Mealworm Unit

Prior to Unit: Order mealworm supply, get tubs and vials prepared

Week one:

• Review butterfly life cycle info. from website or video
• Introduce Mealworms Foss Activity 1
• Observe: Worksheet/Observation
• Discuss vials
• Record date, data and observations in journal (observe mealworms every Mon. and Thurs. record date, draw observations)
• Include in discussion: The classification of animals by scientists: Vertebrates/Invertebrates, Ringed Worms, Mealworms. Revisit this discussion when life cycle is complete because now the classification has changed. Hand out Animal Kingdom Worksheet. Place in binder for reference. Also include scientific vocabulary for body parts: head (1), thorax (3), abdomen (9), also notice where the legs are located. Make connections with body parts of other insects.
• Grade illustrations with rubric

• Begin investigations on mealworm environment: In every investigation, make sure we discuss the scientific method: question, hypothesis if/then, materials, procedure, data collection, conclusion (compare to you hypothesis, make a real world connection: so)
• Wet vs. Dry
• Worksheet Wet/Dry
• Record data, 4^th grade in journal, 3^rd grade on wrksht. (tally data will be used for graph in final project.)

• Investigation #2
• Daylight vs. darkness
• Worksheet Daylight/Darkness

• Record data, 4^th grade in journal, 3^rd grade on wrksht. Use black and white paper only.

• Investigation #3
• Heat vs. cold
• Worksheet Warm/Cold
• Record data, 4^th grade in journal, 3^rd grade on wrksht

• Investigation #4
• Food preference
• Worksheet: What Do Mealworms like to Eat?
• Record data, 4^th grade in journal, 3^rd grade on wrksht
• Grade investigations with rubric

Week 2:

• Life Cycle observations will continue every Mon. and Thurs. Be sure to discuss molting, larvae, pupa, exoskeleton, adult. Be on the lookout for new eggs vs. frass. See Activity 2 and 3 of Foss. Start the life cycle wheel as each stage is observed. Complete with pictures and labels.

Day one:

• Structures of Life, Crayfish, Crawfish, Crawdaddy, pg 17-19. Read article as a class, make connections to mealworms based on essential questions/rubric. Include in discussion: The classification of animals by scientists: Vertebrates/Invertebrates, Arthropods, Crayfish. Revisit this discussion when life cycle is complete because now the classification has changed. Also include Students will record information in journals.

Day 2:

• Structures of Life, Life Cycles of a Crayfish, pg. 20-21. Read article as a class, make connections to mealworms based on essential questions/rubric. Students will record information in journals. Make sure we hit the crayfish/human connection. Create a crayfish life cycle wheel. Compare/contrast to mealworm using a Venn Diagram.

Day 3-20: Begin working on Performance Assessment. Complete essential questions on environmental conditions, begin on life cycle, compare/contrast. Finish essential questions when life cycle of mealworm is complete.

• Grade final assessment with rubric