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.
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……
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 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
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
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?
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