4-H-890-W

PURDUE EXTENSION

LEADER'S GUIDE

Entomology Project

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This manual is intended to be a resource for 4-H Leaders using the “Insectaganza of Excitement” series:

Studying and learning about entomology is fun for everyone. Since insects exist all around you, can study them wherever you live. The Indiana 4-H Entomology curriculum was written for youth who enjoy learning about insects. The first manual, Level, intro-duces basic concepts, Level 2 continues this study in more detail, and Level 3 introduces more advanced topics. The key to learning with any 4-H project is for youth to enjoy their studies and to learn at their own pace. We hope this study is just the start of a lifetime enjoyment of entomology. Youth can enhance their learning experience, especially as they develop more skills, by using other resources from the Internet, school, or a local library.

Parents can be a big help if they are involved with their child’s learning, especially for younger 4-H members. Parents who sit in on meetings and ask their children about what they learned and what they did not understand help their children have a stronger learning experience. Children are more excited to learn if they have parental support and interest in what they are doing. As they mature, they should take on more responsibility for their learning and move to independent learning. Parental interest will reinforce what children learn at any age.

General information about the Indiana natural resource projects, including Frequently Asked Questions and exhibit pictures from the Indiana State Fair are available at: www.four-h.purdue.edu/natural_resources/

Exhibit guidelines and record sheets are available on-line at: www.four-h.purdue.edu/projects.

Author: Natalie Carroll, Extension SpecialistEditor: Becky GoetzDesign &Layout: Jessica SeilerArtwork by: Christian Osteo

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The Experiential Learning Model ..................................................................4

Youth Development Stages ............................................................................5

Youth Manual Answers and Suggestions Entomology Level 1, Creepy Crawlies ....................................................7 Entomology Level 2, What’s Bugging You? ...........................................10 Entomology Level 3, Dragons, Houses, and Other Flies .........................14 Entomology Group Helper’s Guide, BU 6856.........................................18

The Scientific Method ....................................................................................18

Collection Guidelines and Suggestions .........................................................20

Poster Exhibit Guidelines and Suggestions ...................................................22

Action Demonstration Guidelines ..................................................................25

Making Your Own Insect Display Box and Spreading Board .......................27

Frequently Asked Questions ..........................................................................30

Resources .......................................................................................................31Appendix: Answer Keys for Entomology Exhibit Cards ...............................33

Table of Contents

Learning GoalsLevel 1 BU-6853• Begin to learn about insects and insect interactions• Develop an understanding of, and an appreciation for, bugs• Exhibit work to others in an engaging manner

Level 2 BU-6854• Learn more about insects and insect interactions• Learn about the importance of keeping records• Develop an understanding of, and an appreciation for, bugs.• Exhibit work to others in an engaging manner

Level 3 BU-6855• Use resources beyond this manual for in-depth study of entomology topics of interest• Keep accurate records (field notes, journal)• Expand understanding of and appreciation for insects.• Educate others about entomology through exhibits, presentations, and action

demonstrations; mentor younger 4-H members.

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Experiential Learning Model(Source: Excerpted and adapted from “Experiential Learning in 4-H Project Experiences, 4-H Volunteer Leaders’ Series,” University of Arkansas Cooperative Extension Service, Dr. D. Z. Baker. You may view the entire document at: http://www.uaex.edu/. Search us-ing the word “experiential.”)

The Experiential Learning Model is a way of teaching to help youth make the most of any activity that they experience. Experiential learning distinguishes 4-H activities from many other educational methods. Experiential learning is a process that allows youth to first learn by doing, before being told or shown how, and then process the experience. Activities are designed so youth experience a learning activity, share what they did, process what they did (discuss, analyze, reflect), generalize what they learned (to test the 4-H members’ comprehension and appreciation of the activity), and then think about how they can apply what they learned to other situations (generalize).

The advantages of using the experiential learning process in group settings include:• The adult can quickly assess the student’s knowledge of the subject.• The student builds on past experience or knowledge.• The adult is a coach rather than a teacher.• The youth relate the experience to their own lives

and experiences.• Mentors may use a variety of methods to

involve the youth in the experience.• Youth with many different learning styles can

be successful.• Discussions can move from the concrete to the

abstract and analytical, at the middle and high school ages.

• Youth are stimulated to learn through discovery and to draw meaning from the experience.

• Youth can work together, share information, provide explanations, and evaluate themselves and others.

• Youth take responsibility for their own learning.

Evaluating youth learning using a simple rubric (such as the one shown) can help 4-H volunteer leaders assess the effectiveness of their teaching methodology and youth interest. Evaluate each step of the experiential model by indicating what you think the 4-H members learned in a particular activity (your best guess). Work on improving any low scores.

Step Excellent Average MinimalExperienceShareProcessGeneralizeApply

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Youth Development StagesUnderstanding the physical, mental, social, and emotional development of youth will help you when working with the 4-H members in your club. No two youth develop at the same rate and transitions are often gradual. Your teaching and involvement helps 4-H club members grow and mature and makes 4-H a rewarding and fulfilling experience.

Activities at 4-H club meetings are not always as successful as you, the volunteer leader, had planned. Sometimes youth talk among themselves rather than listening to you; some-times no one comes to a planned field trip; or sometimes no one speaks up to answer your questions when you are trying to involve the youth in the discussion. If you are working with a broad age range, the activity may be too simple for the older youth and too difficult for the younger ones. This is very challenging for the 4-H leader. Giving the older 4-H members leadership opportunities can be very effective.

Youth of the same age can vary greatly in physical, mental, social, and emotional growth and interests. These differences are even more marked between age groups. Research has shown that there are some generalities that can help you understand how to plan activities for different age groups.

Early Elementary (Pre 4-H Age)This is a very active age, so it is important to keep children in their early elementary years busy. They are concrete thinkers and need to understand what you want them to do and how to do it. They are generally more interested in making something than in completing a project (process is more interesting than product). Youth in this age group tend to seek adult approval and depend upon adults, although the opinions of their peers are beginning to be important. They do best in small groups with set rules and rituals. Competition is inappropriate for this age group.

Upper ElementaryThis is also a very physically active age so hands-on activities work best. Youth in the upper elementary grades are still fairly concrete thinkers (things are black/white or right/wrong), but are beginning to think logically and symbolically. Because this age group has a strong need to feel accepted, it is best for an adult to evaluate each product, rather than hold competition among peers with only one winner. This age child prefers to know how much they have improved against past efforts and how to improve in the future.

These youth are beginning to identify with peers, but continue to value adult guidance. They are also beginning to discover the benefits of making other people happy, but more for the benefits to themselves rather than the benefit to others. They begin to take responsibility for their actions at this age and begin to develop an increased independence of thought, which may allow them to try new things. Letting this age group help in the decisions of the club helps them start to learn about leadership.

Middle SchoolMiddle school youth are beginning to move to more abstract thinking. Justice and equality

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are important to this age. Therefore, project judging may now be viewed in terms of what is fair, as well as being regarded as a reflection of self-worth. Youth in their middle school years prefer to find their own solutions, rather than to be given solutions by adults. Try to provide supervision without interference. Independence of thoughts and actions begins to emerge. Avoid comparing middle school youth with each other – performance should be compared with past accomplishments.

Junior volunteer organizations often are popular with teens toward the end of this age group, particularly if there are opportunities for developing leadership and interacting with youth of the opposite sex.

High SchoolMost high school-aged teens know their abilities, interests, and talents. They tend to be very concerned with themselves and their peer group. While they can understand the feelings of others, they tend to be self-absorbed, particularly in the earlier years of high school. Relationship skills are usually fairly well developed. Getting a driver’s license increases both independence and dating. Acceptance by members of the opposite sex is very important.High school-aged youth begin to think about the future and make realistic plans. They enjoy career exploration and preparation. Their vocational goals influence the activities they select. Projects requiring research and creativity give teens an opportunity to demonstrate how much they have learned and what they can accomplish. Teens set goals based on their personal needs and priorities – goals set by others are generally rejected.

As teens master abstract thinking, they may try new ideas in ways that confuse adults. Teens can generally initiate and complete tasks without supervision. A leader can help by arranging new experiences in areas of interest to teens, but must be sure to allow them plenty of input. Assume the role of advisor/coach for independent workers, rather than teacher/lecturer. Club meetings, rituals, and uniforms do not generally appeal to this group. Many teens enjoy looking back on their achievements in 4-H and on teaching younger 4-H members, and appreciate special recognition for leadership activities. By the time they graduate from high school and begin college or a career, youth feel they have reached the stage of full maturity and expect to be treated as such.

Some Final ThoughtsYou, as the club volunteer, are a valuable asset to your community and to the members of your club. The guidelines for the stages of child and youth development – in combination with your special skills and interests in youth – will help you plan and carry out a successful 4-H program and make a positive impact on the lives of young people.

These guidelines only give a brief overview of child and youth development. They are intended as a resource to help you plan your activities as a volunteer leader. The publication, Ages and Stages of Child and Youth Development,* has more in-depth information and is available from your county Extension office.

* Ages and Stages of Child and Youth Development, A Guide for 4-H Leaders, NCR 292

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Entomology 1: Creepy Crawlies (3rd–5th graders)

Note: Many of the activities in this manual are “experiential.” Experiential activities are hands-on activities from which youth will learn key concepts. Often there are no right or wrong answers to experiential activities, since the activity and learning are the important concept, not memorization. Therefore, answers are not available for all of the activities. Suggested answers (non-inclusive) are given for some of the experiential activities. The inside cover of the youth manual shows a diagram that represents how most youth learn from experiential activities.

Chapter 1: Big Bug, Small BugBugs R Us, page 6Youth create an insect drawing or model. Nine body parts are given on page 7, but the major ones that youth should include are the head, thorax, and abdomen. Young 4-H members will need help with activity and can learn a lot by discussing insect body parts with their helpers.

Big Mouth Bugs, page 8Youth compare insect mouth types with common objects. Mouth Type Insect with the

Mouth TypeFood Where Insect Found*

(suggestions)

Chewing Grasshopper Plants Fields, roadways, ditches

Piercing-sucking Mosquito Blood Wooded areas, shrubs, tall grasses

Siphoning Butterfly Nectar from flowers Wherever there are flowers

Sponging Housefly Liquids Garbage dumps, farms, trash*This column was in the original publication but was deleted in the revision (2002).

Pit Stop, page 10Youth will make and bait a pitfall trap, place it so the top is even with the ground, and record what insects they catch. The insects that they are most likely to see are listed in the Insect Facts on page 11.

Insect Cut Ups, page 12Youth draw insect parts and rearrange them to make a new one. They are to include anten-nae, heads, front legs, middle legs, thoraxes, wings (if present), and the abdomen. Youth then cut and separate the insect parts by type. Then, without looking at the parts, they are to choose parts from each pile to create and name new insects.

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Chapter 2: Blink, Chirp, Waggle, Dance!Insect Investigation, page 14Youth learn about insects through observing them in their natural habitats and recording each insect’s habitat, a description of the insect, and what the insect is doing (behavior).

Buz-z-z-zing Around, page 16Youth learn about some insect communication techniques using items commonly found around the home. The Insect Facts section lists communication methods – structures, function, and what insects use these methods.

FACETnating, page 18Youth learn about insects’ compound eyes using straws to explore how insects see their world.

Chirp, Chirp, page 20Youth observe cricket behavior and learn how the speed of cricket’s chirps depends on temperature.

Chapter 3: To Bug, or NotSherlock Bug, page 22Youth are to become bug detectives and investigate places to find insects.By looking for insect activity clues, they can learn about insects that they may not be able to see and about insect habitats.

Shoo Shoo Insects, page 24Youth look for ways we control insect pests. Chemical controls, while convenient, can be harmful to animals and the environment. Biological controls are a natural and generally much safer method of insect control. The Insect Facts section lists insects that are biological controls. Hint # 1, answer: screensHint # 2, answer: spidersSuggested places that youth might note in their drawings of houses (places that insects might enter) are windows, doors, chimneys, and cracks in foundations.

Ants and Uncles, page 26This activity introduces youth to insect relatives that are often confused with insects. The Insect Facts lists the body parts that an insect has (body with three regions, pair of antennae, three pairs of legs, and, sometimes, wings). 4-H members should learn the important components that separate insects from other animals.

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Chapter 4: Antennae AlertPassing Through, page 28Youth are to identify parts of a grasshopper’s digestive system. This activity is usually too difficult for the intended age group. You can help 4-H members by telling them how many letters are in the answer for each definition and in the diagram shown to the right.

Digestive System Definitions1. The opening to the digestive system. Located in the head (5 letters).2. The part of the foregut immediately after the mouth. In some insects, this forms a

sucking pump (7 letters).3. The part of the foregut in the alimentary canal that stores food (4 letters).4. Part of the foregut that helps break down large pieces of food into smaller pieces

(14 letters).5. The opening at the end of the hindgut (4 letters).6. Fingerlike projections between the foregut and midgut. May aid digestion (13 letters).

The last section of the hindgut (6 letters).7. A narrow part of the alimentary canal located between the pharynx and the crop

(9 letters).8. The first part of the hindgut found immediately after the midgut (5 letters).9. Long thin structures used to remove waste from the body. Located between the midgut

and hindgut (16 letters).10. The middle portion of the alimentary canal where most digestion occurs (6 letters).

Each digestive part (A–K) is shown below, followed by a hyphen (-) and the number corresponding to a definition (1–11).

(14)(5)

(5)

(7)

(9)

(4) (13) (6)(16) (6)

(4)

I - 2

C - 8

B - 3D - 6 G - 11

F - 10 K - 7

A - 5

E - 9J - 4H - 1

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Please Pass the Ants, page 30This activity identifies some animals that eat insects. Answers to the word scramble are given below.

Clue 1. BEARClue 2. BATClue 3. FISHClue 4. FROG Clue 5. CENTIPEDE

Clue 6. CHICKENClue 7. ANTEATERClue 8. PITCHER PLANT Clue 9. SPIDER

Insect Olympics, page 32This activity has youth approximate insect behavior so that they can compare human and insect movement. Suggestions for possible answers to the last question for the events are:

Event 1. Standing Long Jump – What other insects hop? Youth may suggest grass-hoppers, leaf hoppers, frog hoppers (any of the “hopper” insects), katydids, or crickets.

Event 2. Flying – What other insects have wings? Youth may suggest mosquitoes, flies, moths, bees, beetles, butterflies, or cockroaches.

Event 3. Dash – What other insects run? Youth may suggest tiger beetles, ground beetles, or silverfish

Event 4. Walking – Some walking insects are walking sticks, praying mantids, and June beetles.

Event 5. Belly Walk – What other immature insects crawl? Youth may suggest caterpillars, wooly bears, grubs, mealworms, maggots, or hornworms.

Entomology 2: What’s Bugging You? (6th–8th graders)

Chapter 1: Sights and SoundsBugs on Canvas, page 6Youth research how insects are used in advertising and product labels. Then, they are asked to design an advertisement for a new product using an insect.

Product Name Product Use Insect Used How Insect Is Used

Cheerios Bugs on spoons Crickets Part of a movie promo

Honey Maid Honey Grahams

Show a bowl of honey

A bee is implied (the bee is not actually shown) A bowl of honey is shown

Note: These products will change from time to time and can be difficult to find. This might be a good group project, with a field trip to a grocery or large general store.

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Dots Before My Eyes, page 8This activity helps youth investigate the effect of color for blending or standing out in a particular habitat. Discuss how coloration, pattern, and habitat interact to help, or hinder, insect predators.

Designer Bugs, page 10Youth are to use their creativity and knowledge of insect body parts to design insects that might live in three different habitats.

Chapter 2: Pinning and Labeling

Swatting Just Doesn’t Cut It, page 12Youth begin to learn about integrated pest control (IPM) by conducting an insect survey and recording the numbers of insects found. Insect Tools (page 13) shows how to make an indoor trap. Youth should make several traps, bait them, and record the insects that they catch.

Bugs Are My Life, page 14Youth investigate possible careers in entomology by comparing insect related jobs to careers that they are familiar with — a teacher and a dentist — using a Venn diagram (intersecting circles that show relationships).

Are We There Yet? page 16This activity directs youth to plan for insect collection and display. Minimal informa-tion is given so the Indiana booklet, How to Study, Collect, Preserve and Identify Insects (4-H 764) is recommended to help youth with their collection. Another good resource is Arthropod Collection & Identification (ISBN ISBN-13:978-0-12-369545-1). The Insect Facts section gives pinning tips. The list below gives suggestions for where to go and what equipment is needed for various insects.

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Planning NotesInsects to Collect Possible Place to Go Equipment NeededBees, ants, butterflies, beetles Meadow Net (aerial) & jarDragonflies, damselflies,water striders Pond Aquatic net & jar

Beetles, mosquitoes, ants Woods Net (beating) & jar

Butterflies, flies, beetles, ants Vacant lot Net & jarDragonflies and damsel flies, beetles, butterflies Wetlands Forceps, nets (aquatic and

aerial),& jars

Beetles, ants, moths Around home Forceps & jar

How Sweet It Is, page 18Youth conduct an experiment to see which type of sweetener honey bees are most attracted to. You can enhance this activity by utilizing the Scientific Method (see page 19). Most honey bees will be attracted to the regular soft drink, some will drink the water and a few will be attracted to the diet soft drink.

Chapter 3: Computer BugsBaby Buggy Bumpers, page 20Youth observe insect development from egg to adult to learn about metamorphosis (incomplete and complete) by watching mealworms develop. You can enhance this activ-ity by utilizing the Scientific Method (see page 19).

Things That Buzz in the Night, page 22This activity teaches youth a method to observe insects at night. They will most likely see different insects than they observe during the day. Youth are to keep records of what they see.

GrassHOPer to IT, page 24Youth are to collect and observe insects from different habitats, paying particular attention to the different leg types. They are to categorize the insects they find into walking, swimming, jumping, and digging.

Peek-A-Bug, page 26Youth are to observe, classify, count, and record the numbers of insects they find in three different places.

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Chapter 4: This or That

Think Little, page 28Youth are to make an Extractor (see Insect Tools, page 29) to collect small insects from soil, moss, leaf litter, etc. It is likely that youth will find mites, centipede, springtails, small beetles, sow bugs, insect larvae, and other small insects and organisms in their extractors.

Bring ‘Em Back Alive, page 30Each 4-H member should make a “separator” (see Insect Tools, page 31), collect insects from around home or school, and use the separator to attract insects to a jar for observa-tion. Members should try to identify and classify all the insects that they find.

Read the Label, Mabel, page 32Youth look for products used for controlling insects in and around their home. They are to read and record the insects that each product controls and give application and safety information. They should take care not to handle these chemicals and to wash their hands when they are finished with this activity. Example answers are given below.

Insecticides Label InformationProduct Name Insects Controlled Application and Safety InformationDursban Ants, roaches, spiders, crickets,

fleas, ticks, cutworms, aphids, flea beetles

Dilute and spray around house, lawns, ornamentals, and vegetables.Avoid contact with skin – do not allow pets or people in treated area. Call physician if swallowed. Store away from heat, direct flame, or sunlight. To dispose, securely wrap the original container in several layers of newspaper and throw in the trash.

Diazinon Ants, brown dog ticks, fleas, crickets, earwigs, millipedes, sow bugs, grubs (and more)

Sprinkle next to house foundation; spot apply one tablespoon over and around ant hills or next to wasp openings. Avoid contact or breathing dust. To dispose, securely wrap the original con-tainer in several layers of newspaper and throw in the trash.

Sevin Beetles, bugs, leafhoppers, vegetable worms, fleas and ticks on dogs and cats

Apply dust to plants in early morning or late evening when temperatures are low and air is still. Dust dogs and cats and rub into hair. Harm-ful if swallowed. Wash thoroughly after handling. Store in a cool, dry place. To dispose, securely wrap the original container in several layers of newspaper and throw in the trash.

Adams flea and tick mist for dogs and puppies, cats and kittens

Fleas, ticks, and lice. Temporarily repels gnats, flies, and mosquitoes.

Cover animal’s eyes and spray, and then rub until damp. Start at the head and work back. Harmful if swallowed or inhaled. Avoid food contamina-tion. Wash hands with soap and water after using.

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Entomology 3: Dragons, Houses, and Other Flies (9th–12th graders)

Chapter 1: Using the Scientific MethodThis chapter focuses on using the scientific method. Youth will learn more by doing their own experiments than being told the answer and by, perhaps, developing (or honing) their love of learning. The steps for using the scientific method are given on page 6 of the manual. Additional information is given in this manual (page 19). Record keeping is an important part of this process, particularly in the activities that require observations.

A Meal from a Worm, page 6Youth will investigate the effects of different amounts of food (corn meal and/or potato slices) on mealworm growth and development.

Ants and ANTics, page 8Youth are to set up an experiment so they can observe the activity of a colony of ants (social insects).

BEEhavior, page 10Youth analyze an experiment designed to show how honeybees learn to find food. Youth can set up a similar experiment or one that follows up on the experiment described. Use clear symbols, made with a black marker that the bees can easily see. For example:, , , , . The experiment describes changing the order of the cups. The color of the symbol on the sugar water can also be changed (red, for example) after the bees have located the sugar water. Watch carefully, after making any change to observe bee behavior and how long it takes them to readjust to the change (if they do need to readjust).

Chapter 2: Experiencing LeadershipBugs R Us, page 12This activity helps youth learn about planning and other leadership skills as they start a club or help with an existing club. They can also mentor younger 4-H members who are new to entomology.

The Key to Insects, page 14Youth begin to learn about an identification key (also known as a dichotomous key) by sorting their friends by commonalities and differences. An identification key gives a method of sorting items by successive features. Insect Facts shows an example of an insect identification key.

This activity may also be done with other items like buttons, keys, flowers, etc. Under-standing how an identification key is made will help youth understand how to use one when identifying insects.

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The Queen Bee, page 16Youth will plan an educational activity to teach using games or a hands-on activity. They should choose an insect-related activity and might want to review the Level 1 Entomol-ogy manual to get ideas, especially if they plan to work with younger 4-H members. Hopefully, they will actually be able to teach at a 4-H club meeting or other setting so that they can analyze how the lesson went. They may find that they really enjoy teaching and they may interest some youth in the entomology project that have not been involved previously. Indiana youth that do this lesson plan can create an exhibit about their experi-ence (mentoring).

Planting for Butterflies, page 18Youth will plan and plant (if possible) a butterfly garden. Tips are given in Insect Facts but they will be better prepared by doing research before starting. Many garden catalogs include information on plants that attract butterflies and, of course, the Internet has a wealth of information available.

Chapter 3: Learning to LearnChew, Slurp, and Burp, page 20Youth will study different insect mouth parts and categorize them (piercing-sucking, sponging, siphoning, or chewing). Youth should try to make accurate drawings of the mouthparts. This will help them pay close attention to details.

Wiggle, Wiggle, page 22Youth will observe the growth and development of mosquitoes and learn about their life cycle. The Insect Tools section shows how to make a low-cost rearing/ observation chamber. The knowledge that they gain in doing this experiment may help them understand how to control mosquito populations. This is important because a few species of mosquito are responsible for dangerous diseases.

Mosquitoes: while there are about 55 species documented in Indiana, only 12-15 are of significance to public health. The bullet points below give some additional information.

• The life cycle, the time from egg to adult, may take from 1 to 4 weeks, depending on light and temperature.

• Mosquito larvae require bodies of water that are non-flowing and relatively shallow, and that often support grassy vegetation or some form of surface cover such as algal or fecal mats.

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• Mosquitoes live in water continuously from the time the eggs hatch through the larval stage (look for wigglers in water) and pupal (look for tumblers) stage until the adults emerge.

• Because these are biting insects, females need a blood meal to produce eggs. • Mosquito breeding sites are often associated with temporary bodies of water, espe-

cially those produced by humans (clogged rain gutters, trash with collected rainwater, tire ruts, poorly drained retention ponds, etc.)

• Marshes, bogs, restored wetlands, and well-maintained ornamental ponds are not significant producers of nuisance and vector mosquitoes. (Fish feed on mosquito larvae.)

• Some species of mosquitoes transmit strains of encephalitis and West Nile virus (WNV) that affect both horses and humans. Mosquitoes also transmit heartworms to dogs. These viruses multiply in the blood system and can interfere with normal central nervous system function.

• Humans are incidental hosts; they can get sick from WNV but there is not enough of the virus in humans for mosquitoes to pick up and pass on to other animals. Most people will have very mild or no symptoms. About 20% will experience mild, flu-like symptoms. Consequently it is thought that many cases go unreported. If you live in an area where WNV has been detected and you experience these symptoms you should consult a doctor. WNV can be more severe in elderly people and those with weakened immune systems. It is estimated that only 1% of mosquitoes are infected with WNV and only 1-2% of people who become infected will experience a serious illness. In Indiana the highest risk is from July to late October with the peak in September. The Indiana State Department of Health (ISDH) tracks WNV-positive identifications in birds, horses, mosquitoes, and humans in all counties on a regular basis. Youth can see the WNV maps on the ISDH Website, www.in.gov/isdh/.

World Wide Web, page 24Youth study spider webs and capture a spider to see how they make their webs and how the webs are used to capture insects. Reminder: spiders are not insects. This activity explains how to collect a spider web using hair spray and a piece of paper.

Nothing in Vein, page 26Youth collect and study insect wings to compare the similarities and differences between species. The patterns and colors on insect wings are many and varied. Kjell B. Sandved, author, photographer, and lecturer for the Smithsonian Associates since 1960 (now retired), has created posters of the alphabet and numbers, all made of the patterns on insect wings. You can see the poster and other items at www.butterflyalphabet.com/.

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Chapter 4: Practicing ObservingBugs in the News, page 28Youth are to collect stories about insects in current news or movies, TV shows, on the Internet, etc. Each youth writes about five articles and makes a sketch or writes a poem to include with the “review.”

Three Bugs in a Tub, page 30Youth collect and study aquatic insects. Each can make a water scope as shown in Insect Tools. Insect Facts shows commonly collected aquatic insects. The Indiana publica-tion How to Study, Collect, Preserve, and Identify Insects (4-H 764) and the publication Arthropod Collection & Identification (ISBN ISBN-13:978-0-12-369545-1 are useful re-sources for these activity. 4-H members should do some additional research to learn why aquatic insects are sometimes called “indicator species.”

The Monarch: King or Queen? page 32Youth collect monarch butterflies and study their habits and life stages. This takes some time, so the activity should be started early in the summer. Insect Facts discusses mon-arch migration. Additional information is available at www.monarchwatch.org/ or www.thewildones.org/Animals/monarch.html.

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Entomology Group Helper’s Guide, BU 6856This manual consists of group activities that would be appropriate for a club or classroom setting. Most activities are experiential, with no set answers.

Activity Page ObjectiveHop, Skip, and Jump 6 Compare the leaping ability of insects and humans.Turn Left at Mexico 8 Rear and release monarch butterflies.Malaria or “Bad Air” 10 Study how infected mosquitoes transmit the

organism that causes malaria.Miss BEEhaving 12 Study insect response to stimuli.Buggy Word Glossary Game

14 Learn new insect words. Answers are given in the back of the Helper’s Guide.

Left, Right, Left, Right 16 Walk like an insect with five friends.Bug at Night 18 Study insects on a night hike.Maggot Motto 20 Develop a state insect campaign. Answers are given

in the back of the Helper’s Guide.Mr. Grasshopper’s Neigh-borhood

22 Make an insect collection.

Here Comes the Judge 24 Learn to judge insect collections.The Nose Knows 26 Learn to detect and locate different smells.Stacking Words 28 Play a word identification game.Can You Do This? 30 Join an Insect SkillathonFaster Than a Speeding Bullet

32 Bug racing – observe movement and speed. (Note – many Indiana youth have seen the cockroach races at the Indiana State Fair (August) or Bug Bowl (spring).

The Scientific MethodThe steps of the scientific method give researchers a formal way to study things they do not understand. Many discoveries have been made and confirmed using the scientific method. Many texts use a five-step method, but the Level 3 Entomology manual lists seven steps in order to go into a little more detail. The technique is the same. The seven steps and suggestions for implementation are given below. The suggestions are based on the first activity in the Level 3 Entomology manual, “A Meal from a Worm” (page 6).

Goal: Youth investigate the effects of different amounts of food on mealworm growth and development.

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1. Develop a question about the topic you are studying. Think about what you want to learn. If youth cannot come up with any suggestions, you might suggest any of the following:

• Do mealworms grow faster if they are given more food?• Do mealworms grow bigger if they are given more food?• Are mealworms more competitive if food is scarce?• Is mealworm behavior different in the container with more food than it is in the

container with less food?

2. Consider possible answers to your question. Choose one to be your hypothesis (what you think will happen).

Examples:• Mealworms grow faster if they are given more food.• Mealworms grow bigger if they are given more food.• Mealworms attack each other more if food is scarce. • Mealworms with less food are more lethargic that those with ample food.• When food is scarce, some mealworms eat enough and others are allowed only

what they can “steal.”• Mealworm behavior does not change between the container with more food and

the container with less food.

3. Design an experiment to test your hypothesis.Set up two containers for mealworms. Label one container “more” and the other “less.” Purchase a container of “older” larvae at a pet or bait store and divide the larvae, approximately equally, into the two containers. Place one teaspoon full of corn meal in each container. Check each container frequently and replace the corn meal in the container labeled “more” whenever it gets low. Increase the amount of food if necessary to assure that the mealworms in the container labeled “more” always have food available. When the food in the container labeled “less” runs out, wait a day and then add a teaspoon of corn meal again. Estimate the average length of mealworms in each container each day for a month.

4. Do the experiment.Youth carry out the experiment that they outlined, following the outline as closely as possible. They may need to alter the intended experimental design if more informa-tion is available. For example, youth should ask about recommended feeding amounts when they purchase the mealworms. Also, a month may be too short or too long a time for observations. While experimental guidelines describe the intended proce-dures, scientists need to be flexible to account for diversions from the expected. Youth should document any changes to their experiment from what was intended.

5. Interpret your data and state what happened.While the data can be interpreted by comparing numbers visually, using a chart or graph can make it easier to make comparisons and to show others.

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In the example given above, a chart and graph of the estimated average mealworm lengths for each container would be expected. Also, youth should list any observations for each container. Youth can make charts by hand or on the computer.

6. Form a conclusion.Youth might conclude that mealworms given more food grow faster and bigger than mealworms on limited amounts of feed. Their conclusions should state if their observations and/or experiments support their hypotheses.

7. Do you have any new questions because of your experiment?Future studies might include using different amounts of corn meal, using slices of potato (or something else) instead of corn meal, or an experiment based on some behavioral activity that they observed during the experiment.

Collection Guidelines and SuggestionsYouth can improve the look of their collections by following the guidelines listed below:

• Use undamaged specimens only. Experienced collectors generally collect many of the same insects in order to exhibit the best one.

• Keep the collection in balance; do not have it top-heavy with one insect order, such as Lepidoptera.

• Spread the wings of Lepidoptera and Odonata correctly and uniformly. • Arrange the legs of larger insects so that they are in a natural position.• Be sure all insects are pinned correctly, are the same height on the pins, and are not

crooked.• Use uniform labels placed the same height on the pins. Make sure they are straight.

Place common name labels low enough on the insect pins so that they are flat against the bottom of the display box.

• Remember that arrangement in the box is very important. If possible, group each order in a rectangular area below a single order label, arranging the specimens in neat, straight rows.

• Make display cases more attractive by finishing them with varnish or wax.• Use a background color that shows your collection to its best advantage. White and

light pastel shades of blue and green are all good.• Arrange insects so that you can display the boxes on their sides.• Do not re-label and use insects that have been in another person’s collection. Do not

purchase insects from supply houses. Judges can usually detect such specimens and may disqualify the entire collection.

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• You can exhibit insects from another state if you collect them yourself and if you label them correctly as to state, county, and date.

• Collect and mount insects that you have collected in the United States only.• Judges will deduct points for collections with more, or less, than the specified number

of insects.• Display your best specimens in an 18 x 24-inch box(es), orientated horizontally, with

a label in the lower right-hand corner (name, grade, and county). All insects must be labeled with their common name.

• If you choose to add the insect scientific name (this is not required), it must be written properly — either in italics or underscored. The Genus (first name) must have the first letter capitalized. The species (second name) has no capitalization.

Educational BoxesThe purpose of the educational box is to teach viewers something about insects that they do not already know.

Recommendations:• Place a heading in the box and arrange materials so that anyone looking at the box can

get the general idea of what is being taught at first glance. • Prepare the display so that it will teach without too much reading. Don’t expect

anyone looking at your exhibit to take much time with it.• Be sure your information is scientifically accurate.• Be neat and careful and try to make your workmanship of the highest quality.

Dress up your display so that it has “eye appeal” but avoid adding so much that it appears busy.

Entomology Exhibit Cards (grades 3–8)Youth in grade three will use exhibit card ID-401-A to display each of the insects in their collections. Youth in grades four through eight must include an entomology exhibit card (ID-401 B–F) in their collections. Judges will find answer keys and accompanying references for these cards in the Appendix (see page 33 of this manual).

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Poster Exhibit Guidelines and Suggestions

Fair exhibits give youth the opportunity to show the public what they have learned in their beekeeping project work. Indiana State Fair guidelines require the following:• Exhibits must be displayed horizontally, sized 22” x 28”, mounted on a firm backing (foam-core board or other), and covered in clear plastic or other transparent material.• A display box (18” x 24”), orientated horizontally, may be used to make specimens more secure.• Each exhibit must include a label with name, grade, and county. • The exhibit title should indicate the level: Entomology 1, 2, or 3. The sub-title should explain the topic being exhibited. • The Indiana State Fair exhibit guidelines are given on the Indiana 4-H Web site (www.four-h.purdue.edu, click on “Projects” in the menu bar right under the green “Indiana 4-H”).

Exhibit Suggestions, adapted from suggestions developed by Roger Sherer, Extension Youth Educator in Wells County.1. Poster board – use white when required. Youth can experiment with other colors when

white is not required. 2. Mounting adhesives – the best is rubber cement since it leaves no marks and won’t

wrinkle paper. White glue should be used only in cases where wrinkling or damage will not occur.

3. Colored pencils – the best are soft-leaded – they are easy to color and blend easily – strokes will not show if handled properly. Soft-leaded pencils can be purchased at art stores. Hard-leaded pencils are less expensive, but are more difficult to use.

4. Labels – plain 3” x 5” file cards work well as they have a smooth finish and are sturdy enough for gluing and removing smudges.

5. Stiff backing – any material that will keep the poster from bending will work. Foam-core board works well, if you can find it in the correct size, because it can take the place of poster and backing. Examples of backing include: foam-core board, very stiff cardboard, plywood (which makes the poster heavy), and masonite (1/8” thick works well and can be re-used).

6. Acetate or other clear plastic covering – this is required for most posters to keep them clean before judging and if fairgoers touch them. Coverings generally come in various thickness (3, 5, 7 ½, and 10 mill) in rolls or sheets.

7. Plastic tape – not necessary but it makes attaching poster board to stiff backing easy. Tape is available in many colors and widths, and may be cloth or plastic. The 1½” wide tape can give the poster a border. Available at discount stores.

8. Lettering – type labels and title on a computer or typewriter or use stencils, self-adhesive, or press-type letters purchased at discount or art stores.

9. County ID labels – an identification label should be placed in the lower right hand corner of poster projects. Check your county guidelines for requirements.

10. Your poster should read like a dollar bill:↑22”↓ 28” ↑↑

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Exhibit suggestions, adapted from suggestions developed by Amy Nierman, Extension educator, Washington County, and Angela Apple (1998 Indiana State Leaders’ Conference)

A Good Poster• Attracts attention• Is simple and clear• Interests someone in some aspect of

your project

Planning• Know the project requirements.• Read the manual – look for ideas.• Brainstorm ideas and make a list.• Think of titles with alliteration (repeating a

sound in words).• Look at other posters for ideas – but

don’t copy.

Tips - Do’s• Don’t use too many words. The

poster is not intended to show all that you know, but to teach some aspect of your project.

• Use a combination of illustrations and words.

• Be as neat as you can.• Cut evenly, cement carefully, blend

colors when using crayons or colored pencils.

• Leave white space on the poster.• Make sure the poster is balanced.

Choose colors carefully. General guidelines:• Black tends to be more formal, neat, rich,

strong.• Blue is cool, melancholy, or depressed.• Purple is considered royal, rich, imperial.• Red stands for love as well as anger and

hatred.• Orange is generally used for Halloween

and is festive and gay.• Yellow tends to be warm, light, or ripe.• Green is fresh, young, or growing.• White means pure, clean, and neat.

Don’t• Make a vertical poster.• Use Saran Wrap to cover.• Use staples, tacks, or tape.• Use fluorescent posters.• Create a poster that is all words or a poster that is all pictures.• Put too much information on the poster. Fairgoers rarely look at a poster for more than

10-20 seconds. If it catches their interest right away, they might read it for 1-2 minutes.

Steps to Making Your Poster1. Read your project manual.2. Read your county project requirements.3. Decide on information to include on the poster.4. Sketch out your idea.5. Collect supplies.6. Mark guidelines for lettering and pictures (lightly).7. Layout letters, pictures, etc., on the poster. 8. Cement (glue, etc.).9. Clean up the poster so it is neat. Erase any guidelines that are showing. Remove excess

rubber cement or glue.10. Glue poster to backing.11. Cover poster with plastic.12. Take your poster to the fair on the right day and at the right time.

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Poster Judging Suggestions for JudgesReminder — The goal for all project work is to give guidance to youth as they learn about something they have a particular interest in. The goal of a poster is for the 4-H member to share information that they have learned by doing their project work. The poster is not intended to show all that the 4-H member knows, but to teach some aspect of their project. Posters should be eye-catching and attractive. Fairgoers rarely will look at a poster for more than 10–20 seconds, unless it catches their interest right away. Then, they might read it for a minute or two.

Age-appropriate judging is critical so that each youth is treated fairly. Young 4-H mem-bers (grades 3–5) should not be expected to have the fine motor coordination or advanced thinking skills of an older 4-H member. Older youth should begin to take the concepts they have learned and apply them to a particular situation. Originality is expected of high school youth.

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Action Demonstration GuidelinesWhat is an action demonstration (action demo)?An action demo is a fun way to share what you have learned in your 4-H project with others. It’s a kind of “Show and Tell” but with more action. Action means that you need to get the audience involved in what you are doing, not just show them. An action demo is not like a regular demonstration where the audience sits and listens to a prepared talk. An action demo gets the audience involved. Action demos can be given anywhere there are a lot of people, such as a county or state fair, shopping mall, street fair, or any 4-H event. Your job as a demonstrator is to interest the audience in your topic so that they stop and learn something new or try their hand at what you are doing.

How do I choose a topic for my action demo?Your action demo should be related to this project. Consider the following questions when choosing a topic:• Can you complete the action demonstration in 3 to 5 minutes?• Is your action demo showing something that would interest the general public?• Is there a good way to involve your audience in your action demo (“hands-on” or

answering questions)?• If you will be doing it multiple times: Can the supplies for the “hands-on” section be

used over and over again, or will they need to be replaced? (Remember – if the mate-rials must be replaced, it will cost more to do the demonstration.)

How can I get the audience involved?The first thing you need to do is be enthusiastic and attract people’s attention as they walk by your table. You might have a colorful tablecloth or poster to spark their interest. You might ask them a question, “Can you tell what mineral this is?” or “How old do you think this fossil is?” Many people enjoy hands-on activities, so once you get a few people at your table, they will attract others. Some ideas for getting your audience involved include:• Show how you would identify a fossil or mineral.• Use your audience to make a geologic timeline. • Judge the quality of various items.• Play a game.• Answer questions.

How long does my action demo have to be?Your action demo may vary in length. But the demonstration itself should last only 3-5 minutes, because most people do not like to stop to watch very long presentations. If you do your Action Demo at the Indiana State Fair, be prepared to repeat your action demo over and over again with different people during your assigned time.

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Action Demo Checklist

Topic Yes NoWas the topic interesting to the general public, causing them to stop, watch, or participate?Did the topic stimulate questions from the audience?Was the topic of suitable length?Did the topic include something “hands-on” for the audience to do?Organizing the Content Yes NoWas the topic organized into short “show and tell” segments, which were done repeatedly?Were segments presented in logical order?Were segments explained so that the audience understands “why?”Was it evident that the 4-H member was knowledgeable about their subject and could answer questions?Did visuals, pictures, posters, or actual objects clarify the important ideas?Presenting the Demonstration Yes NoDid the 4-H member seem enthusiastic?Did the 4-H member encourage the audience to become involved in the demonstration?Did the 4-H member speak directly to the audience?Did the 4-H member show evidence of practice and experience?Did the 4-H member show that she/he enjoys talking to the audience?Did the 4-H member show friendliness and a business-like manner?Did the 4-H member tell about what they learned through this 4-H project?Comments:

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Making Your Own Insect Display Box and Spreading BoardInsect Display BoxPinned insects cannot be kept in good condition unless stored in boxes to protect them from dust and damage. The standard 4-H display box is 18 x 24 inches (outside measure-ments). The box must be deep enough to allow insect pins to stand upright. It should be protected on top with a piece of glass or Plexiglas. Reference text, How to Study, Collect,

Materials• 1 – 8-foot board, 1x3 inches• 1 – 24x18-inchpiece of masonite (or similar thin board) for the bottom of the box.

(May be cut larger and trimmed when done, for easier construction.)• 1 – 24x18-inch piece of celotex (black fiber board used in housing) or polyethylene

foam for pinning.• Glass (or Plexiglas) top to fit inside the grooves. Measure box for glass after

construction.

Preserve, and Identify Insects, (4-H 764, page 18).

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Construction1. Cut your 1x3-foot board into two 24 inch pieces and two 16½ inch pieces.2. Cut a groove for the glass on all pieces (about 1/8-inch wide and ¼-inch deep), about ½

inch below the top of the box.3. Cut one of your 16½-inch boards all the way through at the groove so the glass can

slide in, and have a piece to secure the glass.4. Screw all the pieces together to form the box sides.5. Attach the Masonite to the bottom of your box and trim if necessary. (Use nails, tacks,

or screws dependent on materials chosen.)6. Place the polyfoam or celotex in the bottom of the box.7. Slide the glass top in the grooved edge and reattach the piece you cut off (#3) to hold

the glass in place.

*Display box and spreading board plans, with a full page drawing, are available at: www.four-h.purdue.edu/staff.home/natalie/Projects/entomology

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NotesThe reference booklet, (4-H 764, pg. 19) recommends that naphthalene or paradichlo-robenzene (PDB) flakes or balls (“mothballs”) be used in the box to protect your speci-mens from small dermestid beetles and other insects. Handle these materials carefully. Mothball use is regulated by the Environmental Protection Agency (EPA), since some ingredients in mothballs may be carcinogenic. The active ingredients are very volatile and evaporate in a short time when exposed. Keep the lid tightly closed to increase the longevity and effectiveness of the material. Keep the protectants away from children and pets. Do not dispose surplus where there is any chance of these materials entering our surface or groundwater supplies. Celotex is suggested for lining the box but other materials will also work. Any material you use must allow you to push pins in easily, so you don’t damage your specimens. The material must also be able to hold the pins in an upright position. The reference booklet, 4-H 764, discourages the use of Styrofoam for the bottom of the box, because the pro-tectants mentioned above damage the Styrofoam.

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The Spreading BoardAll butterflies and moths and some other insects are mounted with their wings spread. A spreading board should be used and is an important piece of equipment for the insect collector. Eventually, the collector may prefer different-sized spreading boards to accom-modate both large and small insects, but one board is sufficient for the beginner. Adjust-able spreading boards are available from entomological supply houses. Wooden spreading boards made at home.

Materials• Two end blocks, 5½ x 1 ½ x 1 inch3. One side of the end pieces should be cut to

form a “V” with the center measurement approximately 11/3 inch high. An alternative is to plane the top pieces (B) to 3/8 inch thick on the insides. This method is shown in 4-H 764.

• Two soft wood top pieces, 16 x 2 ½ x ½ inch3

• One flat strip of corrugated box paper, fiber or cork, 14 x 1 x ½ inch3

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Construction1. Place the corrugated paper (C) on top of the end blocks (A) in the center of the ‘V’. 2. Set pieces (B) on top of pieces (A) and (C). 3. Nail the two top pieces (B) to the end blocks leaving approximately ½ inch in the

center. The strip beneath the top pieces will cover the opening and provide soft material into which insect pins are inserted.

The top pieces are sloped to permit insect wings to dry in a slightly elevated position which allows for sagging that may occur after the specimen is removed from the board. Spreading boards with level top pieces are acceptable, but insects must remain upon such boards longer for complete drying.

A less expensive spreading board is made from Styrofoam. The dense blue insulation Styrofoam used in house construction works best. A groove to accommodate the body of the insect is carved into a single block of this material or pieces of Styrofoam are glued together to make a board similar in size and shape to the wooden one previously described.

Reference: 4-H 764, “How to Study, Collect, Preserve, and Identify Insects”, page 15.

*Display box and spreading board plans, with a full page drawing, are available at: www.four-h.purdue.edu/staff.home/natalie/Projects/entomology

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Frequently Asked QuestionsQ – I heard that the Monarch butterfly is protected by the federal government. Is that true?A – No, see below for endangered insects that are protected.

Q – Are there any insects that we should not collect?A – Yes, there are 4 insects that are nationally protected (endangered). They are:

• Karner blue butterfly (Lycaeidesmelissa ssp. Samuelis), which is in the Indiana Dunes area. • Mitchells satyr butterfly (Neonymphamitchellii), not known to occur in Indiana but just across on the Michigan line. • American burying beetle (Nicrophorusamericanus), not seen in Indiana for nearly 80 years or more. • The Hines emerald dragonfly (Somatochlorahineana), is also a species of special concern known in Michigan and Ohio, but not currently in Indiana.

Note: If 4-H members see an endangered insect, they should look carefully at the habitat where they saw them and try to improve it for the insect to help increase the population.

Q – Should we do anything when we see invasive insects?A – There are some regulated pests that should be reported to the IDNR. These include Asian long horned beetle (Anoplophoraglabripennis), and the Emerald ash borer (Agrilus-plannipennis). Contact the IDNR, Division of Entomology (www.in.gov/dnr/entomolo/) to let them know where they insects were found.

Q – Are the cockroach and praying mantis in the order Dictyoptera? A – The cockroach and praying mantis used to be considered suborders of the order Dic-tyoptera. Purdue entomology specialists now recommended that they be classified sepa-rately as Blattodea (cockroaches) and Matodea (mantids). However, they may be classi-fied together in the order, Dictyoptera. We accept both.

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Resources • Insect mounting pins and vials for very small insects are available commercially and

at Purdue University’s Media Distribution Center (4-H 763A) or from suppliers. • How to Study, Collect Preserve, and Identify Insects (4-H 764). This publication

explains how to make a net, killing jar, spreading board, and collection box. It will help you to create your insect collection.

You will find the following chapters:o Insect collecting equipmento Collection of insects (where to find them, how to collect and handle)o How to preserve insectso How to label specimenso How to display insectso How to place insects in boxeso How to rear insectso How to identify arthropods (close relatives of insects)o Orders of insectso Where to get supplieso Reference books

• Arthropod Collection & Identification, Laboratory and Field Techniques. This book includes chapters on: Equipment and Collecting Methods, Agents for Killing and Preserving, Storage of Specimens, and a section on Classification. ISBN-13:978-0-12-369545-1, ISBN-10:0-12-369545-7

• Many entomology items may be purchased from various sources. The Entomology Group Helper’s Guide, BU 6856, (page 36) lists many suggested suppliers. Two popular catalog companies are:

BioQuip Products 17803 LaSalle AvenueGardena, CA90248-3602Hours: 8–5 Monday–Friday, Pacific time

Phone: 310-324-0620Fax: 310-324-7931E-mail: bioquip.com

BioQuip Products have been in business since 1947. They have equipment, supplies, and books for entomology and related sciences.

Carolina Biological Supply CompanyPO Box 6010Burlington, NC27216-6010

Phone 1-800-334-5551Fax: 1-800-222-7112

Carolina Biological Supply Company has a wide range of science products available. They publish specialty catalogs, as well as a general catalog (over 1,100 pages) covering biology, physics, chemistry, mathematics, earth science, and space science. There may be a charge for these catalogs.

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• Websiteso 4-H, www.four-h.purdue.edu/staff.home/natalie/4h.html o Entomology Extension, http://extension.entm.purdue.edu/publications.php o Purdue 4-H Insects: http://extension.entm.purdue.edu/publicimage/default.php o National 4-H Entomology website,

www.oznet.ksu.edu/entomology/insectaganza/home.htmo Image Resourcce4-H Entomology Collections, Oklahoma State:

www.ento.okstate.edu/4H-FFA/ has example images of insects in various insect orders.

o The Web site, www.oznet.ksu.edu/entomology/insectaganza/youthwebs.htm, is supported by National 4-H and has additional web resources.

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Appendix Answer Keys for Entomology Exhibit Cards

ID-401-A ................................................34ID-401-B ................................................35ID-401-C ................................................36ID-401-D ................................................37ID-401-E ................................................38ID-401-F ................................................39

Appendix

Key: ID-401A

ID-401AThese cards are used to help third-grade 4-H members present their 10 insects neatly in their display boxes. They must complete the information requested.

My Name

County Date Collected

Common Name

What I have learned about this insect:

Cut on dashed line

Appendix

Key: ID-401B

Proper Pin PlacementPlace an insect pin in each of the illustrated insects to show the exact position where this insect should be pinned.

Name the order to which this insect belongs.

ID-401B

Odonata Hymenoptera

Diptera Lepidoptera

Coleoptera DermapteraName _____________________________________Number of insects in collection ________Number of orders in collection ________Number of new specimens added this year ________Improvements in my collection that I intend to make for next year ______________________________________________________________________________________________________________________________

Reference: 4-H-764, p. 12ID-401, pp. 35–36BU-6854, p. 17

Odonata: Pinned through the center of the thorax between the bases of the forewings.

Hymenoptera: Pinned through the thorax between the bases of the forewings and slightly to the right of the midline.

Diptera: Pinned through the thorax between the bases of the forewings and slightly to the right of the midline.

Lepidoptera: Pinned through the center of the thorax between the bases of the forewings.

Coleoptera: Pinned through the front part of the forewing to the right of the midline.

Dermaptera: Pinned through the prothorax or “saddle” slightly to the right of the midline.

Cut on dashed line

Appendix

Key: ID-401C

Insect AnatomyMatch the names to the corresponding insect body parts illustrated on the adult wasp below. Then color as realistically as possible.

ID-401C

a.

b.c.

d.

g.e. f.

a. Eyes

b. Antennae

c. Wings d. Legs

e. Head

f. Thorax

g. Abdomen

Name _____________________________________Number of insects in collection ________Number of orders in collection ________Number of new specimens added this year ________Improvements in my collection that I intend to make for next year ______________________________________________________________________________________________________________________________

Reference: ID-401, p. 14BU-6853, p. 7

Cut on dashed line

Appendix

Key: ID-401D

MetamorphosisMatch each stage with the letters on the diagram and then add the type of metamorphosis.

ID-401D

b.

d. metamorphosis

c.

a.

b. nymphc. adulta. eggd. incomplete

(examples—not a complete list)

d. adultc. bpupaa. egge. completeb. larva

Name 3 insects that belong to each groupIncomplete: stink bug leafhopper grasshopper

Name _____________________________________Number of insects in collection ________Number of orders in collection ________Number of new specimens added this year ________Improvements in my collection that I intend to make for next year ______________________________________________________________________________________________________________________________

a.

. c.e. metamorphosis

d.

Complete: fly bee moth

Cut on dashed line

Reference: 4-H-764, p. 241D-401, pp. 17–18

Appendix

Key: ID-401E

MouthpartsName the type of insect mouthparts illustrated (there should be 4) and then name two insects in your collection that have this type of mouthpart.

ID-401E

Type________________chewing Type________________spongingExamples____________grasshopper Examples____________house fly ____________ant ____________blow fly

Type________________piercing-sucking Type________________siphoningExamples____________mosquito Examples____________butterfly ____________leafhopper ____________moth

Name _____________________________________Number of insects in collection ________Number of orders in collection ________Number of new specimens added this year ________Improvements in my collection that I intend to make for next year ______________________________________________________________________________________________________________________________

(examples—not a complete list)

Reference: BU-6853, p. 9ID-401, pp. 15–16

Cut on dashed line

b.c.

f.e.d.

Appendix

Key: ID-401F

Leg and WingMatch the following segments of the insect leg illustrated.

ID-401F

a.b.c.d.e.f.

coxa

femurtrochanter

tibiatarsipretarsus

Match the venation of the insect wing illustrated.

a.

b.c.

f.e.

d.

Name _____________________________________Number of insects in collection ________Number of orders in collection ________

Number of new specimens added this year ________Improvements in my collection that I intend to make for next year ______________________________________________________________________________________________________________________________

Number of families in collection ________

a.b.

c.

d.

e.

f.

a.costaradiusmediacubitusjugalcross vein

Reference: ID-401, p. 16BU-6854, p. 25

Cut on dashed line

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