Catch a Meadowfield Bug-Fellow
In this project, students design a trap for one of the insect characters in the Cockroach of Meadowfield trilogy.
They are not catching real insects. It is just hypothetical fun.
They are not catching real insects. It is just hypothetical fun.
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A good introduction to this project is to discuss with the students how many times Cockroach gets trapped in the trilogy, Cockroach of Meadowfield. How about in Book One, A Pilgrimage of Pests, when he was trapped in the ice; or later in the humming box? Then there was the time he nearly wandered into the roach motel. He found himself trapped a few more times in Book 2 and 3 too. |
The link below is for a website called Teach Engineering. It will take you to a project-based lesson called "Build Your Own Insect Trap." In its original design, the teacher predetermines the description of a fictitious insect. Based on the teacher's description of that bug's habits, the students design a trap to catch it.
I have modified this approach to incorporate the bug-fellow characters from the Cockroach of Meadowfield trilogy. Here's how it works:
- Assign students in groups of 3 or 4
- Let them blind pick from a stack of bug-fellow character cards. I have a link to character cards you can copy and print on card stock. This will be the bug they design their trap to catch.
- Not only should the groups rely on the bug-fellow's traits from the books, but they should also do online research to find as much information as they can about their insect so the design is optimized for their specific bug-fellow.
- Things they should consider when designing their model trap would be:
- Does the bug fly?
- What does the bug eat?
- Is there a certain color that attracts the bug?
- How big are is the bug?
- Is the bug nocturnal or diurnal?
- Will precautions need to be taken to avoid being stung or bitten?
- Once they have brainstormed their ideas for a trap and after studying the supplies made available by the teacher, they will begin to build the trap.
- Finally they should compose a short paper justifying their model trap design for their particular bug-fellow. Each group can give a presentation to the class, or each group can show off their trap in a science fair-like display area.
This activity is aligned with the following Florida State Standards:
*SC.K2.CS-CS.1.4 Solve questions individually and collaboratively using models.
*SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
*SC.3.N.3.3 Recognize that all models are approximations of natural phenomena as such, they do not perfectly account for all observations.
*LAFS.3.W.3.7 Conduct short research projects that build knowledge about a topic.
*LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
*LAFS.5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
*SC.35.CS-CS.1.2 Describe how models and simulations can be used to solve real-world issues in science and engineering
*SC.35.CS-CP.1.3 Identify, research, and collect a data set on a topic, issue, problem, or question using age-appropriate technologies.
*SC.35.CS-CS.3.2 Create an artifact (independently and collaboratively) that answers a research question clearly communicating thoughts and ideas.
*ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
*SC.3.N.3.2 Recognize that scientists use models to help understand and explain how things work.
*SC.3.N.3.3 Recognize that all models are approximations of natural phenomena as such, they do not perfectly account for all observations.
*LAFS.3.W.3.7 Conduct short research projects that build knowledge about a topic.
*LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
*LAFS.5.W.3.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
*SC.35.CS-CS.1.2 Describe how models and simulations can be used to solve real-world issues in science and engineering
*SC.35.CS-CP.1.3 Identify, research, and collect a data set on a topic, issue, problem, or question using age-appropriate technologies.
*SC.35.CS-CS.3.2 Create an artifact (independently and collaboratively) that answers a research question clearly communicating thoughts and ideas.
*ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
Download two sets of eight character cards using the links below.
One important note: The trap should not be designed to kill the bug-fellow. That's just not a nice thing to do.
