Lesson 3.1: Adaptations and Traits
NGSS
Objective
Students will be able to identify the mouthpiece of Milkweed Bugs and why they evolved to have this genetic trait. They will learn about other insect mouthpieces, what insects have them, and why.
Materials
Per Table Group:
-Lasagna tray
-Print out of the insect mouthpieces*
-Pipette
-Straw
-2 tall cups
-2 plastic deli containers
-1 Plastic portion cup with scored lid
-Sponge
-Laundry clip
-Small paper shreds
*Link to print at the bottom of the page
Prep
- Fill a couple large cups with tap water and a few large cups with sunflower seeds. Set aside to be used by the students when they need to fill up their food and water cups.
- Place a deli container filled with water in each lasagna tray. Add a sponge. Label this "Sponging".
- Place a deli container with small scraps of paper in each lasagna tray, along with a laundry clip. Label this "Chewing".
- Place a cup filled with water and a straw in each lasagna tray. Label this "Sucking".
- Get the second cup and fill halfway with water. Cover the opening completely with a paper towel and tape down. Place a pipette with this cup and label "Piercing and Sucking". You may also use a portion cup with scored lid for the "Piercing and Sucking" mouth.
- Place a piece of white unlined paper and/or construction paper at each table group
- Pull up the slides.
(Below is what the Mouthpiece Explore Stations will look like)
Procedure
Introduction:
5-10 Minutes: Mouth Parts Introduction
- Show students the slide with insect mouthpieces and explain that insects have different mouthpieces based on the type of food they eat.
Explanation:
1-2 Minutes:
- Explain that each student will get to pretend to have all the different mouthpiece. Pass out the "role tags". The students will start at the mouthpieces are as follows:
- Waterers start with chewing mouthpieces
- Feeders start with sucking mouthpieces
- Suppliers start with piercing/sucking mouthpieces
- Escape Watch start with sponging mouthpieces.
2. Demonstrate how each mouthpiece works by using the prepared materials.
- The sponge soaks up water. Put sponge in water, take out and squeeze water out
- The straw can be used to take up water from the cup. Put the straw in water, holding the end with your thumb. With thumb on the end, pull the straw out of the water. Then release your thumb from the end and the water will release.
- The Laundry clip can be used to pick up small pieces of paper from the plastic deli container. Open the mouth of the clip to grab the pieces and then clamp down. Release to let the pieces go.
- The pipette can be used to pierce a hole in the paper towel covering the small plastic cup. Squeeze once in the water to suck the liquid up. Release to let the water go.
3.Pass out the trays with prepared materials to each table group.
Activity:
15 Minutes:
- Students will practice using their "mouthpieces".
- When students are finished playing around with their mouthpiece, have them switch with others at their table, until all students have gotten a chance to try all the "mouthpieces".
- After students have rotated through the "mouthpieces", have them return their materials to their trays.
- Use the slides to have students guess what mouthpiece the insect in the linked videos has.
- Have a class discussion about adaptations. Explain how these insect adapted to their environment, because they have mouthpieces that are best suited for eating their food.
Closing:
10-15 Minutes: Cleaning and Care/Observations and Drawings
- Pull up the last slide on this section.
- Have the "Supplier" from each table group grab their containers from the insulated coolers and bring them carefully to their table.
- Have students carefully change and remove the plastic portion cups from the containers.
- Have the "Waterer" and "Feeder" change the water and sunflower seeds.
- Remind the "Escape Watch" students to use the paintbrushes to keep the insect in their containers.
- Have students place the clean food and water cups back into the containers.
- Give students about 5 minutes to write their observations. Encourage them to work with their table group to fill out this section.
- Once students have completed their observations, ask them to clean up their space and have their "Supplier" return trays to the coolers according to labeled temperature.
References
- Insect Mouthpieces Handout
https://docs.google.com/document/d/1JLd7r2A7C5_XZjWUfuZUvxQtpgvvKmXSEqOyssYwc2g/edit?usp=sharing