Bugs STUDENT LEARNING OBJECTIVES

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1 First Green is an innovative environmental and STEM education outreach program using golf courses as environmental learning labs. Bugs There are over 8 million different species of insects in the world! There could be over 2000 in a square foot! Insects aid in the decomposition of organic matter and in the formation of soil. They are responsible for the pollination of almost every fruit, flower, and vegetable crop. They serve as food for birds, reptiles, small mammals, and other insects. STUDENT LEARNING OBJECTIVES 1. Identify and list five types of insects, and understand what they do. (Insects aid in the decomposition of soil. They can help in pollination of fruit, flowers and vegetable crops) 2. Observe and document the numbers of each kind of insect seen in clear containers. (Arachnids, millipedes, centipedes, crustaceans, symphylan and insecta) 3. Identify different anatomy parts of each type of insect found. (head, thorax, abdomen, legs, and wings) 4. Understand what the study of insects is called entomology. (Entomologists have divided all the insects into 32 orders.) Field Trip Lesson Plans Bugs, p. 1

2 STUDENT WORKSHEET QUESTIONS Review the worksheet questions with students at beginning of lab and at the end. It may also be printed out for students to complete as part of the field trip. 1. Why are bugs important in our soil? 2. Why are bugs helpful to small mammals? (Why are they helpful to birds, larger bugs, and small animals?) 3. What are the five anatomy parts of bugs? 4. What is the name of someone who studies bugs? 5. Understand what creates good leaf litter. 6. Understand how bugs eat. Note: The teacher may want to have additional material covered and will add to these questions. Take time to talk with the teacher in advance of the field trip. FIELD TRIP REQUIREMENTS Several laminated pictures of all insects found in the leaf litter (maybe a few that will not be in the containers, can also include pictures of ants, lady bugs, beetles, spiders, etc.) 4-5 clear plastic containers (best size: 18 x 24 ; minimum size of 12 x 18 ) Collect enough leaf litter to fill 1/3 of each container. The day before, collect 7 or 8 different kinds of leaf litter insects for each container. Plastic spoons and clear, low cups for each student. Wet wipes, and a garbage bag. 2 long, waist-high tables to place containers. Field Trip Lesson Plans Bugs, p. 2

3 FIELD TRIP OUTLINE 1. Find a safe location on the course to take students to participate in the bug lab, away from golf traffic. 2. The day before, make sure you have found a good spot to collect leaf litter and as many different types of insects as possible to add to the large clear plastic containers. 3. Fill 1/3 of the container so there is room for students to move soil and leaf litter around to hunt for bugs. Insects might include: slugs, worms, millipedes, centipedes, stink bugs, sow bugs, earwigs, and beetles. Place or bury at least 7 or 8 different types of insects in each container. 4. Set up two waist-high long tables so students can hunt for insects from both sides of the table. Four students at each container will work well. If you have a large class, you might need more tables and containers. 5. Have laminated colored pictures of each type of insect ready ahead of time, so that students can see what they are looking for. (Leaf litter pictures of bugs included in lab.) BUG HUNT The superintendent or golf course representative will begin the discussion about the role insects play in leaf litter, gardens, forested area or at golf courses, regarding how they benefit the soil. A question might be, Have you looked at your soil? What bugs do you see in your gardens? Discuss how one area of leaf litter can be different than another area, in relation to how many insects inhabit the area. What creates good leaf litter? Tell the students that it should all be natural -- leaves, sticks, seeds and a healthy populations of insects and loose, moist soil. What is it about leaf litter that makes it a good place for insects? The host can discuss the differences of garden insects as opposed to what might be found on a golf course. LET THE FUN BEGIN! Have students start looking for the insects and identifying them from the laminated pictures. Students will enjoy looking at each one, and helping each other along the way. Remind students to be gentle to all the insects that they find and identify. Expect adult chaperones to have as much fun as you and students. Field Trip Lesson Plans Bugs, p. 3

4 Help and discuss what they are finding: What kind of bug do you see? Allow the students to get their hands dirty; that is the fun part! What parts can you identify? Is the bug crawling on top of the leaf litter or trying to hide? How do the bugs that you find eat (sucking, piercing/ sucking and chewing)? Students might imitate the chewing sucking, make it fun for them! The lesson might end with asking students a few questions on what they saw in the leaf litter. LESSON EXTENSIONS Have a quick discussion on what students think is a good bug (soldier bug, dragon fly, centipede, ladybug, black beetle) vs a bad bug (grasshopper, spotted asparagus beetle, leaf roller, grub, and cutworm, squash bug, and crane fly) and what do they do to the golf course turf. Did you know? fun question time. How do insects communicate? By their sounds, or antennae, or chemical scents, etc. Some people eat termites; they think they are delicacies. Would the students eat bugs? Airline pilots have seen butterflies at 4000 ft. Amazing! Younger students can look through containers and find the insects, then identify them with the laminated pictures. Older students can look through containers, identify the insect, check out the anatomy of each one. They can also figure out what class the insect is from. o Millipedes (most have 30 or more pairs of legs) o Centipedes (single pair of legs on each flat body segment) o Crustaceans o Pillbugs/sowbugs) o Symphylum (tiny centipedes, with 12 pairs of legs) or insecta (insects). Field Trip Lesson Plans Bugs, p. 4

5 Remember to get some pictures of kids. Check thefirstgreen.org for necessary forms! WRAP UP Tell the students that you are going to review what they have learned. Ask them the questions that you posed at the beginning of the lesson plan and make sure they know the answers. If you are using the worksheet, have the students complete the worksheet and read out the answers. ADDITIONAL RESOURCES If you d like to purchase any of the resources listed below, see for more information. Reiley, H. Edward., and Carroll L. Shry. Introductory Horticulture, 7th Edition. Clifton Park, NY: Thomson Delmar Learning, Print. Ingels, Jack E. Ornamental Horticulture, Thomson Delmar Learning, Print. ISBN-13: Encyclopedia of Bugs, by Miles Kelly Publishing. ISBN: Field Trip Lesson Plans Bugs, p. 5

6 PLEASE ANSWER THE QUESTIONS BELOW WHILE PARTICIPATING IN THE LEARNING LAB: Worksheet for Bug Lab Date Golf Course Student Name Please answer the questions below while participating in the learning lab 1. Why are bugs important in our soil? 2. Why are bugs important to small mammals and birds? 3. What is leaf litter and how is it made? 4. What are the five bug parts? 5. What is the study of plants called? Field Trip Lesson Plans Bugs, p. 6

7 Print, cut and laminate to make bug identification cards. Pictures below are from Encyclopedia of Bugs, by Miles Kelly, publisher. Field Trip Lesson Plans Bugs, p. 7

8 Print, cut and laminate to make bug identification cards. Pictures below are from Encyclopedia of Bugs, by Miles Kelly, publisher. Field Trip Lesson Plans Bugs, p. 8

9 Print, cut and laminate to make bug identification cards. Pictures below are from Encyclopedia of Bugs, by Miles Kelly, publisher. Field Trip Lesson Plans Bugs, p. 9