bps7...classifying animals. as.06.01.01.a. explain the importance of the binomial nomenclature...

BPS7

Plant Systems

Basic Foundational Lesson

Unit: Basic Plant Science

Lesson Title: Plant Entomology

Competency: Identify basic pests and their effect on plant growth.

Standards

AS.06.01.01.a. Explain the importance of the binomial nomenclature system for

classifying animals.

AS.06.01.01.a. Explain the importance of the binomial nomenclature system for

classifying animals.

NRS.01.02.03.a. Research and examine the characteristics used to identify

wildlife and insects.

NRS.01.02.03.b. Apply identification techniques to determine the species of

wildlife or insect.

NRS.04.03.01.c. Create a management plan to reduce spread of harmful insects

in natural resource systems

NRS.04.03.01.a. Categorize harmful and beneficial insects, as well as signs of

insect damage to natural resources.

CRP.04.02. Produce clear, reasoned and coherent written and visual

communication in formal and informal settings.

CCSS.ELA.9-10.RIT.3.D. Synthesize Ideas from Multiple Texts (Approaching

Texts as a Researcher) Read and comprehend informational text independently

and proficiently.

CCSS.ELA-9-10.W.2.A. Follow a writing process to produce clear and coherent

writing in which the development, organization, style, and voice are appropriate

to the task, purpose, and audience; self select and blend (when appropriate)

previously learned narrative, expository, and argumentative writing techniques.

CCSS.ELA-11-12.W.3.A.c. Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.

CCSS.ELA.11-12.RIT.3.D. Read and comprehend informational text

independently and proficiently.

Basic Plant Science BPS7 Plant Entomology

Student Learning Objectives

Slide 3 in BPS7 Plant Entomology

Lesson Objective— After completing this lesson on Plant Entomology, students will

demonstrate their ability to apply the concept in real-world situations by obtaining a minimum

score of 80% on the Case Study Scenario evaluation.

Enabling Objectives As a result of this lesson, the student will…

1. Identify pests and categorize by type

2. Select an insect control measure and describe the effects of that measure

Time: Approximately 100 minutes

List of Resources Cochran, K. (2016). Pharm to farm: Making clinical pharmacy services accessible to

missouri farmers [PowerPoint Slides]. Retrieved from

http://www.morx.com/assets/docs/CPEHandouts/Pharm to Farm 9-16-

Handout.pdf

Insect Identification. (2017). Insect dichotomous key (for separating arachnida from

insecta). Retrieved from http://www.insectidentification.org/insect-key.asp

Iowa State University Department of Entomology. (2017). BugGuide. Retrieved from

http://bugguide.net/node/view/15740

McHenry, E. (n.d.). Lesson 2: Plant classification [PDF File]. Retrieved from

http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-

games/documents/BotanySecondChapter_000.pdf

Metcalf, R. L. 1., Metcalf, R. A., & Metcalf, C. L. 1. (1993). Destructive and useful

insects: their habits and control. 5th ed. New York, NY: McGraw-Hill.

Plant uses: Other uses. (n.d.). Retrieved from http://www.pfaf.org/user/OtherUses.aspx

Randall, C., Hock, W., Crow, E., Hudak-Wise, C., & Kasai, J. (n.d.). National pesticide

applicator certification core manual [PDF File]. Retrieved from

http://www.scmac.org/pdf/coremanual2.pdf

Smithsonian Institution. (n.d.). BugInfo: Number of insects (species and individuals).

Retrieved from https://www.si.edu/Encyclopedia_SI/nmnh/buginfo/bugnos.htm

Texas master gardener. (2015). Beneficials in the garden and landscape. Retrieved from

http://aggie-horticulture.tamu.edu/galveston/beneficials/index.htm

http://www.insectidentification.org/insect-key.asp


http://aggie-horticulture.tamu.edu/galveston/beneficials/index.htm


United States Department of Agriculture National Agricultural Statistic Service. (2016).

2016 state agricultural overview: Missouri. Washington, DC

University of Missouri-Columbia. (n.d.). Entomology: Student reference. [PDF File]

Retrieved from https://dese.mo.gov/sites/default/files/aged-Entomology-Student-

Ref.pdf

Walliser, J. (2008). Good bug bad bug: Who’s who, what they do, and how to manage

them organically. Pittsburg, PA: St Lynn’s Press

Wigglesworth. V.B. (2017). Insect. In Encyclopedia Britannica. Retrieved from

https://www.britannica.com/animal/insect

List of Tools, Equipment, and Supplies BPS7 PowerPoint Presentation

BPS7 Activity Sheet and Evaluation Packet

BPS7 Student Activity Sheet Packet

Insect Specimen (if available)

Blank paper

Markers or colored pencils

Key Terms


The following terms are presented in this lesson (shown in bold italics):

Spiracles

Binomial Nomenclature

Dichotomous Key


Interest Approach: Use an interest approach that will prepare the students for the lesson.

Teachers often develop approaches for their unique class and student situations. A possible

approach is included here.

Slides 5-6 in BPS7 Plant Entomology

Students will work together in groups of three to answer the following questions (Smithsonian

facts):

How many different species of insects have been identified in the U.S.? 91,000

How many undescribed species of insects are estimated to be in the U.S.? 73,000

It has been estimated that how many individual insects are alive now? 10 quintillion

(10,000,000,000,000,000,000)

So why are there so many insects? Recent figures indicate that there are more than 200 million

insects for each human on the planet. Insects play a role in agriculture, environmental sciences,

medicine, construction, and product development.

Group together a few triads to make 5 total groups. Assign one area (agriculture, environmental

sciences, medicine, construction, and product development) to each group. Ask each group to

answer these questions for their corresponding area:

What are two benefits insects provide in this area?

What could be something harmful insects could cause in this area?

(Below is some information from IML that will be helpful for teacher to read prior to this interest

approach)

o Agriculture: Insects are one of the chief competitors for food and fiber. Each

year insects cause millions of dollars in damage to field crops, vegetables, fruits,

and fibers in all stages of growth, production, storage, processing, and

distribution. Not only do bees make honey, but they also play an important role in

pollinating plants. Some insects are helpful to humans by preying on and

destroying other insects that are considered harmful. Another example of useful

insects is the silkworm, which makes a valuable fiber for clothing and other items.

o Environmental sciences: Besides their role in the agricultural fields, insects are

very active in breaking down many of the substances in the environment. Many

kinds of chemicals, minerals, and organic matter are broken down, recycled, and

reused in the environment. Insects play an instrumental part in this degradation

process, which is very important to the earth.

o Medicine: Insects can transmit diseases by many methods. Insects are a very

important part of the research to find out about diseases. This includes animal and

plant diseases as well as human diseases. Because insects reproduce so efficiently

and can be handled so easily in large populations, they have been used extensively

in genetic research. This contribution to science has provided researchers with a

great wealth of knowledge about heredity, biological growth and development,

and the causes and treatments of diseases.

o Construction: Another large area of insect management is in building

construction and maintenance. Knowledge of entomology is important when


choosing the type of wood to be used in buildings and other structures. Termites

cause much damage to wooden structures and building framing. Soil insects are

an important consideration when constructing building foundations, roads,

structural supports, and landscaping.

o Product development: Insects are used in the research and development of many

products used in society. Some of the most common products are cosmetics,

shampoos, cleaning materials, food preservatives, manufacturing supplies, and

medicines.

The final point is that insects are vital to the world we live in. Even though they are small and

seem somewhat unimportant, they are essential! This lesson talks about how to identify insects,

both harmful and beneficial, and how to manage harmful pests.


Summary of Content and Teaching Strategies

Objective 1: Identify pests and categorize by type.

. Slide 7 in BPS7 Plant Entomology

Teaching Strategies Related Content

Show pictures or use a live specimen of an

insect and ask students what makes it an

insect versus any other type of animal.

Then share information to the right.


Ask students to point out what parts of the

insect they see on the picture or specimen.

Share with them the parts of the insect

outlined to the right and discuss definition.

Characteristics of an Insect

Hardened exoskeleton

3 Body Regions (Head, Thorax,

Abdomen)

1 Pair Segmented Antennae

3 Pairs Legs

1 Pair Compound Eyes

2 Pairs of Wings

Head

Antennae

o Insects have one pair of antennae

o Long, jointed feelers

o Grow from the insect’s head

o Flexible

o Come in a variety of shapes

o Function as sensors to detect the

odor, sound, taste, and touch of

the environment

Eyes

o Simple eyes: small, located on

the top of the head of the adult

o Compound eyes: large, located

on the head of the adult; made

up of a few to several thousand

individual eye units, which

generally see only light and dark

areas

Mouthpart

o There are different types of

mouthparts.

o Chewing

o Piercing-sucking

o Some insects will have a

modification or adaptation of

these.


Instruct students to take 60 seconds and

write down an acronym to remember the

scientific classification. At the conclusion

of 60 seconds, share your acronym and ask

for a few students to share. An example

would be King Phillip Came Over For

Good Spaghetti.

Slides 15-16 in BPS7 Plant

Entomology

Students highlight or circle the “G” and “S”

of their acronym. Ask students what makes

up a scientific name. Share with students

why the scientific name is binomial

Thorax—middle section of an insect’s

body. Contains the nerve centers and

muscles.

Wings

o Come in numerous shapes and

patterns depending on the

species and function

Legs

Abdomen—the section located at the rear of the

insect’s body

Visible or hidden under the wings

Contains the insect’s internal organs

(stomach and intestines)

A place to store and carry food back to

the nest

Spiracles—external respiratory opening

(“breathing holes”)

Reproductive Parts

Contains glands that secrete fluids for

making trails or driving enemies away

May have a needle-like projection for

piercing or stinging

Scientific Classification

Kingdom

Phylum

Class

Order

Family

Genus

Species

Scientific name:

Every living thing has a scientific name

Made of up of genus and species

2 parts so it is binomial nomenclature

Genus- first part of name, written

capitalized

Species- second part of name, written

lower case


nomenclature. Student write “Scientific

Name is Genus and Species”, next to

acronym.

Prior to class beginning, print, cut, and hide

around the room BPS7.1.

Instruct students to search around the room

to find the thirteen slips of paper. This is a

learning moment, as the question may be

asked, “Shouldn’t there only be seven?”

Inform students that some of classification

includes sub categories (instead of just

Kingdom, Phylum, Class, Order, Family,

Genus, and Species) to further classify

living things.

Once all thirteen slips of paper have been

found, students will begin to classify the

grasshopper. Students gather around slips

of paper and work together to arrange the

slips of paper in the correct order. After

they have made their first guess, have some

students research online and some use texts

you have available to check their answer.

Once students are confident they have

arranged the slips in the correct order, check

the work and have the students pull the two

slips of paper that compose the scientific

name (the binomial nomenclature).


Entomology

Divide the class into 6 groups and name

each group an insect order (Coleoptera,

Hemiptera, Lepidoptera, Hymenoptera,

Orthoperta, Diptera). Students will use

BPS7.2 as reference material.

Each group is responsible for creating a

small poster using a blank sheet of paper,

highlighting their assigned order. They may

use reference material BPS 7.2 or the

Internet for research. Each poster needs to

contain: the order name, example insects in

Eastern Lubber Grasshopper Classification

Kingdom –Animalia

Phylum – Arthropoda

Class – Insecta

Subclass – Pterygota

Infraclass – Neoptera

Series – Exopterygota

Superorder – Orthopterodea

Order – Orthoptera

Suborder – Caelifera

Family – Acrididae

Subfamily – Romaleinae

Genus – Romalea

Species – microptera

Scientific name: Romalea microptera Common

name: Eastern lubber grasshopper

Coleoptera-

o Means “sheath wings”

o Example: beetles

o 350,000 species

o Complete metamorphosis


that order, number or species, key

characteristics, and a drawing of an example

insect that belongs to that order. Once the

posters are completed, hang them around

the room.

Distribute BPS7.3 for students to capture

down notes from the order posters.

Students will travel to the different posters

and write down notes on BPS7.3.

Upon conclusion of taking notes from the

posters, students return to their desks and

complete BPS7.3 with the remaining orders

found in BPS7.2.


Entomology

o Chewing or chewing-lapping mouth

parts

o Two pairs of wings: front wings

modified into thick, horny wing

covers, hind wings membranous and

fold under the front wings when at

rest, some species are wingless

Hemiptera-

o Means “half wings”

o Example: true bugs, chinch bugs

o 28,000 species

o Incomplete metamorphosis

o Piercing-sucking mouth parts

o Two pairs of wings: bases of front

wings are thick and leathery, hind

wings are membranous and fold

under front wings when at rest, some

species are wingless

Lepidoptera-

o Means “scale wings”

o Example: butterflies, moths

o 165,000 species


o Piercing-sucking mouth parts

o Two pairs of scaly, usually broad,

wings, front wings are usually larger

than hind wings; long antennae

o Large eyes

Hymenoptera-

o Means “membrane wings”

o Example: ants, bees, wasps

o 110,000 species


o Chewing or chewing-sucking mouth

parts

o Two pairs of wings: small, stiff, and

membranous, interlock during flight,

front wings are larger than hind

wings, worker ants and a few other

insects are wingless

Orthoptera-

o Means “straight wings”

o Example: crickets, locusts,

grasshoppers

o 20,000 species

o Incomplete metamorphosis


Ask questions to introduce the need for a

dichotomous key:


Entomology

Who are some people that would

have a need to identify insects?

When would be a time that it would

be valuable to know what kind of

insect you are dealing with?

Insects can be valuable to have

around! However, some are pests

and can cause damage to crops,

structures, trees, plants, etc.

Properly identifying insects is

essential in determining how to

manage (or not manage) the insect.

o Chewing mouth parts

o Two pairs of wings: front wings

narrow and leathery, hind wings are

broad and membranous and folded

under front wings when at rest, some

species are wingless

o Medium to long antennae;

o Some species make shrill creaking

sounds by rubbing special body

structures together

Diptera-

o Means “two wings”

o Example: flies, mosquitoes

o 70,000 species


o Piercing – sucking mouth parts

o Front wings transparent, hind wings

replaced by short, knobbed

structures

o Large eyes

Identifying insects is valuable for:

Farmers

Greenhouse operators

Homeowners

Inspectors

Anyone who is in a home, dwelling,

school, or garden that sees an insect!


What characteristics can you

describe when looking at an insect?

Introduce the dichotomous key and explain

how to use it with students. Distribute

reference sheet BPS 7.4. Pick an insect (a

good example is the picture or specimen

you used at the beginning of this objective)

and walk through the questions with the

class.

Have students complete BPS7.5.

The students go to

http://www.insectidentification.org/insect-

key.asp and using the dichotomous key,

determine the pictured insect.

Head

Antennae

Eyes

Mouthpart

Thorax

Wings

Legs

Abdomen

Spiracles

What is a dichotomous key?

Identification system that asks you a

series of questions to determine the

insect order or family

How to use a dichotomous key

Using the insect in question as a reference,

answer each question on the key with “yes” or

“no”. Follow the directions on what question to

go to next based on your previous response.

Objective 2: Select an insect control measure and describe the effects of that measure.

. Slide 28 in BPS7 Plant Entomology

Teaching Strategies Related Content

Share that insects can be beneficial to plants or

harmful to plants. It is important to be able to

recognize the role that the insect plays in the

garden, greenhouse, field, etc. so it can be

managed properly.

Divide the class into two groups. Each group

will have insects assigned to research. Students

will research using the Internet or other insect

resources to complete activity sheet BPS 7.6.




For each insect assigned, the students will need

to:

Determine if the insect is beneficial or

harmful to plants

List what the insect does to benefit or

harm plants

Draw a sketch of the insect

Write one distinguishable characteristic

of the insect

List the reference where the information

was found


These are helpful websites for students to use

when researching:


http://bit.ly/2pPBhTx

When the groups have completed their

research, call the class back together as a group.

Use the PowerPoint presentations to display

each picture. Group 1 will come to the front of

the room and teach Group 2 about the insects

that they researched. Group 2 will take notes

about what Group 1 found. The groups then

switch roles—Group 2 comes forward to teach

what they found about their insects.


Good (Beneficial) Insects

Assassin Bug

Insect/Damage: Adult will be

gray/black in color with a wheel of

spikes on its back. There is a large

sucking mouthpart that reaches

underneath its body.

Control Methods: No control

needed: Beneficial insect

Ladybird Beetle

Insect/ Damage: Adult will be red,

black, or yellow with a variety of

spots or not spots. Larvae are black

with reddish orange markings and

have spikes on back.


needed- Beneficial insect

Lacewing

Insect/ Damage: Adults will be

green or brown with clear shiny

wings. Larvae will be light brown

and have mandibles.



Minute Pirate Bug



Insect/ Damage: Very small insect

with black and white markings.



Parasitic Wasp

Insect/Damage: Insect is tan/brown

to black in color. Can have large

hair-like appendages coming from

abdomen. Where the abdomen

attaches to the thorax, it is tiny and

gradually gets thicker toward the end

of the abdomen.



Syrphid Fly

Insect/ Damage: Insect looks like a

stinging insect but is actually a fly.

Has only 2 wings and fly type eyes.

Abdomen usually paper thin.



Bad (Harmful)

Aphid

Insect/ Damage: Aphids can be

found on undersides of leaves. They

leave a honey dew on leaves. Leaf

can appear wilted and weak. Insect

is usually green but can be yellow or

red. Leaves white eggs behind.

Males have wings.

Control Methods:

1. Biological control with ladybird

beetles or lacewings.

2. Chemical control- Malathion or

insecticidal soap.

3. Chemical control - Dimethoate in

weekly intervals.

Corn Earworm

Insect/ Damage: Larvae will be

green or brown with stripes and dots

along back. Adult will be golden/ tan

in color with brown dots on each top

wing. Bottom wings are white with

dark band on bottom. Damage will

be on an ear of corn. They eat and


bore through the ear. Only attacks

corn seeds.

Control Methods:

1. Chemical control - Inject silks

with pyrethrins.

2. Chemical control - Hand spray

silks with carbaryl.

3. Use biological control with

lacewings or parasitic wasps.

4. Cultural control - Fall plowing to

disturb larvae.

5. Plant resistant varieties.

Codling Moth

Insect/ Damage: Internal pests of

fruit. Larvae tunnels holes in apples

and other fruit. Adult is small and

brown in color with much darker

bands on outer edge of top wings.

Larvae are light tan in color.

Control Methods:

1. Chemical control- Azinphos-

methyl cover spray applied 3 weeks

after petals fall.

2. Chemical control- chemically

treated bands over trunks.

3. Biological- braconid wasps and

ichneumon wasps. (biological

control isn’t very effective so best to

use biological with a chemical

control)

Japanese Beetle

Insect/ Damage: Larvae is a white

grub. Adult is shiny green with

brown elytra with black and white

stripes along side of abdomen.

Damage appears on any type of

foliage or flower. They eat through

the middle leaving what looks like a

lace pattern in the leaves.

Control Methods:

1. Larvae use milky spore disease.

2. Chemical- Spray carbaryl or

malathion when insects first appear.

3. Chemical- spray rotenone in 7 to

10 day intervals.


Students will use IML reference material BPS

7.7 to learn about different insect control

methods.


Distribute reference material BPS7.7 to

students and give them directions.

After students have completed this activity, call

them together as a class. Have different

students lead the conversation about what they

marked on the reference material BPS7.7.

4. Mechanical control- Trap baited

with kairomones or sex pheromones.

Tent Caterpillar

Insect/ Damage: Adult insect brown

with 2 white stripes on top wings.

Head is thick and furry. Larvae is

brown and furry. Damage is thick

webs found in trees. Larvae will

usually strip leaves within 3 feet of

nest.

Control Methods:

1. Chemical control- spot spray with

Bt or carbaryl.

2. Prune eggs clusters in winter.

3. Use biological control of

braconids or chneumonids on larvae.

Termite

Insect/ Damage: Insect usually small

and white/tan in color. Soldiers have

a bigger head with pinchers. Can

have wings and be darker in color

like an ant but wings extend way

past its body. Damage usually done

to wood by boring holes.

Control Methods:

1. Chemical- soil treatment with

0.5% water emulsion of

chlorpyrifos- dig holes and apply.

2. Chemical- drill holes and inject

with sodium flusilicate

Insect Control Methods – Directions

Underline the definitions of

biological control, chemical

control, cultural control, and

mechanical control

*Star* the examples for each of the

4 methods of insect control

(Parenthesize) anything that is

interesting or grabs your attention

Add a “?” by a statement that you

have a question about.


Ensure that all students are updating their

BPS7.7 as the conversation evolves.

Biological

Definition: the use of naturally

occurring bacteria, disease, fungi,

viruses, insects, nematodes, birds,

fish, toads and frogs, lizards, snakes,

rodents, weeds, and others to control

insects.

Examples; ladybug, praying mantis

Natural enemies of insects, oldest

method

Resistant plant varieties- plants

develop both in nature and through

research to be resistant to insect

attacks

Crop rotation- by changing the host

species and the environment, insects

are less able to build up their

populations.

Sterilization- radiation or chemicals

can be used to sterilize or genetically

alter insects so they cannot

reproduce. These insects are

released into the environment.

Chemical

Definition: controlling insects with

the use of insecticides

Examples:

o Organic- manufactured

materials that consist of

mainly carbon, hydrogen,

and oxygen. (like

Chlorinated Hydrocarbon)

o Inorganic

o Botanical

o Bacterial

Cultural

Definition: management of insect

populations by modifying the

environment to make it less

attractive or agreeable to insects


Have students turn to a partner and share their

answers.


Examples: tillage, crop rotation,

sanitation, timing of harvesting and

planting, and water management.

Mechanical

Using machines or manual

operations

What is an insect that your family or

someone you know has had a problem

with—in a garden, on the farm, in flowers,

etc.? How was it controlled?

Review/Summary

Insects are all around us. Insects influence many things around us, including plants—some in

beneficial ways and some in destructive ways. It is important to know the good insects from the

bad ones and the methods to control the harmful insects to keep our plants healthy.


Review


Exit cards Students will answer the following questions on a note card or small slip of paper

and hand to teacher as they exit:

What are three things you learned about entomology and insects?

What is one question you still have about entomology and insects?

Kahoot Review – A Kahoot review involves the teacher creating an online quiz and projecting

it to the class; students logging in on their tablet, phones, or individual computers, and taking the

quiz live! Go to Kahoot.it Once an account has been created, make a quiz for students to take.

When students are ready, have the Kahoot ready on the projector board with the game pin they

need to enter on their computer to play.

Application

Extended Activities


Students can collect and pin specimens for an insect collection illustrating

different orders of insects.

Students can raise honeybees or crickets and sell the crickets to pet stores.

Students can participate on the Entomology CDE team in FFA.

Evaluation

Project-Based Evaluation (BPS7.8) Students will complete BPS7.8 Case Study Scenario. Students will select which role they want

to play (a greenhouse operator or garden owner) in the Case Study Scenario. Each scenario has

three situations that need to be addressed via letters to clients. Students will read over the

scenario, research to determine what the pest is, what its characteristics are, and how to handle

the situation, and then respond to the client with a letter. Each student will write three letters.

Paper-Pencil Quiz Evaluation (BPS7.9) 1. Which of the following is NOT a body region of an insect?

2. Where are the legs and wings attached to on an insect?

3. What are the breathing holes of insects called?

4. Where are the breathing holes located on an insect?

5. How are living organisms classified?

6. How are living organisms classified?

7. What are the 4 types of control methods and how are they different?

8. What is one example of a beneficial insect to plants? How is it beneficial?

Answers to Evaluation

Project-Based Evaluation (BPS7.8 KEY) Use scoring guide provided on BPS7.8 and BPS7.8 KEY to assess student work.

Paper-Pencil Quiz Evaluation (BPS7.9 KEY) 1. C

2. D


3. B

4. C

5. Binomial Nomenclature:

Kingdom

Phylum

Class

Order

Family

Genus

Species

6. Biological

● Natural enemies of insects

● Resistant plant varieties

● Crop rotation

● Sterilization

Chemical

● Organic

● Inorganic

● Botanical

● Bacterial

Cultural

● Tillage

● Crop Rotation

● Sanitation

● Timing of harvest and planting

● Water management

Mechanical

● Using machines or manual operations

7. Assassin Bug

Ladybird Beetle

Lacewing

Minute Pirate Bug

Parasitic Wasp

Syrphid Fly

Eats other harmful insects

bps7...classifying animals. as.06.01.01.a. explain the importance of the binomial nomenclature...

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