Ecosystem Change and Insect Visitation Rates
Initial Publication Date: August 20, 2008
Summary
Ecosystem change can occur in many ways: natural causes, changes in climate, human activity, or invasive species. As changes such as this occur, many species of organisms can be affected. The habitat of insects is one that can easily be changed. This change affects not only the insects, but also affects the flowers that they pollinate. In this field investigation, students will develop a question regarding an environmental change and its affect on insect visitation rates to a plant community. After writing a question, students will develop multiple hypotheses and design an investigation to test their hypothesis. After their investigations, a presentation will be given to their "colleagues" discussing their results. From this investigation students will be asked to develop future possible testable questions.
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Learning Goals
- Change is always occurring in our world and students should be capable of analyzing and predicting how these changes will affect the biological world.
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Skills
- Observe
- Describe
- Classify
- Predict
- Draw Conclusions
- Analyze
Key Concepts
- Flowering plants have adaptations that are designed to attract different pollinators.
- Plants share a mutualistic relationship with their pollinators.
- Changes in ecosystems can occur in many ways and these occurrences will have an affect on living species.
Vocabulary
- Pollination
- Pollination Syndrome
- Biodiversity
-
Skills
- Observe
- Describe
- Classify
- Predict
- Draw Conclusions
- Analyze
Key Concepts
- Flowering plants have adaptations that are designed to attract different pollinators.
- Plants share a mutualistic relationship with their pollinators.
- Changes in ecosystems can occur in many ways and these occurrences will have an affect on living species.
Vocabulary
- Pollination
- Pollination Syndrome
- Biodiversity
Context for Use
- Grade level: Sophomore
- Class size: 1-30
- Format: Field Investigation
- Class Time: 3-5 fifty minute class periods
- Special Equipment: None
- Prior Knowledge Needed: This investigation can be used as a springboard into the development of skills necessary to understand how inquiry and science are one in the same. Some knowledge of insect orders/common names and plant orders/common names could be beneficial but is not necessary.
- Curriculum Placement: This investigation would be a great beginning of the year activity that could get students outside and "hooked" on science.
- Adaptability Possibilities: The adaptability of this investigation is limitless. It could be more teacher-directed or simplified for any grade. The basic ideas are observations and change.
- Class size: 1-30
- Format: Field Investigation
- Class Time: 3-5 fifty minute class periods
- Special Equipment: None
- Prior Knowledge Needed: This investigation can be used as a springboard into the development of skills necessary to understand how inquiry and science are one in the same. Some knowledge of insect orders/common names and plant orders/common names could be beneficial but is not necessary.
- Curriculum Placement: This investigation would be a great beginning of the year activity that could get students outside and "hooked" on science.
- Adaptability Possibilities: The adaptability of this investigation is limitless. It could be more teacher-directed or simplified for any grade. The basic ideas are observations and change.
Description and Teaching Materials
Materials:
None needed until students determine which environmental change they wish to use
Objective: To observe an environmental change and analyze the affect it has on insect visitation rates.
Work Situation: To be completed in groups of 2!
In your notebook, write a heading for this investigation. Scan over the tasks below and decide how you can best record the necessary data. All members of the group must have their own information in their notebooks.
Jot down your thoughts and ideas of the following questions:
What is pollination?
What are the ways that pollination occurs?
Why do insects pollinate?
What makes a good pollinator?
What types of changes could affect pollination?
How could this change or changes affect the entire population?
Select an area outside in the designated area where there is lot's of biodiversity (plants and insects).
Write some detailed observations after 10 minutes about the area that you selected. Make technical drawings of the area including the visitors that frequent the area. Pay particular attention to the visits of insects to flowers.
After observing the visits of inescts to an area, think of a way in which the relationship between the insects and plants could be disrupted.
Form a question related to your observations and proposed environmental change.
Formulate 2 hypotheses and a null hypothesis to test your question. (This will be explained in class)
Make a prediction in the ?I think?.because? format stating which hypothesis you support.
Write a detailed procedure that will allow you to test your hypotheses.
Your notebooks must include the appropriate data, conclusions/data analysis using the ?RERUN? method, and two possible testable questions that came about after your investigation.
Present a written, oral, poster, or PowerPoint presentation of your findings to your ?colleagues?. Student Handout with Scoring Rubric (Microsoft Word 199kB Aug20 08)
None needed until students determine which environmental change they wish to use
Objective: To observe an environmental change and analyze the affect it has on insect visitation rates.
Work Situation: To be completed in groups of 2!
In your notebook, write a heading for this investigation. Scan over the tasks below and decide how you can best record the necessary data. All members of the group must have their own information in their notebooks.
Jot down your thoughts and ideas of the following questions:
What is pollination?
What are the ways that pollination occurs?
Why do insects pollinate?
What makes a good pollinator?
What types of changes could affect pollination?
How could this change or changes affect the entire population?
Select an area outside in the designated area where there is lot's of biodiversity (plants and insects).
Write some detailed observations after 10 minutes about the area that you selected. Make technical drawings of the area including the visitors that frequent the area. Pay particular attention to the visits of insects to flowers.
After observing the visits of inescts to an area, think of a way in which the relationship between the insects and plants could be disrupted.
Form a question related to your observations and proposed environmental change.
Formulate 2 hypotheses and a null hypothesis to test your question. (This will be explained in class)
Make a prediction in the ?I think?.because? format stating which hypothesis you support.
Write a detailed procedure that will allow you to test your hypotheses.
Your notebooks must include the appropriate data, conclusions/data analysis using the ?RERUN? method, and two possible testable questions that came about after your investigation.
Present a written, oral, poster, or PowerPoint presentation of your findings to your ?colleagues?. Student Handout with Scoring Rubric (Microsoft Word 199kB Aug20 08)
Teaching Notes and Tips
Teaching Notes
- I've never facilitated this investigation before but am looking forward to starting off my students with it towards the beginning of the year.
- Outdoor Alert
o Flowering or green plants must be available to complete this activity.
o Bee and insect allergies could be a concern.
- Students may have a difficult time discovering a question or formulating multiple hypotheses.
- Once students are in the field and can see what exactly they are going to be doing, there should be an "aha" moment.
- I've never facilitated this investigation before but am looking forward to starting off my students with it towards the beginning of the year.
- Outdoor Alert
o Flowering or green plants must be available to complete this activity.
o Bee and insect allergies could be a concern.
- Students may have a difficult time discovering a question or formulating multiple hypotheses.
- Once students are in the field and can see what exactly they are going to be doing, there should be an "aha" moment.
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Assessment
Assessment
- Each student will have their own science notebook in which they will record their entire investigation from asking a question to a writing discussion.
- Each notebook will be graded via a rubric.
- The presentation to "colleagues" will also be graded with the rubric.
- Each student will have their own science notebook in which they will record their entire investigation from asking a question to a writing discussion.
- Each notebook will be graded via a rubric.
- The presentation to "colleagues" will also be graded with the rubric.
Standards
- 9-12.IV.C.4 -- Interdependence of Life