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Overview:
This lesson is about insects rather than parasites, but it teaches students about some insect parasites (e.g., mosquitoes and lice) as well as about insects in general. Students will see pictures of insects that bite and sting, and others of insects that don't bother people. They will classify insects into "likeable" and "not-so-likeable" categories and draw pictures of insects that people like and don't like.
Connections to the Curriculum:
Geography, life sciences
Connections to the National Geography Standards:
Standard 3: "How to analyze the spatial organization of people, places, and environments on Earth's surface"
Time:
Two hours
Materials Required:
- Computer with Internet access
- Drawing materials
Objectives:
Students will
- draw pictures of "creepy-crawlies" they have seen;
- view pictures of insects, and discuss the ones people like and dislike;
- discuss why some insects bite and sting;
- discuss why some insects are both good and bad for people;
- list the good and not-so-good things insects do;
- place specific insects into their lists;
- discuss what life is like from a mosquito's point of view; and
- draw pictures of "good" and "bad" insects, and share them with adults to see their reactions.
Geographic Skills:
Asking Geographic Questions
Acquiring Geographic Information
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Ask students to draw pictures of some of the "creepy-crawlies" they have seen. Have them share their pictures with the class and discuss what they like and dislike about these creatures.
Do students know what insects are? Explain that insects have six legs and three sections in their bodies, and most also have antennae. Spiders are not really insects—it's easy to tell because they have eight legs and only two body parts. Worms, ticks, and centipedes aren't insects either.
Development:
Have students look at some of the insect pictures at these Web sites:
Digital Dragonflies
Insecta Inspecta World (fleas)
PBS: Tales from the Hive (bees)
USGS: Common Butterflies of North America
Why Lice Aren''t So Nice
Ask students which of these insects people tend to like and which people tend to dislike. What are the differences between "likeable" and "not-so-likeable" insects?
Has anyone in the class ever been bitten or stung by one of these insects? What was the experience like? What did they do?
Ask students why they think some insects bite. What do they take away from you when they bite you? Students may recognize that the insects are really eating your blood. Inform students that mosquitoes, lice, and other biting insects need blood to survive. What better place to find some fresh blood than at a picnic or on the playground!
Are there some insects that we like and dislike at the same time? What about bees? Ask students if they know some of the good things bees do. They know that bees sting, but wouldn't they like to have stingers, too, to use if they were threatened? Explain that bees are good because they pollinate plants (that's why we so often see them in flowers) and produce honey.
Help the class make two lists. The first list should describe things insects do that we like (e.g., make honey, pollinate plants, serve as food for birds and other animals, or look pretty). The second list should describe things insects do that we don't like (e.g., bite, sting, get in our eyes or hair, or look scary).
Use information from the Web sites listed above and below and from magazines and books in your library to teach students about the good and bad things insects do. Much of the text at the "Alien Empire" site (see below) will be too difficult for young children to read, so paraphrase some of the main ideas for them.
Alien Empire
Yahooligans! Insects
Have students determine which list specific insects should be placed under (insect behaviors we like or don't like), depending on the insects' traits and behaviors. Some insects, such as bees, will belong in both lists.
Closing:
In a class discussion, ask students to put themselves into the "shoes" of a biting insect, such as a mosquito. What do they like to eat? Where do they look for their food? Are they "out to get" people, or are they just hungry?
Suggested Student Assessment:
Have each student draw a picture of an insect that's very beautiful or that does good things for the environment or for people. Then have them draw a picture of an insect that looks scary or ugly or has some undesirable behaviors. To be accurate, students should make sure their insects have six legs and three body sections.
Ask older students to write sentences explaining what the difference is between the two insects they've drawn.
Once you've assessed students' work, have them share their drawings with their parents and other adults. How do the adults react to the pictures? Do they like the "nice" insects better? Do the insects remind them of any they have seen in real life?
Extending the Lesson:
Have students interview their parents or other people about their experiences with annoying insects, such as mosquitoes and bees. Some interview questions might include, "What have these insects done to bother you?" and "How often does this insect bother you each year?" Then have students discuss with the person they are interviewing the reasons these insects bite or sting and some of the good things insects do (particularly bees). Are they able to convince people that insects have some benefits?
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