Pollination ecology lesson plan

TITLE:

Pollination Ecology: Understanding species interactions through observation

AUTHOR:

Sarah Richman

GOALS:

Students will formulate hypotheses about the outcome of plant-pollinator interactions based on observation, then observe and collect pollinators in the field to test their hypotheses.

LEARNING OBJECTIVES:

Students will be able to: 1) Hone their insect identification skills by using field guides and museum specimens 2) Use entomology collecting equipment to make their own insect collections 3) Measure insect and plant traits using fine-scale equipment

NEXT GENERATION SCIENCE STANDARDS

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]

Science and Engineering Practices:

1. Asking questions (for science) and defining problems (for engineering) • (6-8) specify relationships between variables, and clarifying arguments and models • (9-12) formulating, refining, and evaluating empirically testable questions

3. Planning and carrying out investigations • (6-8) use multiple variables and provide evidence to support explanations • (9-12) include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models

4. Analyzing and interpreting data • (6-8) extend quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. • (9-12) introduce more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

5. Using mathematics and computational thinking • (6-8) identify patterns in large data sets and using mathematical concepts to support explanations and arguments. • (9-12) use algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. 6. Constructing explanations (for science) and designing solutions (for engineering) • (6-8) construct explanations supported by multiple sources of evidence consistent with scientific ideas, principles, and theories • (9-12) generate explanations that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories 7. Engaging in argument from evidence • (6-8) construct a convincing argument that supports or refutes claims for explanations about the natural world • (9-12) use appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural world. Arguments may also come from current scientific or historical episodes in science.

Crosscutting Concepts:

Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems. • Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. Patterns • Patterns can be used to identify cause and effect relationships

ARIZONA SCIENCE STANDARDS

Grade 6, Strand 1: Inquiry Process (each consecutive grade level has similar inquiry standards that become more rigorous as the grades progress)

Concept 2: Scientific Testing (Investigating and Modeling) PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers). PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.

Concept 3: Analysis and Conclusions PO 1. Analyze data obtained in a scientific investigation to identify trends. PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).

Concept 4: Communication PO 1. Choose an appropriate graphic representation for collected data PO 2. Display data collected from a controlled investigation. PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information. PO 5. Communicate the results and conclusion of the investigation.

Grade 7, Strand 4: Life Science Concept 3: Populations of Organisms in an Ecosystem PO 2. Explain how organisms obtain and use resources to develop and thrive in niches.

PO 6. Create a model of the interactions of living organisms within an ecosystem.

Grade 8, Strand 4: Life Science Concept 4: Diversity, Adaptation, and Behavior PO 1. Explain how an organism’s behavior allows it to survive in an environment.

PO 4. Compare the symbiotic and competitive relationships in organisms within an ecosystem (e.g., lichen, mistletoe/tree, clownfish/sea anemone, native/non-native species).

Setup Potential preparation: assessment of the field site the day before, to see if fine-tuning of the lesson plan in necessary depending on weather, what’s flowering, what insects are out, etc.

INTRODUCTION/ENGAGEMENT:

Essential questions 1) How to pollinators choose which flowers to visit on a given plant? 2) What types of pollinators display mutualistic or antagonistic foraging behavior, and why?

Student misconceptions Students will probably not have learned about the phenomenon of nectar robbing. They will likely have the impression that pollinators have an inherent “desire” to act mutualistically. They will likely have some prior knowledge about the biological process of pollination, and this information can be used to describe the complexities of pollinator foraging behavior. They may also have some basic knowledge of physics, which can be applied to pollinator flight and morphological matches and mismatches of plants and pollinators.

Learning structure Small group project. Each person in the group will be in charge of a given task. The idea is to have individuals or pairs be in charge of their own data set, then the group comes together to share data and compile a much larger data set.

EXPLORATION

Step-by-step description

• Note: this description is for a project studying manzanita at Windy Point, but could be applied to many different pollination systems. There are some good patches of flowering plants on the summit trail, for instance*

1) After a general discussion about pollination biology, students will come up with questions relating to pollinator foraging, and the differences between pollination and nectar robbing. These questions will likely be something like, “Which visitors will be legitimately visiting manzanita flowers and which will be nectar robbing?” and, “How does the distribution of visitors change over space?” 2) Students will formulate hypotheses based on these questions. It’s important to get students to include a mechanistic component to their hypotheses. For instance, they could say that they expect solitary bees to pollinate and honey bees to nectar rob, but they should include a reason for this (such as morphological mismatch leads to robbing) 3) Set out pan traps at the base of a decided number of plants (4-8 is good) -fill paper bowl with water and a couple of drops of dish soap -set at the base of manzanita shrubs 4) Set out 2 50-m transects across a site, running through where the target plant species occurs 5) Students will aim to study 3-5 plants per transect, spaced evenly. All records will be kept in data sheets they design in their journal. At each plant, students will: - record overall floral abundance (can be binned into “low, medium, high” rather than counting flowers -spend 10 minutes observing floral visits: ID visitor, note strategy used at each flower from when it approaches the plant to when it leaves or the visitor is lost -measure the corolla length and width of 10 flowers using digital calipers -spend 10 minutes netting insects that have actively visited a flower, noting which strategy they used. Remove insects from nets using forceps and place into killing jars with ethyl acetate

• • these tasks can be broken down and assigned to individuals or pairs**

6) Before returning to the sky center, students will collect the insects from the pan traps, placing them with forceps into microcentrifuge tubes containing EtOH. All materials will be cleaned up before returning to the Sky Center. 7) Students will identify each visitor to the best of their ability using field guides and museum specimens. If they would like, they can make their own collection from the netted insects using the box and pinning equipment. 8) Students will measure the body size of their collected insects. For each species (morphospecies?) of visitor, students will obtain an average body size. Students will also obtain a proportion of legitimate to robbing visits for each species. From these data, students can compare body size to corolla length and width and foraging strategy to see if there is any correlation. 9) The analysis should provide enough information for students to evaluate their hypotheses about pollinator foraging strategies, but this stage of the analysis is a good time to facilitate another discussion about students’ thoughts on their results and what they mean. 10) After discussion, the group should be able to draw some overall conclusions which they can report to the rest of their class, usually in the form of a research poster.

APPLICATION

Why does it matter? Students should leave this experience with enhanced observation and critical thinking skills. They will have a chance to think about a relatively abstract phenomenon and draw their own conclusions based on careful observation and communication with group members. Concepts of how science is done will be reinforced by hands-on experience.

Students will also come away with a deeper understanding of principles of pollination biology. Inquiry leaders can give students important facts about pollination: estimated 90% of plants need pollination for reproduction; plants are the foundation of ecosystems, fixing oxygen for animals and providing energy as food.

Extensions and/or follow-up activities Concepts can be taught and discussed encompassing the process of seed production as a result of pollination. These processes can be seen in the field, but take too long for students to see in a single inquiry project. Students could arrange to return to the field site at a later date to observe fruit production.

Students may also make the connection between pollination and agriculture, and the importance of pollination as an ecosystem service. To this end, the project could be extended to more practical applications like managing gardens for native bees.

ASSESSMENT

How will you determine if students “got it”? Letting students take the lead during the measurements and analysis will be a big indicator of whether they understand the rationale of the project. Asking them why they are doing what they’re doing (for example, why they need to take pollinator measurements) is a good idea. Students may have trouble coming up with reasons why they’re doing a certain task. In this case, it can be helpful to ask students what it was they originally wanted to know. Ask them what they knew going into the project, and what new information they obtained. This can be done in writing in the form of a K-W-L chart with what students Know about a topic written beforehand, what they Want to know written pre-project and/or throughout as questions arise, and what students have Learned, to be done at the end.

RESOURCES

List any websites, texts, or journals to help others better understand the material in order to teach it Richardson, L.L. and J.L. Bronstein. 2012. Reproductive biology of pointleaf manzanita (Arctostaphylos pungens) and the pollinator-robber spectrum. Journal of Pollination Ecology 9:115-123

U of A Carl Hayden Bee Research Lab: http://www.ars.usda.gov/main/site_main.htm?modecode=53-42-03-00

UC Berkeley Urban Bee Lab: http://www.helpabee.org/

General info about pollinators and conservation: http://www.pollinator.org/