Insect Puzzle. Summary/Purpose: Students get to know the basics parts of various insects by creating their own insects with the puzzle pieces.

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1 Insect Puzzle Summary/Purpose: Students get to know the basics parts of various insects by creating their own insects with the puzzle pieces. Grade Level: 1 st -2 nd grade or 7 th & 8 th grade (See extensions section for adjusting to higher grade level) Time: 1 hour Standards: LS4 Biological Evolution: Unity and Diversity MS-LS3 MS-LS4 Materials: Provided in Kit: CD with intro and conclusion slideshow (1 piece) Insect Puzzle pieces (24 pieces total) Head (1piece) Thorax (1piece) Abdomen (1 piece) 6 legs 2 antennae Fly wings (2 pieces) Lady Bird Beetle Wings (2 pieces) True Bug Wings (1 piece) Dragonfly/Damselfly Wings (4 pieces) Butterfly Wings (4 pieces) Parts Labels (5 pieces) order Labels (6 pieces) Not Provided: Magnetic Board or Whiteboard Computer

2 Projector Objectives: Students will be able to identify an insect and name the main body parts that are used to identify an insect. Students will be able to identify different groups of insects. Procedure: Introduction Start activity with The Parts of an Insect slideshow. Body Hand out all the insect pieces to the students. Ask the students if they have one of the 3 main body parts. If they have a head, thorax, or abdomen, then have them stick it to the board. Ask the students who has a word to label one of the 3 main body parts. Have these students bring their piece up and label the body part they think is correct. Then ask the rest of the students if they agree with the labels. Once labeled correctly have them say the words together Head, Thorax, and Abdomen. Ask the students who has a leg to come and attach the leg where they think it belongs. Make sure the students know that all legs are attached to the thorax. Ask the students who has an antenna and have them attach the antenna to the insect. Let the students know the antennae are attached to the top of the head on an insect. Ask the students who has a label for the legs and antennae. Have them bring the labels up to put on the board next to the correct parts.

3 Once this is finished ask the students what insect they have just created? An ant! Order Hymenoptera) Remove the labels. Ask the students who has a clear wing. Have these two students come and attach the wings. Make sure to remind the students that the wings are attached to the thorax. Then ask the students what insect they have created now? A fly! Order Diptera) Fold up the fly wings so they are parallel with the body. Then ask the students who has a red wing. Have these two students attach the wings. Ask the students what insect they have created. A Lady Bird Beetle (Lady Bug). An identifying characteristic of a beetle is the straight line down its back. (7 th and 8 th grade level have students identify order and label Order Coleoptera) Remove all wings and set aside. Ask the students who has a green wing. This one student should attach the wings to the insect. Ask the students if they know what insect they have created? A shield bug. Ex. Stink Bug, These are true bugs. Order Hemiptera)

4 Remove the stink bug wings. Ask the students who has a white wing (these are opaque). Have these four students come and attach the wings as they see fit. Remind them they are attached to the thorax. Ask the students what insect they have created? A dragon fly or damselfly. Order Odonata) Remove the dragonfly/damselfly wings Ask the students who has a yellow/black/blue wing? Have these four students come up and attach the wings. Then ask the students what they have created? A butterfly or a moth! Order Lepidoptera) Optional: Remove the butterfly wings and review the body parts of the insect. Head, Thorax, and Abdomen. Follow insect puzzle activity with power point of Insects. This power point shows some example of insects from around the world. Closure

5 Insect Puzzle Key Vocabulary: Head NOTES abdomen Thorax order Links to other lessons: Amazing antennae Assessment possibilities: Extensions: a. Have students search for insects outside around your school and identify the correct group or order. b. Have students research an insect of their choice. c. Have students design their own insect. d. To modify this lesson for 7 th and/or 8 th grade, have the students learn the classification of the insects. The kit contains labels of the insect orders that will be created in the activity. Once the students create an insect have them identify what order the insect belongs to. (See additional information for more background about each order) Background information: This activity introduces students to the main parts that are used to identify an insect. Insects have 3 main body parts, the head, the thorax and the abdomen. Insects also have 6 legs and 2 antennae. All 6 legs are attached to the thorax (middle body part). The antennae are attached to the top of the head between the eyes. If the insect has wings, they are also attached to the thorax (middle body part). Insects have 2 compound eyes. A spider has 8 legs and only 2 body parts, a cephalothorax (head and thorax fused together) and an abdomen. Spiders can have up to eight eyes. Ants (Order Hymenoptera): Ants do not have wings unless they are a reproductive female (queen) or male. Fly (Order Diptera): Flies have 2 wings.

6 Beetle (Order Coleoptera): The example used in this activity is a Lady Bird Beetle, which most people refer to as lady bugs. This insect is indeed a beetle. The identifying characteristic of a beetle is the straight line down the center of the back. Beetles have modified or hardened outer wings which are like a shell. These outer wings protect the beetles second set of wings used for flight. The flight wings are folded up underneath the outer wings. True Bugs (Order Hemiptera): The example used in this activity is a stink bug. This group of insects is often referred to as shield bugs. This is the only group of insects that are actually bugs. An identifying characteristic of true bugs is the triangle or scutellum in the middle of the back. See picture below Green Stink Bug Win gs Scutellum : outlined with blue Membrano triangle us part of wings Dragonfly/Damselfly (Order Odonata): They have 4 wings. Damselflies are usually slim, their forewings and hind wings narrow at the base and have similar shapes, and their eyes are widely separated. Most species hold their wings above the abdomen when they are resting. Dragonflies are larger than damselflies. Their eyes touch near the top of their head. The wings do not narrow at the base; the forewings and hind wings differ in shape. When they are resting, the wings are usually spread.

7 Dragonfly wings not folded while at rest Damselfly - folded wings while at rest Butterfly/Moth (Order Lepidoptera): Butterflies have 4 wings attached to the thorax. To tell the difference between a butterfly and a moth is the antennae. Butterflies antennae are slender with a ball at the end. Moths have antennae that look like feathers. Don t let colors fool you. Butterflies are not always brightly colored and some moths are brightly colored.

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