Do You Hear What I Hear? – An Elementary Inquiry Lesson on Predator Evasion

This lesson plan is new and original, inspired by the field experiments of Dr. David Yager, but developed in scope for study by elementary school students.

Target Audience:

Elementary, 4th grade, science students

Estimated Time for Lesson

Five hours (total), subdivided into five 1-hour classroom sessions

Overview of lesson

This lesson introduces students to the science of praying mantis anatomy and behavior, with an emphasis on the ethology of avoiding predation. Praying mantids use two distinct methodologies for avoiding predation. On the ground, they rely heavily on crypsis (camouflage coloration) to blend with surrounding environments, allowing them to hide from potential prey and larger predators (Watkins & Bessin, 2003). In the air, however, they utilize ultrasonic hearing to detect echolocating pulses of night-flying bats, along with evasive aerial tactics and countermeasures involving sudden dives, quick turns, and complex loops and spirals (May, 1991).

Fieldwork by David Yager of Cornell University and Brock Fenton of York University indicates that mantis species with strong behavioral responses to simulated ultrasonic pulses are more likely to escape predation than those with limited to no responsiveness (May, 1991). This lesson tests some of this behavior. Using live experimental insects and accompanying materials, students will identify anatomical characteristics of praying mantis physiology and auricular organs, and study predator-avoidance behaviors by observing and recording responses resulting from exposure to pre-recorded ultrasonic pulses. They will summarize data collected in a written report and will present their findings and observations to a larger audience of peers for discussion.

Background and Introduction to Study Insect

Praying mantids (Insecta: Mantodea: Mantisae) are among the most fearsome predators of the insect world, and they exhibit several specialized physiological adaptations that facilitate predatory efficiency (Watkins & Bessin, 2003). Among these is a 180-degree rotating head with large eyes that allows the mantis to easily detect and lock-in on prey movements (Watkins & Bessin, 2003). Two highly specialized front legs encompass a hidden groove into which fold a series of long, incredibly sharp spines that the insect uses to securely hold struggling prey to preclude escape during feeding (Watkins & Bessin, 2003). An ambush predator, mantids tuck these specialized appendages under their head, assuming the signature “praying” position that gives these insects their religiously-derived common name (Watkins & Bessin, 2003). Crypsis, or extraordinary camouflage coloration, enables the insect to blend perfectly with its surrounding environment, hiding it from both potential prey and larger predators alike (Watkins & Bessin, 2003).

Despite its ferocity, a praying mantis only resides at the apex of the food chain within the insect world. As May (1991) emphasizes, bats are the bane of existence for many night-flying insect species, including moths, lacewings, and mantids. A bat’s tactical employment of echolocation allows them to “[. . .] analyze the ultrasonic echoes reflected from the bodies and wings of flying insects in such a way as to determine not only the location but also the speed and, perhaps, the type of insect that produces the echoes.” (May, 1991) This, in turn, often prompts the use of evasive countermeasures by potential prey insects, including any number of aerial tactics involving sudden dives, quick turns, and complex loops and spirals (May, 1991).

Previous studies by several behavioral experts have shown that many of these insects are capable of “hearing” or otherwise detecting the ultrasonic acoustics of echolocating bats and thus, are able to escape predation (May, 1991).

Learning Objectives

Examine mantid anatomy and identify external structures and features (camouflage) that support survival.

Using hands-on experimentation, assess insect responses (behavior) to external stimuli.

Understand how insects receive sensory information and how they cognitively

process that information to produce behavioral responses.

Conduct careful observation and demonstrate attention to detail in data recording and hypothesis generation as part of the scientific process.

Follow proper experimentation protocols.

Summarize, present, and discuss scientific data among peers.

 

Next Generation Science Standards covered in the lesson:

(NGSS) 4-LS1-1, 4-LS1-2

4-Structure, Function, and Information Processing

4-LS1-1.	Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
4-LS1-2.	Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. [Clarification Statement: Emphasis is on systems of information transfer.] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]

For this lesson, 4-LS1-1 directs students to construct an argument that praying mantids have internal and external structures (in this case, ventrally located hearing organs) that function to support survival through behavioral responses. By enabling them to “hear” the ultrasonic emissions of bats, their “ears” allow them to detect and avoid predation, often by taking evasive maneuvers in flight to avoid capture. 4-LS1-2 takes this concept a step further by allowing students to experiment with how praying mantids receive auditory information through their senses, process that information neurologically, and respond accordingly.

Science Practices

Use a model to test interactions concerning the functioning of a natural system. (4-LS1-2).

Through hands-on use of live insects and anatomical diagrams, identify internal and external structures (e.g., ventrally located hearing organs) that function to support survival through behavioral responses.

Construct an argument with evidence, data, and/or a model.

Develop hypotheses regarding mantid survivability relative to hearing ability and camouflage coloration.

Core Ideas

Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

Hearing ability and cryptic coloration in praying mantids enable them avoid predators. The ability to hear enables evasive maneuvers to avoid bat predation. Cryptic coloration allows mantids to blend in with surroundings and avoid predation through camouflage.

Information Processing – Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2)

The ability to hear enables evasive maneuvers to avoid bat predation.

Cross-cutting Concepts

Cause and Effect – Cause and effect relationships are routinely identified. (4-PS4-2)

How ability to hear certain frequency sounds prompts evasive maneuvers in mantids.

Systems and System Models – A system can be described in terms of its components and their interactions. (4- LS1-1), (LS1-2)

Predator-prey interactions.

 

Teacher Lesson Plan Instructions

This lesson is designed to use living experimental insects and accompanying materials to teach elementary school children about praying mantis predator-avoidance behaviors. Live insects may be raised in the classroom from pre-packaged egg case habitat kits as part of the introduction to this lesson. Insects may also be purchased from a number of online and brick-and-mortar science education shops and pet stores (see included example resource links).

Note: Quantities reflected in the Materials section should serve as a recommended baseline for numbers and types of required items based on an average class size of about 15 – 20 students. Adjustments may be made as needed to facilitate learning objectives according to class size.

This lesson is sub-divided into five segments, consisting of three experimental activities and two presentation sessions. Materials required for each segment are listed below.

 

Materials

Adult male praying mantids (~ 5 – 7 individuals)

Recommended: Praying Mantis Amazing Bugs® Kit, with egg case and fruit flies

Included egg cases will hatch to yield approximately 50-150 baby mantids

Included starter fruit fly culture yields flightless fruit flies to feed mantids

Mesh Amazing Bugs™ Habitat is an excellent container for insect rearing

Available from: https://www.carolina.com/praying-mantis/praying-mantis-amazing-bugs-kit-mantis-kit-with-egg-case-and-fruit-flies/144088.pr?catId=&mCat=&sCat=

Recommended: Giant African Praying Mantis Nymph (L-3 stage) Kit

Includes 32-oz. vented container with wooden perch, coconut fiber, moss

A small container of fruit flies is also included to feed mantis nymphs

Available from: https://www.amazon.com/Insectsales-com-African-Praying-Mantis-Educational/dp/B07D9VJHBZ/ref=lp_14055109011_1_14?srs= 14055109011&ie= UTF8&qid=1541957470&sr=8-14

Other online vendors:

Praying mantis nymphs (Carolina.com)

Praying mantis nymphs and kit (US Mantis)

Praying mantis nymphs (larger) (Insect Sales.com)

Ultrasonic, adjustable pitch, dog obedience whistles (~ 5 – 7, or 1 per group)

Available from: https://www.amazon.com/Dog-Whistle-Obedience-Adjustable-Ultrasonic/dp/B07FC79JXY/ref=asc_df_B07FC79JXY/?tag=hyprod-20&linkCode=df0&hvadid=249869651429&hvpos=1o3&hvnetw=g&hvrand=9144366165900678843&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9024575&hvtargid=pla-512382478234&psc=1

Small (size 6), flexible chenille stems (~ 10 stems)

Available from: https://www.michaels.com/creatology-chenille-stems/M10041109. html?dwvar_M10041109_color=Multi&dwvar_M10041109_size=6%20mm#q=chenille+stems&start=2

Non-toxic stretch cording (~ 60 – 120 ft)

Available from: https://www.michaels.com/stretch-magic-cording-for-kids/ 10390127.html#start=10

Wooden dowels (diameters may vary, ~ 1 ft length)

Available from: https://www.michaels.com/creatology-wood-dowels-value-pack/ 10422274.html?cm_mmc=KidsPLASearch-_-google-_-MICH_National_Kids_Shopping _Null_Null_All+Products_General_MIK-_-Kids&&cm_mmc=KidsPLASearch-_-google-_-MICH_National_Kids_Shopping_Null_Null_All+ Products_General_MIK-_-Kids&gclid =EAIaIQobChMI-JfPhrPL3gIVwUSGCh 1X7gGjEAQYAyABEgIY-PD_BwE&gclsrc=aw.ds

Bat echolocation recording

Available from: https://www.youtube.com/watch?v=xY0hCd7Ki8A

Experimental insects and items required to teach each individual segment are listed below.

Part I: Introduction to Praying Mantis Anatomy and Auricular Organs

Adult male praying mantids (~ 5 – 7 individuals)

Praying mantis anatomical diagram (see Student Study Guide)

Drawing paper

Crayons or colored pencils (optional)

Part II: Behavioral Observations – Stationary Exposure to Sound

Adult male praying mantids (~ 5 – 7 individuals)

Ultrasonic, adjustable dog obedience whistles (1 per group)

Bat echolocation recording

Data recording worksheets (see Student Study Guide)

Part III: Behavioral Observations – Suspended Exposure to Sound

Adult male praying mantids (~ 5 – 7 individuals)

Small, flexible chenille stems (1 – 2 per group)

Non-toxic stretch cording (~ 1 ft length, 1 per group)

Wooden dowels (1 per group)

Ultrasonic, adjustable dog obedience whistles (1 per group)

Bat echolocation recording

Data recording worksheets (see Student Study Guide)

Part IV: Scientific Writing – Written Report

Praying mantis anatomy drawing

Filled in data recording worksheets from Parts II and III

Written report template

Part V: Class Presentation – Findings Discussion

Completed written reports, including drawings, graphs, and charts

Instructions for teaching and conducting each of the five activity segments that comprise this lesson are listed in the Methods section below. Review each segment before teaching as part of lesson preparation activities.

 

Methods – Step-by-Step Instructions for Lesson

NOTE: The insect requirement for this lesson involves the ability to obtain approximately 5 to 7 adult male praying mantids. Because female mantids generally do not fly, or are only capable of flying for short distances, male mantids are required to test the in-air hearing ability of these insects. If male mantids are unavailable through academic science vendors or retail pet stores, they may be raised using one of the kits listed in the Materials section. If required, please allocate sufficient time for hatching and rearing of mantids according to kit instructions before beginning this lesson. Separate and house mantids individually according to provided kit directions to preclude cannibalism. These activities may serve as an introduction to this lesson.

Divide students into small groups of approximately 2 – 4 students each, based on class size. Students will work with their same assigned group of peers throughout all lesson segments.

Part I – Introduction to Praying Mantis Anatomy & Auricular Organs (time allotted, 1:00 hour)

Provide each small group with a single adult mantis. Instruct proper handling procedures.

Ask students to gently handle the assigned mantis to familiarize themselves with the insect.

Working together, help students locate anatomical components and label provided diagram.

Ask students to gently turn the insect over and have them examine the insect’s ventral side.

Ask students to try to find the general location of auricular (hearing) organs (ultrasonic ear).

Have students draw their assigned mantis and label the drawing with identified body parts.

Part II – Behavioral Observations – Stationary Exposure to Sound (time allotted, 1:00 hour)

Introduce lesson; emphasize mantis’s role as ambush predator, use of coloration (crypsis)

Ask students to hypothesize on importance of hearing vs. camouflage for stationary mantis

Provide each small group with a single adult mantis. Remind proper handling procedures.

Place mantis on a table and ask one student to gently corral the insect to prevent escape.

Have another student talk to the insect. Ask students to write down any behavior observed.

Provide each small group with an ultrasonic dog whistle and instruct proper use procedures.

Have one student use a dog whistle near their insect and write down any behavior observed.

Load bat echolocation recording audio on classroom computer, laptop, or hand-held device.

Working with each group, play audio near their insect. Have students record any responses.

Have students summarize any behaviors they observed. Did insects respond to any sounds?

Ask students to speculate why the insects did or did not respond to various provided sounds.

Have students write a short paragraph on their findings during this part of the experiment.

Part III – Behavioral Observations – Suspended Exposure to Sound (time allotted, 1:00 hour)

Introduce lesson; emphasize mantis’s role as a prey item for bats, use of evasive maneuvers

Ask students to form a hypothesis on hearing in response to bat predation of flying mantis

Provide each small group a wooden dowel and pre-cut length of stretch cording (about 1 ft)

Ask students to carefully tie one end of the stretch cording around the center of the dowel

Provide each small group with a pre-cut portion of small, flexible chenille stem (about 4 in)

Provide each small group with a single adult mantis. Remind proper handling procedures.

Assist students to gently bend stem around mantis’s thorax (above ear) to form soft harness

Assist students in securing stem ends. Ask them to tie free end of dowel cord to the harness

If done correctly, students will be able to gently lift and suspend mantis using dowel harness

Working together, have students repeat experiment steps from Part II with suspended insect

Have one student talk to the insect, while other students record any behaviors observed.

Have one student use a dog whistle near suspended insect. Write down any behavior noted.

Load bat echolocation recording audio on classroom computer, laptop, or hand-held device.

Working with each group, play audio near suspended insect. Ask students to note responses.

Have students summarize all behaviors they observed. Did insects respond to any sounds?

Ask students to speculate why the insects did or did not respond to various provided sounds.

Have students write a short paragraph on their findings during this part of the experiment.

Part IV – Scientific Writing – Written Report (time allotted, 1:00 hour)

Introduce lesson; explain the importance of clearly conveying scientific findings in reports

Working together, using provided template, ask students to summarize experiment results

Students should complete one report per group, and include drawings, graphs, and charts

Part V – Class Presentation – Findings Discussion (time allotted, 1:00 hour)

Introduce lesson; emphasize ability to clearly convey scientific findings via oral presentation

Ask students to jointly present reports; prompt peers to ask questions and discuss outcomes

 

Key Concepts

This lesson explores many key concepts. In accordance with Next Generation Science Standards 4-LS1-1 and 4-LS1-2, students will focus on insect body structure, function, and information processing using praying mantids. Students will examine mantis anatomy and identify external structures and features (camouflage) that support survival. Using hands-on experimentation, students will assess insect responses (behavior) to external stimuli. Studies on mantis hearing, specifically how ultrasonic auricular organs may detect echolocation pulses and facilitate evasive responses to bat predation, serve as the conceptual foundation for this lesson. Lesson activities allow students to understand how insects receive sensory information and how they cognitively process that information to produce behavioral responses. Careful observation, attention to detail in data recording, hypothesis generation as part of the scientific process, and following proper experimentation protocols are covered. Lastly, the ability to summarize, present, and discuss scientific data among peers will also be emphasized.

 

Anticipated Results & Discussion

The objectives associated with this lesson’s activities focus on anatomical characteristics that aid survival, along with observations of insect behavior in response to stimuli. Hypotheses regarding behavioral outcomes should be developed before beginning each experimental activity. Observations should be noted using data recording worksheets, and then analyzed as part of a written report that includes graphs and charts to illustrate conclusions. Students will present their report, and discuss findings and observations with peers at the culmination of this lesson.

Some important conclusions that students should reach during each lesson segment follow.

Part I – Introduction to Praying Mantis Anatomy & Auricular Organs

Working with insects requires proper handling techniques.

Anatomical components and cryptic coloration facilitate insect survival.

Praying mantids are one of the few insect species that have hearing organs.

Part II – Behavioral Observations – Stationary Exposure to Sound

Praying mantids are ambush predators that rely heavily on the use of camouflage coloration.

Praying mantids hunt by positioning themselves in secluded locations and awaiting prey.

Proposed Hypothesis: Praying mantids rely on camouflage over hearing when on the ground.

Mantids will likely not respond to talking due to the frequency of human voice.

Mantids will likely not respond to dog whistle when on the ground despite frequency.

Mantids will likely not respond to bat sounds when stationary, but rely on camouflage.

Part III – Behavioral Observations – Suspended Exposure to Sound

Despite their roles as predators, praying mantids are also prey for bats.

Mantids use specialized auricular organs (hearing) to detect bat echolocation pulses.

Mantids use a variety of evasive maneuvers to escape bat predation.

The ventral location of mantis auricular organs helps facilitate sound detection in flight.

Proposed Hypothesis: Praying mantids rely on hearing over camouflage when in the air.

Mantids will likely not respond to talking due to the frequency of human voice.

Mantids will likely not respond to dog whistle when suspended despite frequency.

Mantids will be more likely to respond to bat echolocation sounds when suspended.

Part IV – Scientific Writing – Written Report

Clearly conveying findings in written reports is an important skill for scientists.

Including drawings, graphs, and charts in written scientific reports helps support findings.

Part V – Class Presentation – Findings Discussion

Clearly conveying findings via oral presentation is an important skill for scientists.

Being prepared to address questions, discuss results, and support findings is a critical skill.

Learning Assessment

Student learning will be assessed across five areas, one for each lesson segment, along with an overall class participation grade. In Part I, students will be graded on their labeled mantis anatomy drawings (15%). Accuracy in labeling body structures over artistic quality of drawings should be emphasized. Data recording worksheets and included notes from Parts II and III will be graded (10%), along with written summary paragraphs for each experimental activity (10%). Quality of content should be emphasized. Observations and conclusions will be defined and catalogued in a written report (20%) in Part IV that includes both graphics and charts to illustrate ideas, hypotheses, and conclusions. Students will collaborate to create a single report for each team. Students will present their findings and observations to their peers and facilitate group discussions related to lesson activities during Part V (20%). Students will receive an overall grade for class participation (25%) across all lesson sessions. Class participation will cover listening and following instructions, asking questions, engaging in class discussions, generating hypotheses, working in groups, collaborating with peers, and comportment during final presentation.