This is a presentation on the Bugscope and Waste Management for Elementary and High School Students.

1. Final TED 5357
By: Christine Rolleri

2. Bugscope
Insects and Spiders - Taxonomy
Scanning Electron Microscope
(SEM)
Light Microscope

3. Cognitive Content Dictionary
Word Meaning picture Use in a sentence
Part of speech Or Definition
Scanning Electron An electron The Bugscope is a
Microscope or microscope which Scanning electron
SEM- (Bugscope) the surface of the microscope.
specimen is
NOUN scanned by a beam
of electrons that
are reflected to
form an image.
Light Microscope Microscope We will observe
consisting of an our insects on a
NOUN optical instrument light microscope.
that magnifies the
image of an object.

4. Microscopy
Light Microscope Scanning Electron Microscope
• Ocular lens • SEM
• Objective lens

5. Taxonomy
• Kingdom
• Phylum
• Class
• Order
• Family
• Genus
• Species

6. Classification
Kingdom: Animalia
Phylum: Arthropod
Class
V
Insecta (insect) Arachnida (spider)

7. Classification System
Continued…
Class
Insecta: insect Arachnida: Spider
Orders Orders
(30) (8)

8. Order: Insecta (insect)
• Diptera (mosquito;fly) • Blattodea (cockroaches)
• Lepidoptera • Odonata (dragonflies)
(butterfly;moth) • Psocoptera (louse)
• Hymenoptera (Bee; • Dermaptera (earwigs)
wasp) • Mantodea (mantids)
• Oleoptera (Beatles) • Embioptera
• Isoptera (termites) (webspinners)
• Siphonaptera (fleas) • Dipluria (diplurans)
• Hemiptera (“true” bugs) • 16 other insecta orders

9. Order: Arachnida (spider)
• Araneae (spiders) • Uropygi (windscorpion)
• Pseudoscorpionida • Solpugida
(pseudoscorpion) (windscorpion)
• Amblyphygi • Acarina (mites; ticks)
(whipscorpion) • Scorpionida (scorpions)
• Opiliones
(Daddy-long-legs)

10. Light Microscope
Terms:
• Ocular lens
• Objective lens
• Stage
• Condenser
• Focusing knobs
• Light

11. Draw Each Insect or Arachnida
• Look through
microscope
• Draw image on graph
paper
• Draw detail
• Try different
magnifications

12. Next to Your Drawing label the Classification
Taxonomy for your Insect or Spider

13. Bumble Bee
Class: Insecta
Order: Hymenoptera
Family: Apidea
Genus: Bombus
Species: pennsylvanicus
Common name: American Bumble Bee
Scientific Name: Bombus pennsylvanicus

14. Bumble Bee

15. Bumble Bee
Bombus pennsylvanicus
Anamalia
Arthropoda
Class: Insecta
Order: Hymenoptera
Family: Apidea
Genus: Bombus
Species: pennsylvanicus

16. Honey Bee
• Class: Insecta • Scientific Name:
• Order: Hymenoptera Apis mellifura
• Family: apidae • Common name:
• Genus: Apis Honey bee
• Species: mellifura

17. Honey Bee

18. Honey Bee
• Animalia
• Arthropoda
• Insecta
• Hymenoptera
• Apidae
• Apis
• mellifura

19. Honey Bee

20. Honey Bee
• Animalia
• Arthropoda
• Insecta
• Hymenoptera
• Apidae
• Apis
• mellifura

21. Monarch Butterfly
Danaus plexippus Class: Insecta
Order: Lepidoptera
Family: Danaidae
Genus: Danaus
Species: plexippus
Scientific Name:
Danaus plexippus
Common Name:
Monarch Butterfly

22. Monarch Butterfly

23. Monarch Butterfly
Animalia
Arthropoda
Class: Insecta
Order: Lepidoptera
Family: Danaidae
Genus: Danaus
Species: plexippus

24. Blow Fly
• Class: Insecta
• Order: Diptera
• Family: Calliphoridae
• Genus: Lucelia
• Species: sericata
• Species name:
Lucilia sp.
• Common name:
• Blow fly

25. Blow Fly

26. Blow Fly
• Animalia
• Arthropoda
• Class: Insecta
• Order: Diptera
• Family: Calliphoridae
• Genus: Lucelia
• Species: sericata

27. House Cricket
• Class: Insecta
• Order: Orthoptera
• Family: Gryllidae
• Genus: Acheta
• Species: domestica
• Scientific Name: Acheta
domestica
• Common name: house
cricket

28. House Cricket

29. House Cricket
• Kingdom: animalia
• Phylum: arthropoda
• Class: Insecta
• Order: Orthoptera
• Family: Gryllidae
• Genus: Acheta
• Species: domestica

30. Daddy-long-legs
• Class: Arachnida
• Order: Araneae
• Family: Pholcidae
• Genus: Pholcus
• Species: phalangiodes
• Scientific name: Pholcus
phalangioides
• Common names:
Daddy-Long-Legs

31. Daddy-Long-Legs

32. Daddy-Long-Legs
• Kingdom: Animalia
• Phylum: Arthropoda
• Class: Arachnida
• Order: Araneae
• Family: Pholcidae
• Genus: Pholcus
• Species: phalangiodes

33. Black widow spider
• Class: arachnida
(arachnids)
• Order: Araneae
(Spiders)
• Family: Theridiidae
(Cobweb Spiders)
• Genus: Latrodectus
(Widow spiders)

34. Black Widow Spider

35. Black Widow Spider
• Kindom: Anamalia
• Phylum: Arthropoda
• Class: arachnida (arachnids)
• Order: Araneae (Spiders)
• Family: Theridiidae
(Cobweb Spiders)
• Genus: Latrodectus
(Widow spiders)

36. Questions for Bugscope staff?
• Students write their questions down in their
science journal based on their findings with
the light microscope
• I wanted to know….
• How does…..
• What…..
• When….
• Why……

37. Bugscope
• SEM • SEM
• Cricket • Spider’s eyes
• 2011-096 • 2011-082

38. Bugscope
• SEM • SEM
• Small spider • Ant head
• 2011-017 • 2011-001

39. Bugscope
• SEM • SEM
• Mosquito head & eye • Spider
• 2011-035 • Fangs
• Eyes & hairs
• 2011-012

40. Why is Bugscope important?

41. How does Bugscope work?
• Http://bugscope.beckman.uiuc.edu/

42. References
• Bugscope website
• Http://bugscope.beckman.uiuc.edu/
• “Science as a Verb”, Anderson, Amy; Walbert, David.
• East Bay Educational Collaborative: Students’s Guide to Scientist’s Notebook:
Scientist Notebook: www.ebecri.org
• Microscopy Today: “Bugscope: Online k-12 Microscopy Outreach,” March 2011.
www.microscopy-today.com
• Science : “Facilitating Scientific Investigations and Training Data Scientists” volume
333 Korb, Michele & Thakkar, Umesh; July, 29 2011. www.sciencemag.org
• Science Content Standards for California Public Schools, k-12 www.cde.gov
• Koch, Janice; Science Stories: Science Methods for Elementary and Middle School
Teachers; Fourth Edition; 2010. Chapter 5,7,11,12
• Project Learning Tree: Environmental Education Activity Guide, Pre k-8. American
Forest Foundation 2011. fifth printing. Activity 37 “Reduce, Reuse, Recycle”
www.plt.org
• Stopwaste.org: The 4Rs Student Action Project: Garbologist Journal & Doing the
4Rs: A Classroom Activity Guide to Teach “Reduce, Reuse, Recycle and Rot”- DVD

43. California Content Standards in
Science
• Grade 5
• Life Science
• 2.0.a.
• Students know that many multicellular organisms have specialized structures to
support the transport of materials.
• Investigation and Experimentation
• 6.0.a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate
criteria.

44. Stop Waste
Curriculum
Renewable and Nonrenewable
Resources
Garbologist Sort Activity

45. Stop Waste Curriculum
• www.stopwaste.org

46. Stop Waste Curriculum
Renewable resources Non renewable resources
• Plants • Fossil Fuels
• Animals • Minerals
• As long as they are not
extinct, or forced to
extinction
• As long as they are not
damaged from polution

47. Natural Resources
Renewable and NONrenewable
• Circle the non • Circle the renewable
renewable resources resources

48. Natural Resources
Renewable and NONrenewable
• Circle the non • Circle the renewable
renewable resources resources
• Some Energy, oil, timber, metals, • Fish, solar
fossil fuels, atmosphere, some energy, trees, water, animals, oxygen,
natural gas, minerals, oceans, coal flowers, some
energy, plants, birds, soil

49. Renewable Resources

50. Renewable Resources

51. Renewable Resources
Silk worms
Hydroelectric Power Solar Power& wind Power

52. NONrenewable Resources
Timber
Whaling Impact Oil Well Fire
Oil Well Fire
Oil Well of the Coast

53. NONrenewable Resources
Gold Ore Mining
Aluminum Ore Mining
Marble Rock & Mining

54. Stop Waste Curriculum
Renewable resources Nonrenewable resources
• What renewable resources • What Nonrenewable
would go here? resources would go here?
• Can you name other • Can you name other
renewable resources not in nonrenewable resources
the pictures? not in the pictures?

55. Stop Waste Curriculum
• What bin does that go in?
• Garbage
• Recycling
• Compost
• Record sheet and graph of each bin
Recycling Compost Garbage

56. What goes in each Bin?
• Recyclables bin – Hard plastics, aluminum
cans, clean paper, newspaper, and cardboard, glass
bottles
• Compost bin – food scraps, leaves, yard
waste, soiled paper, dirty napkins
• Garbage & Landfill bin – flimsy plastic, Capri
Sun pouches, juice boxes (they are a composite of
plastic, cardboard and aluminum), plastic straws, chip
bags, candy wrappers, plastic bags (these can be
recycled at grocery stores and in some cities where they
can be bundled and put in the curbside recycling
cart), plastic utensils, Styrofoam

57. Sort of Garbage into Bins
• Random Garbage Materials

58. More random waste materials

59. More waste materials

60. More waste materials

61. Waste Materials
• Total waste materials
• Weigh the total
Total Waste
Materials to
Landfill

62. Weigh Waste Material
Log Data into Chart
• Weigh materials to be sorted
• Sort materials into bins
• Weigh items in each bin
• Log into data chart

63. Garbage Sort
• Sort Garbage into Bins
Recycling Compost Landfill Waste

64. Garbage Sort
• What goes in the recycle bin?
Recycling

65. Garbage Sort
• What goes in the Compost Bin?
Compost

66. Garbage Sort
• What goes in the Landfill Waste Bin?
Landfill Waste

67. Garbage Sort
Weigh Materials in Each Bin
Recycling Compost Landfill Waste

68. Log weight Data into Chart
• Log Weight (grams) into data chart

69. Garbage Sort
Total weight of Weight of Weight of Weight of
bag before recyclables compost Garbage and
sorting landfill
material
Team 1 450.00 grams 100.00 grams 150.00 grams 200.00 grams
Total Waste
Materials to
Recycling Compost Landfill
Landfill

70. Bar Graph of Types of Waste Materials
Bar graph chart of weight for each bin:
• Compost
• Garbage & Landfill
• Recycle

71. Weight of Materials in Bin Categories
500
450
450
400
350
Mass of Waste (g)
300
250
200
200
150
150
100
100
50
0
Recycling Compost Landfill Waste
Together
Types of Waste (Bins)

72. Stop Waste Curriculum
• 4 R’s Reduce, Reuse, Recycle, Rot
• In journal:
• How can a student reduce waste, or use less
of a resource?
• How can you or someone else reuse items
before they end up in the landfill?
• What is recycling? How can we recycle?
• What does rot mean in the cycle of waste?

73. Creative Ideas

74. Creative Ideas

75. Assessment Tools Summary
• Students will be required to keep a Science notebook and journal to draw pictures
of the insects and spiders they will observe under the light microscope. Students
will sketch detailed drawings of their observations using the light microscope in the
classroom.
• Students must know the parts of the light microscope, and how to operate the
microscope individually to view the specimens.
• Students will have the opportunity to explore their environment at school and
home to find their own insect specimens for inspection.
• Students will inquire about their insects using the light microscope, paying
attention to detail, and exploring their own findings.
• Students will learn about Bugscope and how it works through hands-on work.
• Students will understand the Bugscope and control this device from their computer
at school. Students will view the external components of their insect or spider with
the SEM microscope.
• Students will be able to compare the general differences of the SEM and light
microscope by operating the Bugscope and viewing their specimens.

76. Assessment
Bugscope:
• Draw the insects from the light microscope
• Become more familiar with classification taxonomy.
• Label the taxonomy of each insect (students will be given the information to write with their drawing)
• Understand the taxonomy difference between Insects and Spiders
• Compare the SEM and light microscope general features and uses.
• Understand why Bugscope is important and what the program is about in a writing assignment.
• Have questions prepared and thought about for Bugscope staff during online view.
Waste Management Curiculum:
• Categorize the Renewable and Nonrenewable resources from pictures and their own ideas from the
environment
• Understand what items go into each Waste Bin and general reasons why and how to know.
• Categorize Waste into their Bins according to the type of material and reusability:
Compost, Recyclables, Landfill Waste
• Weigh the separated waste categories: compost, landfill, recycle.
• Fill out a data chart of the weight data collected
• Create a bar graph of the weight data and the different waste categories: compost, landfill, recycle.
• Create a journal entry answering specific thought enhancing questions about the 4Rs.

77. EL Strategies
• SDAIE
• Engage: Students that are EL learners will have the basic vocabulary written out on an
overhead. Each vocabulary word will be repeated many times throughout. Students
have time to write in journals, ask questions, and work with other students.
• Explore: The EL student will have hands on experience with tools that do not require
advanced English skills. The vocabulary is very new to all students and not expected to
be memorized or remembered long term. Many activities repeat such as drawing the
insects. Students have picture file cards to see images rather than read them in print
for the garbage sort, and the nonrenewable and renewable resources activity.
• Explain: Students will have time to read about each area of science, including how the
Bugscope works, light microscope, types of insects and anatomy. They will write down
what the differences are between the SEM and light microscope. They will write the
taxonomy of the insects and spiders so they can understand differences.
• Elaborate: Students can understand the importance of technology in their hands on
experience. They will also have a cognitive content dictionary to help them with
terms.
• Evaluate: Students have the opportunity to be observed during hands on
activities, they will be able to ask questions along the way, and write their immediate
thoughts in a science journal. They have time to prepare questions for the Bugscope
team before actually start the online session.

78. Classroom Management & Safety Planning
• Students will work in groups or stations and rotate around the room. Each group will
work at the microscope for about 10 minutes, draw their specimen and then return to
their seat. The microscopes will be preset, and students will not adjust the controls.
Students can return to the station after looking at all of the specimens during a “free
time” segment. Students can work at any microscope for 2 minutes until the next
student needs a turn.
• Students will be instructed not to change the controls on the microscope. If it is difficult
to view, please tell the teacher.
• Students should not move the microscope during the activity.
• Students will be instructed on proper handling of microscope materials and handling and
consequences involved with misuse.
• Students will be given the opportunity to control the Bugscope in teams of four.
Students will be pre arranged in their groups. Each person will get a chance to type in
their question, talk to the Bugscope team online or control the Bugscope.
• Students will talk in their groups about the images on the screen and students can draw
the images or look at their book for the anatomy terms.
• Students will be cautioned about tampering with real garbage at home and they should
never dig in the school trash without gloves or protective wear.
• Students will be taught the dangers of trying to “save the environment” on their
own, and what precautions should be taken when working with garbage.

79. California Content Standards for
Science
Grade Four
Life Science
3.0.a.
Students know ecosystems can be characterized by their living and nonliving
components.

80. California Content Standards for Science
• Grade Five
• Earth Science
• 3.0.b.
• Students know that when liquid water evaporates, it turns into water vapor in the air
and can reappear as a liquid when cooled or as a solid if cooled below freezing point of
water.
• 3.0.c.
• Students know water vapor in the air moves from one place to another and can form
fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as
rain, hail, sleet or snow.
• Earth Science
• 3.0.d
• Students know that the amount of fresh water located in rivers, lakes, underground
sources, and glaciers is limited and that its availability can be extended by recycling and
decreasing the use of water.
• 3.0.e.
• Students know the origin of the water used by their local communities.
• Investigation and Experimentation

81. California Content Standards for Science
• Investigation and Experimentation
• 6.a.
• Students will classify objects (e.g. rocks, plants, leaves) in accordance with
appropriate criteria.
• 6.0.g.
• Record data by using appropriate graphic representations (including
charts, graphs, and labeled diagrams) and make inferences based on those data.

82. References
• Bugscope website
• Http://bugscope.beckman.uiuc.edu/
• “Science as a Verb”, Anderson, Amy; Walbert, David.
• East Bay Educational Collaborative: Student's Guide to Scientist’s Notebook:
Scientist Notebook: www.ebecri.org
• Microscopy Today: “Bugscope: Online k-12 Microscopy Outreach,” March 2011.
www.microscopy-today.com
• Science : “Facilitating Scientific Investigations and Training Data Scientists” volume
333 Korb, Michele & Thakkar, Umesh; July, 29 2011. www.sciencemag.org
• Science Content Standards for California Public Schools, k-12 www.cde.gov
• Koch, Janice; Science Stories: Science Methods for Elementary and Middle School
Teachers; Fourth Edition; 2010. Chapter 5,7,11,12
• Project Learning Tree: Environmental Education Activity Guide, Pre k-8. American
Forest Foundation 2011. fifth printing. Activity 37 “Reduce, Reuse, Recycle”
www.plt.org
• Stopwaste.org: The 4Rs Student Action Project: Garbologist Journal & Doing the
4Rs: A Classroom Activity Guide to Teach “Reduce, Reuse, Recycle and Rot”- DVD
• Wikipedia.com- Classification Taxonomy diagram
• Monarch Butterfly website: www.monarch-butterfly.com/index.html
• Insect Identification – www.insectidentification.net