Developed by Te Papa with Weta Workshop

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INTRODUCTION

0.1 Bug Lab :Theexhibition

0.2 Abouttheresource

0.3 Essentialquestions

CHAPTER 1: WHAT ARE BUGS?Natural History and Exhibition Background1.1 Bugsinyourenvironment

1.2 Bugecology

1.3 Bugphysiology

1.4 Bugbehaviour

CHAPTER 2: WHAT CAN WE LEARN FROM BUGS?Bio-inspiration & Making Bugs2.1 Biomimicry

2.2 Makingbugs

2.3 Whatifwewerebugs?

2.4 Indigenousculturalperspectives

CHAPTER 3: HOW DO WE LIVE WITH BUGS?Social Impact and Critical Thinking

3.1 Informeddebate

3.2 Bugchampions

3.3 Parasitesandpests

APPENDIX

4.1 Glossary

4.2 Curriculumlinks

4.3 References

4.4 Supportingmaterials

4.5 MapofBug Lab

CONTENTS

BUG LAB LEARNING RESOURCEThisresourcehasbeenwrittentoaccompanyBug Lab,anexhibitionabouthowbugsaresharingtheirbiggestsecretsandinspiringhumaninnovation.Theresourceisaimedatprimarytointermediatestudents.It’sdesignedtoinspire,ratherthaninstruct,andwillempoweramultidisciplinaryinvestigationofinsects,spiders,andtheirrelatives.

PrayingMantis.CCO

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0.1 Bug Lab:TheexhibitionWhatiftheplanet’ssmallestgeniusescouldsharetheirbiggestsecrets?Bug Labisascienceexhibitionlikenoother,presentedbytheincrediblebugsthemselves.

Enterthebugs’world,marvelattheirtalents,andwitnesstheminaction.Meetthesmartestofthesemicro-mastersandfacetheirmostfiendishtests.Canyoumatchthedragonfly’sspeed,orbeatthemantis’sreflexes?

Thebugs’biggestchallengetousistolearnfromtheirgenius.Precisionflight,swarmintelligence,mindcontrol…bugsdiditallfirst,andstilldoitbetter.Whatwouldthefuturelooklikeifwecouldmatchtheirbrilliance?

Exhibitionthemes:

1. Thebugworldisfullofgenius,developedovermillionsofyearsinnature’sresearchanddesignlab.

2.Bugsaretheinspirationforleading-edgetechnologiesthatcanhelpsolvehumanproblems.

INTRODUCTION

Honeybee

0.2 AbouttheresourceThisresourcecomplementsSTEM-andSTEAM-basededucationalpractice.ItisacollectionofinquiryprovocationsandactivitiesdesignedtoencouragecuriosityandunderstandingaboutbugsbeforeoraftervisitingtheBug Labexhibition.

Theresourceencouragesinvestigationofbugsfrommultipleperspectives,usingmanydifferentscientificandcreativemethods.Allactivitiesemphasisethefour21st-centurycoreeducationalcompetencies:Collaboration,Communication,Creativity,andCriticalThinking.

Therearethreechapters,andeachasksanessentialquestion:

➜ Whatarebugs?

➜ Whatcanwelearnfrombugs?

➜ Howdowelivewithbugs?

Eachchaptercontainsexhibition-relatedinformation,followedbyadaptableactivitiesforexplorationintheclassroom.

Attheendoftheresource,thereisanappendixwithaglossary,curriculumlinks,usefulwebsitereferences,supportingmaterials,andamapoftheexhibition.

4 Morphobutterfly

1. Whatarebugs?

There’ssomuchthatisstillunknownaboutbugs.Scientistsareconstantlydiscoveringandnamingnewspecies.Oneofthemosthelpfulthingswecandoforscienceistocollectdataaboutourlocalbugpopulations.Evenverybasicdatacollectionisuseful.However,ithelpsscientistsifweknowwheretolookforbugs,andcanidentifythedifferencebetweenaninsectandanarachnid.Findoutifanintensivesurveyingattemptishappeninginyourlocalareabyusingthesearchword‘bioblitz’online.

2.Whatcanwelearnfrombugs?

Whenweexploretheincredibleworldofbugs,werealisejusthowmuchwecanlearnfromthem.Humanshavelookedtobugsforassistanceinmanydifferentscientificfields.Recenttechnologicaladvanceshaveallowedscientiststouncoverevengreaterdetailsaboutbugsandtheirlifecycles,andtounderstandsomeoftheirunbelievablesecrets.Wheneveryoulookatabug,youcanalwaysask:‘Whatcanthisbugteachme?’

3. Howdowelivewithbugs?

It’snotalwayseasytolivewithbugs,butwecouldn’tlivewithoutthem.Withgreaterawarenessofbugsandwhatcanbelearnedfromthem,wecanbetterappreciatethewaysinwhichhumanandbuglivesintersect.Whatdowewantforourfuture?Willbugshelpusgetthere?Whatdoesthatmeanaboutthewaywechoosetolivewithbugs?Shouldweuselessinsecticideorjustbetterinsecticide?Shouldweeatbugs?

0.3 Essentialquestions

By asking three simple questions, we can expand our understanding of and appreciation for bugs.

Each of the three lines of inquiry can be investigated without knowledge of the other two.

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CHAPTER 1: WHAT ARE BUGS?Natural History and Exhibition Background

Whenpeopletalkaboutbugs,theyusuallymeanterrestrialarthropods.‘Terrestrial’meanstheyliveontheland,ratherthaninwater.

ArthropodsareanimalswithhardexoskeletonsandjointedlegsthatbelongtothephylumArthropoda,whichisdividedintofoursubphyla.

Thediagrambelowshowshowthefoursubphylaarerelatedtoeachother.Thelinesplitsintwowheretwogroupshaveacommonancestor.

Abasicintroductiontothefourgroupsfollows.UsethereferencesintheAppendix(4.3)tohelpyoufurtherinvestigatethedifferencesbetweenthesegroups.

Chelicerata–eg,spidersandscorpions.

Myriapoda–eg,centipedesandmillipedes.

Crustacea–eg,slaters,crabs,andlobsters.

Hexapoda–eg,ants,butterflies,andbeetles.

Arthropoda

Chelicerata

Myriapoda

Crustacea

Hexapoda

QueenAlexandra’sbirdwing,thelargestbutterflyintheworld

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1.0.1Chelicerata

1.0.2Myriapoda

➜ Chelicerataincludesarachnids.

➜ Theheadandthoraxarefusedintoonebodysegment:thecephalothorax.

➜ Arachnidsdonothavewingsorantennae,andmostcan’teatsolidfoods.

➜ Thepedipalpsofsomearachnidsarelongenoughtolooklikeafifthpairoflegs.

➜ Theabdomenofascorpionisspeciallyadaptedtoformitsstrikingtail.

➜ Onemillipedespecieshas750legs–morethananyotheranimalintheworld.

➜ Millipedeshavetwopairsoflegsoneachsegment. Centipedeshaveonlyonepaironeachsegment.

➜ Someprehistoricmillipedesgrewtoover2metreslong.

➜ A30-centimetre-longgiantcentipedefromSouthAmericacaneatlizards,frogs, mice,birds–andevenbatsthatitcatchesmid-flight.

4 pairs of legs

Pedipalps

Antennae Thoracic segments

More than 10 pairs of legs

Cephalothorax Abdomen TelsonHead

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1.0.4 Hexapoda1.0.3 Crustacea

➜ Insomecrustaceanspecies,theheadandthoraxarefusedintoasinglecephalothorax.

➜ Appendagesandlimbsareoftenbiramous,whichmeanstheybranchintotwoparts.

➜ Thechelipedisoftenaspecialisedlimb,liketheclawsoflobstersandcrabs.

➜ Thetelsonneverhasappendagesbutcanformatailfanthataidsswimming.

➜ Thelargenumberofappendagesallowscrustaceanstobehighlyspecialised.Theyarethemostdiversegroupofanimalsafterinsects.

➜ Crustaceanspeciesdominatetheoceans,andsomeliveinthedeepestoceanictrenches.

➜ Hexapodsarenamedfortheirmostdistinctivefeature:sixlegs.

➜ Hexapodaincludesinsectsaswellasthreemuchsmallergroupsofwinglessarthropods.

➜ Insectsarethemostdiversegroupofanimalsontheplanet.

➜ Insectsmakeupmorethanhalfthespeciesofallknownlivinganimals.

➜ Aboveisthebasicbodyplanofaninsect.However,withtheadditionofwings,pincers,ormouthparts,insectscanlookquitedifferentfromthis.

➜ Thelargestinsectwasanextinctrelativeofthedragonflythathadawingspanofnearly70centimetres.

Chelipeds (1 pair)

HeadHead

ThoraxThorax

Thoracic limbs (5 pairs)

Abdominal appendeges

(5 pairs) 3 pairs of legs

AbdomenAbdomen

Telson

Antennae (2 pairs) 1 pair of

antennae

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1.0.5 Bugshavebeenaroundformillionsofyears

ThefirstexampleofafossilrecordofanarthropodclearlyadaptedforlifeonlandisofaPneumodesmus newmani,a428-million-year-oldmillipede.

Over400millionyearshasbeenplentyoftimeforarthropodstobecomethemostdiversegroupofanimalsontheplanet.Therearenowmorethan:

➜ 98,000arachnidspecies

➜ 13,000myriapodspecies

➜ 67,000crustaceanspecies

➜ 1millioninsectspecies

TwomillipedesbyMuhammadMahdiKarim

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Orchidmantis(Hymenopus coronatus)

Fairest and deadliest of them all

Theorchidmantisisastunningexampleofmimicryfromtheanimalkingdom.Whenscientistsfirstdescribedthisinsect,theythoughtitwasacarnivorousflower.We’veonlyrecentlylearnedthattheorchidmantisdoesn’tuseitsfloweryformtohideatall.Insteadittriestostandoutfromtheflowersaroundit.Itissogoodatpretendingtobeaflowerthatpollinatinginsectswillchoosetovisititratherthananeighbouringflower.That’swhenitusesitslightning-fastreflexestosnatchitspreyrightoutoftheair.

Smith’sdragonfly(Procordulia smithii)

Flying ace

Dragonflieshavebeenflyingforover300millionyears.Theyareanengineeringmasterpiece,withextremelygoodvisualprocessing,strategichunting,andacrobaticflightcapability.Thiscombinationofexpertisemakesthedragonflyoneofthemostsuccessfulhuntersintheanimalkingdom,withalmost100%ofhuntsresultinginameal.

Humanaviationisjustoveracenturyoldandhasbeenprimarilypoweredgliding.Butwe’redoingwhatwecantocatchupwiththedragonfly’sskill.We’reexperimentingwithmicroaerialvehicles(MAVs)tohelpusunderstandthelimitsandpotentialofthephysicsofflight.

1.0.6AmazingbugsofBugLab

OrchidmantisbyFrupus

Dragonfly.CCO

Jewelwasp(Ampulex compressa)

Zombie brain surgeon

Thefemalejewelwaspisadedicatedmother.Shemakessureheroffspringhavetheperfectincubator:alivecockroach.Thejewelwaspstingsthecockroachtobrieflyparalyseitsfrontlegs.Then,asecond,farmoreprecisestinginthecockroach’sbrainmakesitloseitsdesiretoescape.

Thejewelwaspthenleadsthecockroachtoaburrow,laysasingleeggonitsleg,andsealstheentrance.Afteronemonth,anewadultwaspcrawlsfromtheburrowtosearchforamateand,ifit’safemale,acockroach.

JewelwaspbyJohanJIngles-LeNobel.Extreme-macro.co.uk

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Japanesehoneybee(Apis cerana japonica)

Cooperative comrades

Honeybeeshavebeenprovidinghumanswithhoneyforatleast8,000years.Theyhaveanessentialroleintheworld’secosystemaspollinators,andwithoutthemmostofourfoodcropswouldn’treproduceorgrowfruit.Therecanbeasmanyas60,000beesinacolony,nearlyalldaughtersofasinglequeen,andallworkingtogethertoraiseyoungandmakehoney.

Honeybeesmustdefendtheirhivesfrommanydifferentanimals,includingbirds,reptiles,andmammals.Evenotherinsectsareknowntokillbeestogettotheirhoney.TheJapanesegianthornetisoneofthehoneybee’smostlethalenemies.Duetothehornet’ssize,armour,andappetite,mostbeesdon’tstandachance.Thehornetssendoutsolitaryhunterstofindfood.Whenoneofthesescouthornetsfindsahive,itusespheromones(invisiblechemicals)tosignalotherhornetstocomeanddestroythehive.

However,Japanesehoneybeeshavedevisedaningeniousdefence.Theycandetectthehornet’spheromonetoo,andtheyknowitmeanstrouble.Theyhavetomovefastbeforemorehornetsdetectthepheromone.Theymobthehornet,andraiseitstemperaturebyvibratingtheirwingmusclesincrediblyfast.Japanesehoneybeescansurviveslightlyhottertemperaturesthanhornets,sothesolitaryhornetgetscookedtodeath.Honeybeesarethemastersofteamwork.

Americancockroach(Periplaneta americana)

Super-speedy survivor

Cockroacheshavebeenaroundforover320millionyears,andareamongthemostadaptableanimalsonEarth.Theyarehappyinalmostanyenvironment,fromthefreezingArctictoswelteringtropicalcities.Thereareapproximately4,600speciesofcockroach,butonlyabout30comeintocontactwithhumans.

TheAmericancockroachwasnotoriginallyanativeofAmerica–itmigratedwithsailorsfromAfricaasearlyas1625andquicklymadeitselfathome.Itisconsideredoneofthefastest-runninginsects,withatoprecordedspeedof5.4km/h–about50bodylengthspersecond.Thisistheequivalentofahumanrunningat330km/h.

Americancockroacheswilleatalmostanything,includingglue,deadskin,deadanimals,plants,soiledclothing–andevenotherdeadorinjuredcockroaches.Itcansurviveforamonthwithouteating,twoweekswithoutdrinking,anduptoaweekwithoutitshead!

HornetandbeebattlebyDaneMadgawick.Weta

Americancockroach

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Japanesegianthornet(Vespa mandarinia japonica)

Team terminator

TheJapanesegianthornetistheworld’slargesthornetspecies,withqueenslargerthan5centimetresandworkersapproximately4centimetreslong.Theyhaveaformidablestingerthat’s6millimetreslong,whichtheyusetoinjectlargequantitiesofpotentvenom.Thevenomcontainscytolyticproteins,whichcausecellstoburstopen,andaneurotoxinthatdamagesnerves.Onescientistdescribedastingfromoneofthesehornetsasfeeling‘likeahotnailbeingdrivenintomyleg’.

Japanesegianthornetsarepredatoryandhuntmediumtolargeinsects,includingbees,mantises,andotherhornets.However,theadulthornetscannotdigesttheproteinfromrawinsects.Thereasontheyhuntistofeedchewed-upinsectstotheirdevelopinglarvae.Thelarvaethensecreteanutritiousliquidbacktotheadults.

Thelarvaebangontheircellwallswhenthey’rehungry,whichpromptstheadultstolookforfood.ThisisthereasontheJapanesegianthornetsearchesouthoneybeecolonies.Asinglehornetcankillupto40honeybeesaminute,whileasmallteamoffewerthan50candestroyacolonyoftensofthousandsinacoupleofhours.Thehornetsthenstealthebeelarvaetofeedtotheirownlarvae.

JapanesegianthornetbyT-mizo

Katipö(Latrodectus katipo)

Deadly night stinger

ThekatipöspiderisendemictoNewZealand,whichmeansit’snotfoundanywhereelseintheworld.Itsnamemeans‘nightstinger’intereoMäori.It’sthecountry’sonlyendemicvenomousspiderandisrelatedtotheAustralianredbackandtheAmericanblackwidow.KatipöliveonthewindycoastsofNewZealandandspincobwebsamongstthenativebeachgrasses.Thewindblowscrawlinginsectsintothesesnareswherekatipöincapacitatethemwiththeirpowerfulvenom.

Althoughkatipöwebsappearmessy,thereispurposetoeverystrandofsilk.Somestrandsanchortotheground,andunsuspectinginsectsgettangledupinthem.Asaninsectstruggles,someoftheanchorlinescanbreak.Thishoiststheinsectintotheair,whereitcan’tescape.Withtheirextremelystrongsilk,spiderslikethekatipöareabletocapturepreymuchlargerthanthemselves.

Katipöspider.CrownCopyright:DepartmentofConservationTePapaAtawhai(2008)

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Wëtä(Anostostomatidae)

More than meets the eye

WëtäareendemictoNewZealand.Thereareapproximately70species.Wëtälooksimilartotheirrelatives:grasshoppers,locusts,andcrickets.Likethem,theyhavepowerfulhindlegsandearsontheirfrontlegs.Wëtäcommonlyhavelongantennaeandlargespikesontheirhindlegs.

Wëtäaresomeoftheheaviestinsectsintheworld.Theycangrowtomorethan10centimetreslongandweigh20to30grams,thesameweightasasparrow.Mäoribelievethewëtäpunga,thegiantweta,istheoffspringofPunga,godofuglythings.ItwasoneofthemanyinsectssentbyWhirotoattackhisyoungerbrotherTäneasheascendedtheheavenstoretrievethethreebasketsofknowledge.Canyoulookbeyondtheuglyexteriorofsomebugstofindwonderandunderstanding?

Pepetuna(Aenetus virescens)

Giant killer

Thepepetuna,alsoknownasthepüririmoth,isNewZealand’slargestnativemoth,withawingspanofupto15centimetresandadistinctivebright-greencolour.Itlivesforjust48hoursasanadultmoth,althoughitcansurviveforuptosixyearsasagrub.Thegrubisknownasamokoroa,andmakesitshomeinthepüriritree,ahugeevergreenthatcangrowto20metrestall,withatrunkwiderthan1.5metresindiameter.

Themokoroagnawsitswaythroughthebarkandcreatesadistinctiveburrowintheshapeofanumber7.Asthetreetriestoheal,itproducessapthatthemokoroafeedson.Oncethegrubreachesabout10centimetreslongand1.5centimetreswide,itthenpupatesinsidetheburrow.Thepupathenwrigglesoutofthetreeandsplitsopen,andthemoththenfliesawaytomateanddie.

Largeinfestationsofmokoroacankilleventhelargestpüriritrees.Mäorihaveasaying:‘Heitimokoroaehingapüriri’,whichtranslatesas‘Thelittlemokoroagrubfellsapüriritree’.Thisproverbremindspeoplethatthecollectiveactionsofsmallthingscanhaveabigimpact.

WëtäbyKateWhitley.TePapa PüririmothbyPhilBendle

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Mosquito(Culicidae)

Brilliant bloodsucker

Mosquitoesareexpertsatfindingameal,butonlythefemaledrinksblood–sheneedsprotein-richfoodtoproducehereggs.Tomaximisehersuccessinfindingfood,shehasasuiteofhighlyattunedsenses.

Themosquito’santennaecan‘smell’thecarbondioxidewebreatheoutfromover30metresaway.Wide-angled,compoundeyesareverysensitivetomovement–andwhenmosquitoesgetcloseenough,theycandetectourbodyheat.

Amosquitolandssosoftlyonourskinthatwedon’tevenfeelit.Itspiercingmouthpart,calledaproboscis,isacomplexarrangementofneedles,blades,andtubesthatpainlesslypierceourskin.Thebitewefeelonlyhappenswhenthemosquitohasfinisheddrinkingandpullsaway.Theitchinessiscreatedbythemosquito’ssaliva,whichitusestomakesureourblooddoesn’tclotandclogupitsproboscis.

Afemalemosquitocantripleherbodyweightinlessthantwominutesoffeeding.Sheusesthebloodtohelpcreateupto300eggs.

Bombardierbeetle(Stenaptinus insignis)

Bug blaster

Beetlesarethemostdiverseinsectgroupintheworld,withover400,000species.Therearemorethan500speciesofbombardierbeetleworldwide,andthey’refoundoneverycontinentexceptAntarctica.They’recarnivorousandhuntatnightforinsects.

Thedefencemechanismthatgivesthebombardierbeetleitsnameismadeupofacomplexsystemofglandsinitsabdomen.Theseglandsallowthebeetletomixtwochemicalstocreateanexplosivereactionthatshootsoutofitsabdomeninapulsing,high-pressurejetspray.Itsabdomenisflexibleenoughforittoaimthishot,smellyexplosionatanyattackinginsectorspider.

Bombardierbeetlecopyright(1999)NationalAcademyofSciences,U.S.A.-PNASsprayaiminginthebombardierbeetle:Photographicevidence-ThomasEisnerandDanielJAneshansley

Mosquito

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Activity1.1 Bugs in your environmentGo out and collect some bugs from your local area, then discuss and compare what you find.

Materials:Pencil Paper

Optional extras:Magnifyingglass Shallowtray

Trowel Camera

Colouringpencils Largewhitesheet

Butterflysweepnet Quadrat (frametofocussurveysampling)

Thisactivityisagreatopportunitytodiscusswhatyouexpecttofindinyourlocalenvironment,andthencomparethatwithwhatyouactuallyfind.Ifthisisthefirsttimeyou’velookedforbugs,workinginsmallteamsisrecommended.Havesomeonerecordwhatisfoundwhileotherslookforbugs.

Makearecordofwhatyouseebywritingordrawingonpaper,orusingacamera.Themoreevidenceofwhat’scollectedthebetter.Thosewhoarelookingforbugsmayfindmagnifyingglasses,trowels,quadrats,trays,andwhitepaperuseful.Traysarehelpfulforsortingleaflitter,whileawhite-paperbackgroundmakesiteasiertoseeanybugs.Agoodtrickistospreadtheleaflitteroutthinlyandwaitafewmoments.Ifaspeckofdirtstartsmoving,thenyouknowit’sabug!

Aneffectivewaytocatchbugsistostretchoutalarge,whitesheetunderatree,thengentlyshakeabranch.Bugsthatliveinthetreecanopywillfalldownontothesheet.Teamscantheninvestigateandrecordwhattheysee.Youcanusetheshallowtraysifyoudon’thavethespacetostretchoutalargesheet.Tryitwithdifferenttypesoftrees.Doyougetdifferentbugs?Morebugs?

Usechallengestoencouragesearchingforbugs.Find:

➜thebugwiththemostlegs➜ thebugwiththefewestlegs➜ thebiggestbug➜ thesmallestbug➜ thefastestbug➜ theslowestbug➜ themostcolourfulbug.

Forfurtherideasaboutfindingbugs,seethereferencessectionintheAppendix(4.3).

1.2 Bug ecologyMake a bug timeline, learn about the Maori whakapapa (genealogy) of bugs, and discover some of the jobs that bugs do to help humans.

1.2.1Millionsofyearsofbugs

Ecologyisthestudyofhowplantsandanimalsfitintoanenvironment,andwhattheirrelationshipsarewithotherplantsandanimals.

Mostbugshavetobegoodathidingsotheydon’tgeteaten.They’vebeendoingthisforover400millionyears–onlythebesthavesurvivedtopassontheirskills.

Toput400millionyearsintoperspective,usethetimelinefromthesupportingmaterialssectionintheAppendix(4.4.1).

➜Paceoutthetimelineonasportsfieldandhavepeopleholdupsigns.

➜Drawitonarolloftoiletpaper(thesquaresmakeausefulscale).

➜Createitonaclassroomwall.

Cicada

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Activity

TheinsectworldTeAitanga-a-Pepeke

TakaahoSeamonster

HinepekeAncestorofinsects

andlizards

TeAitanga-a-PepekeAllinsects,spiders,lizards,andvermin

RanginuiSkyfather

TäneGodofforests,

birds,andhumans

TePütotoAncestoroflava

andredclay

TüteähuruAncestorofinsects

Hine-tüpari-maungaAncestorofmountains

PapatüänukuEarthmother

+

+

+

+

1.2.2Culturalperspectivesonbugs

AnotherwaytoexpresswherebugscomefromistoinvestigatetheMäoriwhakapapaofbugs.Whakapapaisgenealogythattracestheoriginsandinterconnectednessofallthings.Foramoredetailedillustrationofthewhakapapaofbugs,seethesupportingmaterialssectionoftheAppendix(4.4.2).

Mäorihaveaholisticviewofthenaturalworldand,unlikebiologicalscience,don’tdescribebugsasentitiesseparatefromtheenvironmentswheretheyarefound.Spiderwebsareviewedasextensionsofthespider,whilethekümaramoth,apesttokümara(sweetpotato)farmers,isacceptedasanintrinsicpartofthenaturalecosystem.

Studyingthewhakapapaofbugsislikefollowingreferencesthroughscientificpaperstoshowtheevolutionofourunderstandingofthenaturalworld.Inbothapproaches,knowledgeispasseddownthroughtime,whetheritisthroughoraltraditionorscientificpapers.

Wëtä

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Activity1.2.3 Ecosystemservices

BugsareimportantfacilitatorsofmanyofthenaturalcyclesontheEarth.Thejobstheydoareknownasecosystemservices.Someexamplesinclude:

➜ pollinatingplantsthatproducefood

➜ beingfoodforlargeranimals

➜ pestcontrol

➜ dungburial

Theseserviceshavehugebenefitsforhumans.Wearedependentoninsectpollinatorsforthefoodweeat,includingfruit,nuts,vegetables,andchocolate.Learningaboutecosystemservicesmightchangeyourperspectiveontheinsectsinyourgarden.

Physiologyisthestudyofhowthebodypartsofanorganismfunction,andwhattheorganismismadeof.

Lookcloselyatsomebugstoseewhatthey’remadeof.Trytoidentifyalloftheirmovingparts.You’llneedsomemagnificationtoreallyappreciatewhat’sgoingon.Pinsandtweezerscanbeusedtocarefullymovedeadinsectsunderamicroscope.

Thisactivityisagreatopportunitytotrydrawingorwritingaboutbugsinasmuchdetailaspossible.Whilethebugsareunderstrongmagnification,youcaninvestigatethecolours,shapes,andpatternsoftheirbodies.

Materials:Pencil Paper

Magnifyingglass

Optional extras:Camera Colouredpencils

Microscope Tweezers

Pins Polystyreneorcardboardsheet

1.3 Bug physiologyMagnify some bugs and appreciate their fascinating details.

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Activity1.4 Bug behaviour Observe bugs in their natural environments, or carefully keep one in captivity, and find out about their daily lives and needs.

1.4.1 Keepingbugsincaptivity

Thereisplentytolearnfrombugsbywatchingthemgoabouttheirlives–eitherintheirnaturalenvironmentorincaptivity.Keepingthemincaptivityallowsyoutocontroltheenvironmentsothey'reeasiertoobserve.Thechallengeoflookingaftertheirneedscanoffermanylearningopportunities.

Startwithbugsyoucanfindinyourlocalenvironment.Thatwayyou’llknowtheirfoodsourceisnearby.Thereisafantasticguidetokeepingbugsatwww.bugsed.comthatwillhelpyoukeepyourbugssafeandhealthy.

1.4.2 Humaneexperiments

Humaneexperimentsareanotherexcellentwaytolearnaboutbugs.Youcanasklotsofquestionsabouttheirreactionstoenvironmentsorstimuli.Makingarecordoftheseinteractionscanbechallengingandinterestingbecausetheytakeplaceoveraperiodoftime.It'sgoodtodiscussthebestwaytoshareyourdiscoveries.Ifyouhaveaccesstoacamera,youcouldcreatestop-motionanimationofthelivebugs,oraphotographicjournaloftheexperiments.

Examplequestionstoinvestigate:

➜ Dobugspreferlightordarkenvironments?

➜ Dobugsprefergreenleavesorrottingsticks?

➜ Canyourbuglearnwheretofindfood?

Materials:Bug-friendllycontainer Magnifyingglass

Pencil Paper

Optional extras:Camera Paint

Microscope Forceps

Desklamp Plantsorleaves

Ladybird

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CHAPTER 2: WHAT CAN WE LEARN FROM BUGS?Bio-inspiration & Making Bugs

Bombardierbeetle

If it wasn’t for thex-raysynchrotron,scientistswouldnothaveseentheincredibleexplosionsthisbeetlecancreateinsideitsabdomen.Anx-raysynchrotronisamachinethattakesx-raysveryfastsoyoucanmakeavideooftheinsidesofafunctioningbody.Thebombardierbeetleusestheexplosionasasprayweapon,butbystudyingitscientistsmaylearnhowtomakebetterjetenginesorrockets.

Japanesehoneybee

If it wasn’t for infraredcameratechnology,scientistswouldnothavediscoveredthatthesebees‘cook’hornetsatatemperatureofwithin2°Celsiusofwhattheythemselvescansurvive.Bywatchinghowthesehoneybeesworktogethertodefendtheirhives,scientistsarelearninghowtocreatedigitalsystemsthatutiliseco-operationandnetworking.

Dragonfly

If it wasn’t for super-high-speedphotography,scientistswouldnothaveseentheincredibleaerialacrobaticsthedragonflyiscapableof.Norwouldtheyunderstandhowitcatchesalmost100%ofthepreyitchases.Scientistsarebeinginspiredbythedragonfly’sminiatureengineeringtocreatehigh-performancematerials,structures,andflyingvehicles.

What have scientists learned from bugs?Bugs have been inspiring science and technology for centuries. Now, new technology allows us to study bugs in greater detail than has been possible before.

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Jewelwasp

If it wasn’t for radioactiveisotopes,scientistswouldnothaveseenhowthejewelwasp’svenominteractswiththenervoussystemofacockroach.Scientistsdyedthevenomwitharadioactivechemicaltoseewhereitwent.Venomhasveryspecificinteractionswiththeinternalsystemsoforganisms.Studyinghowvenomaffectsthesesystemshasledtothedevelopmentofmedicaltreatmentsthatcouldhelpcureillnessessuchascancerandarthritis.

Orchidmantis

If it wasn’t for thecombinationofultravioletreflectivewhitepaintandaspectrometer(usedtomeasurelightwavelengths),scientistscouldnothavedeterminedhowtheorchidmantisattractsitsprey.Formanyyears,scientistsbelieveditusedcamouflagetohidefromprey.Nowweknowitlurespollinatinginsectsbylookingmoreattractivethanotherflowers.Theorchidmantisusessensoryexploitationinthewaythatadvertisingagenciescanpersuadeyoutoeatfastfood.Asprovenbythescientistswhouncoveredtheorchidmantis’ssecret,closeobservationcanrevealtheunexpectedandchallengeassumptions.

Katipö

If it wasn’t for DNA-splicingtechnology,scientistswouldnotbeabletoreproducetheproteinsthatareusedtomakespidersilk.Bystudyingspidersilk,scientistsarediscoveringnewpossibilitiesforconstruction,medicine,andtextiles.Silk,asabiologicalproduct,couldonedaybeusedasaninterfacebetweenhumannervesandtechnologyinreplacementlimbs,syntheticeyes,andmore.

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Activity2.1 BiomimicryDiscuss how bugs have inspired human invention, create your own innovations, and experience the world from a bug’s perspective.

2.1.1 Beinspired

Biomimicryisthescienceofcopyingnatureinform,function,orstrategy.Humanshaveanincrediblecapacityforcriticalthinking,sowecanbeinspiredbyotherorganismstocreateexcitingnewtechnologiesandsolutionstohumanproblems.TherearesomehelpfulinternetresourceslistedintheAppendix,suchasAskNature.org.

2.1.2 Experiment

Exploringbiomimicryisanopportunitytodiveheadfirstintoinspiration,invention,andinnovation.Justlikethescientistswhoarecreatingthetechnologyofthefuture,wecanresearchbugsandfindwaysofsolvingproblems.Thebestscienceattemptstoanswerquestions,soconsiderthehypothesisfirst.

Examplequestionscouldbe:

➜ Liketheorchidmantis,canIlooksogoodthatmyfoodcomestome?

➜ CanIbuildamachinethatcanflaplikeadragonfly?

➜ CanIbuildarocketthatworkslikethebombardierbeetle’sabdomen?

2.1.3 Playwithscale

Youcanalsoplaywithscale.Trytocopywhatbugsdoattheirtinysize.Whatapparatusorequipmentisneededtore-createaspiderweb?Howbigwouldathreadofsilkbeifaspiderwashumansized?Howheavywouldthatthreadofsilkbe?Howelsecanplayingwithscalehelpusbetterunderstandwhatbugsdo?

Illus

trat

ion

byW

eta

21

Activity2.2 Making bugsLook closely at a bug, then make a model or puppet bug based on what you see.

2.2.3 Making puppets

Tocreateabugmodelthat’sabletomove,youcouldmakeabugpuppetorattachyourmodeltoremote-controlledvehiclesorflyingdrones.

➜ Whatarethelimitstobuildinginthisway?

➜ Doyouneedtomakemovingbugsoutoflightermaterials?Why?

➜ Whatwouldyouusetobuildabugrobot?

➜ Howcanyoutestthelimitsofwhatthematerialscandobeforeyoubuildyourpuppetorrobot?

2.2.1 Making models

Makephysical3-Drepresentationsofbugsoutofplaydough,Lego,orpapiermâché.Themoreaccurateyoutrytomakeyourbugs,themorescientificyou’llbebecauseyou’llbelookingforthedetailsofthebugandattemptingtounderstandwhatyousee.Thinkaboutproportionslikeleglengthtobody,andantennaelength.Considerwhichpartshinge,andwhichpartsaresoft,flexible,orsolid.Canyoubuildthatintoyourmodel?Lookcloselyandaskquestions.Forinstance:

➜ Howmanybodypartsandhowmanylegsdoesithave?

➜ Aretherespikesontheleg?

➜ Doesthebughavehairsonitsbody?

➜ Aretherewingcases?

➜ Aretheretwowingsorfour?Oranyatall?

➜ Howmanydifferentcoloursisthebug?

➜ Howmanyeyesdoesthebughave?

Materials:Playdoughormodellingclay Papercraftmaterial

Optional extras:Modellingwire Papiermâché

Lego Corrugatedcardboard

Remote-controlledvehicle Remote-controlled flyingdrone

HexBugbyMidorisyuviaFlickr

RenderingbyDaneMadgwick.Weta

22

Activity2.3 What if we were bugs?Do some research or use your imagination to get into the mind of a bug, and create a story about its life.

Thisactivityisacreativeopportunitytogetintothemindofabug.

Anthropomorphising(givinghumancharacteristicsto)bugscanbeproblematicbecausewecan’tassumethewayweexperiencetheworldisthesameasthewaybugsdo.Butitcanalsoleadtointerestingdiscussionsabouthowmuchyoucanassumeaboutabug’spointofviewcomparedtoahuman’s.FilmslikeA Bug’s Lifeand Antz presentmorefancifulideasaboutthelivesofbugs.Youcandecidehowrealisticyouwantthehypotheticalbug’slifetobe.

2.3.1 Imaginethelifeofabug

Selectarealbugtoinvestigateormakeupanimaginarybugandanswerthequestionsbelow.Whatotherquestionsaboutabug’slifecouldbeinvestigated?

➜ Howlongdoesyourbuglivefor?

➜ Whatwouldyourbug’saveragedaybelike?

➜ Howlongwouldyourbugspendlookingforfood?

➜ Whatwouldyourbugbescaredof?

➜ Whowouldyourbugbefriendswith?

➜ Wherewouldyourbugmakeitshome?

➜ Doesyourbugpreferdaytimeornight-time?Why?

2.3.2 Createstories

Yourstoriesaboutyourbugcanbecreatedinanymedium.Writethem,drawthem,orpaintthem.Buildcardboarddioramasoutofshoeboxes.Ifyouhaveacamera,createanimationsandrecordyourvoicenarratingoverthetop.Designcostumesandactoutinteractionsbetweendifferentstudentsbeingtheirpreferredbug.Whatotherwayscanyouthinkoftotellyourbug’sstory?

Materials:Imagination Paperandpencil

Optional extras:Camera Paint

Costumes

Ant

23

Activity

Mäorihavemanysongs,stories,andteachingsinspiredbytheseawesomecreatures.Bugshavealsoinfluencedtheartofwhakairo,woodcarving,whichisanimportantpartofMäoriculture.

2.4.1 Mäorimusic

BugshaveinspiredMäorimusicalinstruments.Thepürerehua,atypeofbullroarer,ismadefromapointedovalbladecarvedfromhardwood,whalebone,orpounamu(NewZealandjade)andattachedtoalongtether.Whenit’sswungroundthehead,itmakesalowflutteringsoundlikeamonstrousbutterfly.Itwasusedtowarnpeopleofdanger.

Thepütörinoflute,picturedhere,canalsobeplayedlikeabugle.It’sinspiredbyanintriguinginsectcalledabagmoth.Thefemalebagmothnevercomesoutofherprotectivesilkcocoon.Shestaysinthetreesandwaitsforthemaletofindher.Shecanclimbaroundveryslowly,almostlikeasnail,withherhomeonherback.Hineraukatauri,goddessofmusic,issaidtohavelovedherflutesomuchsheclimbedintoittolivejustlikeabagmothinitscocoon.

ForexamplesofsongsintereoMäoriaboutinsects,seethesupportingmaterialssectionoftheAppendix(4.4.3).

2.4 Indigenous cultural perspectives

Contemporary scientists are not the only people to be inspired by bugs. Humans have always been connected with bugs, and many cultures respect their importance.

Make instruments that can sound

like bugs.

Copy the ways that different

bugs make noise.

Create an orchestra of bug-inspired instruments.

Learn and play songs about bugs.

Write songs about bugs

or music inspired by

them.

MUSIC ACTIVITIES

Create soundscapes

of environments where bugs live.

Pütörino(bugleflute)makerunknown.1700-1850,NewZealand,OldmanCollection,giftoftheNewZealandGovernment,1992

24

Activity2.4.2 Mäoridesign

BeforeMäorihadawrittenlanguage,theyusedasymboliclanguage.Thesymbolswereinspiredbynatureandincorporatedintointricatewoodcarvingsandwoventextiles.Forexample,somecarvingsreflectspiderwebsorthewayinsectgrubsburrowintowood.

Find bugs from the colours of the rainbow.

Design a family crest inspired by a bug

you admire.

Look at the colours and shapes of bugs for inspiration for clothing designs. Stand out or blend in?

Carve potatoes into bug-shaped stamps to create

repeating patterns.

Make bug-inspired jewellery.

DESIGN ACTIVITIES

Design a bingo game to find simple shapes (square, triangle, spiral,

etc) in pictures of bugs.

AvarietyofbeetlesbyMichaelHall.TePapa

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ActivityCHAPTER 3: HOW DO WE LIVE WITH BUGS?Social Impact and Critical Thinking

Technologyallowshumanstohaveunprecedentedinfluenceoverourenvironmentandthebugsthatlivethere.Wemustlearntolivewithbugsbecauseweprobablywon’tsurvivewithoutthem.Forexample,withoutpollinatorssuchasbees,beetles,flies,andbutterflies,mostfloweringplantswoulddisappear.Thatincludesfoodcropssuchasnuts,fruit,vegetables,andchocolate.

Thefirsttwochaptersofthisresourcehelpedyoutoexplorewhatbugsdoforthemselvesandwhattheycandoforhumans.Thischapterwillhelpyoutothinkaboutwhatyoucandoforbugs.Itwillalsogiveyoutheresourcestoasksomeofthebig,toughquestionsabouthowbugsandhumanslivetogether.Thismayencourageaholisticappreciationofhowalllivingthingsareconnected.

InMäoriculture,thisinterconnectednessiscalledwhakapapaandisseenasasacredbondbetweeneverything–fromhumanstobugstotheland,sea,andsky.Seesection1.2.2formoreinformationaboutthewhakapapaofbugs.

Debate topic suggestions

➜ Eatingbugs

➜ Insecticides

➜ Cyborgbugs

➜ Geneticallyengineeredbugs

➜ Eradicatingmosquitoes

Pepetuna.NgäManu

3.1 Informed debateDebate some of the hot topics about bugs, and launch a campaign to elect the best bug to rule the world.

Belowisanexampleofhowtostructureaninformeddebate.

3.1.1 Thedebate

➜Poseahypotheticalquestionaboutasubject.Studentsdecidewhethertobefororagainst.

➜Askindividualstoratehowtheyfeelaboutthesubjectonascalefrom1to10,where1isstronglydisagreeand10isstronglyagree.

➜Dividethegroupintotwodebatingteams.

➜GiveTeamOnepositiveinformationaboutthesubject.

➜GiveTeamTwonegativeinformationaboutthesubject.

➜Eachteamindependentlybrainstormsallthereasonsitcanthinkoftosupportitssideoftheargument.

➜Theteamsthentaketurnstotrytoconvinceeachotheroftheirpointofview.

➜Attheendofthedebate,individualsrespondonthesamestronglydisagree–stronglyagreescaleanddetermineifthere’sbeenanychangeofopinion.

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Activity3.1.2 Whatifbugsruledtheworld?

Youcouldtrymountingapresidential-stylecampaign,inwhichteamsarguethattheirbughasthebestpowerstoruletheworld.Dividethegroupintomorethantwoteams.Theirchallengecouldbetocreateposters,convincingarguments,apolicydocument,andalliancesbetweenteams.Theteamscandotheirownresearchandfindtheirownreasonsthatonebugwouldbebetterthantheothers.

➜ Isitbecauseitisthemosthelpfultohumans?

(eg,honeybee)

➜ Isitbecauseitisthemostpowerful?(eg,mosquito,bulletant)

➜ Isitbecauseithasthemostlegs?(eg,millipede)

➜ Isitbecauseitisthemostbeautiful?(eg,morphobutterfly)

➜ Itisbecauseitisthebestbuilderandbestteamplayer?(eg,termite)

3.2 Bug championsThink of ways to share your new knowledge about how incredible bugs are.

3.2.1 Howcanwehelpbugs?Throughtheresearchanddiscoveryopportunitiesinthisresource,youwillhavebuiltupagoodunderstandingaboutwhatbugsneedtosurviveandthrive.Youcannowexplorewaystohelpbugslocally,nationally,andinternationally.

➜ Canyoucreatepracticalsolutionstohelpbugs?➜ Dobugsneedhelpfromhumans?➜ Whichbugsinparticularneedhelpfromhumans?

3.2.2 Sharingknowledgeaboutbugs

InMäoriculture,thecultivationofkümara,akindofsweetpotato,wasoneofthemostimportantandsacredactivities.However,farmersoftenhadtodefendtheircropsfromthekümaramothanditsgrubs.Theydidn’thaveawrittenlanguagetosharetheirwisdomabouthowtolookafterkümara.Instead,theywovetheirknowledgeintowhakapapa.

AccordingtotheNgätiAwatribe,Whänui(thestarVega)isthecelestialparentofthekümara.ButWhänui’syoungerbrother,Rongomäui,stolethekümaraasafoodsourceforhumans.Whänuiwassoangryhesentbugstoravagethekümaracropaspunishment–andtheyhavecontinuedtodosoeversince.SomekümarafarmerswouldplanttwofieldssotheycouldeatfromoneandappeaseWhänuiwiththeother.

Incorporatingthiswisdomintostorytellingensuresitispassedontofuturegenerations.Mäorihaveaholisticunderstandingofthenaturalworldandacknowledgeaspaceforeverything,includingthepeststhateattheirmostsacredcrop.

➜ Howwouldyousafeguardyourknowledgeaboutbugs?

➜ Howwillyoushareyourknowledgeofbugs?

➜ Wouldyouratherlearnaboutbugsfromascientificpaperorsomeonetellingyouastory?

➜ Howcouldyoucombinethebestofboth?

➜ Whyisitimportanttomakeknowledgeaccurateand easytounderstand?

27

Activity3.3 Parasites and pestsThink about how humans and bugs live together, meet someone who works with bugs, and discover the bugs that share our homes.

Insectsandotherbugshaveadaptedtohumancivilisation.Thishasputtheminconflictwithhumanexpansion.Largestoresoffoodattractlargenumbersofinsects,andwebuildourhomesoutoftimber–thefoodofmanydifferentkindsofinsectsformillionsofyears.Thenwecallthempestsandspendhugeamountsofmoneytryingtocontroltheirnumbers.

Worldwide,weuseapproximately2.4billionkilogramsofpesticideseveryyear.Thesearemadetocontrolplants,fungi,andanimals–includinginsects.Somepesticidescanharmbeneficialinsectslikehoneybeesaswellaspests.Since2001,therehasbeenasignificantincreaseintheuseofneonicotinoidpesticidesintheUnitedStates,andtherearefearsithascontributedtothedeclineofhoneybees.Manyoftheimportantfoodcropsweeatdependdirectlyorindirectlyonpollinationbyhoneybees.Howcanweprotectthefoodweeatwithoutharmingthebugsweneed?

Bugsprovidemanyservicestokeepecosystemsaroundusfunctioning.Theypollinatetheflowersoforchardsandfoodcrops.Theypurifythewaterwedrink.Theyturnnaturalwasteintonutritioussoil.

➜ Dowetakebugsforgranted?

➜ Howdowebenefitfrombugs?

➜ Arewetheparasites?

Thereisahugewealthofknowledgeabouttheimpactofpestsandparasitesonhumanlives.Learningaboutthelifecyclesofpestandparasitespeciescangiveyouanappreciationforwhytheydowhattheydo.

InthereferencessectionoftheAppendix(4.3),you’llfindawebsitecalledPestWorldforKids.It'sfulloffreeresources–fromcraftideastolessonplansandshortinformativevideoshostedbykids.

3.3.1 Grossology

Parasitesandpestsaregreatsubjectstoteachusing‘grossology’,whichengageskidsbyusingtheirfascinationwiththingsthatareickyordisgusting.

3.3.2Meetanexpert

Meetsomeonewhomanagesinsectpestsorparasitesaspartoftheirjob.Youcouldgoonafieldtriptoafarm,orinviteavettosharewhattheyknow.Whatmethodsofcontroldotheyuse?Aretherebugsthathelpthispersontodotheirjob?

3.3.3Pestsathome

Askstudentstosurveytheirhomesandbringinevidenceofparasitesandpests.Designasurveytodeterminethemostcommonhouseholdpests.Theycouldbeinthefurniture,inthepantry,oronpets.

3.3.4 PestandparasitePSA

Createapublicserviceannouncement(PSA)fortheschoolaboutthepestsandparasitesthatcanbefoundinthecommunity–headlice,forinstance,howtoidentifyheadlice,andhowtocontrolthem.

Termite

28

APPENDIX4.1 Glossary of terms

4.2 Curriculum links

4.3 References

4.4 Supporting materials

4.5 Map of Bug Lab

4.1 Glossary

analogue(noun): apersonorthingseenascomparabletoanother

arthropod(noun): aninvertebrateanimalfromthephylumArthropoda,suchasaninsectoraspider

bioblitz(noun): anintenseperiodofbiologicalsurveyinginanattempttorecordallthelivingspecieswithinahabitat

biodiversity(noun): thevarietyoflifefoundinaparticularhabitat

cytolytic(adjective): dissolvesordegeneratescells

endemic(adjective): belongingexclusivelytoaparticularplace

eusocial(adjective): eusocialorganismshavethehighestleveloforganisation,includingcooperativecareofyoungandadivisionoflabour

exoskeleton(noun): arigidexternalcoveringforthebodyinsomeinvertebrateanimals

habitat(noun): thenaturalhomeorenvironmentofananimal,plant,orotherorganism

indigenous(adjective): originatingoroccurringnaturallyinaparticularplace;canbeindigenoustomultipleplaces

Mäori(noun): theindigenousPolynesianpeopleofNewZealand

mätauranga Mäori(noun): theknowledgeandcomprehensionofeverythingvisibleandinvisibleknowntotheindigenousMäoripeopleofNewZealand, includingtheirnativelanguage

native(adjective): (ofaplantoranimal)ofindigenousoriginorgrowth

neonicotinoid(noun): anagriculturalinsecticideresemblingnicotine

neurotoxin(noun): apoisonthatactsonthenervoussystem

parasite(noun): anorganismthatlivesinoronanotherorganism(itshost)andbenefitsbyderivingnutrientsattheother’sexpense

parasitic(adjective): (ofanorganism)livingasaparasite

pest(noun): adestructiveanimalthatattacksfoodorotherresources

phylum(noun): ataxonomicrank,orgroupingofrelatedorganisms

püräkau(noun): tereoMäorinamefortraditionalstories

quadrat(noun): arectangularframeusedforgeographicalorecologicalsurveysampling

radioactive isotope(noun): anunstableatomthatemitsenergyasradiationoraparticle

spectrometer(noun): anapparatususedtomeasureaspectrumofintensity

stimulus(noun): athingoreventthatresultsinaspecificfunctionalreaction

synchrotron(noun): atypeofparticleacceleratorusedtopropelchargedparticlestonearlylightspeedandcontaintheminwell-definedbeams

te reo(noun): literally,thelanguage,shortfor‘tereoMäori’,thelanguagespokenbytheindigenousMäoripeopleofNewZealand

waiata(noun): aMäorisong

whakapapa(noun): tereoMäoriwordforgenealogy,tracingtheoriginsandinterconnectednessofallthings

29

4.2 Curriculum linksThisresourcehasactivitiesthatarerelevanttomanycurriculumareas,including:

➜ Science

➜ Technology

➜ English

➜ Arts

➜ LearningLanguages

➜ Mathematics.

Thefollowingthreesubsectionshighlightthelinkstospecificregionalcurriculums.

Taumata Pütaiao–TeAoTüroa

1&2

TeRauropi 2.Kawhakawhitiwhitiwhakaaromöngämeaoreore,kawhakaröpüirungaingärerekëtanga.

TeTaiao 3.Kamäramahaerekingäähuatangaoiameaoreoreeriteanakiawhaiorangaaiiaitönaakewähinoho.

Taumata Hangarau

1&2 TeWhakaharatauHangarau 2.Katühura,katautohui:

• ngähuahangarauwhänui

• tetakemetewhakamahiingämomohua

3&4

NgäÄhuatangaoteHangarau

1.Kaätawhakaarokingäuaramengäwhakaponokuawhakamahia,kiamäramaaingäähuatangaoteotingakuaputa.

Meätawhakaaroki:

• ngämätäponohangarau;

• tehängaitangakitetangata;

• tepäpätangakitetaiao;

• tepängaingäwäehekemainei.

2.Kamäramakingähuaotewhakawhitiwhitiköreroiwaenganuiitehaporimeteaowhänui.

4.2.1 Te Marautanga o Aotearoa – Ngä hononga ki te Marautanga

30

Whakapapa Möteatea Waiata Karakia KaupapaMatua

TeAitanga-a-Pepeke–Whakapapa

NgäMöteateataketakeongäiwi 4.4.3NgäWaiataMäori

NgäKarakiataketakeongäiwiTuhiangäkarakiahou

NgähuringaorangaongängäraraNgämanatipuatöngängäraraNgahuaingängäraraNgäpängakiteaotangata

Level ScienceCurriculumLinks1 & 2

NatureofScience Understandingaboutscience Appreciatethatscientistsaskquestionsaboutourworldthatleadtoinvestigationsandthatopen-mindednessisimportantbecausetheremaybemorethanoneexplanation.

Investigatinginscience Extendtheirexperiencesandpersonalexplanationsofthenaturalworldthroughexploration,play,askingquestions,anddiscussingsimplemodels.

LivingWorld Evolution Recognisethattherearelotsofdifferentlivingthingsintheworldandthattheycanbegroupedindifferentways.

3

NatureofScience Understandingaboutscience Identifywaysinwhichscientistsworktogetherandprovideevidencetosupporttheirideas.

Investigatinginscience Buildonpriorexperiences,workingtogethertoshareandexaminetheirownandothers’knowledge.

Askquestions,findevidence,exploresimplemodels,andcarryoutappropriateinvestigationstodevelopsimpleexplanations.

LivingWorld Evolution ExplorehowthegroupsoflivingthingswehaveintheworldhavechangedoverlongperiodsoftimeandappreciatethatsomelivingthingsinNewZealandarequitedifferentfromlivingthingsinotherareasoftheworld.

4

NatureofScience Understandingaboutscience Identifywaysinwhichscientistsworktogetherandprovideevidencetosupporttheirideas.

Investigatinginscience Buildonpriorexperiences,workingtogethertoshareandexaminetheirownandothers’knowledge.

Askquestions,findevidence,exploresimplemodels,andcarryoutappropriateinvestigationstodevelopsimpleexplanations.

Level TechnologyCurriculumLinks1

NatureofTechnology

Characteristicsoftechnology Understandthattechnologyispurposefulinterventionthroughdesign.

Characteristicsoftechnologicaloutcomes

Understandthattechnologicaloutcomesareproductsorsystemsdevelopedbypeopleandhaveaphysicalnatureandafunctionalnature.

2

NatureofTechnology

Characteristicsoftechnology Understandthattechnologybothreflectsandchangessocietyandtheenvironmentandincreasespeople’scapability.Characteristicsoftechnologicaloutcomes

Understandthattechnologicaloutcomesaredevelopedthroughtechnologicalpracticeandhaverelatedphysicalandfunctionalnatures.

3 NatureofTechnology

Characteristicsoftechnology Understandhowsocietyandenvironmentsimpactonandareinfluencedbytechnologyinhistoricalandcontemporarycontextsandthattechnologicalknowledgeisvalidatedbysuccessfulfunction.

Characteristicsoftechnologicaloutcomes

Understandthattechnologicaloutcomesarerecognisableasfitforpurposebytherelationshipbetweentheirphysicalandfunctionalnatures.

3 NatureofTechnology

Characteristicsoftechnology Understandhowtechnologicaldevelopmentexpandshumanpossibilitiesandhowtechnologydrawsonknowledgefromawiderangeofdisciplines.

Characteristicsoftechnologicaloutcomes

Understandthattechnologicaloutcomescanbeinterpretedintermsofhowtheymightbeusedandbywhomandthateachhasaproperfunctionaswellaspossiblealternativefunctions.

4.2.2TeMarautangaoTeAhoMatua–NgäPaetaeTawhiti

4.2.3NewZealandCurriculum

31

Arthropod-themedstudylessonsforkids. study.com/academy/lesson/characteristics-of-arthropods-lesson-for-kids.html

Basicinformationaboutarthropods.kidzone.ws/animals/arthropod1.htm

Adult-levelarthropodinformation.en.wikipedia.org/wiki/Arthropod

ARKive.orgisawell-regardedbiologicalscience – basedonlineencyclopaedia. arkive.org/invertebrates-terrestrial-and-freshwater

Explanationofhowhumansbenefitfromtheecosystemservicesprovidedbybugs.en.wikipedia.org/wiki/Ecosystem_services

Teacherresourcetodevelopsmallanimalinvestigationinalocalenvironment. pukeariki.com/Portals/0/pdfs/1-1361711-60_Springs_web_teacher_resource_-_Studying_small_land_animals_FINAL.pdf

Toolsforstudyingliveinsects.insects.about.com/od/entomologytools/tp/12toolslive.htm

Learnhowtokeepliveinsectsaspets.bugsed.com/rearing_sticks/keeping_insects_tips.html

NatureWatchNZhostsafantasticcommunityofnaturalistswhocananswerquestionsaboutbugs. naturewatch.org.nz

Contributetoscience–shareyourobservationsofnatureandconnectwithothernatureloversaroundtheworld.inaturalist.org

NewZealand– basedbugidentificationwebsite.landcareresearch.co.nz/resources/identification/animals/bug-id/what-is-this-bug

SpidersfromthecollectionoftheNationalMuseumofNewZealandTePapaTongarewa.collections.tepapa.govt.nz/topic/9419

Explanationofgeologicaltimeandhowscientistsknowhowoldtheworldis.greenforecast.com/what-is-the-geologic-time-scale

428-million-year-oldmillipedefoundinScotland.nature.com/news/2004/040126/full/news040126-1.html

4.3 References

Revisit Bug Lab exhibition videos and other highlights, access education resources, play games, and go behind the scenes of the show.

tepapa.govt.nz/buglab

4.3.1 Whatarebugs?

32

4.3.2Whatcanwelearnfrombugs?

Twenty-minuteintroductorytalkonbiomimicryfromJanineBenyus,abiomimicryscientist.ted.com/talks/janine_benyus_biomimicry_in_action?language=en

TheBiomimicryInstituteempowerspeopletodesignnature-inspiredsolutionstohumanproblems.biomimicry.org

AskNature.orgisafree,onlinecommunitythathelpsinnovatorsfindinspirationfrombiology.asknature.org

BiomimicryEducationNetworkhasafree-to-signup,free-to-downloadteachingresourceallaboutthescienceofbiomimicry.ben.biomimicry.net

4.3.3 Howdowelivewithbugs?

Humanseatinginsects.en.wikipedia.org/wiki/Entomophagy

Awebsiteforkidsfulloffreeresourcesaboutpestsandparasites.pestworldforkids.org/home/

Historyandinformationabouthumanpesticideuse.sustainabletable.org/263/pesticides

Discussionabouthowpesticidesaffecthoneybees.en.wikipedia.org/wiki/Pesticide_toxicity_to_bees

Pepetuna

33

4.4 Supporting materials

4.4.1Evolutionaryhistoryofbugs

Year Event

4,540MBCE Earthforms

542MBCE Cambrianexplosion(massive,rapiddiversificationofearlyorganisms)

442MBCE Firstarthropodscoloniseland

400MBCE Originofwingedinsects

380MBCE Spidersevolveandstartusingsilk

375MBCE Firstvertebratescoloniseland

240MBCE Originofthedinosaurs,middleoftheTriassicperiod

100MBCE Termitesarefirsteusocialinsectstoevolveandcreatefortifiedstructures

99MBCE Antsdevelopadvancedcolonialsocieties

66MBCE Mostdinosaursbecomeextinct,endoftheCretaceousperiod

50MBCE Antsbeginanimalhusbandryofhoneydew-producingaphids

25MBCE Termitesbeginfarmingfungus(firstanimalstogrowtheirownfood)

200,000BCE Thefirstmodernhuman(Homo sapiens),ourcommonancestor

11,500BCE AgriculturalcultivationofricestartsinChina

6,500BCE Jerichobuilt–oneoftheworld’soldestcities

4,500BCE Egyptianskeepdomesticatedbeesandharvesttheirhoney

3,630BCE Humansstartusingcultivatedsilk

Year0

1903CE Humanssucceedatpoweredflight

(BCE=beforecurrentera)(M=millionyears)

A geological timeline =Bugworld=Humanworld

Millipede

Katipö

Dragonfly

Termite

Ant

34

4.4.2 Tewhakapapapepeke:AgenealogyofbugsfromaMäoriculturalperspective

Thiswhakapapa(genealogy)tracestheoriginsandinterconnectednessofhumansandbugsfromaMäoriperspective.

WherebugscomefromTewhakapapapepeke

TakaahoSeamonster

HinepekeAncestorofinsectsandlizards

Tü-tangata-kinoLizardgod

TeAitanga-a-Punga

TeAitanga-a-PepekeTheinsectworld

RanginuiSkyfather

TäneGodoftheforest,

birds,andhumans

Hine-ahu-oneAncestorofhumans

TePütotoAncestoroflava

andredclay

TüteähuruAncestorofinsects

IratangataHumans

PepetunaPüririmoths

PüngäwerewereSpiders

WëtäpungaGiantwëtä

WaerauCentipedes

NamuSandflies

WaeroaMosquitoes

RöStickinsects

Hine-tüpari-maungaAncestorofmountains

TangaroaGodofthesea

PungaGodofuglythings

Tü-te-wanawanaAncestorofreptiles

HaumiaGodofwildfood

TeMönehuAncestoroffernroots

PapatüänukuEarthmother

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+

+

+

+

35

4.4.3 WaiataMäori–SongsaboutbugssungintereoMäori

Hineraukatauri(Mäorigoddessofmusic)

youtube.com/watch?v=UVzPplBC3wA

AsongaboutthedaughterofHineraukatauri.

Kihikihi(cicada)

youtube.com/watch?v=gSer1Y87s90

Mäorirecognisedifferentvarietiesofcicadabythesoundstheymake.

Püngäwerewere(spider)

youtube.com/watch?v=TdZ7_fa1n4Y

RobRuhaisacontemporaryMäorifolkmusician.ThisversionisperformedbyTheMatuaTwinsattheirschool.

Pükäwerewere(spider)

youtube.com/watch?v=eQ3v31CFpKw

TherearemanyregionalvariationsofthissongintereoMäori.Thisversionhastranslationsforthelyrics,whichdescribehowspidersbuildtheirwebs.

Pürerehua(butterfly)

folksong.org.nz/purerehua/index.html

Linkcontainslyricsandsheetmusic.AMäoriinstrumentcalledapürerehuacanbeheardattheverystartofthesong.

Tarakihi(cicada)

folksong.org.nz/tarakihi/

ThistraditionalwaiatareflectsonthecicadaasasymbolofstrengthforMäoripeople.Thelinkcontainsbackgroundinformationandtranslationsofthelyrics.

36

4.5 Map of Bug Lab

Orchidmantischamber

Jewelwaspchamber

Dragonflychamber

Beesvshornetchamber

Bombardierbeetle

Thelabs

Entryandfireflyexperience➜

Exit

Bugdebate

TeaopepekeateMäoriTheMäoriworldofbugs

➜