1. Bugscope Lauren Joseph EDUC 140 March 10, 2005

2. Drawing before Bugscope:

3. Digital picture of bug: Obtained from: http://www.everythingabout.net/articles/biology/animals/arthro pods/insects/beetles/japanese_beetle/japanese_beetles.shtm l Japanese Beetle

4. Information on bug: The Japanese beetle is an insect that was introduced to the United States from Japan in the early 1900s. The insects can be found all over the country as well as in their native Japan. The Japanese beetles inhabit over 20 states that have moist summers and continue to spread 5-10 miles per year. They live off of plants’ fruit and foliage, in many cases destroying the leaves and the roots when they burrow just under the soil to bury their eggs. When the beetles reach adult age, the females mate with the males sexually to fertilize the eggs. The females then deposit about 50 eggs into the soil that then hatch after two weeks. The eggs then hatch into grubs, or larva, that pupate in the spring. The beetles hibernate during wintertime. The life cycle of the beetle takes about a year. However, in very cold climates the cycle can take up to two years. The beetles are known for destroying plants and crops and are seen as pests.

5. Informational websites on bug:  http://ohioline.osu.edu/hyg- fact/2000/2504.html http://ohioline.osu.edu/hyg- fact/2000/2504.html http://ohioline.osu.edu/hyg- fact/2000/2504.html  http://www.ivyhall.district96.k1 2.il.us/4th/kkhp/1insects/japbe etle.html http://www.ivyhall.district96.k1 2.il.us/4th/kkhp/1insects/japbe etle.html http://www.ivyhall.district96.k1 2.il.us/4th/kkhp/1insects/japbe etle.html

6. Image of beetle obtained from Bugscope session: Obtained from: http://bugscope.itg.uiuc.edu/members/2006-004/

7. Information from Bugscope session:  Bugs are hairy, even when they appear to have hard shells. These hairs allow them to sense and feel.  Bugs have many different parts to them and are more complex than they seem.  Every part of a bug has a purpose.  Some bugs are really ugly.

8. Drawing of beetle after dissection scope viewing:

9. NSES applications to Bugscope:  Life Science  CONTENT STANDARD C: As a result of their activities in grades 5- 8, all students should develop understanding of  Structure and function in living systems  Reproduction and heredity  Regulation and behavior  Populations and ecosystems  Diversity and adaptations of organisms Obtained from: http://newton.nap.edu/html/nses/6d.html#ls

10. Explanation of NSES application to Bugscope: With the Bugscope project, students are able to manipulate organisms to different magnifications without harming the specimen. Having the students obtain background information on the bug they will be viewing allows the students to build a structured system of knowledge before they ‘experiment.’ This application of information makes the bugscope session more meaningful to the students. Students can see first hand the diversity and adaptations of the bugs they are viewing that would not be able to be seen with the naked eye. An example of this would be the hairs on the beetle. The behavior of the insect that is being viewed could also be explained by the data they collect. Bugscope is a project that meets the NSES standards because of the different applications that can be applied and extended from this project. With the Bugscope project, students are able to manipulate organisms to different magnifications without harming the specimen. Having the students obtain background information on the bug they will be viewing allows the students to build a structured system of knowledge before they ‘experiment.’ This application of information makes the bugscope session more meaningful to the students. Students can see first hand the diversity and adaptations of the bugs they are viewing that would not be able to be seen with the naked eye. An example of this would be the hairs on the beetle. The behavior of the insect that is being viewed could also be explained by the data they collect. Bugscope is a project that meets the NSES standards because of the different applications that can be applied and extended from this project.

11. Authenticity of technology:  The great thing about Bugscope is that it allows the students and the teachers access to rare and expensive technology. This is accompanied by commentary from scientists who have a vast knowledge about insects. The students are able to be exposed to technology through the internet that allows them to gain a more in depth understanding of the subject matter (insects) as well as the field that studies it (the labs).  The microscopes used in the classrooms let the students apply their own lab skills to what they are learning. It lets them connect the information that they are seeing firsthand to what they are viewing through Bugscope.

12. Literature Sources  Trade books are a great way for the teachers to ignite interest in the students and to introduce information as well as misconceptions. Below are some books that would apply to Bugscope:  “Big Book of Bugs” by Theresa Greenaway  “The Best Book of Bugs” by Claire Llewellyn  “Bugs!” by David Greenberg

13. Extending Bugscope:  Bugscope can be explored through other subject matters in the classroom.  Technology/computer skills would be a way that could accompany this lesson. A webquest would allow the students to collect their bug information before viewing their bug samples at Bugscope.  Math would also be a way for teachers to incorporate Bugscope. By applying the magnifications the bugs go under, students will gain a greater sense of what magnification means and see the applications of it through Bugscope.