HUNCH Academy
Insect Nano Lab
Investigation stations #1
Insect
Measurements and Weight
Supplies needed for Investigation stations
Measuring tool - Scales-
Rulers Digital Kitchen scale most weight conversions upto 15 Lbs
Measuring tape Push Kitchen scale ounces and pounds upto 12 Lbs
Different types of Insects-
You can order dried bugs on Amazon
I went on a nature walk and found several dead insects
Pet stores and stores that carry live bait will have crickets and mealworms
You can also find life size plastic insects
Print out life size pictures of insects
Amazon also has insects in resin and plastic
Printable worksheet-
https://docs.google.com/document/d/1aZD4_fXgXvi06tAfFaX33e5r6xQJ8uocWik1v5iMUec/edit?usp=sharing
Watch Instructional video for station # 1
Examples of Edible Insects
STATION # 1- Insect Measurement
In this station, we will learn about different types of Insects and their sizes. First, we will hypothesize what size we think the insects are. Think how long, wide, tall, and heavy you think they are. After making your hypothesis we will measure and weigh several insects and record all the data on the slides provided. You will be making observations for each Insect describing what they look and feel like. We need to know the size and weight of these insects for our Nano Lab. It costs $1.2 Million per pound of material so we need to think about how much these insects weigh and how big their Nano lab habitat will need to be. You will need a Ruler, Measuring tape, and a scale for this station. A digital scale works best because it can measure grams. Some of these insects are very lightweight so you need a scale that can read small amounts. Discuss with your group what you think each insect will look and feel like before testing them. Record your hypothesis and other observation data on the next slide. Use your measuring tools to weigh and measure the different types of insects. You should Measure the length, width, Height, and weight of each one. Everyone in the group will take turns measuring each insect. Then everyone will type the measurements on their slide or write them on the worksheet. Discuss the difference between the insects. Help each other read and record the measurements correctly. Work as a team and collaborate on your data collection together.
Reading a ruler
There are 16 ounces in 1 pound
American Standard = Metric (approximate measurements)
INVESTIGATION STATION #1- Insect measurements
Insect #1- Crickets (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe this insect -
Why would this be a good insect to grow in space?
Is this insect edible if so tell me a dish that uses this insect-
INVESTIGATION STATION #1- Insect measurements
Insect # 2 - Mealworms (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe this insect -
Why would this be a good insect to grow in space?
Is this insect edible if so tell me a dish that uses this insect-
INVESTIGATION STATION #1- Insect measurements
Insect # 3 - Scorpion (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe this insect -
Why would this be a good insect to grow in space?
Is this insect edible if so tell me a dish that uses this insect-
INVESTIGATION STATION #1- Insect measurements
Insect # 4 - Cicada (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe this insect -
Why would this be a good insect to grow in space?
Is this insect edible if so tell me a dish that uses this insect-
INVESTIGATION STATION #1- Insect measurements
Insect # 5 - Cockroach (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe this insect -
Why would this be a good insect to grow in space?
Is this insect edible if so tell me a dish that uses this insect-
INVESTIGATION STATION #1- Insect measurements
Insect # 6 - Ant (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe this insect -
Why would this be a good insect to grow in space?
Is this insect edible if so tell me a dish that uses this insect-
INVESTIGATION STATION #1- Insect measurements
Insect # 7 - Worm (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe this insect -
Why would this be a good insect to grow in space?
Is this insect edible if so tell me a dish that uses this insect-
INVESTIGATION STATION #1- Insect measurements
Insect # 8 - Grasshopper (do your hypothesis first)
Hypothesis Actual Measurements
Length-
Width-
Height-
Weight-
Describe this insect -
Why would this be a good insect to grow in space?
Is this insect edible if so tell me a dish that uses this insect-
INVESTIGATION STATION #1- Insect measurements
Discussion Question for your group-
What Insect is eaten most?
Would you eat this insect if you had to?
Which one weighed the most?
Which one weighed the least?
How many insects do you think it would take to provide enough protein?
Which insect can you fit the most of in a NanoLab which is 4” x 4” x 8”?
Why do you think this?
Will we be able to grow enough insects to provide food in space?
MGSE2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
MGSE2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Understand the relative size of units in different systems of measurement. For example, an inch is longer than a centimeter. (Students are not expected to convert between systems of measurement.)
MGSE2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MGSE2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard-length unit.
MGSE3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units – whole numbers, halves, or quarters.
MGSE4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. a. Understand the relationship between gallons, cups, quarts, and pints. b. Express larger units in terms of smaller units within the same measurement system. c. Record measurement equivalents in a two-column table.
MGSE4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
MGSE5.MD.1 Convert among different-sized standard measurement units (mass, weight, length, time, etc.) within a given measurement system (customary and metric) (e.g., convert 5cm to 0.05m), and use these conversions in solving multi-step, real word problems.
Elementary Math Standards for Georgia
Elementary Science standards
SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped. SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.
S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
S2E3. Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment.S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms. a. Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly. b. Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time. c. Construct an explanation of an animal’s role in dispersing seeds or in the pollination of plants. d. Develop models to illustrate the unique and diverse life cycles of organisms other than humans.
S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment. a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals. b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.
S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem. a. Develop a model to describe the roles of producers, consumers, and decomposers in a community. b. Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers. c. Design a scenario to demonstrate the effect of a change on an ecosystem d. Use printed and digital data to develop a model illustrating and describing changes to the flow of energy in an ecosystem when plants or animals become scarce, extinct or overabundant.
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures. a. Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources. S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms. (Clarification statement: Possible microorganisms could include Tardigrades, Lactobacillus, Probiotics, Rotifers, Salmonella, Clostridium botulinum (Botox), E-coli, Algae, etc. Students are not expected to know these specific microorganisms. The list is provided to give teachers examples.) a. Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial. b. Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.
ENGR-EC3 – Students will solve problems using basic engineering tools and resources. (a) Explain various measuring systems and their base units. 2 (b) Demonstrate applications of precision measuring instruments to describe parts and inspect artifacts. (c) Perform keyboard functions using a scientific, hand-held calculator. (d) Create an Excel spreadsheet to perform basic arithmetic and algebraic computations on data related to an engineering design problem. (e) Use laboratory tools and equipment to determine the properties of materials
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.
MM3P1. Students will solve problems (using appropriate technology).
ENGR-STEM3 – Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication while considering economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints. (a) Demonstrate fundamental principles of design. (b) Design and conduct experiments along with analysis and interpretation of data. (c) Identify and consider realistic constraints relevant to the design of a system, component, or process.
ENGR-STEM4 – Students will apply principles of science, technology, engineering, mathematics, interpersonal communication, and teamwork to the solution of technological problems. (a) Work cooperatively in multi-disciplinary teams. (b) Apply knowledge of mathematics, science, and engineering design. (c) Demonstrate strategies for identifying, formulating, and solving technological problems. (d) Demonstrate techniques, skills, and knowledge necessary to use and maintain technological products and systems.
ENGR-EA3 – Students will demonstrate prototype development. (a) Identify appropriate modeling techniques. (b) Select and apply appropriate materials, tools, and processes for prototype development. (c) Evaluate effectiveness of prototyped solution and modify as needed.
ENGR-EA1 – Students will use selected discipline specific engineering tools, machines, materials, and processes. (a) Explain the criteria for selection of appropriate materials, tools, and processes. (b) Safely and effectively manipulate materials, tools, and processes. (c) Apply appropriate care and maintenance in the use of tools and machines.
Elementary Engineering standards