Name: Molly Beichner Title of Lesson: Table Manners Grade Level(s): 5 Strategy (Direct/Indirect): Indirect PA Academic Standards and

Assessment Anchors: Standard - 3.1.5.C2: Give examples of how inherited characteristics (e.g., shape of beak, length of neck, location of eyes, shape of teeth) may change over time as adaptations to changes in the environment that enable organisms to survive. Standard - 2.3.5.A: Use concrete objects to demonstrate the meaning of measurement quantities (e.g., perimeter, area, weight, capacity). Enduring Understanding(s): Students will understand that insects have special adaptations to eat certain types of food. Essential Question(s): How are insects adapted to eating certain types of food? Specific Content Specific Objectives Specific Formative Assessments 1. Questions about why certain mouthparts are best for eating certain foods. 1. Worksheet recording totals of food gathered. 2. Questions about what variables might affect different outcomes of how much food is gathered. 2. Graphs of how much food is gathered by each mouth.

1. Adaptations in insects 2. Measuring quantities

1. Students will simulate food gathering with several adaptations of insect mouths. 2. Students will estimate, measure, and graph how much of different foods are gathered by each insect mouth.

Procedures: Lesson Beginning: Motivation: Did you ever wonder why some insects bite you and others do not? We are about to find out why some insects eat differently than others. Review: Yesterday we learned about what an adaptation was and why they might have occurred. Can someone tell me what an adaptation is? Why might they occur? What is an example of an adaptation? Overview: Today we will be doing an activity to discover why some insects eat differently than others and how adaptations play a large part in how insects eat.

Lesson Development: Many insects have different ways of eating their food. There are two basic types of insect mouths: chewing mouths and sucking mouths. However, you will notice that a large number of insects have various combinations of these two types of mouths. For example, mosquitoes have piercing-sucking mouths, houseflies have sponging mouths and bees have chewinglapping mouths. What do these types of insects eat? (mosquitoes eat blood, houseflies eat decaying liquids, bees eat flower pollen and nectar; SHOW PICTURES) What do you expect their mouths to look like then? (Hand out first activity sheet) (Show each type of mouthpiece and how they work) (Make sure students know to capture the liquid in the straws by using their fingers and NOT their mouths, as well as that the piercing-sucking mouthpiece (pointed straw) is the ONLY mouthpiece that should be used to break through the covered cup of food.) (Pass out collection cups to each student for the food they collect.) Each student will get to use each mouthpiece to collect their own data. (Discuss the activity sheet and have students fill out their predictions.) Each feeding period will be two minutes long. (Begin the activity and have students rotate the mouthpieces and food every two minutes.) (The first time through the activity, the students will be trying to find the best food source for each mouthpiece.) As a class, discuss why certain mouthpieces were better at collecting certain food sources over the others. How does an insects mouth affect its food choice? (Have students discuss their observations as a group, answer the questions on their activity sheet.) The students will then receive the second activity sheet, make their predictions, and repeat the activity. However this time the students will be discovering which mouthpiece collects the most food (the previous activity decided which food was associated with each mouthpiece). Students will graph and discuss their results. What would happen if all insects had the same mouthpieces? Where would you look for an insect that had a sucking mouth? Chewing mouth? Piercingsucking mouth? Lapping mouth?

Lesson Ending: Review: Based on what we learned today, can anyone tell me why some insects bite and others do not? What adaptations made this possible and why? What would happen if the food source for an insect with a certain mouth type became scarce? Preview: Tomorrow we will compare other adaptations and see their effects on the food web. Closure: For homework, I want each of you to design an insect mouthpiece that would be good at collecting fruit. (Hand out homework sheet.) Does anyone have any questions about the lesson, activity, or homework?

Meaningful Student Involvement: Students will be actively trying out the different insect mouthpieces to draw their own conclusions about which mouthpieces are better at collecting different foods, and which mouthpieces can collect more food than others. Special Adaptations/Modifications: A special adaptation in this lesson could be using methods of presenting the background information, such as using a powerpoint instead of showing pictures and verbally lecturing.

Anticipated Difficulties AND Modifications: Difficulties in the lesson may include students unable to properly collect the food from their food sources, which could be fixed by a demonstration of each mouthpiece. Students may have difficulties in coming to a consensus on which mouthpiece works best for each type of food, which could be helped with gentle prompting and questioning. Physical Structure: Students will be in lab groups of four students each, with each group at a different table. Materials: flexible straws, straight straws with pointed ends, clothespins, small square sponges, small crumpled paper, narrow necked bottles of water, covered cups of water, uncovered cups of water, collection cups, measuring devices for the collections, activity sheets, critter example pictures, homework sheet, activity sheets one and two, pencils, timing device. References: (1989). Table Manners. In M. M. Allen, D. Deal, G. P. Kahn, S. Scheidt, & V. Sipkovich, Citters: Life Science (pp 111-114). AIMS Education Foundation. Standards - Vertical Viewer. (n.d.).Standards Aligned System. Retrieved March 10, 2014, from http://www.pdesas.org/Standard/VerticalStandard