Introduction

This activity allows students to examine a number of online arthropod images obtained using various types of light and electron microscopes and write a proposal for ESEM viewing time using class-collected arthropods. Students are introduced to proposal writing guidelines and have opportunity to read several well written proposals prior to beginning development of their own.

This serves as an excellent culmination activity for students who have performed any or all of the following Advanced Arthropod Studies Curriculum activities: "Microarthropod Collection and Examination," " Microarthropod Variation and Taxonomy," and/or "Quantitative Study of Arthropod Ecology."

Grade Level of Participants

This activity works well with students in grades 9-12, though younger students who are academically advanced or particularly motivated may do well with this activity.

Duration Of Activity

2 days. Examination of micrographs and reading of proposal information and sample proposals can easily be performed during a single class period. Development of a list of possible activities to consider in selecting a proposal topic can be done as a homework assignment. Final proposal writing should be able to be well initiated during a second class period, with completion of the proposal as homework the second evening. Teachers may want to allow a third day for presentation of proposals and class discussion.

Curriculum Connection

This activity works integrates well into class coverage of topics including ecology, organismal diversity, field methodology and microscopy.

Linkage to National Science Standards - AAAS Benchmarks

The following AAAS Benchmarks are addressed through "Scientific Proposal Writing Using the Bugscope Model". Each of the knowledge or skill benchmarks below pertain to students in grades 9-12. Each knowledge or skill benchmark is presented by topic chapter number and section, section title and section benchmark.

6A. Human Identity

• Written records and photographic and electronic devices enable human beings to share, compile, use, and misuse great amounts of information and misinformation. No other species uses such technologies.

12C. Manipulation and Observation

By the end of the 12th grade, students should be able to

• Learn quickly the proper use of new instruments by following instructions in manuals or by taking instructions from an experienced user.

12D. Communication Skills

By the end of the 12th grade, students should be able to:

• Write clear, step-by-step instructions for conducting investigations, operating something, or following a procedure.

Materials Needed

Computers with Internet connections (1 per pair of students)

Special Requirements

None.

Commentary on Subject Matter

Proposal writing is an excellent opportunity for students to presenting their case as to why their idea exhibits merit and is worthy of consideration for remote use of an ESEM. Unlike many proposal writing activities, this one is authentic and may result in students being able to closely examine structures of their specimens, many of which have not been previously observed using ESEM technology. Proposals that are not accepted may be modified and resubmitted, as is true of other types of scientific proposals.

Commentary on Instructional Approach(es)

Straightforward, just follow the directions. This activity lends well to individual or pair work. Working on this activity in groups larger than two students may be inefficient. The entire class may decide there are one or two proposals they would like to revise and submit as a class. This strategy works well if all have opportunity to contribute to the proposal in some way.

Assessment

Assessment of student proposals should include use of class-based knowledge, creativity and degree to which the student proposal addresses the following bulleted proposal components:

• student, class, or group background in the study of arthropods;
• anticipated student, group, or class background and experiences prior to Bugscope viewing session;
• type(s) of specimen(s) you would like to examine;
• anticipated follow-up activities; and
• description of method of evaluation.

Be certain to submit proposals you think show merit. Students will look forward to hearing from the Bugscope staff regarding whether their proposals were sufficiently competitive to earn Bugscope viewing time.

Pertinent Online Resources

Compendium of Hexapod Classes and Orders (http://www.cals.ncsu.edu:8050/course/ent425/compendium/index.html)

Alphabetical and phylogenetic listing of commonly found arthropods (primarily insects). Teachers may want to review general information for many of these organisms prior to the activity.

Entomology for Educators (http://www.cals.ncsu.edu/course/ent591k/)

Online resources for a class, this resource contains numerous links to web pages dealing with different aspects of arthropod biology and impact of arthropods on people.

Scanning Electron Micrographs (http://www.ship.edu/~gspaul/sems.html)

Without a doubt, some of the best arthropod scanning electron micrographs on the web.

Tree of Life (http://tolweb.org/tree/phylogeny.html)

Still in development, should be very useful now, and even more useful in the future!

Ugly Bug Contest Homepage (http://www.uglybug.org/body.shtml)

Though entomologists may find this approach to be slightly questionable, the result is engaging for students of all ages.