Teacher's Guide Vector Inspector2007 pages from the activity book or this teacher’s guide to share...

to the

Distributed to elementary school teachers within the boundaries of… Greater Los Angeles County Vector Control District

District Headquarters: Sylmar Branch: 12545 Florence Ave. 16320 Foothill Boulevard Santa Fe Springs, CA 90670 Sylmar, CA 91342 (562) 944-9656 (818) 364-9589 FAX (562) 944-7976 FAX (818) 364-9539

A Note to Teachers: This guide will provide the answers to all the activities in the “Vector In-spector & the Case of the Most Dangerous Insect On Earth” activity book. In addition, suggested lesson plans which follow science guidelines set forth by the California Department of Education are included to assist you with your instruc-tion. Another section entitled “Teaching Notes and Enrichment Activities” gives added information and ideas for other activities that will expand and enrich the learning experience. Although the activity book is written for 5th grade students, you may find information that is appropriate for other grades as well. You are welcome to photocopy pages from the activity book or this teacher’s guide to share with other teachers and educators. We hope you and your students find the “Vector Inspector Program” use-ful, informative and fun. If you have any comments or questions or would like to learn more about our other educational programs, you can reach us at Dis-trict Headquarters (address and phone number on the cover of this book).

Greater Los Angeles County Vector Control District

Educational Programs

GLACVCD places a high priority on its Educational Programs. Our District, charged with protecting the public from vector-borne diseases, understands the importance of an informed public. At GLACVCD we feel this can be accomplished best with a dedicated educational program that extends to elementary school children liv-ing within the District boundaries. GLACVCD is an independent special district formed under the authority of the California State Health and Safety Code. We serve approximately 4.5 million people in a 1,330 square mile area in Los Angeles County. Local communities fund District operations through property taxes.

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Suggested Lesson Plans These lessons have been designed to follow the text and activities in the Vector Inspector activity book. The four short lessons can be combined or taught in different sequences to suit your curriculum. Also, you may wish to delete a lesson if you feel it inappropriate for your students’ abilities.

The appropriate “Teaching Notes and Enrichment Activities” have been refer-enced in each lesson. You can insert that information or activity into the lesson as you teach or go to it later, after the suggested lesson has been completed.

Table of Contents to the Teacher’s Guide Page Suggested Lesson I - What’s a Vector? & Mosquito Biology…………………………… 3 Suggested Lesson II - Mosquito Proboscis & Disease Transmission Cycle………… 4 Suggested Lesson III - Mosquito Life Cycle…………...…………………………………….. 5 Suggested Lesson IV - Mosquito Control……………...……………………………………… 6 Teaching Notes and Enrichment Activities: What’s a Vector?, GLACVCD’s other vectors (activity book pg.1)………….. 7 Scientific Classification, Compound Eye diagram (act. bk. pg.3)…………… 8 Mosquito-Borne Diseases, Immunity (act. bk. pg.7)……………………….….. 9 Chemical Control (act. bk. pg.16)……………………………………………………… 10 Predators, Mosquitofish, student activity (act. bk. pg.17)……………………. 11 Topics for Discussion, student activity (act. bk. pg.19-22)………………….. 12 Student Activities, Teacher Resources………………………………………………..13 & 14 Answer Key to Activity Book: Fill-In Word Search pg.5, Multiple Choice pg.9…….………………………………… 15 Crossword Puzzle pg.12, Fill-In pg.18…………..……………………………………. 16 Hidden Message Word Search pg.23, Fill in pg.24………………………………… 17 CA State Dept. of Education Content Standards…………………………………………..back cover

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Procedure - Lesson I: 1. Distribute Vector Inspector & the Case of the Most Dangerous Insect On Earth activity books to stu-dents and have them write their names on the covers.

2. State Objective: “Today you will learn what a vector is and why it’s important to us. We’ll study our main vector here in Southern California and learn what it looks like.”

3. State purpose of lesson: “The best way to deal with something dangerous that lives in our environ-ment is to study it thoroughly so we’ll know how to deal with it.”

4. Have students turn to pg.1 in activity book. Read or have a student read the page. Discuss the fact that some animals can be considered nuisance insects (they don’t transmit disease but we control them for the public’s well-being) (See Teaching Notes pg.7) Make sure that students understand that true vectors are only those animals that carry diseases, the nuisance insects are not true vectors. See if anyone in the class knows which insect is the most dangerous vector.

5. Read pg.2 and discuss. Get students to speculate on why mosquitoes don’t make many people sick in the United States. Answer: Mosquito abatement is widespread throughout the U.S., especially in areas with mild climates and plenty of water, California, New Jersey and Florida for example.

6. Have students study the diagram on pg.3. Question them on the body parts and review function of each part with them (See Teaching Notes pg.8). Ask the class how they think mosquitoes acquire diseases that make people sick.

7. On pg.4, students should read the text and study the diagram. Ask if anyone knows the answers to the questions. Have them read and discuss the answers on pg.25.

8. Conclude lesson with a summation of objectives learned: “Now we know what a vector is and why the mosquito is the most dangerous one. We know what a mosquito looks like and why only the females suck blood. Tomorrow we’ll find out how her proboscis works and how she can make people sick.”

9. Check for understanding by assigning the fill-in word search on pg.5 (Answer Key pg.15)

Follow-up/Review Have students do activities on pg.24 for homework. Let students share their drawings with the class.

Suggested Lesson Plan I—Mosquito Anatomy Lesson

Overview: Students review text and diagrams in the Vector Inspector activity book. Through discussion and observation students will be able to define the word “vector” and answer questions on mosquito physiology. Guiding Questions: Lesson Objectives: Students will: 1. What’s a vector? define “vector” and give examples

2. How many people die from vector-borne diseases? recognize the most dangerous vector.

3. What does a mosquito look like? locate and describe the function of mosquito body parts.

4. How do you tell a male mosquito from a female? recognize the differences in feeding behavior and appearance in male and female mosquitoes.

5. What makes the female mosquito so dangerous? associate female feeding preference with ability to transmit diseases.

Materials Needed: Teacher Preparation: Time Needed:

A Vector Inspector activity book Read Vector Inspector activity book 15—25 minutes for each student (provided by Read the Teacher’s Guide GLACVCD)

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Suggested Lesson Plan II—Mosquito Proboscis and Disease Transmission Lesson

Overview: Students study diagrams of the proboscis and review the events taking place during feeding. Students follow the process of disease transmission of the encephalitis virus. Through observation and discussion, students will be able to describe the functioning of the female proboscis and the cycle of events that are necessary for mosquitoes to transmit an encephalitis virus.

Guiding Questions: Lesson Objectives: Students will: 1. How does the mosquito bite? explain the function of the mosquito’s stylets.

2. Why don’t we feel a mosquito bite? understand why a mosquito injects saliva into a wound.

3. How can an animal have a virus but not get sick? be able to recognize that some animals can be immune to a virus.

4. Do mosquitoes transmit many diseases? name five diseases mosquitoes can transmit.

5. Is disease transmission the only problem mosquitoes list four reasons why people don’t want mosquitoes cause? around.


A Vector Inspector activity book Read Vector Inspector activity book 15—25 minutes for each student (provided by Read the Teacher’s Guide GLACVCD)

Procedure - Lesson II:

1. Have students take out their Vector Inspector activity books.

2. State Objective: “Today we’ll find out how the female mosquito takes a bloodmeal and what events must take place for her to transmit West Nile virus which can cause encephalitis in humans. Encephalitis means inflam-mation of the brain. Some people only have flu-like symptoms, but others can die from it.”

3. State purpose of lesson: “By understanding how the female mosquito takes a bloodmeal and is able to transmit diseases, we recognize the danger she poses and the necessity for mosquito control.”

4. Have students turn to pg.6 in activity book. Read or have a student read the page. Discuss each high-lighted word; you may want students to read the definitions located in the Glossary on the back cover. Make sure students understand the sequence of events: the sharp lancets pierce and cut the skin; the mosquito injects saliva with the hypopharynx (this makes the blood flow easier and prevents the victim from feeling the bite); and then she sips the blood up and flies away to lay eggs.

5. Ask the question at the bottom of pg.6 to see if any student can speculate that the transference of blood and then injecting bodily fluids is a method for spreading diseases.

6. Have students study the diagram and text on pg.7. Ask the class if anyone has ever had the flu. Explain to those who raised their hands that the flu is caused by a virus. Encephalitis starts with flu-like symptoms but can progress to more serious complications. Review the other mosquito-borne diseases (See Teaching Notes pg.9)

7. Direct a discussion on why some people are affected more than others by a virus. An individual’s immune system plays an important role: the very young, the elderly or victims of other diseases are more susceptible to encephalitis virus. Ask the students to speculate on why the bird and mosquito aren’t affected by the encephalitis virus they are carrying. (See Teaching Notes pg.9)

8. Besides disease transmission, ask students for other reasons why no one likes mosquitoes and then go over pg.8.

9. Lesson Conclusion: “We now know why and how a mosquito can be so dangerous. Next time we’ll explore how mosquitoes grow and where to find them.”

10. Check for understanding: assign questions on pg.9 (Answer Key pg.15)

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Suggested Lesson Plan III—Mosquito Life Cycle Lesson

Overview: Students study text and diagrams on the mosquito life cycle in the Vector Inspector activity book (live speci-mens will enrich the lesson). Through discussion and observation students will be able to answer questions on mosquito metamorphosis and recognition of breeding sources.

Guiding Questions: Lesson Objectives: Students will: 1. How does a mosquito develop? list the four stages in the mosquito life cycle.

2. Why does a female mosquito lay her eggs in describe the function of the mosquito’s siphon standing water? (breathing tube).

3. What do immature mosquitoes look like? identify actual mosquito larvae and pupae.

4. What is metamorphosis? equate the mosquito life cycle stages with metamorphosis. 5. Where do you find immature mosquitoes? identify mosquito breeding sources in their home environment.


A Vector Inspector activity book Read Vector Inspector activity book 25—35 minutes for each student (provided by Read the Teacher’s Guide GLACVCD) * Live mosquito larvae and/or pupae (see Lesson Plan IV pg.6)

Procedure - Lesson III:


2. State Objective: “Have you ever seen a mosquito before it becomes an adult? Today we’ll discover what mosquitoes look like and where and how they grow.”

3. State purpose of lesson: “By learning how and where a potentially dangerous insect grows, we can take measures to stop them before they grow into dangerous adults.”

4. Have students turn to pg.10 in activity book and read. Before discussing the question at the bottom of pg.10, have students read and discuss pg.11. *Pass out jars of larvae and pupae and have students look closely at them while they tap the jar with their fingernails. This gets the mosquitoes wiggling and tumbling. Ask which stage the “wigglers” are and which stage the “tumblers” are. Don’t let students shake the jars be-cause the mosquitoes need standing water to breathe.

5. Go back to the question at the bottom of pg.10 to see if any student can speculate on why standing wa-ter is important. Have them read the clue on pg.25 and then go back to pg.11 and have students locate the siphon in the diagram.

6. Ask students if any one in the class knows the scientific word for the changes in shape and form of in-sects as they grow. Remind them that they studied this before when they saw a caterpillar change into a but-terfly or moth. Go over the text on pg.12. Write “metamorphosis” on the board. (See Teaching Notes pg.14 for life cycle review activity)

7. Direct a discussion on where students are likely to find immature mosquitoes at home. Have them study the picture on pgs.13 & 14 and, working independently, get them to find and count the number of potential breeding sources.

8. Ask students if they found 20 places where mosquitoes can grow. Have them review the answer dia-gram on pg.25. Pick out a few sources and get students to speculate on how to prevent mosquitoes from grow-ing there.

9. Lesson Conclusion: “We’ve learned how and where mosquitoes grow and a simple way of keeping them under control, eliminating their breeding source. Next, we’ll learn two other ways to control mosquitoes.”

10. Check for understanding: assign puzzle on pg.12 (Answer Key pg.16) For homework: have students look for breeding sources where they live. (See Teaching Notes pg.13 Vector Inspector Badges)

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Suggested Lesson Plan IV—Mosquito Control Lesson

Overview: Students discuss different methods of mosquito control and are able to answer questions differentiating between control methods and mosquito breeding sources.

Guiding Questions: Lesson Objectives: Students will: 1. How is physical control performed? associate the elimination of standing water as physical control.

2. When is chemical control necessary? recognize the control method used for a large body of water.

3. What is a growth regulator? realize the necessity of ecological concerns when using chemicals.

4. What is biological control? identify where and when to use mosquitofish to control mosquitoes.


A Vector Inspector activity book Read Vector Inspector activity book 11—20 minutes for each student (provided by Read the Teacher’s Guide GLACVCD) * Live mosquito larvae and/or pupae, mosquitofish with aquarium, and a small screen

* GLACVCD will supply these items when you either: a. schedule a lesson from the Vector Inspector Program by a Teacher/Vector Control Specialist who will come to your school with the specimens and aquarium. b. order a Mosquito Study Kit from the Vector Study Kit Program and do the lesson yourself. GLACVCD will drop the supplies off and pick them up later.

Procedure - Lesson IV:


2. State Objective: “Today we are going to learn how mosquito control is accomplished.”

3. State purpose of lesson: “Once we know how to control mosquitoes, we can help protect our family and community from mosquito bites and mosquito-borne diseases.”

4. Have students turn to pg.15 in activity book and read. Recall the backyard picture (pg.13 & 14) and what was discussed about eliminating those breeding sources. Ask the students if they think this is physical control. Ask them if there are any sources where a different control method may be preferred, for example: an unused swimming pool is too difficult to drain and an ornamental fish pond is too nice to eliminate. (See Teaching Notes pg.10 for student activity)

5. Read and discuss chemical control on pg.16. (See Teaching Notes pg.10)

6. Ask students if they can think of anything else to use besides chemicals in an unused swimming pool or a fish pond. Have them read the text on pg.17. (See Teaching Notes pg.11)

7. Biological Control Demonstration: Make sure aquarium and mosquitofish are in a location where all students can see. Open the jar of larvae and/or pupae and scoop up some of them with a small screen. Dip the screen into the aquarium water and wait for the larvae and pupae to swim freely. Step back, make sure students aren’t crowding the aquarium so that everyone can observe the mosquitofish eating.

8. Lesson Conclusion: “We’ve learned three different methods for controlling mosquitoes. We use physical control when we are able to eliminate the breading source. We use biological control for sources that will support mosquitofish. Chemical control is used only when the other methods are inappropriate.”

10. Check for understanding: assign fill-in questions on pg.18 (Answer Key pg.16)

Additional Discussion: 11. Have students work independently, reading text and coloring the pictures on pgs.19-22 Ask them if they think they’d like to become a real Vector Inspector. (See Teaching Notes pg.12 for discussion topics).

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Teaching Notes and Enrichment Activities:

What’s a Vector? Even though the dictionary defines a vector as an animal that transmits dis-eases, many Vector Control Districts include specific arthropods that pose a public threat, nuisance and/or property devaluation. Two examples are black flies (a true vector in other parts of the world) and midges .

Midges (Chironomidae): Tiny in-sects (1/16” to 1/8”) that occur in huge swarms, especially in the evening. Their abdomens are much longer than their wings. Adults live a few days and never eat or bite. They are a terrible nuisance when they swarm.

Black Flies (Simuliidae): Also known as buffalo gnats because of their hump-backed appearance, black flies are 1/16” to 1/8” with short legs and broad wings. The females need blood meals. Their mouthparts are used to slash skin and lap up blood. They are vec-tors of parasitic diseases in many parts of the world. Here in California, their bites are just irritating and can cause secondary infections or allergic reactions.

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Hi, I’m a Vector Inspector from the Greater Los Angeles County Vector Control District. I patrol your neighborhood, looking for vectors. When I find them, I do what’s necessary to control them so that people like you don’t get bitten or sick. Look for this magnifying glass For clues throughout this book.

I bet you’re wondering...

A vector is an animal, usually an insect, that carries diseases.

(It can make people or other animals sick.)

We control two nuisance insects also:

Black flies bother people by biting them

Thousands of tiny midges are very pesky.

Crane Fly – 1-2½” Mosquito – ¼-⅝”

Crane Fly (Tipulidae): Crane flies are in the same order as mosquitoes (Diptera) and look quite similar. Many people confuse them with mosquitoes or think they are predators of mosquitoes (“mosquito hawks”). They are not dangerous, do not suck blood and don’t kill mosquitoes. These harm-less insects are a good indicator that mosquitoes may be present in the area because they are raised in the same en-vironment, standing water. In the daytime, you might see crane flies but the mosquitoes will be hiding in the bushes.

Ommatidium

Conical lens

Optic nerve to the brain

Lens

Facet


Classification

Scientist group animals and plants by things about them that are the same. This type of grouping is called Classification. Students can compare the mosquito’s classification with Homo sapiens’ to get a better un-derstanding of the grouping process.

____________Mosquito People _________ KINGDOM Animalia (all animals) Animalia (all animals)

PHYLUM Arthropoda (having jointed legs Vertebrata (having a spine) and an exoskeleton) CLASS Insecta (all insects) Mammalia (all mammals)

ORDER Diptera (having two wings, Primates (humans, monkeys di =2; ptera=wings) and gorillas) FAMILY Culicidae (all mosquitoes) Hominidae (ancient-modern man)

GENUS Culex Homo (primitive-modern man) SPECIES tarsalis (transmits St. Louis sapiens (modern man) Encephalitis)

Compound Eye An insect’s eye is made up of many rod-shaped units called ommatidia. A facet, lens and conical lens are part of this unit. Each ommatidium detects color and light entering the eye, but it can’t form an image by itself. The thousands of ommatidia function together to produce a mosaic-like view of the world around the insect.

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ABDOMEN

Wings

Spiracle

Legs

THORAX

Antennae

HEAD

Compound eye

Anatomy is the study of the body parts that make up an animal.

A mosquito is an insect, and all insects have three major parts to their bodies: HEAD, THORAX and ABDOMEN. The soft body tis-sues inside an insect are protected and supported by a rigid outer covering called an exoskeleton.

Located on the head are two compound eyes that allow them to see in every direction at once, and a pair of antennae.

The thorax has 6 jointed legs, 3 on each side. If the insect has wings, they grow from the top of the thorax. Insects that fly can have either 2 or 4 wings. The mosquito has 2 wings.

The last body region , the abdomen, is long and segmented. Breathing holes, called spiracles, are located on both sides of each segment.

for these body parts in the mosquito diagram above

Ask students to speculate why it’s almost impossible to sneak up on a mosquito or another insect.

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CA Dept. of Education/Science Standards 5th - 6a

CA Dept. of Education/Science Standards 4th - 6a,c; 5th - 6h; 7th - 5g, 6b,d

CA Dept. of Ed./Reading Standards 5th - 2.1

or

Mosquito-Borne Diseases

Malaria: Spread by the Anopheles mosquito, she must take a bloodmeal from a malaria infected human to transmit the disease to a healthy human. The infectious agent is a microscopic protozoan. Malaria is one of the most serious and widespread mosquito-borne diseases, affecting many millions and killing over one million people each year. Malaria is found mostly in Central and South America, Africa, and Asia

Dengue Fever: Transmitted by Aedes aegypti or Ae. albopictus from per-son to person, the dengue virus brings on flu-like symptoms. A more se-vere strain causes hemorrhaging and is found mainly in Southeast Asia, In-dia and other tropical areas.

Yellow Fever: A virus transmitted by Aedes aegypti or Ae. albopictus from person to person, it infects the vascular lining of cells and disrupts the func-tioning of the liver (people turn yellow from jaundice). The disease is prevalent in South and Central America, Africa and the Caribbean.

Dog Heartworm: The larval stage of dog heartworm (Dirofilaria immitis) is passed from dog to dog by an Aedes mosquito. In the adult stage, the worm migrates to the heart where it can grow up to 14 inches and eventually kill the dog if un-treated. Heartworm is common throughout the U.S.


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Student Activities

Give students a blank map of the world and have them plot where each of the mos-quito-borne diseases are found. Form groups and have students do in-depth reports on the different mosquito-borne diseases. CA Dept. of Ed./Writing Standards

4th - 7th 1.1, 1.2a,b,c, 2.3a,b,c,d

Immunity

In order for a disease causing agent to survive indefinitely, it has to have a “reservoir” animal harbor it without seriously affecting that animal. For example, wild birds are reservoirs of the St. Louis encephalitis virus.

Another strain of virus causing encephalitis, the West Nile virus, originated in Africa. In 1999, it was transmitted to humans in the New York area. Many native wild birds died when infected by this virus because West Nile was new to our conti-nent and our native birds didn’t have immunity to it. Now, West Nile has traveled the continent, passing from wild bird to mosquito. Areas that have had this virus for a few years have estab-lished immunity in their wild bird population.

Can Mosquitoes Transmit AIDS?

No, AIDS can’t survive in the mosquito’s sa-liva. Only disease causing agents that can survive in saliva will be transmitted by mos-quitoes.

Stom ach

Esophagus

SalivaryGlands

Proboscis

Feedingtube

Vi rus

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When a female mosquito sucks blood from an infected animal, that blood might contain a virus. Some wild birds carry a virus that causes encephalitis. The most common encephalitis viruses in the Western USA are West Nile virus, St. Louis encephalitis and Western Equine en-cephalitis. Even though birds and mosquitoes aren’t affected by these viruses, humans and other animals can get very sick and even die from them. Mosquitoes can transmit many other diseases too, such as malaria, dengue fever, yellow fever, dog heartworm, just to name a few.

The virus is small enough to escape through the stomach wall while the blood is being

digested. The virus travels to the mosquito’s salivary glands, where it multiplies and grows.

The Culex tarsalis mosquito’s favorite meal is the blood of birds. If she bites a bird infected with an encephalitis virus, the virus will travel to the mosquito’s

stomach.

If this wild bird is infected with an encephalitis virus, a mosquito can

ingest the virus with her “bloodmeal.”

If the mosquito takes another bloodmeal 7-10 days later, and bites a human, the

human will get the virus from the mos-quito’s saliva. An infected human may become sick

with flu-like symptoms.

CA Dept. of Ed./Science Standards 3rd - 5e, 5th - 6a,g, 6th - 7c,e, 7th - 7c

Insect Growth Regulator (IGR) When physical or biological control is not possible (or in-appropriate), GLACVCD’s Vector Inspectors use IGRs that specifically af-fect mosquitoes. The IGR product prevents larvae from producing the chitin needed to form the adult exoskeleton. This product is mixed with food and added to the mosquito breeding source. If other animals eat this IGR, it won’t affect them. It is also biodegradable (total breakdown in approxi-mately 6 weeks).

Light Oil When a mosquito breeding source has many pupae, the growth regulator will be ineffective be-cause pupae don’t eat (they’re in the “cocoon stage”). By using a small amount of an easily

spreading oil, the breathing tubes of both larvae and pupae will get clogged. This oil will not last on the surface of the water for long.


Chemicals Why do some people associate chemicals with poisons? Remember DDT? Scientists had a hard les-son to learn with that insecticide. Now, state and local government (plus most watch-dog associa-tions guarding our environment) are very pro-active in assuring that the misuse of pesticides will not occur. Our District follows the application guidelines printed on the product’s label. All our techni-cians are certified to handle these products and state and federal regulations are always followed.

These products, when used properly, are not harmful to the environment .

When physical control is not practical or possible, the Greater Los Angeles County Vector Control District may use chemical control.

Student Activities Mosquito Control

• Set up mosquito breeding sources

around campus and have students locate and remove the sources.

• Create written scenarios on mosquito

breeding sources for your students and have them identify the type of control that would work best for each.

Topic for Discussion Ask students to help you compile three lists on the board: things manufactured from chemicals that are beneficial; things manufactured from chemicals that are dan-gerous or harmful; and things manufactured from chemicals that can be used beneficially or when misused, can cause harmful results.

This product is an insect growth regulator. Larvae will eat it and they can’t grow into adults.

This product, a light oil, floats on the surface of the water and prevents larvae and pupae from breathing.

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Wiggler s and tumblers are

!our

favorite food


Predators and the Balance of Nature

Even though the thought of predation may be grisly to some students, they should under-stand the importance it has on the ecosystem and balance of nature. The natural interac-tions between organisms in an ecosystem is beneficial to the preservation of that system.

Whether introducing predators into an environ-ment or attempting to eliminate them, the situation can become very sensitive. Scientists should be aware of the long-term impact it will have on an ecosystem. Vector Ecologists rec-ommend that mosquitofish be introduced into enclosed, man-made ecosystems, such as a fish pond. Mosquitofish could be an unwanted predator in natural sources or become the prey in a natural source, thus defeating their in-tended purpose of mosquito control.

Mosquitofish - Gambusia affinis

Mosquitofish females are about 1.5 inches in length. The males grow to only 1 inch. They resemble Guppies, both are in the same genus, Gam-busia. Mosquitofish give birth to live young 2 to 3 times per year. They can have as many as 100 “fry” each time they give birth. They are easy to raise in Southern California as long as they are in a source with enough water and nutrients all year-round. They need to be fed in the winter when mosquitoes are scarce. Dry dog or cat food or guppy food is recommended.

GLACVCD provides free mosquitofish to residents living within the District boundaries. They can call either of our offices (phone # on cover of ac-tivity book) to make an appointment to pick the fish up. Fish will be sup-plied to those who have a mosquito breeding source that can support the fish population.

Student Activity

Mosquitofish can eat their bodyweight in mosquito larvae and pu-pae in one 24 hour period. Have students calculate how much of their favorite food they would have to eat in one day to equal their bodyweight.

Favorite foods:

To figure how much each student has to eat: divide body weight by the weight of the favorite food

Example: an 80 lb. student has to eat - 40 pizzas, or 160 cheese-burgers, or 27 entire steak dinners to equal his/her bodyweight.

Ask if any one thinks they can eat all that food in one day!

Pizza = 2 lbs Cheeseburger = 1/2 lb

Steak dinner = 3 lbs

What predators are used to control mosquitoes?

Mosquitoes have many predators: including fish, dragonflies, bats, frogs, etc. The predator must be able to survive in Southern California year-round and be easy to raise. Mosquitofish (Gambusia affinis) are very effective mos-quito predators. Our district will give these fish to anyone who has a mos-quito breeding source on their property: fish ponds, unused swimming pools or Jacuzzis.

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Dad

Mom

What’s a predator?

A predator is an animal that eats another animal in order to survive. The animal that the predator eats is called its prey.

Using natural predators is another method our district relies on to control mosquitoes. This is a form of biological control.

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CA Dept. of Ed./Math Standards Number Sense 3rd: 2.5; 4th: 1.5, 3.2, 3.4; 5th: 2.2 - 2.5 Math Reasoning 3rd: 1.1, 1.2; 4th: 1.1,

1.2, 2.4, 2.6, 3.2; 5th: 1.1, 1.2, 2.3, 2.6

Vector Control Specialist Vector Ecologist


Student Activity

You might want to schedule a field trip to GLACVCD’s Headquarters in Santa Fe Springs. Students can actually meet with Vector Control Specialists and Vector Ecologists during their field trip. Students get to see all the special equipment and tools found on pages 19-22. They also get to experience hands-on activities in the laboratory and at the mosquitofish pond. We can accommodate groups up to 100 people. Our facility has parking, restrooms and handicapped accessibility. There is no charge for the field trip program. However, schools must supply their own transportation. Please schedule a month in advance by call-ing Karen Walker at 562-944-9656

Topics for Discussion

Topic 1.

Before the students read the text on pages 21 and 22, discuss each tool pictured on pages 19 and 20. Get students to speculate on what they think the tools are used for controlling or monitoring vector populations.

Vector Control Specialists control all the vec-tors throughout the District. Vector Ecologists monitor mosquito species and counts to track the nuisance and disease-transmitting vectors. They also obtain blood samples from wild birds and sentinel chickens to test for the West Nile virus (also Western Equine encephalitis, St. Louis encephalitis, etc.).

Topic 2.

The Vector Inspectors at GLACVCD come from a wide variety of backgrounds. Have students list the areas of study they think would be helpful to Vector Inspectors on their jobs.

Examples: Life sciences - biology, zoology, agricultural biology, entomology, microbiology, epidemiology, pub-lic health & sanitation, etc. Mathematics - ability to calculate in the lab and out in the field. Other helpful experience in - operation of heavy equipment, public speaking and relations, labo-ratory science, computer literacy, etc.

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Vector Inspector Badges Teachers should receive a badge-sticker for every student in their class. Please call us if you haven’t received them. You can use the sticker as a reward for homework, espe-cially if you assign your stu-dents the task of looking for and eliminating mosquito

breeding sources where they live. This assign-ment empowers students to be responsible for their communities welfare and emphasizes the point that vector control is only possible with the public’s involvement.


Vocabulary Activities

Before distributing the activity book, write the glossary words from the back cover on the board and have students copy them. Divide the list into groups and the students into teams. Have each team research the definitions for their assigned words and present them to the class.

Make a “Vector Vocabulary Book” for each student. Each page should have a vocabulary word and its defini-tion on it. Have students write a sen-tence in their books using that vocabu-lary word and/or draw a picture that relates to the definition of the word.

After going through your lessons with the Vector Inspector activity book, you can measure the students’ under-standing using the Glossary. Copy the Glossary page with only the definitions showing (place a blank paper over the defined words). Write the vocabulary on the board (not in alphabetical or-der) and have the students match word to definition.

Art Activities

After assigning pg.24 activities in student activity book, have students draw pictures of their newly discovered insect in its 4 stages: egg, larva, pupa and adult.

The activity book is also a coloring book. Students can color pictures as they finish learning about each section.

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Language Arts Activities

♦ Have students write a persuasive letter to the editor of a newspaper. Their writing task is to convince the editor to run an article on why people need to eliminate stagnant water in their backyards.

♦ Have students write a story about discovering a new insect that has never been seen before. Have them describe the insect’s appearance, where it lives and what it eats. Have them trace its life cycle and describe all the stages (the new insect should go through complete metamorphosis).

♦ Have students write a newspaper article on a mosquito outbreak and the diseases that could result from that outbreak.

CA Dept. of Ed./ Writing Standards 5th: 1.1a,b,c, 1.2a,b,c 2.4a,b,c,d; 6th: 1.1, 1.2a,b,c, 2.5a,b,c

CA Dept. of Ed./ Writing Standards 5th: 1.1a,b,c, 2.1a,b 6th: 1.1, 1.2a,b,c, 2.1a,b,c

CA Dept. of Ed./ Writing Standards 5th: 1.2a,b,c 2.3a,b,c,d; 6th: 1.1, 1.2a,b,c, 2.2a,b,c,d

Mosquito Stories Read the following stories to your class: • Why Mosquitoes Buzz in People’s

Ears, a West African folktale by Verna Aardea

• The Incognito Mosquito series by E.

A. Hass • Over the Steamy Swamp by Paul

Geraghty, 1989 • Mosquito Bite by Alexandra Siy and

Dennis Kunkel (new-Aug. 2005, Charlesbridge)


Review Activities

• Make a “Mini Book.”

Take 2 sheets of plain, white, 8.5” x 11” paper and fold in half. Staple along the crease, making a book (5.5” x 8.5”) with 8 pages.

Have students do the following in their mini books: Cover– title the book “The Mosquito” and draw a picture of a mosquito Page 1– define “What is a vector?” and give examples Page 2– illustrate page 1 Page 3– describe how a mosquito transmits diseases and name the diseases they can transmit Page 4– illustrate page 3 Page 5– describe the types of mosquito control and where they are used Page 6– illustrate page 5 • Mosquito Life Cycle Review

Make copies of page 11 in activity book; cut out each stage, mount on index cards or construction paper; group students and give a cycle stack to each; have students sequence the life cycle

Related Teaching Resources Aquatic Habitats, a new GEMS guide, is an excellent curriculum with many activities that reinforce the Vector Inspector activity book. Creepy Crawlies and the Scientific Method: Over 100 hands-on Science Experiments for Children by Sally Kneidel has many repro-ducible charts, tables and forms which em-phasize data collection and graphing. www.insectclopedia.com - lesson plans, pic-tures, etc. www.cdc.gov/ncidod/dvbid/westnile/index/ For more information on West Nile virus.

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Answer Key

Page 5 1. senses sounds and odors A N T E N N A E

2. breathing holes on each side of the abdomen S P I R A C L E S

3. the long segmented body region A B D O M E N

4. with this, mosquitoes can see in all directions at once C O M P O U N D E Y E

5. used to taste and feel P A L P I

6. the major body region behind the head T H O R A X

7. attached to the top of the thorax W I N G S

8. females use this to suck blood, males use it to suck plant juices P R O B O S C I S

9. antennae and palpi are attached to this major body region H E A D

10. three on each side of the thorax J O I N T E D L E G S

11. the study of body parts that make up an animal A N A T O M Y

Fill in the correct word or words for each description, using one letter for each space. Circle these words in the puzzle below. Look up, down, diagonally, across and

MosquitoWord Search

B I P L A P J O S X W E F J Z D U HR

PE

F

D

U

VK

YI

N

X

A

R

O

H

T

ES

J

L

A

W

N

S

I

C

S

O

B

O

R

P

O

Z

M

P

A

F

Q

L

C

V

S

Q

LH

W

J

I

RT

OU

G

K

TI

U

M

K

US

MD

E

D

N

Y

F

I

T

PN

P

C

L

G

FC

L

R

J

YH

OF

D

A

N

T

E

N

N

A

E

U

T

E

U

S

D

Q

O

Y

XS

N

Y

T

Y

EG

PT

A

PJ

DA

N

M

LR

UZ

C

IZ

ER

I

O

CS

MH

O

RT

YQ

O

T

A

B

D

O

M

E

N

E

U

J

C

ST

K

N

Y

HD

RL

N

A

PQ

M

I

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SO

AF

W

A

R

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W

J

Y

V

K

T

Z

H

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F

V

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T

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Page 9

Answer Key

Across: 4. where mosquito larvae and pupae live 6. the last stage of the mosquito’s life cycle 7. a mosquito “tumbler” 8. the complete development of an organism through its life stages 10.laid by a female, they clump together to form a raft Down: 1. the change in shape and form of an insect as it grows 2. the most dangerous insect on earth 3. larvae and pupae stay at the surface of the water to do this 5. larvae and pupae can only survive in this type of water 9. this mosquito “wiggler” feeds on tiny particles of food in the water

Page 18

16

The type of control used when other control methods won’t work.

__chemical control

Fixing leaking faucets outside

__physical control

Empty flower pots outside must be Stored so they can’t hold water.

__physical control

Adding mosquitofish to an

unused swimming pool. __biological___ control

Fill in the blanks with the proper control method.

Answer Key

Circle these words in the puzzle. Look up, down, diagonally, across and backwards. Use the letters left over in the beginning of the puzzle to fill in the blanks below to see the hidden message.

Control Data Dipper Disease Ecologist Encephalitis Microscope Mosquitofish Predator Proboscis Respirator Trap Tumblers Vector Virus Wigglers Hidden Message THE MOSQUITO IS THE MOST DANGEROUS INSECT ON EARTH

Page 24

1. All insects have three main body parts. They are the head , thorax and abdomen.

2. Insects see in all directions at once because they have compound eyes.

3. How many legs do all insects have? six

4. How many antennae do all insects have? two

5. If insects fly, they can have either two or four of these. wings

6. Insects eat with different types of mouthparts: biting & chewing, pierc-ing & sucking, biting & sucking and just sucking. The mosquito’s piercing & sucking mouthpart is called a proboscis.

Fill in the body part answers to the fol-lowing questions and draw an imaginary insect including these body parts.

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For information on our Education Programs or to inquire about additional copies of the Vector Inspector Activity Books, contact us at:

Greater Los Angeles County Vector Control District

District Headquarters: 12545 Florence Avenue

Santa Fe Springs, CA 90670 (562) 944-9656

Web Site: www.glacvcd.org

Written and designed by: Karen H. Walker, Education Program Specialist Revised 1/07

California State Department of Education Content Standards The Vector Inspector Program

Science

3rd: 3a, b, c, d; 5a, b, d 4th: 2b, c; 3a, b, d; 6a, c 5th: 2a, b, c; 6a, d, e, g, h 6th: 5a, b, c, d, e; 7b, e, f 7th: 2a; 3a; 5a, c, g; 6b, d; 7b, d, e

Language Arts

Reading 3rd: 1.1, 1.2, 1.4, 1.5, 1.6, 1.8, 2.1-2.7, 3.4, 3.6; 4th: 1.2, 1.3, 1.4, 1.6, 2.1-2.4, 2.6; 5th: 1.2-1.5, 2.1-2.5; 6th: 1.2-1.5, 2.1, 2.2, 2.3; 7th: 1.2, 1.3, 2.1, 2.3, 2.4 Writing 3rd: 1.2; 4th: 1.3, 1.4, 1.6; 5th: 1.3 Written & Oral 3rd: 1.1-1.4, 1.8; 4th: 1.1, 1.2, 1.3; 5th: 1.1, 1.2, 1.5; 6th:

1.1, 1.2; 7th: 1.1, 1.2 Listen/Speak 3rd: 1.2, 1.3, 1.5, 1.6, 1.7, 1.11; 4th: 1.1, 1.6, 1.8, 1.10; 5th: 1.1, 1.2, 1.3; 6th: 1.1, 1.2, 1.3; 7th: 1.1, 1.2, 1.3, 1.7

Math

Number Sense 3rd: 2.5; 4th: 1.5, 3.2, 3.4; 5th: 2.2-2.5; Math Reasoning 3rd: 1.1,1.2; 4th: 1.1, 1.2, 2.6, 3.2; 5th: 1.1, 1.2, 2.3, 2.6

Teacher's Guide Vector Inspector2007 pages from the activity book or this teacher’s guide to share...

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Transcript of Teacher's Guide Vector Inspector2007 pages from the activity book or this teacher’s guide to share...