National Tropical Botanic Garden Kampong Science Teacher Enrichment Program Author: Susy Chu Affiliation: Carrollton School of the Sacred Heart Target Grade: 7 Lesson Length: 8 block sessions Title of Lesson: Gardening for Butterflies NGSSS Standard: 1. SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. 2. MAFS.7.SP.1.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. Objective(s): The students will be able to: 1. Explain the relationship between plants and their pollinators. 2. Analyze data collected through observation of plant parts, and sampling incidence of butterflies in different plants. 3. Create a comprehensive butterfly garden guide. Evaluation Question(s): Write at least one question to match each objective 1. How do pollinators take advantage of plants? 2. What information can you gain by analyzing plant parts and incidence of butterflies in these plants? 3. How can we grow a butterfly garden?
Abstract Please provide a brief overview (200-300 words) of your lesson. In this activity, students will study the relationship between plants and their pollinators, specifically butterflies. They will observe, describe and compare physiological features of plants found in a butterfly garden. They will relate these characteristics with the needs of butterflies, in both the developmental stage and the adult stage. They will choose a regular home garden and a butterfly garden, and sample plants and incidence of butterflies within those two gardens. They will also take notes about their observations of the interactions between butterflies and the plants. They will start by mapping both gardens, and assigning sections for each student to observe. For the sampling technique, they will take pictures of the pollinators with the plant they are interacting with, in their assigned area. They will analyze this data, and compare it between the two sites. With this data, students will create a comprehensive butterfly garden guide. Background Information Please provide any necessary background information necessary. There is a special type of mutualism relationship between plants and their pollinators. Some plants require agents to complete their pollination process, in which pollen grains are mobilized between flowers of the same species to allow plants to reproduce. An example of these pollination agents, or pollinators, are the butterflies. Butterflies are usually attracted to plants because their flowers produce nectar to feed the adult butterflies, and because they produce food, mainly leaves, for their offspring, in their larval or caterpillar stage. By observing and recording information about the type of plants, their flowers and quality of nectar, one can infer about the plants that attract most butterflies.
Engagement Estimated Time: 5 minutes Brief description of the Engagement: Students get interested by observing beautiful HD pictures of pollinators and plants. The teacher will: Piques students curiosity and interest Determines students current understanding (prior knowledge) of a concept or idea 1. Teacher shows different pictures of butterflies, at different stages of their life cycle, especially interacting with plants. 2. Teacher asks students to describe what they see in the pictures. 3. Teacher asks students: Who likes butterflies? Who would like to see butterflies more often? The students will: Become interested in and curious about the concept/topic Express current understanding of a concept or idea 1. Students observe pictures shown by teacher. 2. Students answer questions presented by teacher. List some possible questions to ask the students and give anticipated answers: Questions: Answers: 1. What do you see in the pictures? 1. I see a butterflies, eggs, larvae. 2. How are the living things interacting? 2. The butterfly is feeding from a flower. The egg is on the leaf. 3. Who likes butterflies? Who would like to see butterflies more The pupa is hanging from a plant stem. often? 3. I do. List resources and quantities needed for the Engagement: A PowerPoint with different pictures of butterflies interacting with plants at different stages of their life cycle Describe any safety considerations for the Engagement: N/A.
Exploration Estimated Time: 6 block sessions Brief description of the Exploration: Students observe, collect and analyze field data about pollinator and plant interactions from two different gardens. The teacher will: Observes and listens to the students as they interact Asks probing questions to redirect the students investigation when necessary Asks questions to help students make sense of their experiences 1. The teacher asks student to choose two similar size garden areas in school grounds: a butterfly garden, and another garden. 2. The teacher asks students to measure the area of the gardens, and divide it into sections (according to the number of students), so that at least two students can be assigned to each section. 3. The teacher asks students to collect data/information about the gardens: types of plants, number of plants, types of leaves and flowers, type of offering to pollinators (nectar or pollen), sugar concentration of nectar, etc. 4. The teacher takes students to gardens to do their study of the gardens. 5. The teacher chooses the day and time that students will go out to gardens to observe plant-pollinator interactions. This will happen for at least four sessions. The teacher takes students to do the observations. 6. The teacher creates a Google Sheet (or Microsoft Excel Worksheet) to transfer the data collected into an electronic file, and shares it with students so that they can all collaborate. 7. The teacher asks students to analyze data in groups of 3, using the features of the software. The students will: Conduct investigations in which they observe, describe, and record data Acquire a common set of experiences so they can compare results and ideas Compare their ideas with those of others 1. Students choose two gardens to be studied in school grounds: a butterfly garden, and another garden, both with similar areas. 2. Students measure the gardens and divide them into sections. Each pair of students will be assigned a section of the gardens. 3. Students decide which kind of information they will collect from the gardens, and create the data collection table. 4. Students gather data/information from the gardens, and record data in their tables. 5. At a specific day and time (determined by the teacher), for at least four sessions, students will go out to the gardens, and quietly observe the interactions between pollinators and plants. They will use technology such as their camera phones to take pictures and videos of the interactions, to later record the information in their data tables. 6. Students transfer data collected into an electronic file so that they can analyze in a collaborative manner. 7. Students make groups of 3 and analyze data using formulas and graphs.
List some possible questions to ask the students and give anticipated answers: Questions: Answers: 1. What are the parts of a flower? 1. Sepal, petal, stamen, pistil (use a diagram) 2. How do flowering plants reproduce? 2. Pollen is moved to the pistil, and reaches the ovule to 3. How do butterflies help reproduction of plants? fertilize it. 4. How do butterflies take advantage of plants? 3. Butterflies are pollinators, they help transferring pollen from the anthers of one flower to the pistil of another flower of the same species. 4. Butterflies need nectar to feed, and food for their larval or caterpillar stage. List resources and quantities needed for the Exploration: Measuring tape, string, markers Magnifying glasses, cameras (in cell phones), spectrometers (to measure sugar concentration), rulers Data collection table for the gardens (one per pair of students): section number, plant name, number of plants per type, type of leave, type of flower, type of offering to pollinators, sugar concentration of nectar Data collection table for pollinator-plant interactions (one per pair of students): type of pollinator and type of plant, number of incidences, extra notes from observations and pictures or videos Google Sheets or Microsoft Excel Describe any safety considerations for the Exploration: Check for allergies to plants and their pollinators (bees, butterflies) Check safety around the gardens Check for internet safety sharing settings (when sharing photographs, spreadsheets, documents)
Explanation Estimated Time: 1 block session Brief description of the Explanation: Students share results from their investigation and analysis. The teacher will: Encourages students to use their common experiences and data to develop explanations Requests justification (evidence) for students explanations 1. The teacher asks groups of students to present results from their analysis. Discussion and debating of ideas is encouraged. The students will: Explain concepts and ideas in their own words Base their explanations on evidence acquired during previous investigations Become involved in student-to-student conversations in which they debate their ideas 1. Each group of students present their analysis and conclusion to the class. 2. Students who are listening to presentation are encouraged to participate by raising discussion questions and debating of ideas. List some possible questions to ask the students and give anticipated answers: Questions: Answers: 1. According to the data collected, what can you say about the 1. Firebush, Hamelia patens, attracts nectaring butterflies such relationship between certain butterfly species and certain as the Black Swallowtail, and the Zebra Longwing. plant species? 2. Butterflies are usually looking for nectar to feed on. 2. What is being offered by the plant to the butterflies? List resources and quantities needed for the Explanation: Data tables (Google Sheets or Microsoft Excel) Describe any safety considerations for the Explanation: N/A
Elaboration Estimated Time: 1 block session Brief description of the Elaboration: Students use data collected and analyzed to create a butterfly garden guide. The teacher will: Encourages students to use what they have learned to explain a new event or idea Asks questions that help students draw reasonable conclusions for evidence 1. The teacher guides students to use information collected and conclusions drawn to create a comprehensive butterfly garden guide. The students will: Use what they have learned to explain a new object, event, organism, or idea Draw reasonable conclusions from evidence and data Communicate their understanding to others 1. Students create a comprehensive butterfly garden, using information collected and conclusions drawn. List some possible questions to ask the students and give anticipated answers: Questions: Answers: 1. What are the benefits of a butterfly garden with native 1. To provide food and help preserve local struggling species of plants? populations. 2. Which native plant species attract butterflies? 2. In South Florida: Hamelia patens, firebush; Lantana 3. Why are native plants important to pollinators? involucrata, butterfly sage; Passiflora suberosa, corkystemmed passion flower; Senna mexicana var. chapmanii, known as Bahama senna; Stachytarpheta jamaicensis, blue porterweed; Zamia integrifolia, coontie; Pithecellobium keyense, known as blackbead; Asclepias perennis, swamp milkweed, etc. 3. They grow and thrive naturally in their native environment. List resources and quantities needed for the Elaboration: Google Doc (or Microsoft Word) Describe any safety considerations for the Elaboration: None needed
Evaluation Estimated Time: 1 block session Brief description of the Evaluation: Students share their product of the butterfly garden guide. The teacher will: Observes and records as students demonstrate their understanding of concepts and performance of skills Interviews students as a means of assessing their developing understanding 1. The teacher asks students to present their product (butterfly garden guide). The students will: Demonstrate what they understand about the concepts and how well they can implement a thinking skill Compare their current thinking with that of others and perhaps revise their ideas 1. Students present their butterfly garden guide. Formative Assessment List some possible questions to ask the students and give anticipated answers: Questions: Answers: 1. What type of insects are visiting which flower? 1. Black Swallowtail and Zebra Longwing visit flowers from 2. How do flowers visited by pollinators support their lifestyle? Hamelia patens, firebush; Gulf Fritillary, Julia and Zebra 3. How do butterflies take advantage of plants? Longwing butterflies visit Passiflora suberosa, corkystemmed passion flower. 4. What information can you gain by analyzing plant parts and incidence of butterflies in these plants? 2. Flowers have petals on which butterflies land, and produce nectar on which butterflies feed. 3. Butterflies need nectar to feed, and food (usually leaves) for their larval or caterpillar stage. 4. By analyzing flowers, one can infer about the type of pollinator it attracts. By observing incidence of butterflies (and other pollinators) on this plants (specifically on flowers), one can infer about the type of plants that attract specific pollinators. Summative Assessment attach summative assessment and rubric at the end of lesson plan and hyperlink Summative assessment will be done through the production and presentation of the comprehensive butterfly garden guide. See attached rubrics.
List resources and quantities needed for the Evaluation: Students own (for presentation of butterfly garden guide) Rubrics for butterfly garden guide and oral presentation Describe any safety considerations for the Evaluation: N/A Resources Please provide resources for further information 1. Gardening for Butterflies: http://www.fairchildgarden.org/home-gardening/gardening-for-wildlife/gardening-for-butterflies 2. Pollinators: http://www.pollinator.org/ 3. Planting a Pollinator Garden: http://www.kidsgardening.org/lesson-plans-planning-a-pollinator-garden/ 4. Butterfly Gardening: http://www.butterflywebsite.com/butterflygardening.cfm 5. Florida Native Plant Society Attracting Butterflies: http://www.fnps.org/plants/butterflies ATTACH ALL HANDOUTS BEING USED IN THIS LESSON PLAN
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Data Collection Table: Plants in the Gardens Garden type: Plant Name Section in Garden Number of plants of this type Type of leave Type of flower Offering to pollinators Sugar concentration of nectar Notes: A map of the gardens can also be done. Data Collection Table: Incidence of Pollinators Time and Date of Observation: Plant Name Section in Garden Pollinator Incidence Notes
Butterfly Garden Guide Rubric: The guide should include the following information: Pollinator Needs Variety of Native Plant Species Butterfly-Native Plant Relationship Special Considerations for planting the garden 3 2 1 Full description of basic needs of Incomplete description of basic pollinators: water, food, shelter, needs of pollinators places to rear young Comprehensive list of a variety (more than five) of native plants Comprehensive list of plants (more than five) and the butterflies they attract Full description of special considerations, such as avoiding pesticides and herbicides List of less than five but more than two varieties of native plants List of less than five but more than two varieties of native plants and the butterflies they attract Some description of special considerations to plant a butterfly garden No description of needs of pollinators List of less than two varieties of native plants List of less than two varieties of native plants and the butterflies they attract No description of special considerations to plant a butterfly garden
Oral Presentation Rubric