Module 1
Activity A: Discovering the Partnership Between Plants and
Insects
There are two ways that the objectives of this activity can be accomplished.
The option you choose will depend on the resources you have available.
When possible, Option 1, which includes outdoor field observation,
is recommended. However, Option 2 may be your best choice if the season,
poor weather,
lack of
a suitable
observation
area, or lack of adults to provide adequate supervision, make it unproductive
or impractical to do outdoor observations. Whichever option is chosen,
helping children learn by looking and observing is essential to making
this a worthwhile experience.
Participants will:
- Observe interaction between plants and insects.
- Learn about the role each plays.
- Become familiar with the terms pollen, pollination and pollinator.
Materials Needed
Option 1:
- Nature's Helpers: Pollinators and Plants Observation Sheet & pencils,
1 per participant
- BEE Courteous, Bee Safe Handout
- Enlarged copy of Nature’s Partners: Pollinators & Plants
Group Observation Record, tape, & markers
- Depending on the size & age of the group, adult volunteers
to accompany participants during the field observation
- Poster on pollination (optional): Download pdf or order a full-sized poster
Option 2:
- Bees and Butterflies video
(available from Discover
School Teacher's Store) or similar video
- VHS player and monitor
- Nature's Helpers: Pollinators and
Plants Observation Sheet & pencils, 1 per participant
- Enlarged copy of Nature’s Partners: Pollinators & Plants
Group Observation Record, tape, & markers
- Poster on pollination (need to locate or develop)
Getting Ready
Option 1:
- Select suitable area for field observation, preferably
one with flowering plants.
- Decide on method for structuring field observation. See suggestions
below.
- Make a copy of Nature's Helpers:
Pollinators and Plants Observation Sheet and BEE
Courteous, Bee Safe for each participant.
- Make enlarged
version of Nature’s Partners: Pollinators & Plants
Group Observation Record to use during the group discussion
after the observation activity to summarize the children's observations.
- Review the
questions you'll pose to participants during the Exploration
to encourage
careful observation and decide on method for structuring field
observation.
- Invite
parents or other adults to accompany group as needed.
Suggestions for structuring field observations:
- Each individual or team chooses a limited area to carefully observe
(a 5' x 5' square, for example) for 5 to10 minutes, rather than running
around from place to place.
- Construct an "observation guide" by cutting a 2" x
2" square in the center of an index card. By holding the card a
distance of two feet from their face they will be able to "frame" an
area for observation.
-
The first team member observes just one insect and reports
its activities at 10 second intervals or as new actions occur
(i.e., flying, landing on a flower — describe flower color,
shape, scent in detail, as well as insect crawling, movement
of legs, etc.)
The second team member
records the reported activities. After 2 to3 minutes, team
members switch roles.
Option 2:
Arrange for VHS play and monitor and preview Bees
and Butterflies video. Make a copy of Nature's
Helpers: Pollinators and Plants Observation Sheet and BEE
Courteous, Bee Safe for each participant. Make enlarged
version of the Observation Sheet. Review the questions you'll
pose to participants during the Exploration to encourage careful observation.
Exploration
1. Prepare the participants to be good observers by discussing what
types of things they should be watching for. Let them make suggestions.
Ask the following questions to bring out ideas:
What types of creatures are in, on, or around the plants & flowers?
What do you see the insects doing?
— do they spend more time on the flower or flying around?
— what part of the flower seems most interesting?
— where do they spend most of their time on the flower?
— how long to they usually stay on the flower?
Does one type of insect only visit one kind of flower or do
they visit different kinds of flowers?
Do they visit a flower only once or do they return to the same flower several
times?
What do you think attracts the insects to the flowers?
What do you think attracts an insect to certain flowers more than others?
— what color is the flower?
— What is it's shape--flat, petals forming a "cup" shape, clusters
of small flowers?
— What size is the flower?
— How would you describe the scent of the flower?
What do you think the insects get from the plants?
What might the flowers & plants get from the insects?
Photo by Marilyn Drabicki
2. Option
1
Distribute Observation Sheets. Before starting the activity, give
instructions on conducting their observations and using the Observation
Sheet.
Review
the BEE Courtesy handout.
Take participants go to a suitable outdoor location for
20 minutes where they can record
the
insect activity they observe. Participants can work individually
or in teams of two.
Option 2
Participants watch the Bees and Butterflies video and
record on their Observation sheets the insect activity they observe.
Concept Introduction/Development
1. Have individuals or groups share their findings and record
them on the enlarged version of the Observation
Sheet.
2. Reflect on their observations using the questions posed earlier during the
Exploration.
3. Introduce and discuss the concept of pollination using the questions:
How is the insect benefiting by its visits to the flowers?
What do you think the flowers and plants get from the insects?
4. Lead participants in developing definitions for the terms, pollen,
pollination, and pollinator. Record the definitions on large paper.
Prompt questions could include:
Who are the pollinators?
Can a flower reproduce without an insect pollinator?
What would happen if there were no pollinators?
How does the weather affect pollination?
What is the insect doing when it visits many different flowers?
Concept Application
Lead participants to reflect on their observations and develop and record
several predictions about their observations.
What prediction can we make about which flowers a bee (or other
pollinator) will choose?
How would you describe the behavior of a bee (or other pollinator)
around a particular flower?
How do you think plants and pollinators are partners?
Why do you think plants and pollinators are partners?
Be sure to include a general statement about pollination (transfer
of pollen from one part of a flower to another part or from one flower
to another so that plants can reproduce) and pollinators (who are
they — bees, butterflies, hummingbirds, bats, beetles).
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