Activity 1: Observing a Mealworm

1. Tell the students that today they are going to be animal physiologists. Their first responsibility is to evaluate the environmental preferences of mealworms (the larval stage of the darkling beetle). To determine these preferences, they will experiment with different temperatures, lighting, and surface textures and observe how the mealworms respond.
2. Divide students into small groups and distribute the materials. Instruct students to observe their mealworms using a hand lens and record their findings on the “My Observations” section of the Significant Surroundings Lab handout. If needed, guide observation with the following questions:
   1. How many segments does your mealworm have?
   2. How many legs does it have?
   3. Does a mealworm have antennae?
   4. Can you see the mouthparts?
   5. How do we know the mealworm is the larval stage of an insect and not a true worm?
   6. How does the mealworm move?
3. In this lab, students will carry out three different experiments to test the environmental preferences of mealworms. Each half of the shoebox will offer the mealworms a different environment to choose. Students will record their findings on the Significant Surroundings Lab handout. Instruct students to complete the lab activities. Assist and clarify as necessary.
4. Review the All About Mealworms information sheet with the class.

Activity 2: Making a Graphic Organizer

1. Building on the discoveries made in Activity 1, students will choose a livestock animal (an animal raised in an agricultural setting to produce food, fiber, or labor) to research and create a guide for their ideal environmental conditions, which may include:
   • Temperature
   • Shelter
   • Space
   • Sound
   • Nutrition
   • Bedding
   • Lighting
2. Demonstrate how to create a three-dimensional graphic organizer to record students’ research. This educational tool helps students organize information in a kinesthetic way. Watch the step-by-step video on how to create a three-dimensional graphic organizer.
   • Stack three different colored sheets of paper (8 ½" x 11") together, placing each consecutive sheet around ¾ of an inch higher than the sheet in front of it.
   • Bring the top of the sheets downward and align the edges so that all of the layers or tabs are the same distance apart.
   • When all of the tabs are equal distance apart, fold the papers and crease well.
   • Staple the sheets of paper together along the center fold.
   • Fold the graphic organizer in half to create a booklet with a front and back cover.
3. Instruct students to decorate the cover of their three-dimensional graphic organizer with their name and a picture of their livestock animal. On each tab, students should write the type of environmental condition considered and the preferred condition for their specific animal. Research sources should include books or databases in the library, internet searches (validating sources), and interviews (primary sources) if possible.

Variation

• Use online resources, such as the National Center for Education Statistics “Create a Graph” tool, to make graphs that illustrate how many mealworms prefer each type of environment.
• Set up a station for each experiment. Prepare and provide several shoeboxes at each station. Have students rotate around the room to complete each lab experiment.
• Prepare the shoeboxes for students prior to starting the lesson.

ELL Adaptations

• This lesson incorporates hands-on activities. Kinesthetic learning events provide an excellent learning environment for English language learners.
• Demonstrate how students may set up their experiment prior to student investigations. ELL students will benefit from observing the procedures before they get started.