BugMobile- Online - The Chewonki Foundation

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T H E B U G M O B I L E 

INSECTS AND THEIR RELATIVES 

Is a bug an insect? Is a spider a bug? These questions and many more are answered in The BugMobile, 

bringing the world of arthropods - insects and their relatives, into your classroom. We look at the forms 

and functions of different groups of arthropods and explore many fascinating adaptations essential for 

survival such as mimicry, camouflage, armor and venom. The program includes live specimens, displays, 

models and activities to visually examine and understand the unique characteristics of these amazing 

creatures. 

This program is useful for introducing or concluding a unit of study on insects. It may also be used as a 

stimulus for writing projects, artwork, music, math, social studies, geography or physical education. 

Equipment and Room Requirements 

• A classroom or multi-purpose room space is fine. 

• It will help our instructors if your students are wearing the nametags provided in this packet. 

• Students may sit in chairs or on comfortable floor space where they will be able to easily view the 

displays and be involved in the activities. 

• The presentations may be done at a single location or in individual classrooms, if 15 minutes is allowed 

between presentations to move. 

• The maximum group size is 30. 

• Teachers must be present in the room during the program. 

• It is helpful to have a rolling cart available to move boxes into the building and to the classrooms. 

• It will help our instructors if your students are wearing the nametags provided in this packet. 

Note: Permits are required for most of the specimens (living and stuffed) that are used in Chewonki Traveling Natural History Programs and 

students are reminded of the legal limitations of private collections. All of our living animals are non-releasable because of prior injuries, 

confiscation, or were captive raised before arriving at Chewonki. No animals have been harmed or taken specifically for use in Chewonki 

programs. 

Chewonki Traveling Natural Programs www.chewonki.org 

!

Class Outline 

Each presentation takes one full hour and is designed for grades 3-6, but can be adjusted for younger or 

older groups. No specific preparation is required for this presentation. 

A. Introduction 

1. What is an arthropod? 

2. What animals are arthropods? 

B. Crustaceans 

1. Activity: A student is dressed as a lobster to show the different body parts. 

2. Live Crayfish 

C. Arachnids 

1. A model is used to show different body parts. 

2. We discuss wandering spiders vs. web builders. 

3. Live Chilean Rose Tarantula 

D. Centipedes and Millipedes 

1. We look at the differences between centipedes and millipedes. 

2. Live Giant Tropical Millipede 

E. Insects 

1. Activity: A student is dressed as a fly to show the different body parts of an insect. 

2. Live Madagascar Hissing Cockroaches and live Annam Walking Sticks are used to discuss insects. 

F. Metamorphosis 

1. Complete and incomplete metamorphosis are discussed with the use of displays. 

G. Adaptations 

1. Protection: venom, noises, camouflage and mimicry. 

a. A “dead leaf” butterfly display. 

2. Communication: sound, colonies and pheromones. 

3. Movement: flying, swimming, jumping and crawling. 

Chewonki Traveling Natural Programs www.chewonki.org

PRESS RELEASE 

Date: 

Contact: 

The Bugmobile: “Insects and Their Relatives” 

What: A one-hour program for those interested in bugs! 

When: 

Time: 

Where: 

Cost: 

Presenter: 

Is a bug an insect? Is a spider a bug? Chewonki’s Bugmobile program brings the world of arthropods-insects 

and their relatives--into the bigger picture. 

Using models, activities, and live specimens, this program will introduce you to the unique characteristics 

of the four major groups of arthropods. 

Chewonki’s instructor will display live Walking Sticks, Hissing Cockroaches, a Tarantula, Giant African 

Millipedes and a Crayfish to help introduce some of the millions of species of arthropods that exist 

worldwide. Together, we will explore some of the fascinating adaptations essential for survival such as 

mimicry, camouflage, armor, and the use of venom. 


! 

THE 

BUGMOBILE 

Insects and their relatives 

Is a bug an insect? Is a spider a bug? These questions and many more are answered in the 

Bugmobile, bringing the world of arthropods, insects and their relatives closer to home. 

We will look at forms and functions of different groups of arthropods and explore many 

fascinating adaptations essential for survival such as mimicry, camouflage, armor and 

venom. 

This program includes displays, models and activities to visually examine and understand 

the unique characteristics of these amazing animals. Live arthropods including Giant 

Hissing Cockroaches, Giant Millipedes, a crayfish, and a tarantula are just some of the 

highlights of our program! 

Presented by: 

! 

WISCASSET, ME 

LOCATION: ______________________________________________ 

DATE: _________________________ TIME: ____________________ 

Chewonki Traveling Natural Programs www.chewonki.org 

!

Abdomen The segmented tail area of arthropods. 

VOCABULARY 

Adaptation A physical characteristic or behavior that helps an animal to survive in its environment. 

Antennae Jointed appendages on the heads of arthropods that are used for sensory purposes. 

Arachnids Spiders, scorpions and ticks are examples of this group of arthropod. Arachnids have two body sections: 

a cephalothorax, with the distinctive eight legs, and the abdomen. Arachnids are wingless and have no 

antennae. 

Arthropods Insects, millipedes, centipedes, crustaceans and arachnids all belong to the phylum Arthropoda. These 

invertebrate animals have jointed legs, a segmented body and an exoskeleton. 

Camouflage Markings or coloration that help disguise an animal so it is less visible to predators or prey. 

Centipede A predatory group of arthropods that have an elongate body with one pair of legs per body sections. They 

have a pair of venom claws, or forcipules, on their first segment. 

Cephalothorax The fused segments of the head and thorax found on arachnids and crustaceans. 

Crustaceans Lobsters, crayfish, crabs and shrimp are examples of this aquatic group of arthropods. Crustaceans have a 

body that is broken up into segments, a pair of jointed legs per body section, a hard exoskeleton made of 

chitin, and two pairs of antennae. 

Detritivore An animal that consumes dead plant or animal matter. 

Exoskeleton A hard body covering (shell) found on the outside of arthropods. 

Insects The largest and most diverse group of arthropods. Insects are characterized by having three body sections 

(head, thorax and abdomen), six legs, antennae and up to four wings. 

Invertebrate Animals lacking a backbone, such as arthropods. 

Larva The newly hatched, immature form of an arthropod. This form is often times markedly different than the 

adult appearance. 

Metamorphosis The complete change of physical form of an arthropod over time. 

Millipede An herbivorous group of arthropods that have a long cylindrical body and two pairs of legs per body 

segment. 

Mimicry Imitating or resembling another animal to help provide concealment and protection from predators. 

Pleopods Small abdominal limbs in crustaceans that are adapted for swimming and carrying eggs. 

Predators Animals that live by hunting and eating other animals. 

Scavenger An animal that eats plants or animals that are already dead. 

Spinneret A spider’s silk-spinning organ that is found on the underside of the abdomen. 

Thorax The middle region of an arthropod’s body that lies between its head and abdomen. The legs of an arthropod 

are attached to its thorax. 

Venom A toxin (poison) that is used by animals for protection or hunting. 


WHAT MAKES AN 

INSECT AN INSECT? 

__________________________________________ 

All animals are classified according to how they look, how they behave and how their bodies work in 

comparison with other animals’ bodies. Animals with the same characteristics are grouped together. 

Insects belong to the large group (phylum) of animals, called arthropods. Arthropods include 

crayfish, spiders, millipedes, centipedes, ticks, mites, and similar creatures. Arthropods have jointed legs 

(in fact the word arthropod means (“jointed leg”) and bodies that are divided into segments. (The segments 

are easy to see on millipedes or centipedes, but hard to see on some of the insects.) Insects are one group 

(class) of arthropods. 

Here are some of the characteristics that are common to all insects: 

Small size: Most insects are very small compared to birds, mammals, reptiles, and fish. Because of their 

small size they can live in places many other animals can’t. Insects range in length from about 1/100 th of 

an inch (.025cm) to over 13 inches (32.5 cm). 

Exoskeleton: Insects do not have skeletons inside their bodies for support as vertebrates (birds, mammals, 

reptiles, amphibians, and fish) do. Instead, they have a hard outer covering called an exoskeleton. (All 

arthropods, including spiders, mites, millipedes, and crayfish, have an exoskeleton.) It helps protect their 

internal organs and also helps prevent their drying out. The exoskeleton is made up of layers. The outside 

layer is waxy and acts like a waterproof raincoat. Underneath the waxy layer is a very tough, armor-like 

layer. The exoskeleton also acts as an anchor for insects’ muscles. 

Segments: All insects are made up of segments. Some segments overlap and allow the insects to be 

flexible. Insects have three main body-parts the head, the thorax, and the abdomen. With some insects it is 

almost impossible to see exactly where one main part of starts and the next one stops. But here’s an easy 

way to tell which part is which. Look for eyes, antennae, and mouth on the head. The legs and wings are 

attached to the thorax. And the abdomen is what’s left. (The head, thorax, and abdomen are further 

divided into smaller segments.) 

Legs: Most insects have six legs. (A few have no legs at all.) By looking at an insect’s legs, you can 

sometimes tell where an insect lives or what it eats. For example, mole crickets have digging legs with sharp 

claws and strong muscles in the front part of the leg. This allows them to tunnel quickly through soil. 

Many insects that live in water, such as water boatmen, have flattened, oar-like legs to help them paddle. 

Other insects, such as praying mantids and ambush bugs, have grasping legs. These insects use their 

grasping legs to capture their prey and hold on tight. Grasshoppers and fleas have jumping legs. 

With Permission from NWF’s Nature Scope. Incredible Insects. www.chewonki.org

Wings: Insects are the only invertebrates (animals without backbones) that can fly. Only adult insects have 

wings. Being able to fly is a great advantage for insects. It means they can cover large distances to find new 

places to live, discover new food sources, escape quickly from enemies, and find mates. Some insects such 

as springtails, silverfish, bristletails, and ants, do not have wings; but most insects have two pairs. (Flies are 

the exception with only one pair of wings.) One way insects are identified and grouped into smaller 

subdivisions (orders) is by the arrangement of the veins in the wing. 

Eyes: Most insects have two types of eyes: simple and compound eyes are usually the biggest pair, often 

covering a large part of the head, although in some insects, especially those that live on the ground and eat 

plants, they are fairly small. The compound eyes are made up of thousands of tiny lenses that fit closely 

together. The lenses force light rays to bend and focus on special cells behind the eye. Each lens forms one 

little picture, and all the lenses together form a mosaic composite of the world around the insect. 

This mosaic picture is not very sharp and lacks detail. Compared to people, most insects poor 

eyesight. For example, a person can see 100 times more detail than a honey bee. However, the more lenses 

in the compound eye the better the insect can see. Dragonflies have the best eyesight, some having over 

25,000 separate lenses in each eye. House flies have over 4,000. Compound eyes can recognize color and 

pattern and are very sensitive to movement. Usually only adults and nymphs have compound eyes. 

Many insects also have a triangle of three simple eyes between their compound eyes, although 

some have only two, one, or none. Most entomologists (scientists who study insects) are not sure exactly how 

these simple eyes are used, but they know the eyes are sensitive to light and dark. 

Antennae: Most insects have a pair of sensitive antennae on their heads. These are used to feel, smell, 

and, in some insects, hear. Insect antennae differ in size, shape, and how they are used. You can 

frequently tell which insect is which just by looking at its antennae. With certain insects, such as moths 

and mosquitoes, you can often tell the males from the females by comparing the antennae. (The males’ 

antennae are more feathery than the females’. The males use their antennae to pick up the scent of a 

potential mate. See discussion of pheromones below.) 

Hairs: Insects are covered with thousands of sensory hairs that stick out of their exoskeletons. The hairs 

are connected to the central nervous system and are very sensitive to movement, pressure, smell, and 

sound. Thousands of hairs cover the legs, antennae, and all other body parts of insects. 

Insect Blood: Insects have a very simple circulatory system. They do not have a complex network of veins 

and arteries, as more advanced animals do. Instead they have a simple heart that pumps blood through 

open body cavities. The blood is almost colorless and does not carry oxygen. (Vertebrate blood contains 

hemoglobin, an iron compound that carries oxygen to the cells. Hemoglobin is what makes vertebrate 

blood red.) Insect blood carries dissolved food to the cells and carries off waste materials. 

Pheromones: Many insects can produce chemicals, called pheromones, that communicate messages to other 

insects. One function of the insect pheromones is to attract the opposite sex. The strength of these 

chemical attractants can be amazing. Female silkworm moths, for example, can produce pheromones that 

male silkworm moths can detect up to two miles away! 

Besides being powerful sex attractants, pheromones serve other purposes. Ants that find a good 

food source may produce a “pheromone trail” when they return to their ant hill with some of the food. 

Then the other cants can follow the trail back to the food source without getting lost. 

Insect pheromones are used to help control insect pests. For more about this human use of 

pheromones, see page 46 of the “People and Insects” section. 


STAYING ALIVE 

_________________________________________ 

Insects are a very successful group of animals. They have been around for over 350 million years and 

were here long before the dinosaurs roamed the earth. And they have managed to survive in almost every 

type of habitat. 

One of the reasons for their success is their ability to reproduce quickly. Like all living things, 

insects have the ability to adapt to a changing environment. (Adaptations occur over many, many 

generations.) Because of their high reproductive rate, insects can adapt more quickly to new situations 

than many other types of animals. 

The ability to reproduce quickly is just one of the ways insects have adapted. Here are other 

adaptations that have contributed to the success of insects: 

Small Size: Because of their small size, insects can live in places that man other animals can’t. This gives 

them an advantage in finding a place to live and in hiding from enemies. 

Hard Exoskeleton: Having a hard exoskeleton is a great protection-from enemies and from drying up. (See 

page 4 for more information.) 

Eggs for the Future: Insects have large numbers of offspring and a high reproductive rate. For example, 

some pomace flies have 25 generations in one year or season. (Compare that to humans, who have one 

generation every 25 years.) Each female can lay up to 100 eggs. Now suppose a female laid 100 eggs and all 

those eggs hatched into adults (50 males and 50 females). And suppose all those flies mated and the 

females each laid 100 eggs and they all hatched, survived to adulthood, mated, and the females laid 100 

eggs each. Now if these ideal conditions kept up for 25 generations, by the end of the year, if all the 

offspring lived and reproduced, there would be 10 41 flies. If you rolled all those flies into a ball, it would 

fill the distance from here to the sun. Now that’s a lot of flies. And from just one original female! 

Of course, all insects don’t survive. Most are eaten by other animals, poisoned by insecticides, 

infected by diseases or parasites, or killed in some way before they get a chance to mate and lay eggs. 

But having large numbers of offspring is important. Most insects, like other invertebrates, do not 

care for their young after they hatch. The females lay hundreds of eggs and leave them to survive on their 

own. These large numbers ensure that at least some of the young will survive. (Mammals and birds have a 

different reproductive strategy. They have very few young. But each one has a much greater chance of 

surviving because it is cared for by the parents and may learn from its parents.) 

Camouflage: One of the best ways to keep from being eaten is to keep from being seen. Hiding and 

disguising are forms of camouflage. Moths, walking sticks, caterpillars, katydids, and man other types of 

insets are expert camouflage artists. 

A Strong Defense: Some insects will defend themselves from enemies with special protective adaptations 

such as chemical sprays (bombardier beetles, skunk beetles), biting jaws (ants, tiger beetles, hellgrammites), 

stingers (bees, wasps), poison (blister beetles, some caterpillars), and other weapons. 


Mimicry: Many insects look like something they’re not. This is called mimicry. Some use mimicry to 

escape from being noticed. For example, some weevils (a type of beetle) look just like bird droppingssomething 

most hungry animals wouldn’t be interested in. Some caterpillars look just like sticks or twigs. 

And many insects mimic thorns or leaves. 

Sometimes harmless insects mimic poisonous or stinging ones. For example, flower flies mimic 

wasps and bees. If a bird has tried to eat a wasp or bee and has gotten stung it will avoid anything that 

looks like a stinging insect, even if it is a harmless fly. 

Escape: Many insects such as cockroaches and silver fish, have specialized legs adapted for running that 

allow them to make a fast getaway from enemies. And many insects fly away when trouble gets near. 

Surprise: Some insects surprise their enemies with unexpected “tricks.” For example, many caterpillars 

and moths have huge eyespots on their wings or heads to scare off or confuse their enemies. Others have 

false heads. And one caterpillar puffs up to look like a snake when it is disturbed. 

Freeze: Many insects, such as weevils and walking sticks, freeze or play dead when enemies try to attack. 


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RANGER RICK'S NATURESCOPE: INCREDIBI..E INSECTS 

Turn this mixed-up insect into a grasshopper! 

Cut out the pieces along the 

dotted lines and glue them together to 

make a grasshopper. Then label these 

parts: HEAD, THORAX, ABDOMEN, 

EYE, ANTENNAE, LEGS, WINGS, ANd 

SPIRACLES. Here's what it should look 

{ like when you're done. 

With Permission from NWF’s Nature Scope. Incredible Insects. www.chewonki.org 

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Use the clues below to find the insect words hidden in the cicada. The words may read 

frontward, backward, up, down, and diagonally. 

1. The larva of this insect often spins a cocoon: -'_.__ 

2. An insect goes through many changes to become an -- 

3. Nymphs and larvae can't fly because they don't have fully developed 

4. The larva of this insect makes a chrysalis: --- 

5. The changes an insect goes through as it grows are called 

6. The nymphs of many aquatic insects breathe with -- 

7 . The first stage in an insect's life cycle is the 

8. An insect that changes in 4ffie stages-egg, larva, pupd, adult-goes through 

metamorphosis. 

9. In complete metamorphosis, the egg hatches into the 

10. An insect that changes in 3 life stages-!gg, nymph, adult-goes through --, 

or incomplete, metamorphosis. 

11. To grow, an insect must , or shed its exoskeleton. 

12. A --- is the young form of an insect that goes through incomplete or simple 

metamorphosis. 

13. Female insects deposit their eggs through an 

14. .A moth or butterfly larva is called a -__ 

15. The is the resting stage of complete metamorphosis. 

16. The larva of a beetle is sometimes called a ----. 

17. The larva of a fly is sometimes called a --- 

(from Ranger Rick's NatureScope Incredibie Insects reprinted with permission from the National WildMe Federation) 


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Help the ant find a safe path to the food in the meadow. Then help it take 

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RANGER RICK,S NATURESCOPE: INCREDIBLE INSECTS 

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Arachnid Myths and Stories 

“The Fire and the Spider” from Myths, Legends and Old Sayings by Hastings Shade--taken from the 

newsletter “The Talking Leaf” from Powersource (a Native American Cultural Center with stories of 

animals, biographies of famous Native Americans, art, etc.) 

Many, many years ago when the earth was still cold and dark, animals, birds and insects could still 

communicate but there was no fire. The Indians needed fire to stay warm and to cook with. At this time, 

however, there were a race of giants who had fire and were called The Fire People. All the animals got 

together and decided that they should get some fire from the Fire People. The bear went first since he was 

the strongest. He came back and told the other animals that he had indeed tried his best, but that he had 

been unable to get any fire. Just then, the animals heard a tiny voice, “Let me try,” said the spider. They 

laughed and said, “You’re too small.” 

But as each animal tried and returned with the sad news that they had failed, the spider’s small 

voice was still heard saying, “Let me try.” Finally, she was the only one left, so they agreed to let her try. 

Spider fashioned a small clay pot with a lid on it and put it on her back as she started toward the fire. She 

would run a little ways and stop, run a little ways and stop. As she approached the fire, it began to grow 

light. When she finally reached the fire, she put a small ember into the clay pot. 

Immediately, the fire was missed by the Fire People. They looked all over for the missing fire. The 

spider would run a little ways and stop, run a little ways and stop, until she got right to the water’s edge. 

The Fire People were almost on top of her, but they were afraid of the water, because they new it would 

put them out. Spider slipped into the water, so the Fire People figured that the fire she had stolen had 

been put out. So they went away thinking that their fire was safe. What they didn’t know was that the 

ember had baked the clay pot to be water proof. So when the Fire People left, the spider came out of the 

water and brought the fire to the Indians. This is the Sacred Fire of the Cherokees. 

Also, the Great Spirit saw what she did and gave her the ability to live underwater. Today, you 

know her as the Water Spider. She still carries a little pot on her back, but it is now called an egg sack. 

A spider tradition in Islam--also from the newsletter “The Talking Leaf” by Powersource. 

There is a famous tradition in Islam that when the Prophet Muhammad (peace be upon him) first 

fled from Mecca pursued by its angry residents, he hid in a cave. That night a spider spun its webs across 

the cave’s entrance so when his pursuers got to the cave they were convinced not to search for him inside. 

Spiders are still given special respect by Muslims. 

A similar older story is told of a Hindu Princess fleeing from pursuers which suggests either that 

this is an archetypal myth about the spider or that the totem being has helped more than one famous 

person! 

Chewonki Traveling Natural History Programs www.chewonki.org

King Robert the Bruce--from “The Talking Leaf” from Powersource. 

In Scotland, it is said that the King Robert the Bruce who had fought the English in several battles, 

losing each one, took shelter in a cave. There he watched a spider building its web. Each time the spider 

laid a strand, the wind blew it away but the spider did not give up. Eventually after countless attempts the 

strands held and with the web, built Robert the Bruce saw it take its first dinner. This was said to impress 

the Great King of Scotland to eventual victory over the English at the Battle of Bannock Burn. 

A Noiseless Patient Spider 

A NOISELESS, patient spider, 

I mark’d where, on a little promontory, it stood, isolated; 

Mark’d how, to explore the vacant, vast surrounding 

It launch’d forth filament, filament, filament, out of itself; 

Ever unreeling them--ever tirelessly speeding them. 

And you, O my Soul, where you stand, 

Surrounded, surrounded, in measureless oceans of space, 

Ceaselessly musing, venturing, throwing, --seeking the spheres, to connect them; 

Till the bridge you will need, be form’d--till the ductile anchor hold; 

Till the gossamer thread you fling, catch somewhere, O my Soul. 

Design 

I found a dimpled spider, fat and white, 

On a white heal-all, holding up a moth 

Like a white piece of rigid satin cloth, 

Assorted characters of death and blight 

Mixed ready to begin the morning right, 

Like the ingredients of a witches’ broth, 

A snow-drop spider, a flower like a froth, 

And dead wings carried like a paper kite. 

What had that flower to do with being white, 

The wayside blue and innocent heal-all? 

What brought the kindred spider to that height, 

Then steered the white moth thither in the night? 

What but design of darkness to appall? 

If design govern in a thing so small. 

Robert Frost, 1874-1963 

Walt Whitman, 1900. Leaves of Grass 


Butterfly Name Tags 

Photocopy this page and cut out the butterfly nametags for your participants to wear! Nametags worn during presentation help 

to excite students about arthropods and make it easier for the presenters to involve the children by name. 


Recommended Websites 

This list of recommended websites contains information pertaining to the program you have ordered. These websites are not associated with 

the Chewonki Foundation and we are not responsible for the content or advertising found therein. 

Crayfish Molt: http://www.youtube.com/watch?v=mF6NgMBcNCM 

Notes: This video is a bit long but half way through you get the instant action of a crayfish molting 

Insects and their Allies: http://www.ento.csiro.au/education/index.html 

Notes: The Commonwealth Scientific and Industrial Research Organization (CSIRO) put together a great 

site on all invertebrates. They make it very easy to find information on a group or a single organism 

Insects and Spiders: http://www.nhm.ac.uk/nature-online/life/insects-spiders/index.html 

Notes: Use this site to just identify your bugs or ask those questions you have been wondering, or many use 

of the other interesting resources and links. 

The Arthropod Story: http://evolution.berkeley.edu/evolibrary/article/arthropodstory 

Notes: From University of California, Berkeley, the Understand Evolution team has put together this site 

that can also be printed up. This interactive program has moving pictures, quick facts and is very easy to 

understand 

University of Florida/Institute of Food and Agricultural Sciences National Public Health Pesticide Applicator 

Training Manual: http://entomology.ifas.ufl.edu/fasulo/vector/chapter_07.htm 

Notes: This web site gives a good basic amount of information for you to pick and choose your bugs and 

their cool facts. 

Suggested Readings 

Greenaway, Theresa. 2000. Big Book of Bugs Dorling Kindersley Limited. London, UK. 

Notes: Great for 9-12 years of age, but the pictures are great for all ages and the facts are quick as easy top 

understand 

Johnson, Jinny. 2000. Simon & Schuster Children’s Guide to Insects and Spiders Dorling Kindersley Limited. 

London, UK. 

Notes: Illustrated fact book for Grades 3-5, this is a great book to get for your classroom. 

Bonotaux, Gilles. 2007. Dirty Rotten Bugs: Arthropods Unite to Tell Their Side of the Story. Two-Can Publishing 

Inc. 

Notes: For the younger group of students, ages 4-8, this is a humorous introduction using illustrations and 

true facts that remains age appropriate. 

Barnes, R.S.K, Peter Calow, Peter Olive. 2001. The Invertebrates: A Synthesis. Blackwell Publishing. 

Notes: Being one step of the kids can always help and this text gives both an understanding of the animals 

phylum by phylum as well as anatomical and physiological systems for better-known species. 

National Audubon Society 1980. National Audubon Society Field Guide to North American Insects and Spiders. 

Knopf. 

Notes: It is always good to have one of these on hand if you are doing a field trip to the woods. Its has the 

quick find pictures for you and your kids identification experience.

BugMobile- Online - The Chewonki Foundation

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