Oakland Teacher Entomology Resources
Transcript of 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
Photo by: Stephen W. Bullington
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.
Madagascar Giant Hissing Cockroach(Gromphadorina portentosa Schaum)
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.
Madagascar Giant Hissing Cockroach(Gromphadorina portentosa Schaum)
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: ______
The Hissing Cockroaches will probablyprefer:
9 ________________9 _______________9 ______________
Arena ______ Rep _______ Begin Time: ______ End Time: ______
NAME/TEAM NAME/TEAM
The Hissing Cockroaches will probablyprefer:
9 ________________9 _______________9 ______________
Arena ______ Rep _______ Begin Time: ______ End Time: ______
The Hissing Cockroaches will probablyprefer:
9 ________________9 _______________9 ______________
Arena ______ Rep _______ Begin Time: ______ End Time: ______
NAME/TEAM NAME/TEAM
The Hissing Cockroaches will probablyprefer:
9 ________________9 _______________9 ______________
Arena ______ Rep _______ Begin Time: ______ End Time: ______
The Hissing Cockroaches will probablyprefer:
9 ________________9 _______________9 ______________
Arena ______ Rep _______ Begin Time: ______ End Time: ______
NAME/TEAM NAME/TEAM
The Hissing Cockroaches will probablyprefer:
9 marshmallows9 apples9 crackers
Arena ______ Rep _______ Begin Time: ______ End Time: ______
The Hissing Cockroaches will probablyprefer:
9 marshmallows9 apples9 crackers
Arena ______ Rep _______ Begin Time: ______ End Time: ______
NAME/TEAM NAME/TEAM
The Hissing Cockroaches will probablyprefer:
9 marshmallows9 apples9 crackers
Arena ______ Rep _______ Begin Time: ______ End Time: ______
The Hissing Cockroaches will probablyprefer:
9 marshmallows9 apples9 crackers
Arena ______ Rep _______ Begin Time: ______ End Time: ______
NAME/TEAM NAME/TEAM
The Hissing Cockroaches will probablyprefer:
9 marshmallows9 apples9 crackers
Arena ______ Rep _______ Begin Time: ______ End Time: ______
The Hissing Cockroaches will probablyprefer:
9 marshmallows9 apples9 crackers
Arena ______ Rep _______ Begin Time: ______ End Time: ______
Madagascar Giant Hissing Cockroach(Gromphadorina portentosa Schaum)
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
Which sticks grip best?
LONG SHORT
Which insect pinches hardest? Which insect pinches hardest?
NAME NAME
Which sticks grip best?
LONG SHORT
Which sticks grip best?
LONG SHORT
Which insect pinches hardest? Which insect pinches hardest?
NAME NAME
Which sticks grip best?
LONG SHORT
Which sticks grip best?
LONG SHORT
Which insect pinches hardest? Which insect pinches hardest?
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
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
________________
It defends itself by
________________
It defends itself by
________________
It defends itself by
________________
This insect is a
_________________
This insect is an
_________________
This insect is a
_________________
This insect is an
_________________
It defends itself by
________________
It defends itself by
________________
It defends itself by
________________
It defends itself by
________________
NAME
__________________________________
NAME
__________________________________
This insect is a
_________________
This insect is a
_________________
This insect is a
_________________
This insect is a
_________________
It defends itself by
________________
It defends itself by
________________
It defends itself by
________________
It defends itself by
________________
This insect is a
_________________
This insect is an
_________________
This insect is a
_________________
This insect is an
_________________
It defends itself by
________________
It defends itself by
________________
It defends itself by
________________
It defends itself by
________________
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