Theme: Nurturing Young
Scientists
Insect Appeal
Getting to Flowers by Studying Bugs
What if your students don't show an immediate interest in
exploring plants? "Our connections with the creatures who live
in our garden provided the hook that eventually led my second
language learners to want to explore plants and their flowers
more closely," reports elementary school science resource teacher
Brandyn Scully from Los Angeles, CA. "Let's face it, busy insects
are a compelling draw for most kids," she adds.
In the school's garden laboratory, students collect, examine,
and count the different creatures they encounter. As they discover
new ones, they do population inventories; for instance, counting
and documenting the number of ladybug eggs, larvae, pupae, and
adults they find. "When we catch an insect, students explore
and research its structures and functions, life cycle, and needs,
then use that information as a basis for comparing other insects
we find," says Brandyn. "Once students have 'met' an animal
in this way, they are more inspired to retain the information,
and they begin to build their own body of knowledge," she explains.
Brandyn notes that her students' insect inquiries have prompted
observations of other environmental connections. For instance,
they began to notice and predict when there would be a lack
or an abundance of particular types of insects based on subtle
seasonal or weather changes. "When we noticed fewer butterflies
this spring, students inferred that the unusually cold weather
might have been a factor," Brandyn explains.
What Do Insects See in Flowers?
By training their eyes on insects, Brandyn's youngsters eventually
began to notice plants. For instance, because they spent so
much time hunting for ladybugs, students began to hone in on
the types of plants they seek out. Her keen observers were intrigued
by the carpenter bees they discovered on sweet pea flowers.
Noticing that the weight of a bee caused the flower to drop
open, students began to wonder about what might draw insects
to different flowers. "The kids were ripe with great questions
and ideas, so I tried to follow their interests," says Brandyn.
For instance, fourth graders were curious to find out if the
insects they'd come to know well -- bees, carpenter bees, wasps,
and butterflies -- had preferences for different flower colors.
The class made a chart with insect names down the side and flower
colors across the top, then worked individually to tally who
visited which colors over time in different locations. "The
one conclusion students drew that time was that bees seem to
go for every color," she reports.
A month later on an overcast morning, students decided to repeat
their experiment. "We were surprised to find only bees in the
garden and they were only visiting sunflowers," says Brandyn.
Her students realized that since spring flowers had faded, the
garden was predominantly yellow. They wondered if more insects
would show up by afternoon to visit other flowers. "We agreed
that our data that day might have led us to think that bees
prefer yellow flowers, but that we wouldn't have enough information
to be sure about that after just one or two studies," explains
Brandyn. Meanwhile, students' observations prompted a range
of new questions: Which flowers have the most nectar? Do bees
like those flowers best? How many different kinds of bees come
to our garden? Do bees only like big flowers? Where do the bees
go after they visit our flowers? As they discussed how they
might answer some of their questions, the young scientists began
to realize that they would need time to observe. They also understood
that their conclusions might be incomplete because the garden
was constantly changing.
"The students' focus and retention in the garden setting are
much deeper than with any other instructional tool," says Brandyn.
"And as they question, observe, and explore, I am seeing them
increasing their comfort and ability to engage with the natural
world," she adds.
Author: Eve Pranis
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