Module 3

Activity B: Designing a Pollinator

Participants will:

• Further explore and apply concepts related to insect adaptation and service in maintaining an ecological system by:
  
  1. Designing a pollinator.
  
  
  2. Creating a fact sheet about the pollinator including information about life cycle, habitat, lifestyle, what and how it eats, reproduces, carries pollen, etc.

Materials needed:

Note: Start collecting materials well in advance of this session. Ask participants to bring in items that can be included in the collection of creative materials.

Basic supplies

• Scissors (1 pair/participant), white craft glue, tape, stapler, brads, colored markers, crayons, acrylic craft paints or poster paint & brushes (optional)
• Protective covering for work areas (newspaper or disposable plastic tablecloths)
• Display board, sky blue and green craft paper to cover it, pushpins or other method for attaching pollinators, 3" x 5" cards for pollinator identification label
• Bee Fact Sheet (2 pages), Butterfly & Moth Fact Sheet

Getting ready:

• Arrange to hold this activity where there is plenty of workspace — several large tables would be ideal.
• Cover tables.
• Place basic equipment (scissors, glue, etc.) on tables.
• Place resource materials in a central location so all participants can see what is available.

Grouping

Individual or teams of 2

Action

Review
Discuss briefly some of the general characteristics that make an insect an efficient pollinator.

Concept Application
Remind participants about the flowers they created in Module 2, Activity B. Tell them,

"Today you are going to be creating new pollinators. You have learned a lot about pollinators, such as bees and butterflies. You'll be applying that knowledge as you invent a pollinator for the flower you've created.

Bee balm (Monarda) has unusual flowers.
Photo by Suzanne DeJohn/NGA.

Pretend you are designing a pollinator that we might find on some imaginary planet. What would it look like? What unique characteristics would it have that would make it a partner to the flower you already created?] Thin about how the pollinator would move, how they would see, how and what they would eat.

As you design your pollinator think about how and where they would live, their life cycle, whether they are active during the day or only at night, etc. and write a fact sheet about it."

1. Allow participants to work freely. Use casual questions to encourage attention to detail as you walk around observing their projects. Some young people may be hesitant at first — give them time to "warm-up" to the activity. If they continue to have a hard time getting started, suggest they work with a partner if they are not already doing so.
   
2. Some participants will finish more quickly than others. Have them prepare the display board or help in some other way.
   
3. Mount pollinators on the display board along with the flowers they created. Have each creator write the name of their pollinator & flower and their own name on a 3 x 5 card.
   
4. Before sharing as a group, have participants help clean up — putting away supplies, cleaning off tables, and sweeping as necessary.
   
5. As a group, let each person tell about their creations. Remind the group that this is a time to enjoy and celebrate everyone's creativity and imagination (no negative comments allowed).

Going further:

1. Observe, collect, and record information in their Field Journal about insect pollinators and hummingbirds, pages 6-11.
   
2. Share the Bee Fact Sheet and Butterfly & Moth Fact Sheet and "Who Am I?" game with their families. >>Instructions and links to reproducibles for game.
   
3. Visit PBS Online site Alien Empire and explore information and activities related to bees.
   
4. Encourage students to explore the Internet and library for interesting information about pollinators in their area in preparation for Module 4.

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