Formica subserica
| Books about ants and insects for Students Allen, Judy and Humphries, Tudor Are you an Ant? (Backyard Books) Kingfisher Publications Boston, MA 2002 Allsburg, Chris van Two Bad Ants Houghton Mifflin Boston, MA 1988 Beech, Linda Ward The Magic Schoolbus Gets Ants in Its Pants: A Book About Ants Scholastic, Inc. New York, NY 1996 Chinery, Michael Ant Troll Associates, Mahwah, New Jersey, 1991 Fowler, Allen Inside an Ant Colony (Rookie Read-About Science) Children’s Press Grolier |
Ant pictures by Grade 5 students ~
|
||||
| Hepworth, Kathi. Antics Putnam Publishing Group, 1992 Hoose, Philip and Hannah Hey, Little Ant Scholastic Inc. New York, NY 1998 Kalman, Bobbie. The Life Cycle of the Ant. Crabtree Publishing Company New York, New York, 2006 Micucci,Charles The Life and Times of the Ant Houghton Mifflin Boston, MA 2003 Pinczes, Elinor One Hundred Hungry Ants Houghton Mifflin Boston MA 1993 |
|
||||
|
 |
||||
| Websites http://www.myrmecos.net/ Alex Wild http://ant.edb.miyakyo-u.ac.jp/INTRODUCTION/Gakken79E/Page_02.html Gakken's Photo Encyclopedia Ants http://www.discoveringflscrub.org/
|
 |
||||
|
 |
||||
|
 |
Massachusetts Curriculum Frameworks -Learning Standards addressed in this website;
Life Science (Biology), Grades PreK–2
Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.
Recognize that plants and animals have life cycles, and that life cycles vary for different living things.
Life Science (Biology), Grades 3–5
Classify plants and animals according to the physical characteristics that they share.
3 .Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death.
8. Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools).
9.. Recognize plant behaviors, such as the way seedlings’ stems grow toward light and their roots grow downward in response to gravity. Recognize that many plants and animals can survive harsh environments because of seasonal behaviors, e.g., in winter, some trees shed leaves, some animals hibernate, and other animals migrate.
10 .Give examples of how organisms can cause changes in their environment to ensure survival. Explain how some of these changes may affect the ecosystem
11. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.
Life Science (Biology), Grades 6–8
Classify organisms into the currently recognized kingdoms according to characteristics that they share. Be familiar with organisms from each kingdom.
Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive.
Explain the roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web
Biology, High School
Describe species as reproductively distinct groups of organisms. Recognize that species are further classified into a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus, species) based on morphological, behavioral, and molecular simila
Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. Describe how relationships among organisms (predation, parasitism, competition, commensalism, mutualism) add to the complexity of biological communities.