Entomology

ENTOMOLOGY – Page 1 - 2014

Project Check-in and Judging MONDAY, JULY 7 - 5:00 - 7:45 P.M.

 

7 State Fair Exhibits:

- 1 Insect Collection AND 1 poster from Divisions 1, 2, & 3

- 1 Insect Collection AND 1 poster from Divisions 4, 5 & 6

- 1 Insect Collection AND 1 poster from Divisions 7 & above

- 1 Project for Independent Study Division

 

Create an exhibit that shows the public what you learned in the entomology project this year.

 

4-H members may exhibit a collection AND/OR a poster.

 

Division 1 (Suggested for 3rd graders)

Division 2 (Suggested for 4th graders)

Division 3 (Suggested for 5th graders)

PROJECT COMPLETION:

Complete one activity from Level 1 Entomology Manual.

Turn in completed record sheet and project manual to finish the project.

 

EXHIBIT: Maximum number of boxes: 1. (See information at end of Entomology Project.)

Division 1 - 10 insects, identified and pinned on cards (ID 401A)

Division 2 –20 insects, mounted (pins or vials). Identify all insects by common name and identify five (5) to order. Include card ID 401B.

Division 3 –30 insects, mounted (pins or vials). Identify all insects by common name and identify 15 to order. Include ID 401C.

AND/OR Display a poster based on the following activities:

 

Big Mouth Bugs –Show the four (4) different mouth types that you studied. Create a chart listing the four mouth parts, an insect with this mouth type, food they eat and where these insects might be found.

Pit Stop – Make two pit traps and use them to collect insects. Exhibit your completed record sheet. You can use the format given for your data collection, or make your own. Include some of the insects, or pictures of your trap and insects collected.

Buz-z-zing Around – Present three to five ways that insects communicate. Include an insect, or picture of each insect that communicates in each of the ways you are describing.

FACETnating – Show how insects see (compound eyes) and explain how they see colors.

Ants and Uncles – Compare insects with their non-insect relatives by completing the chart in your book (copy or make your own). Include some of the insects and their non-insect relatives, or pictures of them, on your poster.

Chirp, Chirp – Watch and listen to the crickets for five minutes, three times a day, for three days. Include day and night observations. Record what you see and hear.

 

Division 4 (Suggested for 6th graders)

Division 5 (Suggested for 7th graders)

Division 6 (Suggested for 8th graders)

PROJECT COMPLETION:

Complete one activity from Level 2 Entomology Project Manual.

Turn in completed record sheet and Project Manual to finish the project.

 

EXHIBIT: Maximum number of boxes is: 2. (See information at end of Entomology Project.)

Division 4 –40 insects, exhibit a minimum of 6 orders, mounted (pins or vials). Identify all insects by common name and order. Include ID 401D.

Division 5 –50 insects, exhibit a minimum of 8 orders, mounted (pins or vials). Identify all insects by common name and order. Identify ten (10) to family. Include card ID 401E.

Division 6 –60 insects, exhibit a minimum of 10 orders, mounted (pins or vials). Identify all insects by common name and order. Identify 30 to family. Include card ID 401F.

AND/OR Display a poster based on the following activities:

Use of the insect collecting traps described in Activity 2 (Berlese Funnel, Indoor Insect Trap). Activity 3 (Modified Wilkinson Trap), Activity 4 (Fruit Bait), or Activity 5 (Light Attractor) to collect insects. Exhibit a picture of your traps and an Insect Collection Data Chart that gives the trap location (for example, in the basement or in the back yard), date collected, and insects collected.

 

ENTOMOLOGY – Page 2—2014

 

Spread you Wings and Fly – Make and use a spreading board. Exhibit two pictures of your spreading board and three butterflies or moths that you prepared using your board.

Insect Experiments – Complete one of the following activities: Activity 8 (Color My World), Activity 9 (Sowbug Investations), or Activity 10 (Life’s Stages). Exhibit your data sheet and answers to the “Talk it Over” questions. For activities 8 and 9 include your hypothesis and a conclusive statement about your hypothesis (indicate if it was proved or disproved.)

Invasive Species Investigations – Create an informational exhibit about one (Indiana) invasive insect. Include the information requested in the activity for this insect (first eight (8) questions on page 29).

A Sticky Situation – Make and use sticky traps for four weeks as described in Activity 13. Exhibit your data sheet and the answers to “Talk it Over” questions.

Footprint Clues – Study the tracks of 3 different species of insect and one arthropod as described in Activity 14. Exhibit your data sheet and the answers to “Talk it Over” questions.

 

Division 7 (Suggested for 9th graders)

Division 8 (Suggested for 10th graders)

Division 9 (Suggested for 11th graders)

Division 10 (Suggested for 12th graders)

 

PROJECT COMPLETION:

Complete one activity from Level 3 Entomology manual.

Turn in completed record sheet to finish the project.

 

EXHIBIT: Maximum number of boxes: 3 plus Educational box(es). (See information at end of Entomology project.)

Division 7 - 70 insects, exhibit a minimum of 12 orders, mounted (pins or vials). Identify all insects by common name, order and family. AND one educational box; theme: insect behavior. Include card ID 401I. (1-3 collection boxes plus 1 educational box*.)   Place ID 401I in first collection box only.  

Division 8 - 80 insects, exhibit a minimum of 14 orders, mounted (pins or vials). Identify all insects by common name, order, and family. AND one educational box**; theme: insect pest management. Include card ID 401I. (1-3 collection boxes plus 1 educational box*.)   Place ID 401I in first collection box only.  

Division 9 – 90 insects, exhibit a minimum of 16 orders, mounted (pins or vials). Identify all insects by common name, order and family AND One educational box**; theme: insects in the environment Include card ID 401I. (1-3 collection boxes plus 1 educational box*.)   Place ID 401I in first collection box only.  

Division 10 - 100 insects, exhibit a minimum of 18 orders, mounted (pins or vials).  Identify all insects by common name, order, and family. One educational box: theme: benefits of insects Include card ID 401I. (1-3 collection boxes plus 1 educational box*.)   Place ID 401I in first collection box only.  

 

* Educational box: The educational box (grades 9 – 12) is in additional to the insect display box(es). This box should be created in such a way as to teach something about the assigned theme to the general public.

AND/OR Display a poster based on the following activities:      

The Scientific Method – Use the scientific method to complete one of the problems listed in Activity 3. Describe what you did to complete the five scientific method steps and include your data and drawings or pictures of your experiment.

Transecting for Insects – Compare three habitats using the scientific method to determine which one has the most terrestrial insect activity. Display your transect data sheet for each habitat and answer the “Talk it Over” questions.

Please Drop In – Create your own hypothesis and collect insects in five pitfall traps to prove or disprove your hypothesis, as described in Activity 7. Display how you completed your experiment (including each step in the scientific method) and your data for each habitat.

Aliens Among Us – Complete the “Natives vs. Non-natives Survey Data Sheet” by checking two boxes (Native or non-native and damage or no damage) for five native and five non-native insects as shown in Activity 9. Answer the “Talk It Over” questions.

IMP – Learning and Teaching – Make an information flier and use it to teach younger 4-H members about five insects pest that might be found in a home or school in your county. Exhibit your flier, lesson plan and photograph of you teaching. Answer the “Talk It Over” questions.

Meal from a Worm – Use the scientific method to study how mealworm larvae grow. Include your hypothesis, data charts, and conclusions. Answer the “Talk It Over” questions.

 

By Melva A Stamberger, Extension Educator - 4-H Youth Development
The Educational Store