I wonder why there is so much frass...

Lesson Overview:  

Students will make their daily observations, add to their growth charts, and then try to speculate as to what frass is. They will attempt to support these answers with speculations, observations and thoughts.

Subject Area Focus:  science & language arts

Objectives:

1. make descriptive observations
2. record observations and findings
3. make their own hypothesis about what frass is
4. work on writing skills by attempting to support their belief.

Materials:

• journals
• magnifying glasses
  *magnifying glasses allow the children to get a closer look at the insects frass and also helps them to rule out the possibility that frass is an object placed in the container by an outside source.

Procedure:

1. Teacher will set out magnifying glasses for students to observe the *Keeping magnifying glasses and other tools near the classroom hornworms will encourage students to look at them in new ways and may prompt more self-motivated exploration).
2. Prompt the students observations with some questions:
   - Is it bigger, longer, has the color changed?
   - What else is in the cage with the worm?
   - Can you see its food?
3. After a short brainstorm, inform students that the objects in the cage are frass. Ask the students to define what they think frass is and why do you think that.
4. Inform students that they will be given the definition for frass the next day.
5. Ask students:
   - Are the pellets all the same size and color?
   - Do they have a definite shape?
6. Keep track in your observation journal of how these pellets change as the insect grows.
   
   *Teacher note: Frass is another term for larval insect droppings or excretion.