Whatdoesthatmeanaboutthewaywechoosetolivewithbugs?Shouldweuselessinsecticideorjustbetterinsecticide?Shouldweeatbugs?
0.3 Essentialquestions
By asking three simple questions, we can expand our understanding of and appreciation for bugs.
Each of the three lines of inquiry can be investigated without knowledge of the other two.
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CHAPTER 1: WHAT ARE BUGS?Natural History and Exhibition Background
Whenpeopletalkaboutbugs,theyusuallymeanterrestrialarthropods.‘Terrestrial’meanstheyliveontheland,ratherthaninwater.
ArthropodsareanimalswithhardexoskeletonsandjointedlegsthatbelongtothephylumArthropoda,whichisdividedintofoursubphyla.
Thediagrambelowshowshowthefoursubphylaarerelatedtoeachother.Thelinesplitsintwowheretwogroupshaveacommonancestor.
Abasicintroductiontothefourgroupsfollows.UsethereferencesintheAppendix(4.3)tohelpyoufurtherinvestigatethedifferencesbetweenthesegroups.
Chelicerata–eg,spidersandscorpions.
Myriapoda–eg,centipedesandmillipedes.
Crustacea–eg,slaters,crabs,andlobsters.
Hexapoda–eg,ants,butterflies,andbeetles.
Arthropoda
Chelicerata
Myriapoda
Crustacea
Hexapoda
QueenAlexandra’sbirdwing,thelargestbutterflyintheworld
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1.0.1Chelicerata
1.0.2Myriapoda
➜ Chelicerataincludesarachnids.
➜ Theheadandthoraxarefusedintoonebodysegment:thecephalothorax.
➜ Arachnidsdonothavewingsorantennae,andmostcan’teatsolidfoods.
➜ Thepedipalpsofsomearachnidsarelongenoughtolooklikeafifthpairoflegs.
➜ Theabdomenofascorpionisspeciallyadaptedtoformitsstrikingtail.
➜ Onemillipedespecieshas750legs–morethananyotheranimalintheworld.
➜ Millipedeshavetwopairsoflegsoneachsegment. Centipedeshaveonlyonepaironeachsegment.
➜ Someprehistoricmillipedesgrewtoover2metreslong.
➜ A30-centimetre-longgiantcentipedefromSouthAmericacaneatlizards,frogs, mice,birds–andevenbatsthatitcatchesmid-flight.
4 pairs of legs
Pedipalps
Antennae Thoracic segments
More than 10 pairs of legs
Cephalothorax Abdomen TelsonHead
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1.0.4 Hexapoda1.0.3 Crustacea
➜ Insomecrustaceanspecies,theheadandthoraxarefusedintoasinglecephalothorax.
➜ Appendagesandlimbsareoftenbiramous,whichmeanstheybranchintotwoparts.
➜ Thechelipedisoftenaspecialisedlimb,liketheclawsoflobstersandcrabs.
➜ Thetelsonneverhasappendagesbutcanformatailfanthataidsswimming.
➜ Thelargenumberofappendagesallowscrustaceanstobehighlyspecialised.Theyarethemostdiversegroupofanimalsafterinsects.
➜ Crustaceanspeciesdominatetheoceans,andsomeliveinthedeepestoceanictrenches.
➜ Hexapodsarenamedfortheirmostdistinctivefeature:sixlegs.
➜ Hexapodaincludesinsectsaswellasthreemuchsmallergroupsofwinglessarthropods.
➜ Insectsarethemostdiversegroupofanimalsontheplanet.
➜ Insectsmakeupmorethanhalfthespeciesofallknownlivinganimals.
➜ Aboveisthebasicbodyplanofaninsect.However,withtheadditionofwings,pincers,ormouthparts,insectscanlookquitedifferentfromthis.
➜ Thelargestinsectwasanextinctrelativeofthedragonflythathadawingspanofnearly70centimetres.
Chelipeds (1 pair)
HeadHead
ThoraxThorax
Thoracic limbs (5 pairs)
Abdominal appendeges
(5 pairs) 3 pairs of legs
AbdomenAbdomen
Telson
Antennae (2 pairs) 1 pair of
antennae
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1.0.5 Bugshavebeenaroundformillionsofyears
ThefirstexampleofafossilrecordofanarthropodclearlyadaptedforlifeonlandisofaPneumodesmus newmani,a428-million-year-oldmillipede.
Over400millionyearshasbeenplentyoftimeforarthropodstobecomethemostdiversegroupofanimalsontheplanet.Therearenowmorethan:
➜ 98,000arachnidspecies
➜ 13,000myriapodspecies
➜ 67,000crustaceanspecies
➜ 1millioninsectspecies
TwomillipedesbyMuhammadMahdiKarim
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Orchidmantis(Hymenopus coronatus)
Fairest and deadliest of them all
Theorchidmantisisastunningexampleofmimicryfromtheanimalkingdom.Whenscientistsfirstdescribedthisinsect,theythoughtitwasacarnivorousflower.We’veonlyrecentlylearnedthattheorchidmantisdoesn’tuseitsfloweryformtohideatall.Insteadittriestostandoutfromtheflowersaroundit.Itissogoodatpretendingtobeaflowerthatpollinatinginsectswillchoosetovisititratherthananeighbouringflower.That’swhenitusesitslightning-fastreflexestosnatchitspreyrightoutoftheair.
Smith’sdragonfly(Procordulia smithii)
Flying ace
Dragonflieshavebeenflyingforover300millionyears.Theyareanengineeringmasterpiece,withextremelygoodvisualprocessing,strategichunting,andacrobaticflightcapability.Thiscombinationofexpertisemakesthedragonflyoneofthemostsuccessfulhuntersintheanimalkingdom,withalmost100%ofhuntsresultinginameal.
Humanaviationisjustoveracenturyoldandhasbeenprimarilypoweredgliding.Butwe’redoingwhatwecantocatchupwiththedragonfly’sskill.We’reexperimentingwithmicroaerialvehicles(MAVs)tohelpusunderstandthelimitsandpotentialofthephysicsofflight.
1.0.6AmazingbugsofBugLab
OrchidmantisbyFrupus
Dragonfly.CCO
Jewelwasp(Ampulex compressa)
Zombie brain surgeon
Thefemalejewelwaspisadedicatedmother.Shemakessureheroffspringhavetheperfectincubator:alivecockroach.Thejewelwaspstingsthecockroachtobrieflyparalyseitsfrontlegs.Then,asecond,farmoreprecisestinginthecockroach’sbrainmakesitloseitsdesiretoescape.
Thejewelwaspthenleadsthecockroachtoaburrow,laysasingleeggonitsleg,andsealstheentrance.Afteronemonth,anewadultwaspcrawlsfromtheburrowtosearchforamateand,ifit’safemale,acockroach.
JewelwaspbyJohanJIngles-LeNobel.Extreme-macro.co.uk
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Japanesehoneybee(Apis cerana japonica)
Cooperative comrades
Honeybeeshavebeenprovidinghumanswithhoneyforatleast8,000years.Theyhaveanessentialroleintheworld’secosystemaspollinators,andwithoutthemmostofourfoodcropswouldn’treproduceorgrowfruit.Therecanbeasmanyas60,000beesinacolony,nearlyalldaughtersofasinglequeen,andallworkingtogethertoraiseyoungandmakehoney.
Honeybeesmustdefendtheirhivesfrommanydifferentanimals,includingbirds,reptiles,andmammals.Evenotherinsectsareknowntokillbeestogettotheirhoney.TheJapanesegianthornetisoneofthehoneybee’smostlethalenemies.Duetothehornet’ssize,armour,andappetite,mostbeesdon’tstandachance.Thehornetssendoutsolitaryhunterstofindfood.Whenoneofthesescouthornetsfindsahive,itusespheromones(invisiblechemicals)tosignalotherhornetstocomeanddestroythehive.
However,Japanesehoneybeeshavedevisedaningeniousdefence.Theycandetectthehornet’spheromonetoo,andtheyknowitmeanstrouble.Theyhavetomovefastbeforemorehornetsdetectthepheromone.Theymobthehornet,andraiseitstemperaturebyvibratingtheirwingmusclesincrediblyfast.Japanesehoneybeescansurviveslightlyhottertemperaturesthanhornets,sothesolitaryhornetgetscookedtodeath.Honeybeesarethemastersofteamwork.
Americancockroach(Periplaneta americana)
Super-speedy survivor
Cockroacheshavebeenaroundforover320millionyears,andareamongthemostadaptableanimalsonEarth.Theyarehappyinalmostanyenvironment,fromthefreezingArctictoswelteringtropicalcities.Thereareapproximately4,600speciesofcockroach,butonlyabout30comeintocontactwithhumans.
TheAmericancockroachwasnotoriginallyanativeofAmerica–itmigratedwithsailorsfromAfricaasearlyas1625andquicklymadeitselfathome.Itisconsideredoneofthefastest-runninginsects,withatoprecordedspeedof5.4km/h–about50bodylengthspersecond.Thisistheequivalentofahumanrunningat330km/h.
Americancockroacheswilleatalmostanything,includingglue,deadskin,deadanimals,plants,soiledclothing–andevenotherdeadorinjuredcockroaches.Itcansurviveforamonthwithouteating,twoweekswithoutdrinking,anduptoaweekwithoutitshead!
HornetandbeebattlebyDaneMadgawick.Weta
Americancockroach
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Japanesegianthornet(Vespa mandarinia japonica)
Team terminator
TheJapanesegianthornetistheworld’slargesthornetspecies,withqueenslargerthan5centimetresandworkersapproximately4centimetreslong.Theyhaveaformidablestingerthat’s6millimetreslong,whichtheyusetoinjectlargequantitiesofpotentvenom.Thevenomcontainscytolyticproteins,whichcausecellstoburstopen,andaneurotoxinthatdamagesnerves.Onescientistdescribedastingfromoneofthesehornetsasfeeling‘likeahotnailbeingdrivenintomyleg’.
Japanesegianthornetsarepredatoryandhuntmediumtolargeinsects,includingbees,mantises,andotherhornets.However,theadulthornetscannotdigesttheproteinfromrawinsects.Thereasontheyhuntistofeedchewed-upinsectstotheirdevelopinglarvae.Thelarvaethensecreteanutritiousliquidbacktotheadults.
Thelarvaebangontheircellwallswhenthey’rehungry,whichpromptstheadultstolookforfood.ThisisthereasontheJapanesegianthornetsearchesouthoneybeecolonies.Asinglehornetcankillupto40honeybeesaminute,whileasmallteamoffewerthan50candestroyacolonyoftensofthousandsinacoupleofhours.Thehornetsthenstealthebeelarvaetofeedtotheirownlarvae.
JapanesegianthornetbyT-mizo
Katipö(Latrodectus katipo)
Deadly night stinger
ThekatipöspiderisendemictoNewZealand,whichmeansit’snotfoundanywhereelseintheworld.Itsnamemeans‘nightstinger’intereoMäori.It’sthecountry’sonlyendemicvenomousspiderandisrelatedtotheAustralianredbackandtheAmericanblackwidow.KatipöliveonthewindycoastsofNewZealandandspincobwebsamongstthenativebeachgrasses.Thewindblowscrawlinginsectsintothesesnareswherekatipöincapacitatethemwiththeirpowerfulvenom.
Althoughkatipöwebsappearmessy,thereispurposetoeverystrandofsilk.Somestrandsanchortotheground,andunsuspectinginsectsgettangledupinthem.Asaninsectstruggles,someoftheanchorlinescanbreak.Thishoiststheinsectintotheair,whereitcan’tescape.Withtheirextremelystrongsilk,spiderslikethekatipöareabletocapturepreymuchlargerthanthemselves.
Katipöspider.CrownCopyright:DepartmentofConservationTePapaAtawhai(2008)
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Wëtä(Anostostomatidae)
More than meets the eye
WëtäareendemictoNewZealand.Thereareapproximately70species.Wëtälooksimilartotheirrelatives:grasshoppers,locusts,andcrickets.Likethem,theyhavepowerfulhindlegsandearsontheirfrontlegs.Wëtäcommonlyhavelongantennaeandlargespikesontheirhindlegs.
Wëtäaresomeoftheheaviestinsectsintheworld.Theycangrowtomorethan10centimetreslongandweigh20to30grams,thesameweightasasparrow.Mäoribelievethewëtäpunga,thegiantweta,istheoffspringofPunga,godofuglythings.ItwasoneofthemanyinsectssentbyWhirotoattackhisyoungerbrotherTäneasheascendedtheheavenstoretrievethethreebasketsofknowledge.Canyoulookbeyondtheuglyexteriorofsomebugstofindwonderandunderstanding?
Pepetuna(Aenetus virescens)
Giant killer
Thepepetuna,alsoknownasthepüririmoth,isNewZealand’slargestnativemoth,withawingspanofupto15centimetresandadistinctivebright-greencolour.Itlivesforjust48hoursasanadultmoth,althoughitcansurviveforuptosixyearsasagrub.Thegrubisknownasamokoroa,andmakesitshomeinthepüriritree,ahugeevergreenthatcangrowto20metrestall,withatrunkwiderthan1.5metresindiameter.
Themokoroagnawsitswaythroughthebarkandcreatesadistinctiveburrowintheshapeofanumber7.Asthetreetriestoheal,itproducessapthatthemokoroafeedson.Oncethegrubreachesabout10centimetreslongand1.5centimetreswide,itthenpupatesinsidetheburrow.Thepupathenwrigglesoutofthetreeandsplitsopen,andthemoththenfliesawaytomateanddie.
Largeinfestationsofmokoroacankilleventhelargestpüriritrees.Mäorihaveasaying:‘Heitimokoroaehingapüriri’,whichtranslatesas‘Thelittlemokoroagrubfellsapüriritree’.Thisproverbremindspeoplethatthecollectiveactionsofsmallthingscanhaveabigimpact.
WëtäbyKateWhitley.TePapa PüririmothbyPhilBendle
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Mosquito(Culicidae)
Brilliant bloodsucker
Mosquitoesareexpertsatfindingameal,butonlythefemaledrinksblood–sheneedsprotein-richfoodtoproducehereggs.Tomaximisehersuccessinfindingfood,shehasasuiteofhighlyattunedsenses.
Themosquito’santennaecan‘smell’thecarbondioxidewebreatheoutfromover30metresaway.Wide-angled,compoundeyesareverysensitivetomovement–andwhenmosquitoesgetcloseenough,theycandetectourbodyheat.
Amosquitolandssosoftlyonourskinthatwedon’tevenfeelit.Itspiercingmouthpart,calledaproboscis,isacomplexarrangementofneedles,blades,andtubesthatpainlesslypierceourskin.Thebitewefeelonlyhappenswhenthemosquitohasfinisheddrinkingandpullsaway.Theitchinessiscreatedbythemosquito’ssaliva,whichitusestomakesureourblooddoesn’tclotandclogupitsproboscis.
Afemalemosquitocantripleherbodyweightinlessthantwominutesoffeeding.Sheusesthebloodtohelpcreateupto300eggs.
Bombardierbeetle(Stenaptinus insignis)
Bug blaster
Beetlesarethemostdiverseinsectgroupintheworld,withover400,000species.Therearemorethan500speciesofbombardierbeetleworldwide,andthey’refoundoneverycontinentexceptAntarctica.They’recarnivorousandhuntatnightforinsects.
Thedefencemechanismthatgivesthebombardierbeetleitsnameismadeupofacomplexsystemofglandsinitsabdomen.Theseglandsallowthebeetletomixtwochemicalstocreateanexplosivereactionthatshootsoutofitsabdomeninapulsing,high-pressurejetspray.Itsabdomenisflexibleenoughforittoaimthishot,smellyexplosionatanyattackinginsectorspider.
Bombardierbeetlecopyright(1999)NationalAcademyofSciences,U.S.A.-PNASsprayaiminginthebombardierbeetle:Photographicevidence-ThomasEisnerandDanielJAneshansley
Mosquito
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Activity1.1 Bugs in your environmentGo out and collect some bugs from your local area, then discuss and compare what you find.
Materials:Pencil Paper
Optional extras:Magnifyingglass Shallowtray
Trowel Camera
Colouringpencils Largewhitesheet
Butterflysweepnet Quadrat (frametofocussurveysampling)
Thisactivityisagreatopportunitytodiscusswhatyouexpecttofindinyourlocalenvironment,andthencomparethatwithwhatyouactuallyfind.Ifthisisthefirsttimeyou’velookedforbugs,workinginsmallteamsisrecommended.Havesomeonerecordwhatisfoundwhileotherslookforbugs.
Makearecordofwhatyouseebywritingordrawingonpaper,orusingacamera.Themoreevidenceofwhat’scollectedthebetter.Thosewhoarelookingforbugsmayfindmagnifyingglasses,trowels,quadrats,trays,andwhitepaperuseful.Traysarehelpfulforsortingleaflitter,whileawhite-paperbackgroundmakesiteasiertoseeanybugs.Agoodtrickistospreadtheleaflitteroutthinlyandwaitafewmoments.Ifaspeckofdirtstartsmoving,thenyouknowit’sabug!
Aneffectivewaytocatchbugsistostretchoutalarge,whitesheetunderatree,thengentlyshakeabranch.Bugsthatliveinthetreecanopywillfalldownontothesheet.Teamscantheninvestigateandrecordwhattheysee.Youcanusetheshallowtraysifyoudon’thavethespacetostretchoutalargesheet.Tryitwithdifferenttypesoftrees.Doyougetdifferentbugs?Morebugs?
Usechallengestoencouragesearchingforbugs.Find:
➜thebugwiththemostlegs➜ thebugwiththefewestlegs➜ thebiggestbug➜ thesmallestbug➜ thefastestbug➜ theslowestbug➜ themostcolourfulbug.
Forfurtherideasaboutfindingbugs,seethereferencessectionintheAppendix(4.3).
1.2 Bug ecologyMake a bug timeline, learn about the Maori whakapapa (genealogy) of bugs, and discover some of the jobs that bugs do to help humans.
1.2.1Millionsofyearsofbugs
Ecologyisthestudyofhowplantsandanimalsfitintoanenvironment,andwhattheirrelationshipsarewithotherplantsandanimals.
Mostbugshavetobegoodathidingsotheydon’tgeteaten.They’vebeendoingthisforover400millionyears–onlythebesthavesurvivedtopassontheirskills.
Toput400millionyearsintoperspective,usethetimelinefromthesupportingmaterialssectionintheAppendix(4.4.1).
➜Paceoutthetimelineonasportsfieldandhavepeopleholdupsigns.
➜Drawitonarolloftoiletpaper(thesquaresmakeausefulscale).
➜Createitonaclassroomwall.
Cicada
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Activity
TheinsectworldTeAitanga-a-Pepeke
TakaahoSeamonster
HinepekeAncestorofinsects
andlizards
TeAitanga-a-PepekeAllinsects,spiders,lizards,andvermin
RanginuiSkyfather
TäneGodofforests,
birds,andhumans
TePütotoAncestoroflava
andredclay
TüteähuruAncestorofinsects
Hine-tüpari-maungaAncestorofmountains
PapatüänukuEarthmother
+
+
+
+
1.2.2Culturalperspectivesonbugs
AnotherwaytoexpresswherebugscomefromistoinvestigatetheMäoriwhakapapaofbugs.Whakapapaisgenealogythattracestheoriginsandinterconnectednessofallthings.Foramoredetailedillustrationofthewhakapapaofbugs,seethesupportingmaterialssectionoftheAppendix(4.4.2).
Mäorihaveaholisticviewofthenaturalworldand,unlikebiologicalscience,don’tdescribebugsasentitiesseparatefromtheenvironmentswheretheyarefound.Spiderwebsareviewedasextensionsofthespider,whilethekümaramoth,apesttokümara(sweetpotato)farmers,isacceptedasanintrinsicpartofthenaturalecosystem.
Studyingthewhakapapaofbugsislikefollowingreferencesthroughscientificpaperstoshowtheevolutionofourunderstandingofthenaturalworld.Inbothapproaches,knowledgeispasseddownthroughtime,whetheritisthroughoraltraditionorscientificpapers.
Wëtä
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Activity1.2.3 Ecosystemservices
BugsareimportantfacilitatorsofmanyofthenaturalcyclesontheEarth.Thejobstheydoareknownasecosystemservices.Someexamplesinclude:
➜ pollinatingplantsthatproducefood
➜ beingfoodforlargeranimals
➜ pestcontrol
➜ dungburial
Theseserviceshavehugebenefitsforhumans.Wearedependentoninsectpollinatorsforthefoodweeat,includingfruit,nuts,vegetables,andchocolate.Learningaboutecosystemservicesmightchangeyourperspectiveontheinsectsinyourgarden.
Physiologyisthestudyofhowthebodypartsofanorganismfunction,andwhattheorganismismadeof.
Lookcloselyatsomebugstoseewhatthey’remadeof.Trytoidentifyalloftheirmovingparts.You’llneedsomemagnificationtoreallyappreciatewhat’sgoingon.Pinsandtweezerscanbeusedtocarefullymovedeadinsectsunderamicroscope.
Thisactivityisagreatopportunitytotrydrawingorwritingaboutbugsinasmuchdetailaspossible.Whilethebugsareunderstrongmagnification,youcaninvestigatethecolours,shapes,andpatternsoftheirbodies.
Materials:Pencil Paper
Magnifyingglass
Optional extras:Camera Colouredpencils
Microscope Tweezers
Pins Polystyreneorcardboardsheet
1.3 Bug physiologyMagnify some bugs and appreciate their fascinating details.
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Activity1.4 Bug behaviour Observe bugs in their natural environments, or carefully keep one in captivity, and find out about their daily lives and needs.
1.4.1 Keepingbugsincaptivity
Thereisplentytolearnfrombugsbywatchingthemgoabouttheirlives–eitherintheirnaturalenvironmentorincaptivity.Keepingthemincaptivityallowsyoutocontroltheenvironmentsothey'reeasiertoobserve.Thechallengeoflookingaftertheirneedscanoffermanylearningopportunities.
Startwithbugsyoucanfindinyourlocalenvironment.Thatwayyou’llknowtheirfoodsourceisnearby.Thereisafantasticguidetokeepingbugsatwww.bugsed.comthatwillhelpyoukeepyourbugssafeandhealthy.
1.4.2 Humaneexperiments
Humaneexperimentsareanotherexcellentwaytolearnaboutbugs.Youcanasklotsofquestionsabouttheirreactionstoenvironmentsorstimuli.Makingarecordoftheseinteractionscanbechallengingandinterestingbecausetheytakeplaceoveraperiodoftime.It'sgoodtodiscussthebestwaytoshareyourdiscoveries.Ifyouhaveaccesstoacamera,youcouldcreatestop-motionanimationofthelivebugs,oraphotographicjournaloftheexperiments.
Examplequestionstoinvestigate:
➜ Dobugspreferlightordarkenvironments?
➜ Dobugsprefergreenleavesorrottingsticks?
➜ Canyourbuglearnwheretofindfood?
Materials:Bug-friendllycontainer Magnifyingglass
Pencil Paper
Optional extras:Camera Paint
Microscope Forceps
Desklamp Plantsorleaves
Ladybird
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CHAPTER 2: WHAT CAN WE LEARN FROM BUGS?Bio-inspiration & Making Bugs
Bombardierbeetle
If it wasn’t for thex-raysynchrotron,scientistswouldnothaveseentheincredibleexplosionsthisbeetlecancreateinsideitsabdomen.Anx-raysynchrotronisamachinethattakesx-raysveryfastsoyoucanmakeavideooftheinsidesofafunctioningbody.Thebombardierbeetleusestheexplosionasasprayweapon,butbystudyingitscientistsmaylearnhowtomakebetterjetenginesorrockets.
Japanesehoneybee
If it wasn’t for infraredcameratechnology,scientistswouldnothavediscoveredthatthesebees‘cook’hornetsatatemperatureofwithin2°Celsiusofwhattheythemselvescansurvive.Bywatchinghowthesehoneybeesworktogethertodefendtheirhives,scientistsarelearninghowtocreatedigitalsystemsthatutiliseco-operationandnetworking.
Dragonfly
If it wasn’t for super-high-speedphotography,scientistswouldnothaveseentheincredibleaerialacrobaticsthedragonflyiscapableof.Norwouldtheyunderstandhowitcatchesalmost100%ofthepreyitchases.Scientistsarebeinginspiredbythedragonfly’sminiatureengineeringtocreatehigh-performancematerials,structures,andflyingvehicles.
What have scientists learned from bugs?Bugs have been inspiring science and technology for centuries. Now, new technology allows us to study bugs in greater detail than has been possible before.
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Jewelwasp
If it wasn’t for radioactiveisotopes,scientistswouldnothaveseenhowthejewelwasp’svenominteractswiththenervoussystemofacockroach.Scientistsdyedthevenomwitharadioactivechemicaltoseewhereitwent.Venomhasveryspecificinteractionswiththeinternalsystemsoforganisms.Studyinghowvenomaffectsthesesystemshasledtothedevelopmentofmedicaltreatmentsthatcouldhelpcureillnessessuchascancerandarthritis.
Orchidmantis
If it wasn’t for thecombinationofultravioletreflectivewhitepaintandaspectrometer(usedtomeasurelightwavelengths),scientistscouldnothavedeterminedhowtheorchidmantisattractsitsprey.Formanyyears,scientistsbelieveditusedcamouflagetohidefromprey.Nowweknowitlurespollinatinginsectsbylookingmoreattractivethanotherflowers.Theorchidmantisusessensoryexploitationinthewaythatadvertisingagenciescanpersuadeyoutoeatfastfood.Asprovenbythescientistswhouncoveredtheorchidmantis’ssecret,closeobservationcanrevealtheunexpectedandchallengeassumptions.
Katipö
If it wasn’t for DNA-splicingtechnology,scientistswouldnotbeabletoreproducetheproteinsthatareusedtomakespidersilk.Bystudyingspidersilk,scientistsarediscoveringnewpossibilitiesforconstruction,medicine,andtextiles.Silk,asabiologicalproduct,couldonedaybeusedasaninterfacebetweenhumannervesandtechnologyinreplacementlimbs,syntheticeyes,andmore.
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Activity2.1 BiomimicryDiscuss how bugs have inspired human invention, create your own innovations, and experience the world from a bug’s perspective.
2.1.1 Beinspired
Biomimicryisthescienceofcopyingnatureinform,function,orstrategy.Humanshaveanincrediblecapacityforcriticalthinking,sowecanbeinspiredbyotherorganismstocreateexcitingnewtechnologiesandsolutionstohumanproblems.TherearesomehelpfulinternetresourceslistedintheAppendix,suchasAskNature.org.
2.1.2 Experiment
Exploringbiomimicryisanopportunitytodiveheadfirstintoinspiration,invention,andinnovation.Justlikethescientistswhoarecreatingthetechnologyofthefuture,wecanresearchbugsandfindwaysofsolvingproblems.Thebestscienceattemptstoanswerquestions,soconsiderthehypothesisfirst.
Examplequestionscouldbe:
➜ Liketheorchidmantis,canIlooksogoodthatmyfoodcomestome?
➜ CanIbuildamachinethatcanflaplikeadragonfly?
➜ CanIbuildarocketthatworkslikethebombardierbeetle’sabdomen?
2.1.3 Playwithscale
Youcanalsoplaywithscale.Trytocopywhatbugsdoattheirtinysize.Whatapparatusorequipmentisneededtore-createaspiderweb?Howbigwouldathreadofsilkbeifaspiderwashumansized?Howheavywouldthatthreadofsilkbe?Howelsecanplayingwithscalehelpusbetterunderstandwhatbugsdo?
Illus
trat
ion
byW
eta
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Activity2.2 Making bugsLook closely at a bug, then make a model or puppet bug based on what you see.
2.2.3 Making puppets
Tocreateabugmodelthat’sabletomove,youcouldmakeabugpuppetorattachyourmodeltoremote-controlledvehiclesorflyingdrones.
➜ Whatarethelimitstobuildinginthisway?
➜ Doyouneedtomakemovingbugsoutoflightermaterials?Why?
➜ Whatwouldyouusetobuildabugrobot?
➜ Howcanyoutestthelimitsofwhatthematerialscandobeforeyoubuildyourpuppetorrobot?
2.2.1 Making models
Makephysical3-Drepresentationsofbugsoutofplaydough,Lego,orpapiermâché.Themoreaccurateyoutrytomakeyourbugs,themorescientificyou’llbebecauseyou’llbelookingforthedetailsofthebugandattemptingtounderstandwhatyousee.Thinkaboutproportionslikeleglengthtobody,andantennaelength.Considerwhichpartshinge,andwhichpartsaresoft,flexible,orsolid.Canyoubuildthatintoyourmodel?Lookcloselyandaskquestions.Forinstance:
➜ Howmanybodypartsandhowmanylegsdoesithave?
➜ Aretherespikesontheleg?
➜ Doesthebughavehairsonitsbody?
➜ Aretherewingcases?
➜ Aretheretwowingsorfour?Oranyatall?
➜ Howmanydifferentcoloursisthebug?
➜ Howmanyeyesdoesthebughave?
Materials:Playdoughormodellingclay Papercraftmaterial
Optional extras:Modellingwire Papiermâché
Lego Corrugatedcardboard
Remote-controlledvehicle Remote-controlled flyingdrone
HexBugbyMidorisyuviaFlickr
RenderingbyDaneMadgwick.Weta
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Activity2.3 What if we were bugs?Do some research or use your imagination to get into the mind of a bug, and create a story about its life.
Thisactivityisacreativeopportunitytogetintothemindofabug.
Anthropomorphising(givinghumancharacteristicsto)bugscanbeproblematicbecausewecan’tassumethewayweexperiencetheworldisthesameasthewaybugsdo.Butitcanalsoleadtointerestingdiscussionsabouthowmuchyoucanassumeaboutabug’spointofviewcomparedtoahuman’s.FilmslikeA Bug’s Lifeand Antz presentmorefancifulideasaboutthelivesofbugs.Youcandecidehowrealisticyouwantthehypotheticalbug’slifetobe.
2.3.1 Imaginethelifeofabug
Selectarealbugtoinvestigateormakeupanimaginarybugandanswerthequestionsbelow.Whatotherquestionsaboutabug’slifecouldbeinvestigated?
➜ Howlongdoesyourbuglivefor?
➜ Whatwouldyourbug’saveragedaybelike?
➜ Howlongwouldyourbugspendlookingforfood?
➜ Whatwouldyourbugbescaredof?
➜ Whowouldyourbugbefriendswith?
➜ Wherewouldyourbugmakeitshome?
➜ Doesyourbugpreferdaytimeornight-time?Why?
2.3.2 Createstories
Yourstoriesaboutyourbugcanbecreatedinanymedium.Writethem,drawthem,orpaintthem.Buildcardboarddioramasoutofshoeboxes.Ifyouhaveacamera,createanimationsandrecordyourvoicenarratingoverthetop.Designcostumesandactoutinteractionsbetweendifferentstudentsbeingtheirpreferredbug.Whatotherwayscanyouthinkoftotellyourbug’sstory?
Materials:Imagination Paperandpencil
Optional extras:Camera Paint
Costumes
Ant
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Activity
Mäorihavemanysongs,stories,andteachingsinspiredbytheseawesomecreatures.Bugshavealsoinfluencedtheartofwhakairo,woodcarving,whichisanimportantpartofMäoriculture.
2.4.1 Mäorimusic
BugshaveinspiredMäorimusicalinstruments.Thepürerehua,atypeofbullroarer,ismadefromapointedovalbladecarvedfromhardwood,whalebone,orpounamu(NewZealandjade)andattachedtoalongtether.Whenit’sswungroundthehead,itmakesalowflutteringsoundlikeamonstrousbutterfly.Itwasusedtowarnpeopleofdanger.
Thepütörinoflute,picturedhere,canalsobeplayedlikeabugle.It’sinspiredbyanintriguinginsectcalledabagmoth.Thefemalebagmothnevercomesoutofherprotectivesilkcocoon.Shestaysinthetreesandwaitsforthemaletofindher.Shecanclimbaroundveryslowly,almostlikeasnail,withherhomeonherback.Hineraukatauri,goddessofmusic,issaidtohavelovedherflutesomuchsheclimbedintoittolivejustlikeabagmothinitscocoon.
ForexamplesofsongsintereoMäoriaboutinsects,seethesupportingmaterialssectionoftheAppendix(4.4.3).
2.4 Indigenous cultural perspectives
Contemporary scientists are not the only people to be inspired by bugs. Humans have always been connected with bugs, and many cultures respect their importance.
Make instruments that can sound
like bugs.
Copy the ways that different
bugs make noise.
Create an orchestra of bug-inspired instruments.
Learn and play songs about bugs.
Write songs about bugs
or music inspired by
them.
MUSIC ACTIVITIES
Create soundscapes
of environments where bugs live.
Pütörino(bugleflute)makerunknown.1700-1850,NewZealand,OldmanCollection,giftoftheNewZealandGovernment,1992
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Activity2.4.2 Mäoridesign
BeforeMäorihadawrittenlanguage,theyusedasymboliclanguage.Thesymbolswereinspiredbynatureandincorporatedintointricatewoodcarvingsandwoventextiles.Forexample,somecarvingsreflectspiderwebsorthewayinsectgrubsburrowintowood.
Find bugs from the colours of the rainbow.
Design a family crest inspired by a bug
you admire.
Look at the colours and shapes of bugs for inspiration for clothing designs. Stand out or blend in?
Carve potatoes into bug-shaped stamps to create
repeating patterns.
Make bug-inspired jewellery.
DESIGN ACTIVITIES
Design a bingo game to find simple shapes (square, triangle, spiral,
etc) in pictures of bugs.
AvarietyofbeetlesbyMichaelHall.TePapa
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ActivityCHAPTER 3: HOW DO WE LIVE WITH BUGS?Social Impact and Critical Thinking
Technologyallowshumanstohaveunprecedentedinfluenceoverourenvironmentandthebugsthatlivethere.Wemustlearntolivewithbugsbecauseweprobablywon’tsurvivewithoutthem.Forexample,withoutpollinatorssuchasbees,beetles,flies,andbutterflies,mostfloweringplantswoulddisappear.Thatincludesfoodcropssuchasnuts,fruit,vegetables,andchocolate.
Thefirsttwochaptersofthisresourcehelpedyoutoexplorewhatbugsdoforthemselvesandwhattheycandoforhumans.Thischapterwillhelpyoutothinkaboutwhatyoucandoforbugs.Itwillalsogiveyoutheresourcestoasksomeofthebig,toughquestionsabouthowbugsandhumanslivetogether.Thismayencourageaholisticappreciationofhowalllivingthingsareconnected.
InMäoriculture,thisinterconnectednessiscalledwhakapapaandisseenasasacredbondbetweeneverything–fromhumanstobugstotheland,sea,andsky.Seesection1.2.2formoreinformationaboutthewhakapapaofbugs.
Debate topic suggestions
➜ Eatingbugs
➜ Insecticides
➜ Cyborgbugs
➜ Geneticallyengineeredbugs
➜ Eradicatingmosquitoes
Pepetuna.NgäManu
3.1 Informed debateDebate some of the hot topics about bugs, and launch a campaign to elect the best bug to rule the world.
Belowisanexampleofhowtostructureaninformeddebate.
3.1.1 Thedebate
➜Poseahypotheticalquestionaboutasubject.Studentsdecidewhethertobefororagainst.
➜Askindividualstoratehowtheyfeelaboutthesubjectonascalefrom1to10,where1isstronglydisagreeand10isstronglyagree.
➜Dividethegroupintotwodebatingteams.
➜GiveTeamOnepositiveinformationaboutthesubject.
➜GiveTeamTwonegativeinformationaboutthesubject.
➜Eachteamindependentlybrainstormsallthereasonsitcanthinkoftosupportitssideoftheargument.
➜Theteamsthentaketurnstotrytoconvinceeachotheroftheirpointofview.
➜Attheendofthedebate,individualsrespondonthesamestronglydisagree–stronglyagreescaleanddetermineifthere’sbeenanychangeofopinion.
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Activity3.1.2 Whatifbugsruledtheworld?
Youcouldtrymountingapresidential-stylecampaign,inwhichteamsarguethattheirbughasthebestpowerstoruletheworld.Dividethegroupintomorethantwoteams.Theirchallengecouldbetocreateposters,convincingarguments,apolicydocument,andalliancesbetweenteams.Theteamscandotheirownresearchandfindtheirownreasonsthatonebugwouldbebetterthantheothers.
➜ Isitbecauseitisthemosthelpfultohumans?
(eg,honeybee)
➜ Isitbecauseitisthemostpowerful?(eg,mosquito,bulletant)
➜ Isitbecauseithasthemostlegs?(eg,millipede)
➜ Isitbecauseitisthemostbeautiful?(eg,morphobutterfly)
➜ Itisbecauseitisthebestbuilderandbestteamplayer?(eg,termite)
3.2 Bug championsThink of ways to share your new knowledge about how incredible bugs are.
3.2.1 Howcanwehelpbugs?Throughtheresearchanddiscoveryopportunitiesinthisresource,youwillhavebuiltupagoodunderstandingaboutwhatbugsneedtosurviveandthrive.Youcannowexplorewaystohelpbugslocally,nationally,andinternationally.
➜ Canyoucreatepracticalsolutionstohelpbugs?➜ Dobugsneedhelpfromhumans?➜ Whichbugsinparticularneedhelpfromhumans?
3.2.2 Sharingknowledgeaboutbugs
InMäoriculture,thecultivationofkümara,akindofsweetpotato,wasoneofthemostimportantandsacredactivities.However,farmersoftenhadtodefendtheircropsfromthekümaramothanditsgrubs.Theydidn’thaveawrittenlanguagetosharetheirwisdomabouthowtolookafterkümara.Instead,theywovetheirknowledgeintowhakapapa.
AccordingtotheNgätiAwatribe,Whänui(thestarVega)isthecelestialparentofthekümara.ButWhänui’syoungerbrother,Rongomäui,stolethekümaraasafoodsourceforhumans.Whänuiwassoangryhesentbugstoravagethekümaracropaspunishment–andtheyhavecontinuedtodosoeversince.SomekümarafarmerswouldplanttwofieldssotheycouldeatfromoneandappeaseWhänuiwiththeother.
Incorporatingthiswisdomintostorytellingensuresitispassedontofuturegenerations.Mäorihaveaholisticunderstandingofthenaturalworldandacknowledgeaspaceforeverything,includingthepeststhateattheirmostsacredcrop.
➜ Howwouldyousafeguardyourknowledgeaboutbugs?
➜ Howwillyoushareyourknowledgeofbugs?
➜ Wouldyouratherlearnaboutbugsfromascientificpaperorsomeonetellingyouastory?
➜ Howcouldyoucombinethebestofboth?
➜ Whyisitimportanttomakeknowledgeaccurateand easytounderstand?
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Activity3.3 Parasites and pestsThink about how humans and bugs live together, meet someone who works with bugs, and discover the bugs that share our homes.
Insectsandotherbugshaveadaptedtohumancivilisation.Thishasputtheminconflictwithhumanexpansion.Largestoresoffoodattractlargenumbersofinsects,andwebuildourhomesoutoftimber–thefoodofmanydifferentkindsofinsectsformillionsofyears.Thenwecallthempestsandspendhugeamountsofmoneytryingtocontroltheirnumbers.
Worldwide,weuseapproximately2.4billionkilogramsofpesticideseveryyear.Thesearemadetocontrolplants,fungi,andanimals–includinginsects.Somepesticidescanharmbeneficialinsectslikehoneybeesaswellaspests.Since2001,therehasbeenasignificantincreaseintheuseofneonicotinoidpesticidesintheUnitedStates,andtherearefearsithascontributedtothedeclineofhoneybees.Manyoftheimportantfoodcropsweeatdependdirectlyorindirectlyonpollinationbyhoneybees.Howcanweprotectthefoodweeatwithoutharmingthebugsweneed?
Bugsprovidemanyservicestokeepecosystemsaroundusfunctioning.Theypollinatetheflowersoforchardsandfoodcrops.Theypurifythewaterwedrink.Theyturnnaturalwasteintonutritioussoil.
➜ Dowetakebugsforgranted?
➜ Howdowebenefitfrombugs?
➜ Arewetheparasites?
Thereisahugewealthofknowledgeabouttheimpactofpestsandparasitesonhumanlives.Learningaboutthelifecyclesofpestandparasitespeciescangiveyouanappreciationforwhytheydowhattheydo.
InthereferencessectionoftheAppendix(4.3),you’llfindawebsitecalledPestWorldforKids.It'sfulloffreeresources–fromcraftideastolessonplansandshortinformativevideoshostedbykids.
3.3.1 Grossology
Parasitesandpestsaregreatsubjectstoteachusing‘grossology’,whichengageskidsbyusingtheirfascinationwiththingsthatareickyordisgusting.
3.3.2Meetanexpert
Meetsomeonewhomanagesinsectpestsorparasitesaspartoftheirjob.Youcouldgoonafieldtriptoafarm,orinviteavettosharewhattheyknow.Whatmethodsofcontroldotheyuse?Aretherebugsthathelpthispersontodotheirjob?
3.3.3Pestsathome
Askstudentstosurveytheirhomesandbringinevidenceofparasitesandpests.Designasurveytodeterminethemostcommonhouseholdpests.Theycouldbeinthefurniture,inthepantry,oronpets.
3.3.4 PestandparasitePSA
Createapublicserviceannouncement(PSA)fortheschoolaboutthepestsandparasitesthatcanbefoundinthecommunity–headlice,forinstance,howtoidentifyheadlice,andhowtocontrolthem.
Termite
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APPENDIX4.1 Glossary of terms
4.2 Curriculum links
4.3 References
4.4 Supporting materials
4.5 Map of Bug Lab
4.1 Glossary
analogue(noun): apersonorthingseenascomparabletoanother
arthropod(noun): aninvertebrateanimalfromthephylumArthropoda,suchasaninsectoraspider
bioblitz(noun): anintenseperiodofbiologicalsurveyinginanattempttorecordallthelivingspecieswithinahabitat
biodiversity(noun): thevarietyoflifefoundinaparticularhabitat
cytolytic(adjective): dissolvesordegeneratescells
endemic(adjective): belongingexclusivelytoaparticularplace
eusocial(adjective): eusocialorganismshavethehighestleveloforganisation,includingcooperativecareofyoungandadivisionoflabour
exoskeleton(noun): arigidexternalcoveringforthebodyinsomeinvertebrateanimals
habitat(noun): thenaturalhomeorenvironmentofananimal,plant,orotherorganism
indigenous(adjective): originatingoroccurringnaturallyinaparticularplace;canbeindigenoustomultipleplaces
Mäori(noun): theindigenousPolynesianpeopleofNewZealand
mätauranga Mäori(noun): theknowledgeandcomprehensionofeverythingvisibleandinvisibleknowntotheindigenousMäoripeopleofNewZealand, includingtheirnativelanguage
native(adjective): (ofaplantoranimal)ofindigenousoriginorgrowth
neonicotinoid(noun): anagriculturalinsecticideresemblingnicotine
neurotoxin(noun): apoisonthatactsonthenervoussystem
parasite(noun): anorganismthatlivesinoronanotherorganism(itshost)andbenefitsbyderivingnutrientsattheother’sexpense
parasitic(adjective): (ofanorganism)livingasaparasite
pest(noun): adestructiveanimalthatattacksfoodorotherresources
phylum(noun): ataxonomicrank,orgroupingofrelatedorganisms
püräkau(noun): tereoMäorinamefortraditionalstories
quadrat(noun): arectangularframeusedforgeographicalorecologicalsurveysampling
radioactive isotope(noun): anunstableatomthatemitsenergyasradiationoraparticle
spectrometer(noun): anapparatususedtomeasureaspectrumofintensity
stimulus(noun): athingoreventthatresultsinaspecificfunctionalreaction
synchrotron(noun): atypeofparticleacceleratorusedtopropelchargedparticlestonearlylightspeedandcontaintheminwell-definedbeams
te reo(noun): literally,thelanguage,shortfor‘tereoMäori’,thelanguagespokenbytheindigenousMäoripeopleofNewZealand
waiata(noun): aMäorisong
whakapapa(noun): tereoMäoriwordforgenealogy,tracingtheoriginsandinterconnectednessofallthings
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4.2 Curriculum linksThisresourcehasactivitiesthatarerelevanttomanycurriculumareas,including:
➜ Science
➜ Technology
➜ English
➜ Arts
➜ LearningLanguages
➜ Mathematics.
Thefollowingthreesubsectionshighlightthelinkstospecificregionalcurriculums.
Taumata Pütaiao–TeAoTüroa
1&2
TeRauropi 2.Kawhakawhitiwhitiwhakaaromöngämeaoreore,kawhakaröpüirungaingärerekëtanga.
TeTaiao 3.Kamäramahaerekingäähuatangaoiameaoreoreeriteanakiawhaiorangaaiiaitönaakewähinoho.
Taumata Hangarau
1&2 TeWhakaharatauHangarau 2.Katühura,katautohui:
• ngähuahangarauwhänui
• tetakemetewhakamahiingämomohua
3&4
NgäÄhuatangaoteHangarau
1.Kaätawhakaarokingäuaramengäwhakaponokuawhakamahia,kiamäramaaingäähuatangaoteotingakuaputa.
Meätawhakaaroki:
• ngämätäponohangarau;
• tehängaitangakitetangata;
• tepäpätangakitetaiao;
• tepängaingäwäehekemainei.
2.Kamäramakingähuaotewhakawhitiwhitiköreroiwaenganuiitehaporimeteaowhänui.
4.2.1 Te Marautanga o Aotearoa – Ngä hononga ki te Marautanga
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Whakapapa Möteatea Waiata Karakia KaupapaMatua
TeAitanga-a-Pepeke–Whakapapa
NgäMöteateataketakeongäiwi 4.4.3NgäWaiataMäori
NgäKarakiataketakeongäiwiTuhiangäkarakiahou
NgähuringaorangaongängäraraNgämanatipuatöngängäraraNgahuaingängäraraNgäpängakiteaotangata
Level ScienceCurriculumLinks1 & 2
NatureofScience Understandingaboutscience Appreciatethatscientistsaskquestionsaboutourworldthatleadtoinvestigationsandthatopen-mindednessisimportantbecausetheremaybemorethanoneexplanation.
Investigatinginscience Extendtheirexperiencesandpersonalexplanationsofthenaturalworldthroughexploration,play,askingquestions,anddiscussingsimplemodels.
LivingWorld Evolution Recognisethattherearelotsofdifferentlivingthingsintheworldandthattheycanbegroupedindifferentways.
3
NatureofScience Understandingaboutscience Identifywaysinwhichscientistsworktogetherandprovideevidencetosupporttheirideas.
Investigatinginscience Buildonpriorexperiences,workingtogethertoshareandexaminetheirownandothers’knowledge.
Askquestions,findevidence,exploresimplemodels,andcarryoutappropriateinvestigationstodevelopsimpleexplanations.
LivingWorld Evolution ExplorehowthegroupsoflivingthingswehaveintheworldhavechangedoverlongperiodsoftimeandappreciatethatsomelivingthingsinNewZealandarequitedifferentfromlivingthingsinotherareasoftheworld.
4
NatureofScience Understandingaboutscience Identifywaysinwhichscientistsworktogetherandprovideevidencetosupporttheirideas.
Investigatinginscience Buildonpriorexperiences,workingtogethertoshareandexaminetheirownandothers’knowledge.
Askquestions,findevidence,exploresimplemodels,andcarryoutappropriateinvestigationstodevelopsimpleexplanations.
Level TechnologyCurriculumLinks1
NatureofTechnology
Characteristicsoftechnology Understandthattechnologyispurposefulinterventionthroughdesign.
Characteristicsoftechnologicaloutcomes
Understandthattechnologicaloutcomesareproductsorsystemsdevelopedbypeopleandhaveaphysicalnatureandafunctionalnature.
2
NatureofTechnology
Characteristicsoftechnology Understandthattechnologybothreflectsandchangessocietyandtheenvironmentandincreasespeople’scapability.Characteristicsoftechnologicaloutcomes
Understandthattechnologicaloutcomesaredevelopedthroughtechnologicalpracticeandhaverelatedphysicalandfunctionalnatures.
3 NatureofTechnology
Characteristicsoftechnology Understandhowsocietyandenvironmentsimpactonandareinfluencedbytechnologyinhistoricalandcontemporarycontextsandthattechnologicalknowledgeisvalidatedbysuccessfulfunction.
Characteristicsoftechnologicaloutcomes
Understandthattechnologicaloutcomesarerecognisableasfitforpurposebytherelationshipbetweentheirphysicalandfunctionalnatures.
3 NatureofTechnology
Characteristicsoftechnology Understandhowtechnologicaldevelopmentexpandshumanpossibilitiesandhowtechnologydrawsonknowledgefromawiderangeofdisciplines.
Characteristicsoftechnologicaloutcomes
Understandthattechnologicaloutcomescanbeinterpretedintermsofhowtheymightbeusedandbywhomandthateachhasaproperfunctionaswellaspossiblealternativefunctions.
4.2.2TeMarautangaoTeAhoMatua–NgäPaetaeTawhiti
4.2.3NewZealandCurriculum
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Arthropod-themedstudylessonsforkids. study.com/academy/lesson/characteristics-of-arthropods-lesson-for-kids.html
Basicinformationaboutarthropods.kidzone.ws/animals/arthropod1.htm
Adult-levelarthropodinformation.en.wikipedia.org/wiki/Arthropod
ARKive.orgisawell-regardedbiologicalscience – basedonlineencyclopaedia. arkive.org/invertebrates-terrestrial-and-freshwater
Explanationofhowhumansbenefitfromtheecosystemservicesprovidedbybugs.en.wikipedia.org/wiki/Ecosystem_services
Teacherresourcetodevelopsmallanimalinvestigationinalocalenvironment. pukeariki.com/Portals/0/pdfs/1-1361711-60_Springs_web_teacher_resource_-_Studying_small_land_animals_FINAL.pdf
Toolsforstudyingliveinsects.insects.about.com/od/entomologytools/tp/12toolslive.htm
Learnhowtokeepliveinsectsaspets.bugsed.com/rearing_sticks/keeping_insects_tips.html
NatureWatchNZhostsafantasticcommunityofnaturalistswhocananswerquestionsaboutbugs. naturewatch.org.nz
Contributetoscience–shareyourobservationsofnatureandconnectwithothernatureloversaroundtheworld.inaturalist.org
NewZealand– basedbugidentificationwebsite.landcareresearch.co.nz/resources/identification/animals/bug-id/what-is-this-bug
SpidersfromthecollectionoftheNationalMuseumofNewZealandTePapaTongarewa.collections.tepapa.govt.nz/topic/9419
Explanationofgeologicaltimeandhowscientistsknowhowoldtheworldis.greenforecast.com/what-is-the-geologic-time-scale
428-million-year-oldmillipedefoundinScotland.nature.com/news/2004/040126/full/news040126-1.html
4.3 References
Revisit Bug Lab exhibition videos and other highlights, access education resources, play games, and go behind the scenes of the show.
tepapa.govt.nz/buglab
4.3.1 Whatarebugs?
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4.3.2Whatcanwelearnfrombugs?
Twenty-minuteintroductorytalkonbiomimicryfromJanineBenyus,abiomimicryscientist.ted.com/talks/janine_benyus_biomimicry_in_action?language=en
TheBiomimicryInstituteempowerspeopletodesignnature-inspiredsolutionstohumanproblems.biomimicry.org
AskNature.orgisafree,onlinecommunitythathelpsinnovatorsfindinspirationfrombiology.asknature.org
BiomimicryEducationNetworkhasafree-to-signup,free-to-downloadteachingresourceallaboutthescienceofbiomimicry.ben.biomimicry.net
4.3.3 Howdowelivewithbugs?
Humanseatinginsects.en.wikipedia.org/wiki/Entomophagy
Awebsiteforkidsfulloffreeresourcesaboutpestsandparasites.pestworldforkids.org/home/
Historyandinformationabouthumanpesticideuse.sustainabletable.org/263/pesticides
Discussionabouthowpesticidesaffecthoneybees.en.wikipedia.org/wiki/Pesticide_toxicity_to_bees
Pepetuna
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4.4 Supporting materials
4.4.1Evolutionaryhistoryofbugs
Year Event
4,540MBCE Earthforms
542MBCE Cambrianexplosion(massive,rapiddiversificationofearlyorganisms)
442MBCE Firstarthropodscoloniseland
400MBCE Originofwingedinsects
380MBCE Spidersevolveandstartusingsilk
375MBCE Firstvertebratescoloniseland
240MBCE Originofthedinosaurs,middleoftheTriassicperiod
100MBCE Termitesarefirsteusocialinsectstoevolveandcreatefortifiedstructures
99MBCE Antsdevelopadvancedcolonialsocieties
66MBCE Mostdinosaursbecomeextinct,endoftheCretaceousperiod
50MBCE Antsbeginanimalhusbandryofhoneydew-producingaphids
25MBCE Termitesbeginfarmingfungus(firstanimalstogrowtheirownfood)
200,000BCE Thefirstmodernhuman(Homo sapiens),ourcommonancestor
11,500BCE AgriculturalcultivationofricestartsinChina
6,500BCE Jerichobuilt–oneoftheworld’soldestcities
4,500BCE Egyptianskeepdomesticatedbeesandharvesttheirhoney
3,630BCE Humansstartusingcultivatedsilk
Year0
1903CE Humanssucceedatpoweredflight
(BCE=beforecurrentera)(M=millionyears)
A geological timeline =Bugworld=Humanworld
Millipede
Katipö
Dragonfly
Termite
Ant
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4.4.2 Tewhakapapapepeke:AgenealogyofbugsfromaMäoriculturalperspective
Thiswhakapapa(genealogy)tracestheoriginsandinterconnectednessofhumansandbugsfromaMäoriperspective.
WherebugscomefromTewhakapapapepeke
TakaahoSeamonster
HinepekeAncestorofinsectsandlizards
Tü-tangata-kinoLizardgod
TeAitanga-a-Punga
TeAitanga-a-PepekeTheinsectworld
RanginuiSkyfather
TäneGodoftheforest,
birds,andhumans
Hine-ahu-oneAncestorofhumans
TePütotoAncestoroflava
andredclay
TüteähuruAncestorofinsects
IratangataHumans
PepetunaPüririmoths
PüngäwerewereSpiders
WëtäpungaGiantwëtä
WaerauCentipedes
NamuSandflies
WaeroaMosquitoes
RöStickinsects
Hine-tüpari-maungaAncestorofmountains
TangaroaGodofthesea
PungaGodofuglythings
Tü-te-wanawanaAncestorofreptiles
HaumiaGodofwildfood
TeMönehuAncestoroffernroots
PapatüänukuEarthmother
+
+
+
+
+
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4.4.3 WaiataMäori–SongsaboutbugssungintereoMäori
Hineraukatauri(Mäorigoddessofmusic)
youtube.com/watch?v=UVzPplBC3wA
AsongaboutthedaughterofHineraukatauri.
Kihikihi(cicada)
youtube.com/watch?v=gSer1Y87s90
Mäorirecognisedifferentvarietiesofcicadabythesoundstheymake.
Püngäwerewere(spider)
youtube.com/watch?v=TdZ7_fa1n4Y
RobRuhaisacontemporaryMäorifolkmusician.ThisversionisperformedbyTheMatuaTwinsattheirschool.
Pükäwerewere(spider)
youtube.com/watch?v=eQ3v31CFpKw
TherearemanyregionalvariationsofthissongintereoMäori.Thisversionhastranslationsforthelyrics,whichdescribehowspidersbuildtheirwebs.
Pürerehua(butterfly)
folksong.org.nz/purerehua/index.html
Linkcontainslyricsandsheetmusic.AMäoriinstrumentcalledapürerehuacanbeheardattheverystartofthesong.
Tarakihi(cicada)
folksong.org.nz/tarakihi/
ThistraditionalwaiatareflectsonthecicadaasasymbolofstrengthforMäoripeople.Thelinkcontainsbackgroundinformationandtranslationsofthelyrics.
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4.5 Map of Bug Lab
Orchidmantischamber
Jewelwaspchamber
Dragonflychamber
Beesvshornetchamber
Bombardierbeetle
Thelabs
Entryandfireflyexperience➜
Exit
Bugdebate
TeaopepekeateMäoriTheMäoriworldofbugs
➜