INTRODUCTION
ACTIVITY:
Step I. “The Hook”
Objective : To get the students attention and engage
observational and descriptive skills via a hands-on activity (the
WOW effect) Methods :
- Divide the class into groups of no more than five students and
procure each group with a counter/ work space.
- Place one of each, an ant worker and a termite worker or soldier
(in mag boxes) on each work space.
- Ask the students to write 5 descriptive sentences about each
of the two specimens.
- Ask the students to draw each of the two specimens (depending
on the grade level and time allotted, the drawing or written description
can be interchangeable)
- Ask the students to write down two questions about each of the
two specimens.
Making Predictions
Before putting the ant and the termite in the same container, ask
the students to think about the possible outcomes.
Write down/ talk about these predictions.
- Decide on the groups HYPOTHESIS about
what will occur based on their preliminary observations of these
two specimens and any prior knowledge that they may have about
them or insects and how they interact. Record this on the board
or on a piece of butcher paper.
- Introduce the idea of a Null HYPOTHESIS to match this hypothesis.
Hypothesis testing:
• Go around and place the specimens in the arena. Depending
on the group, you could ask them to do this or you could have an
adult do this.
- Ask the students to carefully observe the interaction for 4 minutes.
- After the time is up, ask students to record observations about
what took place.
- Discuss which hypothesis is supported by the observational data
that each group has recorded.
- Why did the winner win? Have the students come up with some ideas.
Record these on the board or on a piece of butcher paper.
Note: do not say anything about
what they are at this point, just call them “specimens”. The hypothesis
making concept can be expanded depending on the level of the group.
The null hypothesis would be the opposite of the hypothesis, for
example: Hypothesis: The termite will win the fight using its bigger
mouthparts. Null Hypothesis: The termite's bigger mouthparts will
not help it win the fight.
Step II. Connecting “the hook” to the study of SOCIAL INSECTS
Objective: To connect the “fight club” to the study of social
insects. One on one these insects had challenges and certain characteristics
(speed, size, strength) influenced their ability to overtake their
competitor. Social insects have some special strategies in the
biological world:
Strength in numbers and Division of Labor
Concepts to cover: 1) eusociality 2)castes 3) ecological
importance of social insects 4) economic importance of social insects
5) evolution of sociality
If both worker and soldiers were used in the first part, discuss
their possible advantages/ disadvantages based on caste characteristics.
Does size matter? Does speed matter?
Options : The vocabulary concepts may be covered
by
• Microsoft Power Point Presentation “Social Insects” (included
in kit)
• Poster “Social Insects”/ insect specimen display of
social insects (included in kit)
• Class lecture and participatory discussion (background
information included in kit)
Social Insects: Social insects include some species of bees,
ants, termites, one beetle and
Eusociality:
Eusociality: Diagram of the different levels of social organization.
What is social? What is a society? (ask students to define these
terms in their own experienc
We all wear different hats
Objective: to illustrate the typical caste system of social
insects
Materials included: Pictures of termite castes,
honeybee castes, queen bee with workers.
Castes : Social insects live in colonies. All of
the colony members are of the same species, but there are several
body types. These are determined by the type of and amount of food
that the embryo is fed as well as chemical cues.
In general ants, termites, bees that live in eusocial colonies have
:
• workers (minor and major termites have winged or non
winged )
• soldiers (sometimes several specialized types)
• queen (sometimes also a “king”)
• drones (male reproductives in social honey bees)
Props : A hat representing each of these castes
can be used to illustrate the concept. A queen's crown, a worker's
hard-hat, a minor worker's cap, a soldier's hat. Students can “illustrate” the
different roles within the colony.
• Ask different students to wear the different hats and
form a colony at the front of the class.
• Explain how each of these is responsible for different
parts of colony life (see information on castes attached).
What are some possible reasons for this structure within a colony?
What are some advantages to this division of labor?
Importance of social insects:
Economic importance of social insects:
Evolution of sociality:
For more detailed information on bees
see the section (included in packet)on Sociality (Encyclopedia
of Insects) pgs 1048 and 1049.
For more information on termites see the
section (included in packet) on Isoptera by Vernard Lewis
(Encyclopedia of Insects) pgs 604-607.
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