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BUGSCOPE

BUGSCOPE. Meghan Biernacki EDUC 140.

brooke-forbes
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BUGSCOPE

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  1. BUGSCOPE Meghan Biernacki EDUC 140

  2. When looking at the picture of the spider I drew before seeing a spider on Bugscope, I realize that I was lacking in the detail of my spider. I tried to show tiny hairs on my homemade drawing, but when looking at the Buscope images I noticed the hairs are a lot longer that I ever imagined. The legs on my homemade spider are also a little bit off. They should have been drawn with more segments rather than just a slightly curved line. Since I drew my picture as if I were looking down on it, the images from Bugscope don’t completely relate, but close enough to get the idea.

  3. Specifically in regards to… Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models. Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations. This NSES applies to the Bugscope project because students are able to look at and investigate many different organisms. Seeing the bugs closely allows for students to change their misconceptions they may have recently help about a certain bug. Students can discover new things about bugs they may have not known or seen before doing this project. They are also using technology to gather data to later analyze and look more in-depth about what they have observed about the bugs. National Science Education StandardContent Standard A

  4. With any technology, you have to be prepared for the worst. Students can get a lot from using the microscopes and the ESEM because they are able to see outer characteristics of bugs they most likely have never seen before. They get a more in-depth and hands-on feel for what they are learning about. The technologies used in Bugscope, I feel, are very authentic.

  5. Literature Sources • Whatsthatbug.com This website lets students see many different bugs from North America. Students are also able to ask questions to the “Bugman” about different bugs. It would let students see the colored picture of the bug, and allow for students to get information on a bug they may be looking at on Bugscope. • Insects.org This website it great for finding information on any bug by giving a picture and a description. It is another good resource for finding information about a bug they may be looking at. • Backyard Bugs by Robin Kittrell Laughlin This is a book that can be used for younger students about different bugs they find in their backyard. This would be a good introduction to bugs before Bugscope takes place. • Insectlopedia by Douglas Florian This book can be used as a resource. It’s an encyclopedia of insects for kids. This can be used during/after Bugscope to find information on the bug in which they are currently looking at.

  6. Buscope in Other Areas • Creative Writing- In having students write about the different things they would eat if they were a bug, what their daily activities would consist of, and where they would live, students would still have to do the research about the bug and would still be writing in their own way. • Art- Students can draw the intricate detail of one of the bugs in which they saw on Bugscope. They could also draw a bug before viewing it on Bugscope and then have them do an after drawing to show the many details in which they may have missed.

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