Lesson Overview:
Students will learn about mutation, types of mutagens, and their impact on animal species. They will compare and contrast the scientific concept of mutation with the artistic concept of "morphing." Students will research the bodies, habitats, and life cycles of different types of insects. Students will use problem-solving skills to develop a unique "mutant" insect, then make a clay model on which they will build a papier-mâché insect.
Length of Lesson:
Four 45-minute class periods
Notes:
This lesson is particularly suitable for grades 6-8.
Instructional Objectives:
Students will:
- learn about the primary causes of mutation, and explore the potential results of mutation in various species.
- explore the similarities between the scientific concept of mutation and the artistic concept of morphing.
- use a variety of problem-solving techniques, including a thematic web diagram, to develop their concept of an altered or "mutant" insect.
- create and refine sketches of their insect.
- build a fantasy insect using a clay model and papier-mâché.
- present a verbal rationale, describing the advantages of their morphed insect.
Supplies:
- Computers with Internet access
- Science textbooks and insect research books
- Magazines with insect images
- Scissors
- Glue
- Pencils
- Plasticine clay
- Paper
- Papier-mâché mix
- Paint
- Construction paper
Instructional Plan:
Teacher Note:
- You may wish to collaborate with a science teacher at your school for this lesson. This is particularly relevant given the lesson's focus on topics in life science.
- Prior to the lesson, place posters of various insects around the room.
Warm Up: Part I
Ask students if they have heard of the term mutation. If they are familiar with this term, generate class discussion about the definition and the contexts in which students are familiar with mutation and mutagens. Students may point out characters from the Marvel comic books (turned into fantasy/action movies), Spider-Man and X-Men. Discuss these characters, and the positive connotations of mutation. Introduce into the discussion the following phrase: "A mutation is helpful if it gives the organism an advantage over ones without the mutation."
Then, discuss the negative connotations of mutation. For example, the potential causes of mutation range from pollution and environmental contamination (use of foreign chemicals, pesticides, or synthetic hormones) to diseases such as cancer. Another Marvel comic book character, who was altered by a mutagen (radiation) and exhibited the negative results of mutation was The Incredible Hulk. If students are familiar with the story, briefly discuss the cause of Dr. David Banner's mutation and the resulting chromosomal abnormalities. Explain to students that while chromosomal abnormalities can result from external causes, many are inherited or have an unknown cause. Have students list to the audio clip, Freaky Frogs. After listening to the clip, ask students for their opinion on what caused these frogs' chromosomal abnormalities—was it environmental? or could it be genetic?
(Note: You should explain to students that mutations can be harmful, beneficial, or have no effect. In fact, contrary to science fiction/fantasy, scientists estimate that the vast majority of mutations have no real effect.)
Warm Up: Part II
Artists often change familiar figures or symbols using specific techniques. One such technique, which students will use in this lesson, is "morphing." Morph is a slang term for the word "metamorphosis," which means a striking change in appearance or character or circumstances. Metamorphosis is also a term used throughout developmental science, that refers to the life stages of a living thing. Explain to students that they will create a fantasy insect out of papier-mâché, paper, and paint. They will decide on ways to "morph" (alter) existing parts and create their own fantasy insect from papier-mâché.
Students should revisit the idea, through class discussion, that alterations to the insect will only have positive results they give the insect an advantage over ones without the mutation. Emphasize to students that they cannot alter their insect simply because it looks "cool", but must provide a rationale for the alterations. Students will explain this rationale at the conclusion of the lesson, when they present their completed papier-mâché insect. Briefly point out the abilities (increased strength, improved eyesight, etc.) experienced by the Marvel comic book characters, as discussed earlier in the lesson. Ask students specific questions about possible alterations to their insect that would create a morphed, mutant insect. Some sample questions:
- If the morphed insect has multiple eyes, how will that provide an advantage for the insect? Will it provide a disadvantage, and why?
- If the morphed insect has bigger wings, contrast the advantages and disadvantages. For example, bigger wings might mean the insect will move faster or be more powerful, but can the body (exoskeleton) support the bigger wings? How will the insect ingest more fuel (food) to provide the extra energy?
- If the morphed insect has additional antennae, does that provide increased sensitivity/receptivity? Will the antennae make the insect a stronger predator or, alternatively, better able to protect itself from predators?
During this discussion, you may wish to have students read online about Characteristics of Insects, paying particular attention to the text on the reasons why insects are successful species. This will help guide students as they brainstorm about ways to morph their insects and create successful adaptive features.
Guided Instruction
Divide students into small groups, then distribute the worksheet, Insect Research. In addition to the Web sites listed in the worksheet, have a variety of science textbooks and books on insects to aid in students' research. Each student should research one category of insect. Allow students remainder of the period to finish their research. You may wish to have them complete the research for homework. (Note: During their research, students will need access to a color printer so that they can print out digital images of insects.)
Show students how to create a thematic web. They will use it to generate ideas for altering their insects. A thematic web is simply a circle in the center with the problem written, "Ways To Morph An Insect." The areas radiating from the circle provide spaces to record possible solutions, such as: enlarged parts, multiple parts, combining two insects together, colors, patterns, etc.
Using the printouts from their research of insects, have students cut, paste, draw, and rearrange the pictures to experiment with ways of morphing their insect.
Ask student volunteers to name the parts of an insect using the Insect Facts Web site. Assist students with labeling the parts on a diagram on the board. Suggest to students the art elements of line, color, pattern and texture as possible ways to change the insects. Ask students to suggest additional ways to alter or create a fantasy insect. Add these ideas to the thematic web.
Independent Practice
Students should sketch at least three different ideas for their fantasy insect. Walk around the room and offer suggestion and feedback as students create and refine their sketches. Then, have students move to work table with plasticine clay. Explain to students that they will use the clay to make small models of their fantasy insect. As students work with they clay, remind them to refer to the thematic web and diagrams of insect body parts.
Once students have completed their clay model, they will build use paper mache to build their insect. Demonstrate to students how to mix papier-mâché. Once the papier-mâché has been made, explain to students that they will build an insect approximately 12-15 inches in diameter.
Students should use the following process to build their fantasy insect:
- Make an armature with wadded newspaper and masking tape. Start with a tight newspaper ball (balloons may be used to get the size started ). Small aluminum or plastic pans are helpful to support the balloon during papier-mâché process. Make the ball into the desired shape by attaching wads of newspaper. Aluminum foil can be used to help shape details. The armature should then be covered almost entirely with masking tape, which helps refine the form. Always tear the paper, so the frayed edges will bond well.
- The first layer over the armature's masking tape is newspaper. Apply wet patches as fast as possible, always overlapping. After a large area is covered with wet overlapped patches, immediately apply another layer of dry newspaper (paper that is not dipped in the papier-mâché) Carefully massage and smoothing each piece before applying the next, so as to avoid creases or lines. Let the papier-mâché dry on pieces of wax paper.
- Paper pulp may be used to build up parts—apply small pieces of torn paper over pulp to even out the surface. For the final layer, use brown kraft paper, as this gives the paint a good surface to bond on. Add paper and paint embellishments when the paper mache is completely dry.
Have each student present their insect, and discuss the changes/improvements they made to morph the insect. Students should be prepared to discuss, and answer questions, about how these changes provide advantages to their insect.
Assessment:
Use the Assessment Rubric to evaluate students' progress.
Extensions:
- Work with the science teacher to create a unit of study on insects, or an ecological unit about the effects of chemicals on the natural world.
- Have students write a short story about their mutant insect.
Sources:
Print:
- Dussling, Jennifer. Insectos! London, New York: DK Publishing, 2003.
- MacQuilty, Miranda. Amazing Bugs. New York, DK Publishing, 1996.
- Mound, L.A.; Brooks, S.J.; Close, Byrony; and Maynard, Christopher. 1001 Facts About Insects.
New York: DK Publishing, 2003.
- Scarborough, Sheryl. About Bugs. Redwood City, CA: Treasure Bay, 1998.
Web:
Authors:
-
Barbara Gardner, Graduate Student
University of Houston
Houston, TX
-
ARTSEDGE, Education Department
John F. Kennedy Center for the Performing Arts
Washington, DC
