One, Two, Three a Beetle, Butterfly, or Bee

Pollination is an important interaction that children can witness first hand. In this activity children observe flowers to determine the numbers of different types of flower visitors.

Primary Learning Outcome:

After participating in this activity children will be able to:

  1. Recognize the difference between the types of pollinators (i.e bees, wasps, flies, beetles, and butterflies)
  2. Record data using tally marks
  3. Compare numbers and types of pollinators on different flowers.

Additional Learning Outcomes:

Children will begin to ask how external factors, such as the flower color, shape, time of day, weather, and time of year effect pollinators.

Correlations to the Georgia Department of Education Quality Core Curriculum (QCC), assessed and non-assesed:

Standards: Local and/or national:
NSE standards:

Total Duration: 20 minutes

Materials and Equipment:

  • Area with different colored flowers – this could be a meadow or weed patch, a vegetable or flower garden, or even potted plants.
  • Flower Observation Worksheet – (this can be downloaded from the website and printed out).
  • Pencil
  • Hard Surface to write on (a piece of cardboard or a clip board)
  • Print Cards of insect types – these can be downloaded from the website and printed out.

 

Procedures:

Step One:

  • Split youth into groups of two.
  • Discuss what pollinators might visit and briefly point out the differences between bees, wasps, flies, beetles, butterflies, and moths.
  • Go over the instructions on the worksheet with the students.
  • Assign children to different areas in the gardens to count number of insect pollinators visiting different groupings of flowers.
  • Tell students to record each time an insect lands on a flower in their designated area.
Estimated Time: 5 minutes
Lesson Materials to be attached: Flower observation worksheet
Web Links: naturalist club website – pollinator print cards

Step Two:

  • Children will observe flowers quietly on their own or in groups of two.
Estimated Time: 10 minutes

Step Three:

  • Gather the students and discuss the numbers of insects found on different plants.
  • Find out which student had the most and the least of each type of pollinator.
  • Discuss the following questions (and graph results as an extension activity):
    • Which groups of flowers do pollinators seem to prefer?
    • What color is preferred?
    • What shape is preferred?
    • What would a scientist do to validate the results of such a count? (do the test at several times, at different locations, and at different times of the day.)

Step Four:

  • Have students brainstorm and develop a list of 20 “I wonder” questions needed to better understand their flowers and pollinators.
  • Questions might include:
    • Which group of flowers do pollinators seem to prefer?
    • Does the size of a flower make a difference?
    • What color is preferred by butterflies? By bees?
    • Which flower receives visits from only one type of insect?
    • What shape is preferred by butterflies, bees, hummingbirds?
    • Do tall plants receive more visits that short plants?
    • What time of day are pollinators the busiest?
    • Do all insects collect pollen from flowers?
    • Do any pollinators visit the site at night?
    • Are certain weather conditions better for certain pollinators?
    • Who are the main pollinators that visit the site?

Assessment:
Students will fill out the Flower observation worksheet.

Extension:

  • Make a graph to compare the different numbers of pollinators on each flower or color of flower.
  • Have the students think about a special adaptation that the plant has to attract only certain kind of insects – how does this help or harm the plant?
  • Design an experiment to answer one of the “I wonder” questions.

Remediation:
Use print cards to identify the types of insects that visit the flowers. Students may also work in groups to count insects and they can repeat the procedure and compare multiple flowers.

Accommodation:
For children with exceptional needs, an adult can work with each child to assist the child.

Modification:
This activity can be easily modified to meet the needs of most children. For children that are blind the activity can be altered so that the child can touch and smell the flower and then listen for the buzzing of bees around the flower. Model insects and spoken descriptions can also be used to help the child determine the difference between the various pollinators.