Post on 26-Jul-2020
BPS7
Plant Systems
Basic Foundational Lesson
Unit: Basic Plant Science
Lesson Title: Plant Entomology
Competency: Identify basic pests and their effect on plant growth.
Standards
AS.06.01.01.a. Explain the importance of the binomial nomenclature system for
classifying animals.
AS.06.01.01.a. Explain the importance of the binomial nomenclature system for
classifying animals.
NRS.01.02.03.a. Research and examine the characteristics used to identify
wildlife and insects.
NRS.01.02.03.b. Apply identification techniques to determine the species of
wildlife or insect.
NRS.04.03.01.c. Create a management plan to reduce spread of harmful insects
in natural resource systems
NRS.04.03.01.a. Categorize harmful and beneficial insects, as well as signs of
insect damage to natural resources.
CRP.04.02. Produce clear, reasoned and coherent written and visual
communication in formal and informal settings.
CCSS.ELA.9-10.RIT.3.D. Synthesize Ideas from Multiple Texts (Approaching
Texts as a Researcher) Read and comprehend informational text independently
and proficiently.
CCSS.ELA-9-10.W.2.A. Follow a writing process to produce clear and coherent
writing in which the development, organization, style, and voice are appropriate
to the task, purpose, and audience; self select and blend (when appropriate)
previously learned narrative, expository, and argumentative writing techniques.
CCSS.ELA-11-12.W.3.A.c. Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
CCSS.ELA.11-12.RIT.3.D. Read and comprehend informational text
independently and proficiently.
Page 2
Basic Plant Science BPS7 Plant Entomology
Student Learning Objectives
Slide 3 in BPS7 Plant Entomology
Lesson Objective— After completing this lesson on Plant Entomology, students will
demonstrate their ability to apply the concept in real-world situations by obtaining a minimum
score of 80% on the Case Study Scenario evaluation.
Enabling Objectives As a result of this lesson, the student will…
1. Identify pests and categorize by type
2. Select an insect control measure and describe the effects of that measure
Time: Approximately 100 minutes
List of Resources Cochran, K. (2016). Pharm to farm: Making clinical pharmacy services accessible to
missouri farmers [PowerPoint Slides]. Retrieved from
http://www.morx.com/assets/docs/CPEHandouts/Pharm to Farm 9-16-
Handout.pdf
Insect Identification. (2017). Insect dichotomous key (for separating arachnida from
insecta). Retrieved from http://www.insectidentification.org/insect-key.asp
Iowa State University Department of Entomology. (2017). BugGuide. Retrieved from
http://bugguide.net/node/view/15740
McHenry, E. (n.d.). Lesson 2: Plant classification [PDF File]. Retrieved from
http://www.ellenjmchenry.com/homeschool-freedownloads/lifesciences-
games/documents/BotanySecondChapter_000.pdf
Metcalf, R. L. 1., Metcalf, R. A., & Metcalf, C. L. 1. (1993). Destructive and useful
insects: their habits and control. 5th ed. New York, NY: McGraw-Hill.
Plant uses: Other uses. (n.d.). Retrieved from http://www.pfaf.org/user/OtherUses.aspx
Randall, C., Hock, W., Crow, E., Hudak-Wise, C., & Kasai, J. (n.d.). National pesticide
applicator certification core manual [PDF File]. Retrieved from
http://www.scmac.org/pdf/coremanual2.pdf
Smithsonian Institution. (n.d.). BugInfo: Number of insects (species and individuals).
Retrieved from https://www.si.edu/Encyclopedia_SI/nmnh/buginfo/bugnos.htm
Texas master gardener. (2015). Beneficials in the garden and landscape. Retrieved from
http://aggie-horticulture.tamu.edu/galveston/beneficials/index.htm
Page 3
Basic Plant Science BPS7 Plant Entomology
United States Department of Agriculture National Agricultural Statistic Service. (2016).
2016 state agricultural overview: Missouri. Washington, DC
University of Missouri-Columbia. (n.d.). Entomology: Student reference. [PDF File]
Retrieved from https://dese.mo.gov/sites/default/files/aged-Entomology-Student-
Ref.pdf
Walliser, J. (2008). Good bug bad bug: Who’s who, what they do, and how to manage
them organically. Pittsburg, PA: St Lynn’s Press
Wigglesworth. V.B. (2017). Insect. In Encyclopedia Britannica. Retrieved from
https://www.britannica.com/animal/insect
List of Tools, Equipment, and Supplies BPS7 PowerPoint Presentation
BPS7 Activity Sheet and Evaluation Packet
BPS7 Student Activity Sheet Packet
Insect Specimen (if available)
Blank paper
Markers or colored pencils
Key Terms
Slide 4 in BPS7 Plant Entomology
The following terms are presented in this lesson (shown in bold italics):
Spiracles
Binomial Nomenclature
Dichotomous Key
Page 4
Basic Plant Science BPS7 Plant Entomology
Interest Approach: Use an interest approach that will prepare the students for the lesson.
Teachers often develop approaches for their unique class and student situations. A possible
approach is included here.
Slides 5-6 in BPS7 Plant Entomology
Students will work together in groups of three to answer the following questions (Smithsonian
facts):
How many different species of insects have been identified in the U.S.? 91,000
How many undescribed species of insects are estimated to be in the U.S.? 73,000
It has been estimated that how many individual insects are alive now? 10 quintillion
(10,000,000,000,000,000,000)
So why are there so many insects? Recent figures indicate that there are more than 200 million
insects for each human on the planet. Insects play a role in agriculture, environmental sciences,
medicine, construction, and product development.
Group together a few triads to make 5 total groups. Assign one area (agriculture, environmental
sciences, medicine, construction, and product development) to each group. Ask each group to
answer these questions for their corresponding area:
What are two benefits insects provide in this area?
What could be something harmful insects could cause in this area?
(Below is some information from IML that will be helpful for teacher to read prior to this interest
approach)
o Agriculture: Insects are one of the chief competitors for food and fiber. Each
year insects cause millions of dollars in damage to field crops, vegetables, fruits,
and fibers in all stages of growth, production, storage, processing, and
distribution. Not only do bees make honey, but they also play an important role in
pollinating plants. Some insects are helpful to humans by preying on and
destroying other insects that are considered harmful. Another example of useful
insects is the silkworm, which makes a valuable fiber for clothing and other items.
o Environmental sciences: Besides their role in the agricultural fields, insects are
very active in breaking down many of the substances in the environment. Many
kinds of chemicals, minerals, and organic matter are broken down, recycled, and
reused in the environment. Insects play an instrumental part in this degradation
process, which is very important to the earth.
o Medicine: Insects can transmit diseases by many methods. Insects are a very
important part of the research to find out about diseases. This includes animal and
plant diseases as well as human diseases. Because insects reproduce so efficiently
and can be handled so easily in large populations, they have been used extensively
in genetic research. This contribution to science has provided researchers with a
great wealth of knowledge about heredity, biological growth and development,
and the causes and treatments of diseases.
o Construction: Another large area of insect management is in building
construction and maintenance. Knowledge of entomology is important when
Page 5
Basic Plant Science BPS7 Plant Entomology
choosing the type of wood to be used in buildings and other structures. Termites
cause much damage to wooden structures and building framing. Soil insects are
an important consideration when constructing building foundations, roads,
structural supports, and landscaping.
o Product development: Insects are used in the research and development of many
products used in society. Some of the most common products are cosmetics,
shampoos, cleaning materials, food preservatives, manufacturing supplies, and
medicines.
The final point is that insects are vital to the world we live in. Even though they are small and
seem somewhat unimportant, they are essential! This lesson talks about how to identify insects,
both harmful and beneficial, and how to manage harmful pests.
Page 6
Basic Plant Science BPS7 Plant Entomology
Summary of Content and Teaching Strategies
Objective 1: Identify pests and categorize by type.
. Slide 7 in BPS7 Plant Entomology
Teaching Strategies Related Content
Show pictures or use a live specimen of an
insect and ask students what makes it an
insect versus any other type of animal.
Then share information to the right.
Slides 8-14 in BPS7 Plant Entomology
Ask students to point out what parts of the
insect they see on the picture or specimen.
Share with them the parts of the insect
outlined to the right and discuss definition.
Characteristics of an Insect
Hardened exoskeleton
3 Body Regions (Head, Thorax,
Abdomen)
1 Pair Segmented Antennae
3 Pairs Legs
1 Pair Compound Eyes
2 Pairs of Wings
Head
Antennae
o Insects have one pair of antennae
o Long, jointed feelers
o Grow from the insect’s head
o Flexible
o Come in a variety of shapes
o Function as sensors to detect the
odor, sound, taste, and touch of
the environment
Eyes
o Simple eyes: small, located on
the top of the head of the adult
o Compound eyes: large, located
on the head of the adult; made
up of a few to several thousand
individual eye units, which
generally see only light and dark
areas
Mouthpart
o There are different types of
mouthparts.
o Chewing
o Piercing-sucking
o Some insects will have a
modification or adaptation of
these.
Page 7
Basic Plant Science BPS7 Plant Entomology
Instruct students to take 60 seconds and
write down an acronym to remember the
scientific classification. At the conclusion
of 60 seconds, share your acronym and ask
for a few students to share. An example
would be King Phillip Came Over For
Good Spaghetti.
Slides 15-16 in BPS7 Plant
Entomology
Students highlight or circle the “G” and “S”
of their acronym. Ask students what makes
up a scientific name. Share with students
why the scientific name is binomial
Thorax—middle section of an insect’s
body. Contains the nerve centers and
muscles.
Wings
o Come in numerous shapes and
patterns depending on the
species and function
Legs
Abdomen—the section located at the rear of the
insect’s body
Visible or hidden under the wings
Contains the insect’s internal organs
(stomach and intestines)
A place to store and carry food back to
the nest
Spiracles—external respiratory opening
(“breathing holes”)
Reproductive Parts
Contains glands that secrete fluids for
making trails or driving enemies away
May have a needle-like projection for
piercing or stinging
Scientific Classification
Kingdom
Phylum
Class
Order
Family
Genus
Species
Scientific name:
Every living thing has a scientific name
Made of up of genus and species
2 parts so it is binomial nomenclature
Genus- first part of name, written
capitalized
Species- second part of name, written
lower case
Page 8
Basic Plant Science BPS7 Plant Entomology
nomenclature. Student write “Scientific
Name is Genus and Species”, next to
acronym.
Prior to class beginning, print, cut, and hide
around the room BPS7.1.
Instruct students to search around the room
to find the thirteen slips of paper. This is a
learning moment, as the question may be
asked, “Shouldn’t there only be seven?”
Inform students that some of classification
includes sub categories (instead of just
Kingdom, Phylum, Class, Order, Family,
Genus, and Species) to further classify
living things.
Once all thirteen slips of paper have been
found, students will begin to classify the
grasshopper. Students gather around slips
of paper and work together to arrange the
slips of paper in the correct order. After
they have made their first guess, have some
students research online and some use texts
you have available to check their answer.
Once students are confident they have
arranged the slips in the correct order, check
the work and have the students pull the two
slips of paper that compose the scientific
name (the binomial nomenclature).
Slides 17-18 in BPS7 Plant
Entomology
Divide the class into 6 groups and name
each group an insect order (Coleoptera,
Hemiptera, Lepidoptera, Hymenoptera,
Orthoperta, Diptera). Students will use
BPS7.2 as reference material.
Each group is responsible for creating a
small poster using a blank sheet of paper,
highlighting their assigned order. They may
use reference material BPS 7.2 or the
Internet for research. Each poster needs to
contain: the order name, example insects in
Eastern Lubber Grasshopper Classification
Kingdom –Animalia
Phylum – Arthropoda
Class – Insecta
Subclass – Pterygota
Infraclass – Neoptera
Series – Exopterygota
Superorder – Orthopterodea
Order – Orthoptera
Suborder – Caelifera
Family – Acrididae
Subfamily – Romaleinae
Genus – Romalea
Species – microptera
Scientific name: Romalea microptera Common
name: Eastern lubber grasshopper
Coleoptera-
o Means “sheath wings”
o Example: beetles
o 350,000 species
o Complete metamorphosis
Page 9
Basic Plant Science BPS7 Plant Entomology
that order, number or species, key
characteristics, and a drawing of an example
insect that belongs to that order. Once the
posters are completed, hang them around
the room.
Distribute BPS7.3 for students to capture
down notes from the order posters.
Students will travel to the different posters
and write down notes on BPS7.3.
Upon conclusion of taking notes from the
posters, students return to their desks and
complete BPS7.3 with the remaining orders
found in BPS7.2.
Slides 19-24 in BPS7 Plant
Entomology
o Chewing or chewing-lapping mouth
parts
o Two pairs of wings: front wings
modified into thick, horny wing
covers, hind wings membranous and
fold under the front wings when at
rest, some species are wingless
Hemiptera-
o Means “half wings”
o Example: true bugs, chinch bugs
o 28,000 species
o Incomplete metamorphosis
o Piercing-sucking mouth parts
o Two pairs of wings: bases of front
wings are thick and leathery, hind
wings are membranous and fold
under front wings when at rest, some
species are wingless
Lepidoptera-
o Means “scale wings”
o Example: butterflies, moths
o 165,000 species
o Complete metamorphosis
o Piercing-sucking mouth parts
o Two pairs of scaly, usually broad,
wings, front wings are usually larger
than hind wings; long antennae
o Large eyes
Hymenoptera-
o Means “membrane wings”
o Example: ants, bees, wasps
o 110,000 species
o Complete metamorphosis
o Chewing or chewing-sucking mouth
parts
o Two pairs of wings: small, stiff, and
membranous, interlock during flight,
front wings are larger than hind
wings, worker ants and a few other
insects are wingless
Orthoptera-
o Means “straight wings”
o Example: crickets, locusts,
grasshoppers
o 20,000 species
o Incomplete metamorphosis
Page 10
Basic Plant Science BPS7 Plant Entomology
Ask questions to introduce the need for a
dichotomous key:
Slides 25-27 in BPS7 Plant
Entomology
Who are some people that would
have a need to identify insects?
When would be a time that it would
be valuable to know what kind of
insect you are dealing with?
Insects can be valuable to have
around! However, some are pests
and can cause damage to crops,
structures, trees, plants, etc.
Properly identifying insects is
essential in determining how to
manage (or not manage) the insect.
o Chewing mouth parts
o Two pairs of wings: front wings
narrow and leathery, hind wings are
broad and membranous and folded
under front wings when at rest, some
species are wingless
o Medium to long antennae;
o Some species make shrill creaking
sounds by rubbing special body
structures together
Diptera-
o Means “two wings”
o Example: flies, mosquitoes
o 70,000 species
o Complete metamorphosis
o Piercing – sucking mouth parts
o Front wings transparent, hind wings
replaced by short, knobbed
structures
o Large eyes
Identifying insects is valuable for:
Farmers
Greenhouse operators
Homeowners
Inspectors
Anyone who is in a home, dwelling,
school, or garden that sees an insect!
Page 11
Basic Plant Science BPS7 Plant Entomology
What characteristics can you
describe when looking at an insect?
Introduce the dichotomous key and explain
how to use it with students. Distribute
reference sheet BPS 7.4. Pick an insect (a
good example is the picture or specimen
you used at the beginning of this objective)
and walk through the questions with the
class.
Have students complete BPS7.5.
The students go to
http://www.insectidentification.org/insect-
key.asp and using the dichotomous key,
determine the pictured insect.
Head
Antennae
Eyes
Mouthpart
Thorax
Wings
Legs
Abdomen
Spiracles
What is a dichotomous key?
Identification system that asks you a
series of questions to determine the
insect order or family
How to use a dichotomous key
Using the insect in question as a reference,
answer each question on the key with “yes” or
“no”. Follow the directions on what question to
go to next based on your previous response.
Objective 2: Select an insect control measure and describe the effects of that measure.
. Slide 28 in BPS7 Plant Entomology
Teaching Strategies Related Content
Share that insects can be beneficial to plants or
harmful to plants. It is important to be able to
recognize the role that the insect plays in the
garden, greenhouse, field, etc. so it can be
managed properly.
Divide the class into two groups. Each group
will have insects assigned to research. Students
will research using the Internet or other insect
resources to complete activity sheet BPS 7.6.
Page 12
Basic Plant Science BPS7 Plant Entomology
For each insect assigned, the students will need
to:
Determine if the insect is beneficial or
harmful to plants
List what the insect does to benefit or
harm plants
Draw a sketch of the insect
Write one distinguishable characteristic
of the insect
List the reference where the information
was found
Slides 29-30 in BPS7 Plant Entomology
These are helpful websites for students to use
when researching:
http://bugguide.net/node/view/15740
http://bit.ly/2pPBhTx
When the groups have completed their
research, call the class back together as a group.
Use the PowerPoint presentations to display
each picture. Group 1 will come to the front of
the room and teach Group 2 about the insects
that they researched. Group 2 will take notes
about what Group 1 found. The groups then
switch roles—Group 2 comes forward to teach
what they found about their insects.
Slides 29-30 in BPS7 Plant Entomology
Good (Beneficial) Insects
Assassin Bug
Insect/Damage: Adult will be
gray/black in color with a wheel of
spikes on its back. There is a large
sucking mouthpart that reaches
underneath its body.
Control Methods: No control
needed: Beneficial insect
Ladybird Beetle
Insect/ Damage: Adult will be red,
black, or yellow with a variety of
spots or not spots. Larvae are black
with reddish orange markings and
have spikes on back.
Control Methods: No control
needed- Beneficial insect
Lacewing
Insect/ Damage: Adults will be
green or brown with clear shiny
wings. Larvae will be light brown
and have mandibles.
Control Methods: No control
needed- Beneficial insect
Minute Pirate Bug
Page 13
Basic Plant Science BPS7 Plant Entomology
Insect/ Damage: Very small insect
with black and white markings.
Control Methods: No control
needed- Beneficial insect
Parasitic Wasp
Insect/Damage: Insect is tan/brown
to black in color. Can have large
hair-like appendages coming from
abdomen. Where the abdomen
attaches to the thorax, it is tiny and
gradually gets thicker toward the end
of the abdomen.
Control Methods: No control
needed- Beneficial insect
Syrphid Fly
Insect/ Damage: Insect looks like a
stinging insect but is actually a fly.
Has only 2 wings and fly type eyes.
Abdomen usually paper thin.
Control Methods: No control
needed- Beneficial insect
Bad (Harmful)
Aphid
Insect/ Damage: Aphids can be
found on undersides of leaves. They
leave a honey dew on leaves. Leaf
can appear wilted and weak. Insect
is usually green but can be yellow or
red. Leaves white eggs behind.
Males have wings.
Control Methods:
1. Biological control with ladybird
beetles or lacewings.
2. Chemical control- Malathion or
insecticidal soap.
3. Chemical control - Dimethoate in
weekly intervals.
Corn Earworm
Insect/ Damage: Larvae will be
green or brown with stripes and dots
along back. Adult will be golden/ tan
in color with brown dots on each top
wing. Bottom wings are white with
dark band on bottom. Damage will
be on an ear of corn. They eat and
Page 14
Basic Plant Science BPS7 Plant Entomology
bore through the ear. Only attacks
corn seeds.
Control Methods:
1. Chemical control - Inject silks
with pyrethrins.
2. Chemical control - Hand spray
silks with carbaryl.
3. Use biological control with
lacewings or parasitic wasps.
4. Cultural control - Fall plowing to
disturb larvae.
5. Plant resistant varieties.
Codling Moth
Insect/ Damage: Internal pests of
fruit. Larvae tunnels holes in apples
and other fruit. Adult is small and
brown in color with much darker
bands on outer edge of top wings.
Larvae are light tan in color.
Control Methods:
1. Chemical control- Azinphos-
methyl cover spray applied 3 weeks
after petals fall.
2. Chemical control- chemically
treated bands over trunks.
3. Biological- braconid wasps and
ichneumon wasps. (biological
control isn’t very effective so best to
use biological with a chemical
control)
Japanese Beetle
Insect/ Damage: Larvae is a white
grub. Adult is shiny green with
brown elytra with black and white
stripes along side of abdomen.
Damage appears on any type of
foliage or flower. They eat through
the middle leaving what looks like a
lace pattern in the leaves.
Control Methods:
1. Larvae use milky spore disease.
2. Chemical- Spray carbaryl or
malathion when insects first appear.
3. Chemical- spray rotenone in 7 to
10 day intervals.
Page 15
Basic Plant Science BPS7 Plant Entomology
Students will use IML reference material BPS
7.7 to learn about different insect control
methods.
Slides 44-46 in BPS7 Plant Entomology
Distribute reference material BPS7.7 to
students and give them directions.
After students have completed this activity, call
them together as a class. Have different
students lead the conversation about what they
marked on the reference material BPS7.7.
4. Mechanical control- Trap baited
with kairomones or sex pheromones.
Tent Caterpillar
Insect/ Damage: Adult insect brown
with 2 white stripes on top wings.
Head is thick and furry. Larvae is
brown and furry. Damage is thick
webs found in trees. Larvae will
usually strip leaves within 3 feet of
nest.
Control Methods:
1. Chemical control- spot spray with
Bt or carbaryl.
2. Prune eggs clusters in winter.
3. Use biological control of
braconids or chneumonids on larvae.
Termite
Insect/ Damage: Insect usually small
and white/tan in color. Soldiers have
a bigger head with pinchers. Can
have wings and be darker in color
like an ant but wings extend way
past its body. Damage usually done
to wood by boring holes.
Control Methods:
1. Chemical- soil treatment with
0.5% water emulsion of
chlorpyrifos- dig holes and apply.
2. Chemical- drill holes and inject
with sodium flusilicate
Insect Control Methods – Directions
Underline the definitions of
biological control, chemical
control, cultural control, and
mechanical control
*Star* the examples for each of the
4 methods of insect control
(Parenthesize) anything that is
interesting or grabs your attention
Add a “?” by a statement that you
have a question about.
Page 16
Basic Plant Science BPS7 Plant Entomology
Ensure that all students are updating their
BPS7.7 as the conversation evolves.
Biological
Definition: the use of naturally
occurring bacteria, disease, fungi,
viruses, insects, nematodes, birds,
fish, toads and frogs, lizards, snakes,
rodents, weeds, and others to control
insects.
Examples; ladybug, praying mantis
Natural enemies of insects, oldest
method
Resistant plant varieties- plants
develop both in nature and through
research to be resistant to insect
attacks
Crop rotation- by changing the host
species and the environment, insects
are less able to build up their
populations.
Sterilization- radiation or chemicals
can be used to sterilize or genetically
alter insects so they cannot
reproduce. These insects are
released into the environment.
Chemical
Definition: controlling insects with
the use of insecticides
Examples:
o Organic- manufactured
materials that consist of
mainly carbon, hydrogen,
and oxygen. (like
Chlorinated Hydrocarbon)
o Inorganic
o Botanical
o Bacterial
Cultural
Definition: management of insect
populations by modifying the
environment to make it less
attractive or agreeable to insects
Page 17
Basic Plant Science BPS7 Plant Entomology
Have students turn to a partner and share their
answers.
Slide 47 in BPS7 Plant Entomology
Examples: tillage, crop rotation,
sanitation, timing of harvesting and
planting, and water management.
Mechanical
Using machines or manual
operations
What is an insect that your family or
someone you know has had a problem
with—in a garden, on the farm, in flowers,
etc.? How was it controlled?
Review/Summary
Insects are all around us. Insects influence many things around us, including plants—some in
beneficial ways and some in destructive ways. It is important to know the good insects from the
bad ones and the methods to control the harmful insects to keep our plants healthy.
Slide 48 in BPS7 Plant Entomology
Review
Slide 49 in BPS7 Plant Entomology
Exit cards Students will answer the following questions on a note card or small slip of paper
and hand to teacher as they exit:
What are three things you learned about entomology and insects?
What is one question you still have about entomology and insects?
Kahoot Review – A Kahoot review involves the teacher creating an online quiz and projecting
it to the class; students logging in on their tablet, phones, or individual computers, and taking the
quiz live! Go to Kahoot.it Once an account has been created, make a quiz for students to take.
When students are ready, have the Kahoot ready on the projector board with the game pin they
need to enter on their computer to play.
Application
Extended Activities
Page 18
Basic Plant Science BPS7 Plant Entomology
Students can collect and pin specimens for an insect collection illustrating
different orders of insects.
Students can raise honeybees or crickets and sell the crickets to pet stores.
Students can participate on the Entomology CDE team in FFA.
Evaluation
Project-Based Evaluation (BPS7.8) Students will complete BPS7.8 Case Study Scenario. Students will select which role they want
to play (a greenhouse operator or garden owner) in the Case Study Scenario. Each scenario has
three situations that need to be addressed via letters to clients. Students will read over the
scenario, research to determine what the pest is, what its characteristics are, and how to handle
the situation, and then respond to the client with a letter. Each student will write three letters.
Paper-Pencil Quiz Evaluation (BPS7.9) 1. Which of the following is NOT a body region of an insect?
2. Where are the legs and wings attached to on an insect?
3. What are the breathing holes of insects called?
4. Where are the breathing holes located on an insect?
5. How are living organisms classified?
6. How are living organisms classified?
7. What are the 4 types of control methods and how are they different?
8. What is one example of a beneficial insect to plants? How is it beneficial?
Answers to Evaluation
Project-Based Evaluation (BPS7.8 KEY) Use scoring guide provided on BPS7.8 and BPS7.8 KEY to assess student work.
Paper-Pencil Quiz Evaluation (BPS7.9 KEY) 1. C
2. D
Page 19
Basic Plant Science BPS7 Plant Entomology
3. B
4. C
5. Binomial Nomenclature:
Kingdom
Phylum
Class
Order
Family
Genus
Species
6. Biological
● Natural enemies of insects
● Resistant plant varieties
● Crop rotation
● Sterilization
Chemical
● Organic
● Inorganic
● Botanical
● Bacterial
Cultural
● Tillage
● Crop Rotation
● Sanitation
● Timing of harvest and planting
● Water management
Mechanical
● Using machines or manual operations
7. Assassin Bug
Ladybird Beetle
Lacewing
Minute Pirate Bug
Parasitic Wasp
Syrphid Fly
Eats other harmful insects