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Final exam presentation_12_06(2)
 

Final exam presentation_12_06(2)

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This is a presentation on the Bugscope and Waste Management for Elementary and High School Students.

This is a presentation on the Bugscope and Waste Management for Elementary and High School Students.

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    Final exam presentation_12_06(2) Final exam presentation_12_06(2) Presentation Transcript

    • Final TED 5357 By: Christine Rolleri
    • BugscopeInsects and Spiders - Taxonomy Scanning Electron Microscope (SEM) Light Microscope
    • Cognitive Content DictionaryWord Meaning picture Use in a sentencePart of speech Or DefinitionScanning Electron An electron The Bugscope is aMicroscope or microscope which Scanning electronSEM- (Bugscope) the surface of the microscope. specimen isNOUN scanned by a beam of electrons that are reflected to form an image.Light Microscope Microscope We will observe consisting of an our insects on aNOUN optical instrument light microscope. that magnifies the image of an object.
    • MicroscopyLight Microscope Scanning Electron Microscope• Ocular lens • SEM• Objective lens
    • Taxonomy• Kingdom• Phylum• Class• Order• Family• Genus• Species
    • Classification Kingdom: Animalia Phylum: Arthropod Class VInsecta (insect) Arachnida (spider)
    • Classification SystemContinued… Class Insecta: insect Arachnida: Spider Orders Orders (30) (8)
    • Order: Insecta (insect)• Diptera (mosquito;fly) • Blattodea (cockroaches)• Lepidoptera • Odonata (dragonflies) (butterfly;moth) • Psocoptera (louse)• Hymenoptera (Bee; • Dermaptera (earwigs) wasp) • Mantodea (mantids)• Oleoptera (Beatles) • Embioptera• Isoptera (termites) (webspinners)• Siphonaptera (fleas) • Dipluria (diplurans)• Hemiptera (“true” bugs) • 16 other insecta orders
    • Order: Arachnida (spider)• Araneae (spiders) • Uropygi (windscorpion)• Pseudoscorpionida • Solpugida (pseudoscorpion) (windscorpion)• Amblyphygi • Acarina (mites; ticks) (whipscorpion) • Scorpionida (scorpions)• Opiliones (Daddy-long-legs)
    • Light Microscope Terms: • Ocular lens • Objective lens • Stage • Condenser • Focusing knobs • Light
    • Draw Each Insect or Arachnida• Look through microscope• Draw image on graph paper• Draw detail• Try different magnifications
    • Next to Your Drawing label the Classification Taxonomy for your Insect or Spider
    • Bumble BeeClass: InsectaOrder: HymenopteraFamily: ApideaGenus: BombusSpecies: pennsylvanicusCommon name: American Bumble BeeScientific Name: Bombus pennsylvanicus
    • Bumble Bee
    • Bumble BeeBombus pennsylvanicus Anamalia Arthropoda Class: Insecta Order: Hymenoptera Family: Apidea Genus: Bombus Species: pennsylvanicus
    • Honey Bee• Class: Insecta • Scientific Name:• Order: Hymenoptera Apis mellifura• Family: apidae • Common name:• Genus: Apis Honey bee• Species: mellifura
    • Honey Bee
    • Honey Bee • Animalia • Arthropoda • Insecta • Hymenoptera • Apidae • Apis • mellifura
    • Honey Bee
    • Honey Bee • Animalia • Arthropoda • Insecta • Hymenoptera • Apidae • Apis • mellifura
    • Monarch ButterflyDanaus plexippus Class: Insecta Order: Lepidoptera Family: Danaidae Genus: Danaus Species: plexippus Scientific Name: Danaus plexippus Common Name: Monarch Butterfly
    • Monarch Butterfly
    • Monarch Butterfly Animalia Arthropoda Class: Insecta Order: Lepidoptera Family: Danaidae Genus: Danaus Species: plexippus
    • Blow Fly • Class: Insecta • Order: Diptera • Family: Calliphoridae • Genus: Lucelia • Species: sericata • Species name: Lucilia sp. • Common name: • Blow fly
    • Blow Fly
    • Blow Fly• Animalia• Arthropoda• Class: Insecta• Order: Diptera• Family: Calliphoridae• Genus: Lucelia• Species: sericata
    • House Cricket• Class: Insecta• Order: Orthoptera• Family: Gryllidae• Genus: Acheta• Species: domestica• Scientific Name: Acheta domestica• Common name: house cricket
    • House Cricket
    • House Cricket • Kingdom: animalia • Phylum: arthropoda • Class: Insecta • Order: Orthoptera • Family: Gryllidae • Genus: Acheta • Species: domestica
    • Daddy-long-legs • Class: Arachnida • Order: Araneae • Family: Pholcidae • Genus: Pholcus • Species: phalangiodes • Scientific name: Pholcus phalangioides • Common names: Daddy-Long-Legs
    • Daddy-Long-Legs
    • Daddy-Long-Legs • Kingdom: Animalia • Phylum: Arthropoda • Class: Arachnida • Order: Araneae • Family: Pholcidae • Genus: Pholcus • Species: phalangiodes
    • Black widow spider • Class: arachnida (arachnids) • Order: Araneae (Spiders) • Family: Theridiidae (Cobweb Spiders) • Genus: Latrodectus (Widow spiders)
    • Black Widow Spider
    • Black Widow Spider • Kindom: Anamalia • Phylum: Arthropoda • Class: arachnida (arachnids) • Order: Araneae (Spiders) • Family: Theridiidae (Cobweb Spiders) • Genus: Latrodectus (Widow spiders)
    • Questions for Bugscope staff?• Students write their questions down in their science journal based on their findings with the light microscope• I wanted to know….• How does…..• What…..• When….• Why……
    • Bugscope• SEM • SEM• Cricket • Spider’s eyes• 2011-096 • 2011-082
    • Bugscope• SEM • SEM• Small spider • Ant head• 2011-017 • 2011-001
    • Bugscope• SEM • SEM• Mosquito head & eye • Spider• 2011-035 • Fangs • Eyes & hairs • 2011-012
    • Why is Bugscope important?
    • How does Bugscope work?• Http://bugscope.beckman.uiuc.edu/
    • References• Bugscope website• Http://bugscope.beckman.uiuc.edu/• “Science as a Verb”, Anderson, Amy; Walbert, David.• East Bay Educational Collaborative: Students’s Guide to Scientist’s Notebook: Scientist Notebook: www.ebecri.org• Microscopy Today: “Bugscope: Online k-12 Microscopy Outreach,” March 2011. www.microscopy-today.com• Science : “Facilitating Scientific Investigations and Training Data Scientists” volume 333 Korb, Michele & Thakkar, Umesh; July, 29 2011. www.sciencemag.org• Science Content Standards for California Public Schools, k-12 www.cde.gov• Koch, Janice; Science Stories: Science Methods for Elementary and Middle School Teachers; Fourth Edition; 2010. Chapter 5,7,11,12• Project Learning Tree: Environmental Education Activity Guide, Pre k-8. American Forest Foundation 2011. fifth printing. Activity 37 “Reduce, Reuse, Recycle” www.plt.org• Stopwaste.org: The 4Rs Student Action Project: Garbologist Journal & Doing the 4Rs: A Classroom Activity Guide to Teach “Reduce, Reuse, Recycle and Rot”- DVD
    • California Content Standards in Science• Grade 5• Life Science• 2.0.a.• Students know that many multicellular organisms have specialized structures to support the transport of materials.• Investigation and Experimentation• 6.0.a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
    • Stop Waste CurriculumRenewable and Nonrenewable Resources Garbologist Sort Activity
    • Stop Waste Curriculum• www.stopwaste.org
    • Stop Waste Curriculum Renewable resources Non renewable resources• Plants • Fossil Fuels• Animals • Minerals• As long as they are not extinct, or forced to extinction• As long as they are not damaged from polution
    • Natural Resources Renewable and NONrenewable• Circle the non • Circle the renewable renewable resources resources
    • Natural Resources Renewable and NONrenewable• Circle the non • Circle the renewable renewable resources resources• Some Energy, oil, timber, metals, • Fish, solar fossil fuels, atmosphere, some energy, trees, water, animals, oxygen, natural gas, minerals, oceans, coal flowers, some energy, plants, birds, soil
    • Renewable Resources
    • Renewable Resources
    • Renewable Resources Silk worms Hydroelectric Power Solar Power& wind Power
    • NONrenewable ResourcesTimberWhaling Impact Oil Well Fire Oil Well Fire Oil Well of the Coast
    • NONrenewable ResourcesGold Ore Mining Aluminum Ore Mining Marble Rock & Mining
    • Stop Waste Curriculum Renewable resources Nonrenewable resources• What renewable resources • What Nonrenewable would go here? resources would go here?• Can you name other • Can you name other renewable resources not in nonrenewable resources the pictures? not in the pictures?
    • Stop Waste Curriculum• What bin does that go in?• Garbage• Recycling• Compost• Record sheet and graph of each bin Recycling Compost Garbage
    • What goes in each Bin?• Recyclables bin – Hard plastics, aluminum cans, clean paper, newspaper, and cardboard, glass bottles• Compost bin – food scraps, leaves, yard waste, soiled paper, dirty napkins• Garbage & Landfill bin – flimsy plastic, Capri Sun pouches, juice boxes (they are a composite of plastic, cardboard and aluminum), plastic straws, chip bags, candy wrappers, plastic bags (these can be recycled at grocery stores and in some cities where they can be bundled and put in the curbside recycling cart), plastic utensils, Styrofoam
    • Sort of Garbage into Bins• Random Garbage Materials
    • More random waste materials
    • More waste materials
    • More waste materials
    • Waste Materials• Total waste materials• Weigh the total Total Waste Materials to Landfill
    • Weigh Waste Material Log Data into Chart• Weigh materials to be sorted • Sort materials into bins • Weigh items in each bin • Log into data chart
    • Garbage Sort • Sort Garbage into BinsRecycling Compost Landfill Waste
    • Garbage Sort• What goes in the recycle bin? Recycling
    • Garbage Sort• What goes in the Compost Bin? Compost
    • Garbage Sort• What goes in the Landfill Waste Bin? Landfill Waste
    • Garbage SortWeigh Materials in Each Bin Recycling Compost Landfill Waste
    • Log weight Data into Chart• Log Weight (grams) into data chart
    • Garbage Sort Total weight of Weight of Weight of Weight of bag before recyclables compost Garbage and sorting landfill materialTeam 1 450.00 grams 100.00 grams 150.00 grams 200.00 grams Total Waste Materials to Recycling Compost Landfill Landfill
    • Bar Graph of Types of Waste Materials Bar graph chart of weight for each bin: • Compost • Garbage & Landfill • Recycle
    • Weight of Materials in Bin Categories 500 450 450 400 350 Mass of Waste (g) 300 250 200 200 150 150 100 100 50 0 Recycling Compost Landfill Waste Together Types of Waste (Bins)
    • Stop Waste Curriculum• 4 R’s Reduce, Reuse, Recycle, Rot• In journal:• How can a student reduce waste, or use less of a resource?• How can you or someone else reuse items before they end up in the landfill?• What is recycling? How can we recycle?• What does rot mean in the cycle of waste?
    • Creative Ideas
    • Creative Ideas
    • Assessment Tools Summary• Students will be required to keep a Science notebook and journal to draw pictures of the insects and spiders they will observe under the light microscope. Students will sketch detailed drawings of their observations using the light microscope in the classroom.• Students must know the parts of the light microscope, and how to operate the microscope individually to view the specimens.• Students will have the opportunity to explore their environment at school and home to find their own insect specimens for inspection.• Students will inquire about their insects using the light microscope, paying attention to detail, and exploring their own findings.• Students will learn about Bugscope and how it works through hands-on work.• Students will understand the Bugscope and control this device from their computer at school. Students will view the external components of their insect or spider with the SEM microscope.• Students will be able to compare the general differences of the SEM and light microscope by operating the Bugscope and viewing their specimens.
    • AssessmentBugscope:• Draw the insects from the light microscope• Become more familiar with classification taxonomy.• Label the taxonomy of each insect (students will be given the information to write with their drawing)• Understand the taxonomy difference between Insects and Spiders• Compare the SEM and light microscope general features and uses.• Understand why Bugscope is important and what the program is about in a writing assignment.• Have questions prepared and thought about for Bugscope staff during online view.Waste Management Curiculum:• Categorize the Renewable and Nonrenewable resources from pictures and their own ideas from the environment• Understand what items go into each Waste Bin and general reasons why and how to know.• Categorize Waste into their Bins according to the type of material and reusability: Compost, Recyclables, Landfill Waste• Weigh the separated waste categories: compost, landfill, recycle.• Fill out a data chart of the weight data collected• Create a bar graph of the weight data and the different waste categories: compost, landfill, recycle.• Create a journal entry answering specific thought enhancing questions about the 4Rs.
    • EL Strategies• SDAIE• Engage: Students that are EL learners will have the basic vocabulary written out on an overhead. Each vocabulary word will be repeated many times throughout. Students have time to write in journals, ask questions, and work with other students.• Explore: The EL student will have hands on experience with tools that do not require advanced English skills. The vocabulary is very new to all students and not expected to be memorized or remembered long term. Many activities repeat such as drawing the insects. Students have picture file cards to see images rather than read them in print for the garbage sort, and the nonrenewable and renewable resources activity.• Explain: Students will have time to read about each area of science, including how the Bugscope works, light microscope, types of insects and anatomy. They will write down what the differences are between the SEM and light microscope. They will write the taxonomy of the insects and spiders so they can understand differences.• Elaborate: Students can understand the importance of technology in their hands on experience. They will also have a cognitive content dictionary to help them with terms.• Evaluate: Students have the opportunity to be observed during hands on activities, they will be able to ask questions along the way, and write their immediate thoughts in a science journal. They have time to prepare questions for the Bugscope team before actually start the online session.
    • Classroom Management & Safety Planning• Students will work in groups or stations and rotate around the room. Each group will work at the microscope for about 10 minutes, draw their specimen and then return to their seat. The microscopes will be preset, and students will not adjust the controls. Students can return to the station after looking at all of the specimens during a “free time” segment. Students can work at any microscope for 2 minutes until the next student needs a turn.• Students will be instructed not to change the controls on the microscope. If it is difficult to view, please tell the teacher.• Students should not move the microscope during the activity.• Students will be instructed on proper handling of microscope materials and handling and consequences involved with misuse.• Students will be given the opportunity to control the Bugscope in teams of four. Students will be pre arranged in their groups. Each person will get a chance to type in their question, talk to the Bugscope team online or control the Bugscope.• Students will talk in their groups about the images on the screen and students can draw the images or look at their book for the anatomy terms.• Students will be cautioned about tampering with real garbage at home and they should never dig in the school trash without gloves or protective wear.• Students will be taught the dangers of trying to “save the environment” on their own, and what precautions should be taken when working with garbage.
    • California Content Standards for ScienceGrade FourLife Science3.0.a.Students know ecosystems can be characterized by their living and nonlivingcomponents.
    • California Content Standards for Science• Grade Five• Earth Science• 3.0.b.• Students know that when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below freezing point of water.• 3.0.c.• Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet or snow.• Earth Science• 3.0.d• Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.• 3.0.e.• Students know the origin of the water used by their local communities.• Investigation and Experimentation
    • California Content Standards for Science• Investigation and Experimentation• 6.a.• Students will classify objects (e.g. rocks, plants, leaves) in accordance with appropriate criteria.• 6.0.g.• Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
    • References• Bugscope website• Http://bugscope.beckman.uiuc.edu/• “Science as a Verb”, Anderson, Amy; Walbert, David.• East Bay Educational Collaborative: Students Guide to Scientist’s Notebook: Scientist Notebook: www.ebecri.org• Microscopy Today: “Bugscope: Online k-12 Microscopy Outreach,” March 2011. www.microscopy-today.com• Science : “Facilitating Scientific Investigations and Training Data Scientists” volume 333 Korb, Michele & Thakkar, Umesh; July, 29 2011. www.sciencemag.org• Science Content Standards for California Public Schools, k-12 www.cde.gov• Koch, Janice; Science Stories: Science Methods for Elementary and Middle School Teachers; Fourth Edition; 2010. Chapter 5,7,11,12• Project Learning Tree: Environmental Education Activity Guide, Pre k-8. American Forest Foundation 2011. fifth printing. Activity 37 “Reduce, Reuse, Recycle” www.plt.org• Stopwaste.org: The 4Rs Student Action Project: Garbologist Journal & Doing the 4Rs: A Classroom Activity Guide to Teach “Reduce, Reuse, Recycle and Rot”- DVD• Wikipedia.com- Classification Taxonomy diagram• Monarch Butterfly website: www.monarch-butterfly.com/index.html• Insect Identification – www.insectidentification.net