Module 4

Activity B: Pollinators and Their Habitat — A Guided Field Trip

Participants will:

• Participate in a guided exploration of the natural environment in their area. If undeveloped land, such as a nature preserve or regional park, is not reasonably accessible, a city park or garden area would also be suitable.
• Record observation in field journal and take photos of native pollinators & native plants in their area.
• Learn about possible threats to the pollinator populations in their area.
• Discuss possible projects and begin to develop a plan to raise public awareness of pollinators.

Teaching Resources

Try to find a person knowledgeable about the local environment and pollinators. A Cooperative Extension specialist/County Agent in entomology, environmental protection, or other related field, a member of the Master Gardeners' group, or other local organizations or societies involved with native plants or the environment would be appropriate. Local nursery people may also be very good resources. See suggestions for locating local resources in Background section.

Review these lesson goals and steps with the person who will be conducting this field observation experience; see below for suggestions. Either give a copy of the guidelines or this lesson plan to the person and discuss it with them so that 1) he/she understands what your expectations are and 2) you have a clear understanding of the kind of information and experience he/she will be able to offer the young people.

Materials/Help Needed:

• Field Journal
• Cameras and film (depending on group, participants could bring their own cameras or you could supply several disposable cameras)
• Small first aid kit
• Volunteers to help transport participants and accompany the group on the field experience
• Participants should be dressed appropriately and carry water (good shoes for hiking/walking, hat, sunscreen, etc.)

Getting ready:

• Arrange for a knowledgeable person from the community to lead the field trip and meet ahead of time with him/her.
• Arrange for parents or other volunteers to provide transportation and accompany the group during the activity.
• Purchase several disposable cameras, if necessary.

Grouping:

Group may be divided into smaller groups for transportation and supervision purposes.

Action:

Exploration/Concept Development
1. Encourage members of the group to keep the following questions in mind as they participate in the field trip:

• What are some pollinators native to the area?
• Are they solitary or social? Where do they make their nests?
• Where can they most likely be found?
• What is the geography and vegetation like?
• What are the native plants they prefer?
• Are different plants necessary at various stages of the life cycle of native bees & butterflies?
• What are the sources of water and shelter?
• Are there threats to native pollinators and managed bees and their habitat?

2. Explore an area or areas of the community, guided by the resource person. Learn about the native and introduced pollinators in the area, their habitat requirements, native and introduced plants that support pollinators, threats to their survival, etc.

3. Have participants take photos of optimum habitat, native plants & pollinators, and places where habitat has been destroyed or is threatened.

Concept Development
4. At the end of the field trip discuss observations and impressions

• Refer to questions above.

Concept Application
5. Direct discussion towards what is needed in the community and what the group can do.

• Is there a need to raise public awareness of pollinators in the community?
• If so, what are some ways to educate people in the community about the importance of pollinators and the need to provide a pollinator-friendly environment?

Brainstorm ideas. Here are some examples:

• Create a display with the photos from the field trip of native plants, optimum habitat, and areas that are threatened along with a handout on ways to create pollinator-friendly landscaping. (Module 5 addresses creating pollinator-friendly landscaping.)
  
• Start a "BEE-Friendly to Pollinators" campaign through a local supermarket or farmers market. Create and supply a handout to be distributed to customers.

6. Record brainstorming ideas so they can be used as a basis for further discussion and planning at the next session.

Note: If cameras were provided collect them so pictures can be developed by the next time you meet.

Alternate Activities:

If a field trip is not possible:

• Invite guest presenter(s) to come to talk to the group about native pollinators and plants and their status in your area.
• Have students do informational interviews either in person or by telephone with people involved in ecology and/or the natural resources of the area.
• Have participants do research on the Internet to learn more about threats to native pollinator habitat, as well as on creating a pollinator friendly environment.
• Encourage participants to visit appropriate places with their families.

Guidelines for Field Trip

The young people that you will be leading have been learning about the importance of pollinators to the ecosystem and to agriculture and the production of many foods we enjoy.

The purpose of this field trip is to:

• Become familiar with native pollinators and the native and introduced plants they pollinate
• Understand the habitat requirements of native pollinators
• Have first hand experience with an area in the community that is suitable habitat for pollinators and learn what is being done to preserve it and what may need to be done to improve other areas.

It is our hope that they will be able to observe native pollinators in natural areas that provide the type of habitat they need to survive and flourish as well as areas that have been disturbed and need to be restored.

By the conclusion of the trip the students should have time to reflect on their experience and share their impressions.

They should be able to answer the following questions:

• What are some pollinators native to the area?
• Are they solitary or social? Where do they make their nests?
• Where can they most likely be found?
• What is the geography and vegetation like?
• What are the native plants they pollinate?
• Are different plants necessary at various stages of the life cycle of native bees & butterflies?
• What are the sources of water and shelter?
• Are there threats to native pollinators and their habitat in your area?

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