A ROACH IS A ROACH IS A ROACH

A ROACH IS A ROACH IS A ROACH

MASTER TEACHER Debra Duffy

GRADES 6 - 8 (Can be used as an integrated unit with Language Arts, preferably as a two-part lesson)

OVERVIEW
Myths about the “yuckiness” of roaches abound. This lesson is to acquaint students with the vital environmental niche these creatures occupy. Students will be given the opportunity to touch, or even to hold, a Madagascan Hissing Cockroach. In addition, students will explore various literary terms related to the genre of the fairy tale. Students will be able to synthesize this information to prepare a project for display.

ETV SERIES
Club Write - #110 - Point of View
Kratt’s Creatures - #119 - Giant Bug
Invasion!
Reading Rainbow - #502 - BUGS!

LEARNING OBJECTIVES
Students will be able to:
* apply word attack skills
* distinguish between fact, fiction, and myth
* recognize and apply literary terms such as point-of-view and personification
* understand the relationship between stereotype and prejudice
* listen effectively to take appropriate notes
* perform multiplication operations
* collect and analyze information to recognize patterns
* demonstrate safe lab practices
* collect and organize data through observation
* design a project for display using various media
* devise appropriate grading criteria

MATERIALS
per student
Information Sheet handout
Crossword puzzle handout
Project Planning Sheet
Vocabulary Sheet
Criteria for Grading Sheet
each project group
criteria sheet
each group of three
butcher paper or drawing paper ( 2’x2’)

entire class
map or globe of the world
6 - 8 Madagascan Hissing Roaches (in containers of your choice)
flip chart
books of fairy tales: Dinorella, PrinceCinders, and Cinderella Penguin (note: you can substitute other fairy tales if needed)

VOCABULARY
Language
myth (noun) fictitious story used to explain the mysterious or unknown
stereotype (noun) an unchanging notion or idea which doesn’t allow for individuality
prejudice (noun, verb) to form an opinion without taking into account all the facts
debunk (verb) to expose; to reveal
personify (verb) to give human qualities to a non human character
moral (noun) a lesson taught by a story
fable (noun) a fiction story meant to teach a moral lesson

Science
spiracle (noun) breathing hole
chitin (noun) material that makes up the covering (exoskeleton) of insects
ootheca (noun) egg case
Blattaria (noun) cockroach order
thorax (noun) insect body part to which appendages are attached
longevity (noun) lifespan
allergies (noun) sensitivities to specific substances
nymph (noun) immature insects
exoskeleton (noun) an invertebrate’s outside supporting structure
gustatory (noun) relating to food and taste
scavenger (noun) an animal that eats decaying or dead matter
sexual dimorphism (noun) males and females have specific roles - look/act differently
antennae (noun) plural form of sense organs on insect’s head
molt (noun) to shed
nocturnal (noun) active at night
Madagascar (noun) island off the coast of East Africa
pest (noun) destructive or troublesome creature
hissing (adj.) sounding like “sssssss”; making that sound

DAY ONE

PREVIEWING ACTIVITIES
This portion can be done as a language lesson. Ask, “What is your favorite fairy tale?” (list the responses). Ask, “What do all these have in common?” (magic, good overcomes evil, etc.) Say, “In a story the narrator, the one telling the story, can use either the word I or use she/he. Using the word I means that the story is in first person, while using he/she is third person.” Read books Cinderella Penguin, Prince Cinders, and Dinorella aloud to the class Ask, “Are these stories from first or third person? (third) Then have the students look carefully at the books again. Ask, “What is the same in these two books - Dinorella and Cinderella Penguin - that you don’t see in Prince Cinders?” (Answers may vary. Lead the students to determine that humans are used in Prince Cinders, but animals are the main characters in the other two books.) Ask, “Do you know what it is called when creatures are shown with human traits?”(Explain that the technique is called personification) Ask, ”Do you know what type of story uses animals to teach a lesson, or moral?” (fables, especially Aesop)

FOCUS FOR VIEWING
Say, “In order for the animal characters in fables to tell their stories, the author must use various points-of-view.” To give students a specific responsibility for viewing, say, “In this segment, watch for an explanation of what point-of-view is because you will use this information.”

VIEWING ACTIVITIES
Begin cued-up videotape Club Write-110 Point of View immediately after the title, where the girl says, “Everyone has a point of view, or way of looking at the world.” Stop tape immediately following the segment about the Egyptian Cinderella, where the girl says, “How did she get his attention? He found one of her rose-red slippers.“ Remove this tape. Say, “You’ve seen that there are many versions of the Cinderella story.” Hold up the book Cinderella Penguin again. Ask, “Why do you think the penguin was chosen to play these characters?” (students respond that they are cute, funny, etc.) Ask, “Would you think it was such a cute story if scorpions, tarantulas, or cockroaches were used as characters?” (obvious response will be negative) Ask, “ Why do you think that these creatures aren’t popular?” (Students respond, “They’re yucky, gross, etc.)

Divide the class into groups of three. Give each group a piece of paper, then say, “Write everything you know about cockroaches. You have two minutes.” At the end of two minutes have the students put down their pens, then have each group select two of the statements to contribute to a classroom discussion. (Choose a student who has neat printing to record the students’ responses. Most of the responses will be negative.) Ask, “Is it true that all cockroaches are slimy, yucky, fly, etc.?” Write on top of the response paper Cockroach Myths.Ask, “Are we stereotyping cockroaches - saying that they are all the same?” Then say, “Are all rich kids snobs?” or “Are all smart kids nerds?” or “Do all kids who have Hispanic names speak Spanish?”(obviously, no) Say, “Just as all kids aren’t the same, neither are all roaches. Tomorrow, you have an opportunity to meet a non-yucky cockroach.” (Students will probably make disgusting noises)

POST-VIEWING ACTIVITIES
Distribute the Information Sheet, then ask, “Can anyone can tell me why there are stars and the moons on this sheet?” (The cockroach is nocturnal - active at night, when the moon and stars are out.)
Distribute the vocabulary list. Point out the word nocturnal, then have the students write the meaning. Continue to refer back to the vocabulary list while doing this lesson. Instruct the students to keep this Vocabulary and Information Sheet for use the next day.

DAY TWO

PREVIEWING ACTIVITIES
Orally review with the class material from the previous day. Touch upon important points, such as myths and other literary terms - personification, fable and point-of-view. Remind the students of the three books read, then tell them that they will be focusing on live animals today. The students should have both their vocabulary list and their Information Sheets.

FOCUS FOR VIEWING
To give the students specific responsibilities while viewing the videos, have them scan the Information Sheet for questions. Students are to record their answers as soon as the tapes are viewed. Say, “Students, you will see two very short video segments. These are both important because they will introduce you to today’s creatures.”

VIEWING ACTIVITIES
Insert the cued-up Kratt’s Creatures 119 Giant Bug Invasion! tape. Begin the tape where the girl walks into the room saying, “The flashlight should be by/on the desk...” Stop the tape where one of the Kratt brothers says, “Actually cockroaches, spiders and other arachnids deserve a lot of respect.” Remove the tape. Have students refer to the Information Sheet and answer question # 14. Insert the Reading Rainbow 502 Bugs! tape. Say, “This tape will show you the correct way to approach a Madagascan Hissing Roach.” Start the cued-up tape where Levar Burton jumps up and says, “Yikes! Ants in my pants!” Stop the tape when the entomologist says, “All the roaches are closely related to each other” and Burton adds, “Amazing!” Have students refer to the Activity Sheet to answer questions # 1, 5, 13, 17. Say, “Students you will now be Viewing/observing live Madagascan Hissing Roaches. Just as Levar Burton was amazed that he was touching a live cockroach, you too can touch one. Remember, noise can frighten the cockroaches, so you must be quiet.” Take the roaches to each table and demonstrate the correct way to “pet” the roach while having the students listen for the characteristic hiss. Allow each student to touch the roach, or even gently pick up the roach. Return roaches to their container(s). Ask, “What do you think of this roach? Is it exactly like the roaches we have here? “ (No wings, looks like a beetle, etc.) Ask, “When I told you earlier that you would be able to pet a roach, did most of you say that it would be too yucky? (wait for agreement) Now, do you know what that was? It’s called prejudice, when you form an opinion without really knowing all the facts. Have you changed your opinion that all cockroaches are alike and yucky?”

POST VIEWING ACTIVITIES
Drawing from what they have learned in this lesson, students will be able to complete the Information Sheet, with the teacher leading the discussion. (answers are provided on the answer key). Distribute the crossword puzzle, which can be done in class or would be an excellent homework assignment.

ACTION PLAN
Assign the students to work in groups of two or three, or individually. Students are to prepare a display to be used in a place such as the school library. Allow students to choose their topics or assign them. (note - have the students complete the Project Planning Sheet the next day ). Choose from such possible topics as follows: “Madagascan Hissing Roaches” “Cockroach Myths” “Man-sized Mutant Roaches: What Then?” “A Day in the Life of a Roach” “Roach-a-rella” or a new version of a favorite fairy tale or fable using roaches as characters. Students should be reminded that these displays need a minimum of text to ensure eye-appeal, as well as be as accurate in their renditions of roaches.

Students may make 3-d models, create drawings or cartoons, etc. Students should also devise their own criteria (no more than
five) on how they wish the project to be graded. Have the students complete their own grading criteria sheet. Allow them time to work on this project in class, but the more enthusiastic students might choose to work on the project at home. Obviously, whatever materials not readily available in the classroom will need to be provided by the students themselves.
While students are brainstorming ideas for this project, invite them to view the website that the teacher has already brought up on the internet (www.nj.com - “Wendell’s Yucky Bug World” )

The teacher should provide the overview or explanation for the display.

EXTENSION

Science
Students could construct a terrarium to
house hissing roaches.

Roaches could be a possible science project;
examples are food preferences or social
behavior.

Language Arts
Students can read The Compleat Cockroach and correspond with the author through e-mail.

Students can interview a local exterminator to determine the extent of the pest problem in their area.

The students could write articles to contribute to local or school newspapers on cockroaches.

BIBLIOGRAPHY/RESOURCE LIST
Language
1. Andersen, Hans. His Classic Fairy Tales. Doubleday and Company. Garden City, New York. 1976.

2. Cole, Babette. Prince Cinders. Sandcastle Press. New York. l988.

3. Edwards, Pamela Duncan. Dinorella, A Prehistoric Fairy Tale. Scholastic Press. New York. 1998.

4. Perlman, Janet. Cinderella Penguin, or The Little Glass Flipper. Puffin Books. New York. 1995.

5. Sideman, Belle Becker. The World’s Best Fairy Tales. Reader’s Digest Association. Pleasantville, New York. 1967.

Science
1..Darmo, Lisa , Ph.D. and Ludwig, Fran. “Madagascan Giant Hissing Roaches.” Carolina Biological Supply Company. www.accessexcellence.org.RC/CI/roach.num.

2.. Gordon, David George. The Compleat Cockroach. Ten Speed Press. Berkeley, CA. 1996.
e-mail: davidg@u.washington.edu.

3. Living Materials Center. Education Service Center Region 2. Corpus Christi, Texas. 361-878-1468. (source for roaches)

4.”Wendell’s Yucky Bug World” www.nj.com/yucky/roaches.

Project Planning Sheet

Name(s):_________________________________________

Describe the Project: _________________________________________________

_________________________________________________

________________________________________________

Why did you choose to do this? _________________________________________________

_________________________________________________

What materials will you need? __________________________________________________

__________________________________________________

How do you want your project to be graded? __________________________________________________

__________________________________________________

GRADING CRITERIA SHEET

Project creator(s): __________________________________________________

Name of project: __________________________________________________

criteria percentage grader’s score

Comments:_________________________________________

__________________________________________________

__________________________________________________

Updated: April 01, 2008