| INSECTS
AND PLANTS COURSE MATRIX |
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SYNOPSIS |
SCIENCE
CONTENT |
THINKING
PROCESSES |
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1. |
MEALWORMS
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Each
student receives two larval mealworms in a vial to care for
and observe. Over 10 weeks students observe the larvae grow,
molt, pupate, and turn into beetles (adults), which mate, lay
eggs, and die. They read two articles about
insects in the environment. |
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Insects need air, food, water, and space.
• Insects have characteristic structures and behaviors.
• The life cycle of the beetle is egg, larva, pupa, and
adult, which produces eggs. |
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Observe mealworm larvae, pupae, and adults over time.
• Describe and record changes in mealworm structure and
behavior over time. |
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2. |
BRASSICA SEEDS |
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Each student plants tiny
rapid-cycling brassica seeds in a
planter cup. The brassica plants
grow under continuous light and
develop for a month. Students
observe and record the complete
life cycle from seed to seed. They
read about fl owers and seeds.
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• Seeds need water, light, air, and
nutrients to grow and develop.
• As plants grow, they develop
roots, stems, leaves, buds,
flowers, and seeds in a sequence
called a life cycle.
• Environment affects growth.
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• Observe the growth of seeds.
• Record and communicate
observations in words and
drawings.
• Compare the development of
brassica plants.
• Identify the parts of growing
plants as they develop.
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3. |
MILKWEED
BUGS |
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Groups
of students receive vials of milkweed bug eggs. Each group prepares
a habitat for the bugs, providing air, space, food, and water.
They observe structure, pattern, and behavior as the insects
advance through simple metamorphosis. They read two
articles about insect variation,
shape, and color. |
•
Insects hatch from eggs.
• Insects have three body parts: head, thorax, and abdomen.
• Insects have different structures for eating different
kinds of food.
• Some insects go through simple metamorphosis (egg, nymph,
adult).
• Offspring resemble parents.
• There is variation in a population.
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•
Observe the sequence of changes that bugs go through as they
mature into adults.
• Observe, describe, and communicate the structures, patterns,
and behaviors of insects. |
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4. |
SILKWORMS |
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Students
observe the life history of one of the most commercially successful
insects. They start with eggs and observe the growth and changes
to larvae, pupae, and adults who produce eggs. Students study
the structure of a moth larva and
read two articles about insects. |
• Insect larvae have characteristic
structures.
• Insect adults have characteristic
structures.
• Male and female insects mate.
The life cycle of silkworms is egg,
larva, pupa, and adult, which
produces eggs. |
•
Observe and compare the structures of an insect larva and adult.
• Compare different insects’ structures and behaviors.
• Describe and record changes over time. |
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5. |
BUTTERFLIES |
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The
class observes the painted lady larvae grow, pupate, and emerge
as adults. Students experience the stages of complete metamorphosis
and compare the behaviors of moths and butterflies. |
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Insect larvae and adults have structures in common.
• The life cycle of the butterfly is egg, larva, pupa,
and adult, which produces eggs. |
•
Observe structures and behavior of a butterfly.
• Compare the structures and behavior of the butterfly
to other insects.
• Describe and record changes over time. |
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page 3
of 4 |
