4 Planning+Reference

8/9/2019 4 Planning+Reference

http://slidepdf.com/reader/full/4-planningreference 1/39Planning a Manduca Unit 35

Planning aManducaUnit


http://slidepdf.com/reader/full/4-planningreference 2/3936 The Manduca Project

Designing a thematic unitImplementation How you implement these activities depends on how you want toteach your Manduca Unit. You may want to use them as they are,adapt them for your grade level, or use the ideas to develop yourown activities. Quite often, students come up with novel ideas fornew activities, which become great new learning experiences.

Assessing prior knowledge At the start of the unit, it’s important to nd out what yourstudents know, in order to build on their previous knowledge. Thesimplest way to begin is to ask them what they know aboutbu eries and moths. Create a concept map or web on the boardor a large chart. You or your students can record the responses.

As students share their thoughts, listen carefully to develop anunderstanding of their knowledge. Misconceptions and opinionsshould be included, because they provide wonderful opportunitiesfor discussion and exploration.

Investigations During the unit, provide a variety of insect-related manipulativesand visual aids. These may include bulletin boards, posters, books(both ction, and nonction), songs, stuffed animals, and videos.

When your students begin studying bu eries and moths,bring the Manduca eggs into your classroom and begin dailyobservations. Have students keep journals to record theirobservations in writing and with drawings. Review the journalsoften to look for experiences that elicit new investigations.

After introducing the unit, the investigation can take manypaths. Your students will continue to share their questions andinterests, and you and your students can share your personalexperiences.

Students can explore a wide range of related topics. Forexample, they can research myths and legends about mothsand bu eries from different countries, investigate Manducahabitats, and explore questions such as, “Are Manducas benecial

Ideas for webs & lists • What do we know about

bu eries/moths?• What are life cycles?• What do moths look like?• What different kinds of

bu eries and moths arethere?

• How do they stay alive?

• Are they good or bad forthe environment?


http://slidepdf.com/reader/full/4-planningreference 3/39Planning a Manduca Unit 37

to our environment?”; “Are bu eries or moths becomingendangered?”; “If so, what can we do to protect them?”

The inquiry process The following model may be helpful in guiding students throughthe inquiry process. The rst stages of the process are typicallydone as a whole class, while the actual problem-solving is done byindividual students or in groups of two or more.

Brainstorm

Organize by subtopic

Questions Prior Knowledge

Decide what questions to pursue

Brainstorm and model solutions*

Gather and organize information

Share information with others

Teacher facilitates inquiry process

Class contributes resources to

Source: Addison-Wesley



Math activitiesRaisingManducas provides unlimited opportunities to useMathematics in real-world situations. Students are able touse measurement, prediction, charting and graphing, probabilityand statistics, arithmetic, geometry, and algebra. Most of theactivities in the Science Activities section also involve math skills.

Ideas for measurement activities • Record daily observations of the larvae. Measure and weigh

the caterpillars and record the information on a graph.• Use both standard and nonstandard measuring devices

(paper clips, string, scales made by students), to emphasizethe concept of appropriate units measurement.

• Ask students what they think makes a good standard unitof measure. Have them bring in what they believe would makegood standard units (e.g., beads, macaroni, pennies).

• Paper clips make excellent units of measure for the largercaterpillars (i.e., 5th instars). Obviously, the smaller the clip,the more distinct will be the changes in growth.

• To visualize changes in weight, make a paper clip “graph”. Weighthe larva using paper clips, then form a chain from the clips.Pin each day’s chain to the bulletin board with a date label.Add each subsequent day’s chain, and soon you will have a

graphical representation of an animal’s rate of growth.

Other math ideas • Plot the stages of the Manduca development on a chart or

calendar on a daily basis.• Introduce the concept of multiplication using the caterpillar

and moth body parts as multiples (See Lesson on Pa erns in Multiples by Marilyn Burns). This lesson will take several daysto implement and can be integrated with an art lesson.

• Use ordinal numbers during a caterpillar race (page 56) topredict which caterpillar will come in 1st, 2nd, 3rd, etc..

There’s more! These activities representonly a small sample of theways in which Manducacan enrich learning in yourclassroom. AdditionalMath links and activitiescan be found at TheManduca Project web site.h p://insected.arizona.edu/

manduca/We also invite you tosubmit your original activ-ities and ideas to sharewith other educators.Check back often, as newactivities and links may beadded at any time.


http://slidepdf.com/reader/full/4-planningreference 5/39Mathematics Activities 39

Build a classroom balanceTo measure the growth of your Manduca, you will need to usea balance or scale. You can build your own balance using simplematerials found around your classroom or home.

You’ll need ❒ Pencil sharpener ❒ Hole punch or wood burning tool ❒ Small hacksaw ❒ Scissors ❒ Three pencils ❒ One straight pin ❒ Two small cups (clear plastic is nice) ❒ String ❒ Block of styrofoam (about 4” x 4” x 1”) ❒ Masking tape ❒ Paper clips or coins (to use as weights)

Directions 1. Sharpen two of the pencils and insert them into the

styrofoam block about one-half inch apart to form 2 parallelvertical supports.

2. Push the straight pin through the erasers at the tops of these two pencils to form a bridge.

3. Use the hacksaw to cut a shallow groove across the midpointof the third pencil. Position this pencil so that the pin isresting in the groove. This arrangement forms the arm of thebalance, and the groove prevents the arm from sliding out of position.

4. Using the hole punch, make three equally-spaced holes aroundthe top of each of the two cups (if you’re using hard plasticcups, a drill may work be er for making the holes). Tie lengthsof string through each hole and secure each cup with maskingtape to the arm as shown in the drawing. Trim off any excessstring.

Diane L. Smith and Alan F. Smith - Tucson, Arizona



5. Finally, calibrate your balance—add an equal number of quarters or paper clips to each cup. If the arm is horizontal,then your balance is calibrated. If not, add weight to thehigher end of the arm by taping bits of tape to that end of the pencil until it’s horizontal.

6. The scale is now ready to use! Larvae and pupae can beweighed by pu ing the insect in one cup and balancing it withweights such as paper clips, or with standard gram or ounceweights.

Activity suggestions 1. Paper clips make excellent units of measure for the larger

caterpillars (i.e., 5th instars). Obviously, the smaller the clip,the more distinct will be the changes in growth.

2. What makes a good standard unit of measure? Ask studentsto bring in what they believe would make good standard unitsof measure (e.g., beads, macaroni, pennies).

3. Visualize daily changes in weight by making a paper clip“graph”. Link together paper clips of each day’s measurementto form a chain. Tack this to the bulletin board with a label.Add each day’s chain in order across the board, and soon youwill have a graphical representation of growth rate.



Make a centimeter rulerTo measure the length of your Manduca, you will need a ruler. Youcan create your own centimeter ruler by following these directions.

You’ll need ❒ a strip of tagboard ❒ a centimeter cube ❒ a pencil

Directions 1. Lay a centimeter cube at one end of the tagboard strip. Make

a pencil mark at the end of the cube.2. Put another cube next to the rst one. Make another pencilmark at the end of the cube.

3. Continue doing this until you get to the end of the strip.4. Starting at the rst mark you made, number the marks 1, 2,

3, and so on.

Patricia Weaver - Drachman Elementary School - Tucson, AZ

1 2

Activity suggestions • Instead of centimeter cubes, use a non-standard unit of

measure such as nger widths, paper clips, coins, or othersmall objects. Use your ruler for theHow Long?activity.



How Long?You’ll need ❒ small objects to use as non-standard units of measure, orthe ruler you made in an earlier activity. (see page 41) ❒ objects to measure ❒ a pencil ❒ a How long? data sheet

Directions 1. Choose a non-standard unit of measure to use.

2. Find something in the room to measure. Record its name.3. Estimate how long you think it is, in the units you chose.Record your estimate.

4. Measure how long it is. Record the length.5. Estimate and measure the length of seven more things in the

room.

Patricia Weaver - Drachman Elementary School - Tucson, Arizona

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How Long? data sheetDirections 1. Choose a non-standard unit of measure to use.2. Find something in the room to measure. Record its name.3. Estimate how long you think it is, in the units you chose. Record your estimate.4. Measure how long it is. Record the length.5. Estimate and measure the length of seven more things in the room.

Student Name ________________________



Measuring ManducasYou’ll need ❒ a centimeter ruler ❒ a balance or scale for weighing ❒ a piece of string ❒ scissors ❒ paper clips or other small weights ❒ a Measuring Manducas data sheet

Directions Weight 1. Record the date.2. Estimate how much the Manduca weighs. Record your

estimate on the data sheet.3. Measure how much the Manduca weighs. Record the weight on

the data sheet.

Length 1. Estimate how long the Manduca is. Record your estimate on

the data sheet.2. Measure how long theManduca is. Record the length on the

data sheet.

How big around Circumference is a word that means “how big around”.

1. Estimate the Manduca’s circumference. Record your estimateon the data sheet.

2. Cut a piece of string that is big enough to go around theManduca

. Carefully put the string around theManduca

.3. Cut off any extra string.4. Tape the string to the data sheet.5. Measure the string and record its length (the circumference).

Patricia Weaver - Drachman Elementary School - Tucson, Arizona

Be careful cu ing! Manduca larvae are softand fragile. Don’t cut thestring while it’s wrappedaround the Manduca.Instead, use your ngersto “pinch” the string atthe right length and cut it

away from the larva.During its early stages,wrapping a string aroundthe tiny larva will bediffi cult, so be patient andcareful with your fragilefriend!

Measuring volume Another way to measure“how big” a Manduca hasgrown is to measure itsvolume. The easiest way todo this is to measure theamount of water the larvadisplaces when you put itin a container of water.Use a graduated cylinderand record the water level,in milliliters, with andwithout the larva.Subtract the “before”from the “after” to ndthe volume of the larva.Insects don’t breathe thesame way that humansdo, so it doesn’t harmthe larva to submerge itin water, even for a fewminutes. (Please don’tleave it there though!)



Measuring Manducas data sheet

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S t u d e n t N a m e__

______________________

M a n d u c a N a m e

________________________



Manduca Growth ChartDirections On the grid below, you can graph any of the measurements you recorded on your

Manduca

Data Sheet.

• Fill in the blanks for the axis and grid labels on the vertical (Y) axis (your teacher mayhelp with this). Don’t forget the measurement units!

• Plot your data on the graph.

Questions about your graph 1. Draw vertical lines on the graph showing the dates that your Manduca molted. How

is molting related to the Manduca’s growth?

2. A rate is how fast something changes over time. Does your Manduca grow at asteady rate? How can you tell?

3. How would your graph be different if yourManduca had a limited food supply?

0 5 10 15 20 25 30Days

________________

0

Student Name ________________________



Science activitiesObservation Encourage students to use microscopes, magnifying glasses,cameras, rulers, scales, and other tools to observe theirManducas throughout their development. Have them keep aManduca Journal to regularly record their observations,measurements, and thoughts.

Use drawings, transparencies, or charts to show students theanatomy of Manduca sexta at different stages of development.Discuss what makes a Manduca an insect. Have students examinetheir caterpillars during each stage and have them identify the parts.

Questions for investigations There are many good scientic questions that can be asked andanswered using Manduca sexta . Here are just a few to get youstarted:

• How does theManduca sexta ’s color vary with its diet?Why is their color different when they are raised on plants,rather than on an articial diet? Which color might help aManduca survive in a natural environment? Relate this to

other examples of protective coloration in nature. Do humanshave protective coloration too? Do we need it?• Examine and draw the mouthparts of a larvalManduca and

of the adult Manduca moth. What are the similarities anddifferences, and why do they occur?

• How does varying the _____________ affect the growthof Manduca larvae? Fill in the blank with any environmentalvariable you wish to test: diet, temperature, hours of daylight, amount of time handled, noise level… Use yourimagination!

More about mouths What other creatureshave mouths differentfrom ours? Draw the mostunusual mouth you’ve everseen on a living thing. Whymight the mouth look sostrange?Match a set of mouthpartpictures with pictures of their “owners”. Why is themouth constructed as itis? This could also workwith types of locomotion,eyes, skin coverings, etc..

There’s more! These activities representonly a small sample of the ways in whichManduca can enrichlearning in your classroom.Additional Science linksand activities can befound at The ManducaProject web site.h p://insected.arizona.edu/

manduca/

We also invite you tosubmit your original activ-ities and ideas to sharewith other educators.Check back often, as newactivities and links may beadded at any time.



A Caterpillar Race1. On a large sheet of paper, draw a 3-foot diameter circle (a

pencil on a string makes a good compass). Draw a 10-inchdiameter circle in the center of the large circle—this will bethe starting point.

2. Place the contestants (1st-day wanderers) in a coffee canor other suitable container. You can label each caterpillar witha permanent marker just behind the head.

3. When ready to begin the race, invert the coffee can inthe central circle. The caterpillars will immediately begin towander aimlessly across the paper. The rst one to make it tothe edge of the big circle wins!

4. Investigation questions

• Can the students predict, based on their earlierobservations, which insect will be the winner?• Does a larger caterpillar travel faster than a smaller one?• Does the length of time that an individual spends

wandering affect its speed?5. You may discover that on any given day not all of the insects

will be at the same developmental stage. Some will be indifferent stages of wandering, while others will still be feeding.You’ll have to decide whether to make this activity an actualrace or an observational experiment.

Race tips This activity should bedone when the larvae arein their “wandering” phase.Keeping the larvae in thedark until just before therace usually makes themmore active when the raceis held in bright light. Thecaterpillars are generallyfaster at the beginning of the wandering phase thanthey are later on.

Alan F. Smith - University of Arizona - Tucson, Arizona


http://slidepdf.com/reader/full/4-planningreference 15/39Science Activities 49

Caterpillar TracksYou may wish to develop activities that answer questionsabout caterpillar locomotion. A simple method for recording thedirection and speed of movement is “Worm Tracks”. All you need isa cooperative caterpillar, a large sheet of paper or cardboard, anda crayon or marker. Just place the caterpillar on the paper andtrace the Manduca’s path on the paper by following its hind endwith the crayon. It’s as simple as that!

A few ideas 1. Have several students work on one sheet of paper

(simultaneously or successively) with different coloredmarkers. How do the pa erns compare? This might producean interesting bulletin board display.

2. Have students trace the walking for the same amount of time. Determine the length of each track by laying a stringover the pa ern and cu ing to size. Since the times arethe same, the length of each string is a representation of speed - the longer the string, the faster the caterpillar. Whenall the strings are hung from a horizontal line, comparisonswill be easier to make. This should also illustrate the idea of variability within a group of individuals.

3. What affects the direction and speed of caterpillars? Yourstudents can probably generate a series of experimentsinvolving factors such as developmental stage (e.g. pre-wandering vs. wandering), size, temperature, age, and light.

Diane L. Smith and Alan F. Smith - Tucson, Arizona



Manduca sextaLife CycleDirections Make a large chart on poster board or butcher paper and a ach itto the wall or a bulletin board. For each stage in yourManduca ’ s life,draw how it looks anduse tally marks to keep track of the numberof days spent at each stage. You may wish to record its length,weight and other observations as well.

Irma F. Lopez - Tucson, Arizona

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Duca PoopAn experimental approach One basic fact of life will become obvious to you and yourstudents when rearing Manduca sexta in the classroom: Thecaterpillars, especially 5th instars, will produce a large amountof feces. There isn’t likely to be any way that you can avoid adiscussion of defecation, but you can perform a neat experimentto answer the question, “How fast does diet move through thelarva’s digestive tract?”

Directions 1. Saturate a small piece of diet with food coloring. Try differentcolors; experiment to determine which works best.2. Place an individual caterpillar with the piece of dyed diet in

a separate container. Start timing as soon as you see theinsect begin eating. A young 5th instar is a good choice,because it will be consuming large quantities at this stage.

3. As the caterpillar eats, the dye will enter the digestive tract.You may even see the color when the insect is held up tothe light! After the dyed food is consumed, be certain to addfresh diet to keep things moving. Eventually, the students will

see the change in color of the feces. At this point you shouldstop timing and record your observations.4. You may wish to try variations of this experiment by asking

what factors affect the rate of passage: light, temperature,age, length, weight, individual variations, etc.

Scheduling It is probably best tostart this activity early inthe day, so you will havetime to see the results.

Alan F. Smith - University of Arizona - Tucson, Arizona



Langugage Arts activitiesReading Read nonction and ction books with a metamorphosis theme,or have students read to the class. A list of books in both Englishand Spanish is provided on pages XX-XX.

Writing • Have groups of students make an illustrated Big Book about

the Manduca ’ s life cycle, or a story about a caterpillar or moth.In smaller classes, each child can contribute an individual pageto a class Big Book.

• Have students create posters or bulletin boards illustratingpoems or stories that they write.

• Write an adventure story from the insect’s point of view.Relate the story to some part of the Manduca sexta life cycle.

• Imagine that you’re a scientist who has just discovered therst Manduca . Write about your feelings and observations.By the way, new animal speciesare still being discovered. If possible, relate this assignment to current events.

• Write a le er to a local researcher, asking howManduca is

used in research and/or inviting the researcher to speak tothe class.• Read stories about insects. Students can illustrate the

stories, or write and illustrate their own stories.• Make le eredManduca segments that spell out related

vocabulary when placed in proper order: pupa, moth, egg, etc.

There’s more! These activities representonly a small sample of theways in which Manducacan enrich learning in yourclassroom. AdditionalLanguage Arts links andactivities can be found atThe Manduca Project website.h p://insected.arizona.edu/

manduca/We also invite you tosubmit your original activ-ities and ideas to share

with other educators.Check back often, as newactivities and links may beadded at any time.


http://slidepdf.com/reader/full/4-planningreference 19/39Language Arts Activities 53

The Tobacco HornwormScientic name: Manduca sexta

Life Cycle The nameManduca sexta has been given to this animal for tworeasons:

1. Manducameans “Glu on”, something or someone that eatsa lot.

2. sexta means six in Latin. The moth has two rows of six bright yellow-orange spots on its abdomen.

TheManduca goes through a life cycle called “completemetamorphosis”. Metamorphosis means change. Manducas gothrough several different stages until they are fully grown: egg,larva, pupa, and adult moth.

The Eggs The eggs are pale green, almost round (spherical), smooth, andabout 1 mm in diameter. If any eggs are fertile, they will hatch inthree to eight days at 27˚C.

The Larvae The larvae are green caterpillars with seven pairs of yellowish-white lateral stripes or bars (lateral means on the side). Theyhave a horn on the hind end of their bodies. It is believed that theyuse it for defense, to appear erce, or to camouage themselves.

The larva changes size ve times by molting. Between molts, it iscalled an “instar”. Depending upon the number of molts the animalhas experienced, it can be referred to as a 1st instar, 2nd instar,3rd instar, 4th instar, or 5th instar.

During the actual molt, which can take up to 48 hours or more,the former head capsule slips forward, creating a “bubble-headed”appearance, informally called the “head cap stage”.

At each larval stage the caterpillars consume an ever increasingamount of food. An entire tomato or chile plant can be consumedby a single larva overnight. While they are molting, they do noteat.

Read at home Copy this description

of the Manduca’s lifecycle for students totake home and read totheir families. This isespecially helpful if thestudents will be takingtheir insects home tocare for during the unit.



At the end of the fth instar, the dorsal aorta or heart becomesvisible along the middle of the back. It is at this time thatthe caterpillar stops eating and wanders away from the plant,searching for a place underground to pupate. This change fromfeeding to “ambulatory” or wandering behavior is known as that:“wandering”.

During the wandering stage, the contents of the digestivesystem are voided, (thrown out) and the soft larval skin begins toshrink and toughen. Once buried under the soil or leaf li er, thebody continues to shrink. After a few days, the larva molts a naltime to form a fragile, (delicate) green pupa.

The PupaWithin hours, the pupa hardens and changes color to a rich,dark brown. The pupa shows something that looks like the stemof a twig curled up, and that is where the straw-like mouth orproboscis is going to grow. You can also see where the wings willdevelop by looking carefully at the pupa.

From the outside, the pupa looks like it is resting, but inside,incredible changes are happening. If you touch the pupa, you willsee that it is capable of moving its tip hard enough to protectitself from ants and other predators. The pupal stage can lastfrom 21 days to six months, depending on the latitude and theseason of the year.

The Moth The adult moth is large and gray, with a wingspread of nearly fourinches. They are active during the hours of dawn and dusk, andcan often be found in backyards. Hovering from ower to ower,they feed on the only source of food they have: nectar. Since thenectar needs to be sucked out of the ower, they have a specialmouth part called a proboscis that acts like a spiral straw.

After the adult moth emerges from the pupa, it needs to holditself in a vertical position in order for the wings to straightenout properly.

Manducas live for only a short time, seldom more than a week.During this time, they mate and lay eggs on the leaves of atomato, chile, potato, eggplant, pepper, or tobacco plant, and thecycle starts over again.

Cecelia Valenzuela - Davis Bilingual Magnet School - Tucson, Arizona



“My Manduca” StoriesAllow your students take their Manduca home for the weekendand write about the experience. This can be done from severalpoints of view, including the student, a family member, or theManduca itself. This is a wonderful vehicle for encouraging studentwriting, and can involve the entire family. The following “MyManduca” story was wri en by Susan Rodriquez, a teacher atPueblo Gardens Elementary School.

Manduca Rodriguez TheManduca came home with me on Friday, May 24, 1996. Hemet Jesse when I picked up Jesse at daycare; Jesse wasn’t surewhat it was until we got home. I opened the lid and showed Jesse,who looked at it and said, “What is it Mama?” I told him it was aManduca and all he kept repeating was “duca, duca”.

Friday evening- We fed the Manduca , and Jesse insisted we putthe Manduca on the table while we ate dinner. We gave theManduca some food. Jesse said, “Is he going to sleep?” and I said, “Afterhe eats”.

Friday night - Jesse wanted to sleep with the Manduca , and I said,“No!” We put him on top of the dresser, and Jesse said, “Goodnightduca”.

Saturday morning - Jesse woke up and stood on top of his chairto look at the Manduca . He picked up the cup and said, “Mama, lookat the Manduca ”. So we took theManduca outside while Jesse rodehis bike. I worried because it was so hot outside, so we broughtthe Manduca inside.

Saturday evening - After being left at peace all afternoon, wewent to check on the Manduca and Jesse said, “Mama, can I touchhim?” So I opened up the lid to let Jesse touch the Manduca . Hesmiled. At 7:30 Jesse wanted the Manduca on the sink while hetook a bath. At this point I was wondering about taking care of this Manduca .

Sunday morning- We woke up late today, but Jesse had theManduca with the cup on my bed when I woke up this morning. Hewas reading a book when I opened my eyes. I looked, and sure enough,they were both on my bed.Ha!We fed the Manduca ; while I cleanedthe cup, Jesse was touching the Manduca . He wanted to give theManduca cereal, but we gave him his food while Jesse ate his cereal.



Sunday afternoon - After going shopping it was time for Jesseto take a nap. He wanted the Manduca to sleep with him. Afterhe was asleep I put the Manduca on top of the dresser; he lookeda li le pale, but I’m not sure whether it was the heat or what. Iwrapped him up in a container that was long, and in 15 minuteshe was out of it and I couldn’t nd him. He was on top of thedresser stuck to the doily and he wouldn’t come off! I panicked,and carefully unstuck him from the doily. I put him in a shoeboxand he was on the side of the box chewing the cardboard; I couldnot believe this!

Sunday night - I put the Manduca in a napkin again and put himin the closet. I felt so sorry for this Manduca ; he was probablythinking that we were not cut out to take care of him.

Monday morning- We checked on theManduca and he lookedvery pale. He had chewed up the napkin and was in the corner,uncovered. All I could think of was I couldn’t wait to go back towork so I could show Patricia what had happened, and I didn’t wantto bother her on Memorial Day. The rest of the day we spent timewith family and cooking, and I kept thinking I could not wait forTuesday.

Tuesday morning - We were leaving for school, and Jesse insistedhe wanted to carry the Manduca to school. As we were going outthe door, he dropped the whole shoebox outside on the sidewalk. Ipicked up the box and looked inside and he wasn’t there! I panicked

again—I couldn’t nd him! He was stuck on top of the box to thecorner.

ThisManduca either did not want to be with us because we did notknow his needs, or we just cannot babysit Manducas !

Note: “Manduca Rodriguez” came through his Memorial DayWeekend just ne. When last seen, he was a very handsome pupa!



Manduca sextaWord Search

H O R N W O R M N E E R GM O T H A N T E N N A P WA E A B D O M E N I T R AN R T B T O B A C C O O ND I A A U L S A D E M B DU N W L M T E E W H A O EC S I E L O T A G U T S RA E N G N I R E V A O C I

S C G S R Z P P R E T I NE T S X O F Q R H F S S GX A R O H T O J E O L K ET I N S T A R O A T S Y GA V R A L F A T D B A I GP R O L E G S A P U P C SL I F E W C Y C L E S A D

Manduca sexta Thorax Prolegs

Metamorphosis Antenna MothProboscis Wandering LarvaAbdomen Insect HeadHorn Caterpillar Bu eryFat Instar WingsTomato Tobacco LeavesLegs Eggs PupaLife cycle Green Hornworm

Irma G. Lopez - Tucson Unied School District - Tucson, Arizona



Manduca PoetryCinquain Cinquains have ve lines. In some ways, cinquains are similar tohaiku and are often about nature, but they may be wri en aboutother topics too. This type of poetry does not rhyme.

Cinquain Pa erns 2-4-6-8-2 1-2-3-4-1

Twosyllables Oneword Noun

Four syllables Twowords Two adjectives

Six syllables Three words Three words ending in -ing

Eight syllables Four words A phrase

Twosyllables Oneword Another word for the noun

Examples Larvae

Eating green leaves

Growing larger each day

Will soon turn into a pupaAnd moth.

Caterpillar

Eats voraciously

Likes tomato leaves

Going through a metamorphosis

Manduca .

Caterpillar

Green, fat

Eating, munching, growing

It clings and feeds on tomato leaves

Manduca.



Haiku Haiku is an ancient poetry style that originated in Japan. A haikuis short, but it does two things:

• It often describes a natural object;• It includes a second image or an insight that gives energy to

the rst image.

Haiku pa ern There are seventeen syllables in haiku. The rst line has 5 syllables,the second line has seven syllables, and the third line has 5syllables. 5–7–5.

Examples Manduca sexta

Egg, larva, pupa and mothMetamorphosis.

Upon a green leaf Greedily feeding on it

A caterpillar.

Irma G. Lopez - Tucson, Arizona



Art & Music activitiesArt Different forms of art can be integrated into Manduca activities.Often, students use art to add meaning to their wri en work( journals, poetry, and big books).

• While teaching symmetry in math, art can be used to explainhow bu ery and moth wings are symmetrical by having thestudents cut out a bu ery and paste pieces of coloredtissue on the wings of a bu ery.

• During theManduca ’ s pupa stage, a large mural depicting thelife cycle can be done outside the classroom.

• Other art projects can include posters and drawings of different parts of the life cycle (ma ed on constructionpaper) for display in the classroom and in the hallways.

Music Songs and rhythms can help children grow in many ways. Musicis a “fun” experience that helps children develop a greaterappreciation for music and a sense of community with their peers.They learn new songs that reinforce new information about the

unit that is being taught, use new language pa erns (English/Spanish), new vocabulary, and also develop their musical listeningskills.

• Music can easily be integrated into daily lessons. Familiartunes can be used to create new songs by changing theverses.

• To bring new dimensions to the music, add rhythminstruments and body movements.

• Write the words to the songs (verses) on butcher paper ortagboard for easy viewing.

There’s more! These activities representonly a small sample of theways in which Manducacan enrich learning in yourclassroom. Additional Artand Music links andactivities can be found atThe Manduca Project website.h p://insected.arizona.edu/

manduca/We also invite you tosubmit your original activ-ities and ideas to sharewith other educators.Check back often, as newactivities and links may beadded at any time.


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Observational DrawingWhat it is Drawings of objects you can touch, feel, see, and observe.

What it isn’t Drawings of photographs, magazine pictures, or things not beingobserved.

How to make an observational drawing:1. Observe and pick up the object, if possible. Touch it, rub it, lookat it from all possible sides. Really observe it.2. Draw the object with a drawing pencil (no erasers). First

drawings should always be in pencil. Do not use erasers. Theystop the thinking process and they get in the way. They makedrawings stiff and smudged. Look at the object more thanthe paper while drawing. Start out drawing lightly. Draw large,lling the space on the paper.

3. Experiment with color. Use crayons, colored pencils, or chalk.Observe and match the color or colors as well as the object

itself.4. Draw with other media such as ink and charcoal. Magnifyobjects and draw smaller parts. Magnify these smaller partsand draw them.

5. Make a painting by observing the drawings.6. Observe other students’ drawings and paintings. Have

students critique a work of their choice, saying what they likeabout the work, and giving one suggestion for improvement.

7. Use drawings as a guide for other activities, such as papier-mâché, books, and murals.

Students should get in the habit of drawing every real thing theycan observe. Students need the freedom to do observationaldrawings independently and often. They also need freedom of choice of media.

Sheldon Koester - Drachman School - Tucson, Arizona

Why do observational drawings? To learn, discover,investigate, explore, andproduce drawings thatcan be used in books, forresearch, for futureactivities, and for display.

Another art idea - “What color?” Which other creatures areaffected by the color of their food? For fun, writeabout and draw whatthese animals would looklike if they WERE affectedby their food’s color:• a rabbit who loves carrots• a cow who eats grass• a fruit bat who loves lemons• a bluebird eating raspberries• a deer who eats leaves• a raven eating strawberries• a li le boy who eats too

many cherries• ...or, draw your own

creature, and have othersguess what it eatsfrom your color clues.



ManducaTessellationsYou’ll need ❒ a piece of newsprint ❒ a piece of tagboard ❒ rubber cement ❒ white construction paper ❒ a pencil

Directions 1. Draw a repeating Manduca pa ern (remember the different

ways yourManduca

has curved itself). Make sure eachsection of the pa ern is touching at some point. Try variouspa erns until you nd one you like.

2. The space in between the pa ern is called the negative space.What does that space make you think of? Once you decidewhat will t in the negative space the best, free draw it in. Trydifferent ideas.

3. Cut out the pa ern you like the best. Use rubber cementto a ach it to a piece of tagboard. Cut out your tagboardpa ern. This will be your tracing pa ern.

4. Trace the pa ern on a piece of white construction paper.Decide if you will place the pa ern the same way each time orwill you ip it or turn it over.

5. After tracing the repeating pa ern on the white paper, ll inthe details on the Manducas and negative space.

6. Teacher: make 4 copies of the original tessellation. A achthe 4 copies on 11 x 17 paper with rubber cement.

Patricia Weaver and Sheldon Koester - Drachman School - Tucon, Arizona

Math connection Tesselations can also beused to teach conceptsin Mathematics, such aspa erns, angles, andsimple geometry.Additional informationand examples of insecttessellations can be foundon the Web.



Oh Where - Manduca? Lyrics by Irma G. Lopez

Tune:Oh Where, Oh Where Has My Li le Dog Gone?

Oh, where, oh where are theManduca eggs?Oh, where, oh where could they be?They are green and tiny, and hard to nd,Oh, where, of where could they be?

Today I watched aManduca hatch!Today I watched them come out!They are green and tiny and hard to see!They crawled and crawled about!

Manduca caterpillars grow and grow,They munch and munch day and night!They love to eat the tomato plants,They’re big and fat, what a sight!

But now they’ve turned into something brown,They’re now in the pupa stage,They hide themselves in a dark, dark place,And soon we’ll see a big change.

Oh, y, oh y, lovelyManduca moth,Oh, y, way up in the sky,Lay your eggs upon the tomato leaves,For soon you’ll tire and die!

Tiny ManducaLyrics by Irma G. LopezTune: Skip to my Lou

Green and tiny Manduca eggs,Green and tiny Manduca eggs,Green and tiny Manduca eggs,We’re wating for you to hatch!

TinyManduca larva just hatched,TinyManduca larva just hatched,

TinyManduca larva just hatched,We’re happy to see you crawl!

Eat, shed, and grow Manduca ,Eat shed, and grow Manduca ,Eat shed, and grow Manduca ,We’re watching you grow and grow!

Round and round caterpillars move,Round and round caterpillars move,Round and round caterpillars move,We’re watching your wandering stage!

Brown, brown, you’re turning brown,Brown, brown, you’re turning brown,Brown, brown, you’re turning brown,

We’re watching your pupa stage.

Moths, moths, ying around,Moths, moths, ying around,Moths, moths, ying around,We’re watching you lay your eggs!

Manduca Songs



The Manduca sextaBy 2nd and 3rd Graders, Lori Fraesdorf-Peth, PatriciaJiménez Weaver, and María Magdalena Figueroa

Verse 1TheManduca sexta is a moth,Under leaves the moth lays eggs.One thousand eggs could hatch in ve daysFrom this moth that has six legs.

Verse 2The larva is green and eats a lotIt grows rapidly at this age.It uses spiracles so it can breathe,And stripes show at this stage.

Chorus Manduca , Manduca

Have you ever seen one crawl by?Manduca , Manduca

Have you ever seen one y?Verse 3They wander in the wandering stageTo a dark place underground.They do not eat any more and shrinkThen they slowly turn to brown.

Verse 4 The pupa case is brown with black spots.You begin to see wings and eyes.The proboscis is like a nectar tongueThe moth will use when it ies.

Chorus Manducas , Manducas

Have you ever seen one crawl by?Manducas , Manducas

Have you ever seen one y?

Verse 5

The moth’s four wings have powdery scalesIt has orange spots on its back.The moth ies at dusk and at night time, tooWith wings of grey, tan, and black.

Chorus Manducas , Manducas


Have you ever seen one y?

Manducas , Manducas


Have you ever seen, have you ever seen,have you ever seen one y?

© 1994 by Lori Fraesdorf-Peth and Patricia Jiménez Weaver.All rights reserved. Limited reproduction rights are granted toteachers in the Tucson area to reproduce the song for use withtheir own students. Reproduction for any other purpose is strictlyprohibited without permission from the authors.



Manduca sexta oruga verde Lyrics by Irma G. LopezTune: Juan Pirulero

Manduca sexta , oruga verde,Come de día, come de noche.Engorda y crece y se hace grande,Luego se esconde y se hace pupa.

Pasan los días y no pasa nada.Pero algo cambia dentro la pupa.¡Ay! que sorpresa cuando ya sale,Manduca mariposa nocturna,Manduca mariposa nocturna.

Una Manducase Alimentaba Lyrics by Irma G. LopezTune: Un elefante se columpiaba

UnaManduca se alimentabaSobre la hoja de tomate,Como sabían lo bueno que comían,Fueron a llamar a otra oruga.

Dos Manducas se alimentabanSobre la hoja de tomate,Como sabían lo bueno que comían,Fueron a llamar a otra oruga.

Tres Manducas se alimentabanSobre la hoja de tomate,Como sabían lo bueno que comían,Fueron a llamar a otra oruga.

Se sigue cantando: Cuatro, Cinco, etc.



ManducaReference


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Manduca Glossaryabdomen - the hindmost of an insect’s

three major body sections. Theabdomen is the center for digestionand reproduction.

adult - a full grown, sexually mature insect.antenna(e) - a pair of segmented sensory

organs, one on each side of the head,used for sensing touch, taste, andsmell. Commonly called“feelers”.

anterior - located near or toward the headof an organism.

arthropod - animals of the phylumArthropoda. All arthropods have ahardened exoskeleton, jointed legs, anda multi-segmented body. Examples:crabs, shrimp, spiders, scorpions,centipedes, millipedes, and insects.

bu ery - an adult, typically day-activemember of the insect groupLepidoptera. Bu er ies are oftenbrightly colored and have antennaewith knobs on the ends.

caterpillar - an immature bu er y ormoth. Also known as a larva.

complete metamorphosis - the pa ern of growth and change seen in the higherinsects. It is characteri zed by theappearance of four distinct life stages:the egg, larva, pupa, and adult.

cuticle - the hardened outer “skin”of insects. It is shed during molting.

dorsal - located near or toward the backor upper surface of an organism.

dorsal heart - the major pumping vesselof the insect circulatory system. InManduca sexta it is visible as a darkdorsal line in latefth instar(wandering) larvae.

egg - rst stage of an insect

endoskeleton - supporting structure (e.g.bones) on the inside of the body.Fish, amphibians, reptiles, birds, andmammals have endoskeletons.

exoskeleton - supporting structure on theoutside of the body. All arthropodshave exoskeletons.

hawk moth - a common name for mothsin the same family as Manduca sexta (Sphingidae).

head - most anterior of an insect ’s threemain body section. The head is thecenter for sensory structures (e.g.eyes and antennae ) and feeding.

head-cap - informal term for a Manduca larva just before molting. Larvae at thisstage look “bubble-headed”.

head capsule - the hard exoskeletoncovering the head of an insect. InManduca larvae, this is one of the onlytruly hard sections of the body.

hindwings - the two rear wings of aninsect.

host plant - the variety of plant onwhich an insect prefers to live and eat.Manduca sexta host plants are in theNightshade family (Solanaceae ).

hummingbird moth - common name foranother moth genus in the same familyas Manduca sexta (Sphingidae), whichhover at owers like hummingbirds.

insect - a class in the phylum Arthropoda.Insects are characteri zed by having six

legs and three major body sections.instar - the period between larval molts.

The rst instar is the stage betweenthe egg and the rst molt, the secondinstar is the stage between the rstand second molts, etc. Manduca sexta normally has5 larval instars.



labium- the lower lip;a structure thatforms the oor of the mouth.

labrum - the upper lip, which covers thebase of the mandibles and forms theroof of the mouth.

larva - an immature insect. Bu er y andmoth larvae are also called caterpillars.

Lepidoptera - the formal classicationgroup (order ) of bu er ies and moths.

mandible(s) - insects ’ rst pair of jaws.maxilla(e) - insects ’second pair of jaws.

Maxillae also have sensory function.meconium - fecal material that

accumulates in the pupa that iseliminated when the adult emerges.

mimicry - the act of looking/acting likesomething else as a method of protection. Insects using mimicry caneither mimic their surroundings so thatthey are less conspicuous, or deterpredators by looking like somethingdangerous and /or distasteful.

molt - the process of shedding theexoskeleton.

moth - an adult, typically dusk- or evening-active member of the insect orderLepidoptera. Moths are usually lessbrightly colored than bu er ies.

order - a category in the hierarchyof classication. This hierarchy is asfollows:Kingdom,Phylum, Class,Order,Family,Genus, Species.

palp - a mouth feeler.phylogeny- a “family tree”of organisms.

Phylogenies show how organisms arerelated to each other. They can begenerated using many different kindsof data, includingDNA seq uences andmorphological characteristics.

posterior - near or toward the rear of anorganism.

proboscis - the mouthpart of an adultmoth or bu er y.The proboscis worksas a functional siphon, enabling theinsect to sip nectar from owers.

protective camouage - the act of blending into one’s surroundings to hidefrom potential predators.

pupa - one of the life stages of completemetamorphosis. Often referred to as a“resting ”stage, since the insect is notwalking around or eating.Nevertheless,complex metabolic changes are takingplace throughout the pupal stage.

siphon - coiled, tubelike mouthpart of adult Manduca, used to sip nectarfrom owers.

sphinx moth - common name for mothsin the same family as Manduca sexta (Sphingidae). The name comes from the“Sphinx-like”posture many of the larvaewill assume if disturbed.

spiracle - one of the “breathing holes” that run down the sides of an insect ’sthorax and abdomen. Spiracles arethe external openings of all insects ’

respiratory systems.stadium - stage in the life history of an

organism.thorax - the middle section of an insect ’s

body. The legs and wings a ach tothe thorax, making it the center forlocomotion.

tobacco hornworn - the common name of Manduca sexta . The name comes from thespine-like horn on the posterior end of the larvae and the fact that the larvaefeed on the leaves of tobacco plants.

ventral - near or toward the “belly”of anorganism. (opposite of dorsal )

wandering - the walking behavior of late5 th instar Manduca larvae, just beforepupation.



English/Spanish VocabularyEnglish Spanish abdomen abdomen antenna (antennae) antena (antenas)bu ery mariposa caterpillar oruga

chewing mouthparts órganos de la masticación chrysalis (chrysalides) crisálida (crisálidas)cocoon capullo compound eye ojo compuesto eyes ojos head cabeza insect insecto instar estadío

larva (larvae) larva (larvas)legs patas Lepidoptera Lepidóptera metamorphosis metamorfosis moth mariposa de noche, polilla, palomilla proleg ata falsa pupa (pupae) pupa (pupas)siphon sifón spiracle espiráculo thorax tórax



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