INVESTIGATOR’S FIELD JOURNAL | MONARCHS Driven to Discover
IN PARTNERSHIP WITH:
Acknowledgements
This publication has been made possible FIELD TESTERS through the contributions of many people and organizations to whom we are very grateful. This curriculum was tested in a variety of settings with a variety of research teams. Adult leaders provided feedback that significantly improved PROJECT TEAM the curriculum and the program model. The following people served as Driven to Discover Implementation of the Driven to Discover grant Club Leaders: project drew on the skills of a diverse team from the University of Minnesota, Department of Erick Anderson Jamie McBride Fisheries, Wildlife & Conservation Biology, and Sandra Benton Laura Molenaar the University of Minnesota Extension, Center for Lynsey Bernfeld Amie Mondl Agriculture, Food and Natural Resource Sciences, Kari Buse Dave Moehnke and the Center for Youth Development. Troy Cook Tracy Moshier Elana Dahlberg Kelly Nail Principal Investigators: Karen Oberhauser, Robert Ann Drzewiecki Sami Nichols B. Blair, Nathan J. Meyer, Pamela Larson Nippolt, Diane Erdmann Kirk Payne Andrea Lorek Strauss. Audrey Robinson Patrina Paxson Project Team: Grant Bowers, Katie-Lyn Bunney, Favorito Cindy Petersen Tania Homayoun, Eva Lewandowski, Rebecca L. Gerri Fitzloff Judy Plank Meyer, Kelly Nail, Sami Nichols, Cindy Peterson, Mike Fitzloff Kristin Pursell Amy RB Rager, Mike Rentz, Anne Stevenson, Lainet Garcia-Rivera Mike Rentz Elisabeth Young-Isebrand. Jayme Hanson Jo Sander Theresa Haynes Lesley Sheridan Project Evaluators: Kim Kies, Cecelia Garibay, Ned Heckman Sarah Shimek Garibay Group; Siri Scott, Sarah Shimek. Katie Humason Rachel Soika Barbara Jacobs-Smith Andrea Lorek Strauss Kim Jordan Annette Strom Melanie Kiernan Erica Tollefson Sarah Klintworth Mary Woodward Deb Marcinski Elisabeth Young- Kristina McCullough Isebrand Reviewers Dr. Kimberly S. Loomis, Professor of Science Education, Kennesaw State University
Jennifer Fee, Cornell Lab of Ornithology
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION 3 Advisory Panel Contact Information Michelle Prysby, Virginia Master Naturalist PDF versions of this curriculum and the program coordinator (VA) corresponding Facilitator’s Guide may be downloaded for free at www.extension.umn.edu/ Tim Vargo, Urban Ecology Center (WI) citizenscience.
Jess Miller, Mosquito Hill Nature Center (WI) Inquiries about this publication or the Driven to Discover program can be directed to Andrea Rick Bonney, Cornell Lab of Ornithology (NY) Lorek Strauss, [email protected]. Nancy Trautmann, Cornell Lab of Ornithology (NY) Suggested Citation:
Sonia Altizer, University of Georgia, Project Strauss, A.L., Homayoun, T., Meyer, R.L., MonarchHealth (GA) Nippolt, P.L., Oberhauser, K., Peterson, C., Rager, A., & Young-Isebrand, E. (2015). Driven to Discover: Investigator’s Field Jourmal. St. Paul, Editors & Designers MN: University of Minnesota Extension. Copy Editor: Marjorie Casey, Word Fountain, Ltd. Funding Graphic Designer: Mark Ohm This material is based upon work supported by the National Science Foundation, Driven to Cover Photo: Wendy Caldwell Discover: Enabling Authentic Inquiry through Citizen Science, Grant No. 000346525. Back Cover Photos: Janet Allen (flower), Any opinions, findings, and conclusions or Jim Ellis (butterfly) recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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4 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION Contents
3 Acknowledgements 5 Contents 7 Welcome to Driven to Discover! 8 Who’s On My Team? 10 Sum It Up! 12 Let’s Celebrate Us! BUILDING SCIENCE SKILLS 15 Scientists Observe and Ask Questions 18 Monarch Identification 22 Monarch Anatomy 26 Raising Monarchs 28 Milkweed Identification 35 Arthropod Sampling 39 Arthropod Sampling Data Sheet 41 Insect Identification Guide CONTRIBUTING TO CITIZEN SCIENCE 45 What is Citizen Science? 46 Citizen Science Websites 47 Welcome To The Monarch Larva Monitoring Project! 48 Explore the MLMP Website 49 MLMP Roadmap 57 Activity 1: Monarch Density 71 Activity 2: Rainfall Data 73 Activity 3: Estimating Parasitism Rates 77 Activity 4: Comparing Plants Occupied by Monarchs to Random Plants 81 Activity 5: Monitoring Milkweed for Aphids 89 Observing Monarchs Anywhere and Anytime! 90 Monarch Observations
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION 5 CONDUCTING INVESTIGATIONS 95 Independent Investigations 96 Conducting an Investigation 96 Step 1: OBSERVE AND WONDER 98 Step 2: QUESTION 100 Step 3: DEVELOP HYPOTHESES 102 Step 4: PLAN AND TEST 104 Step 5: ANALYZE AND INTERPRET 109 Step 6: CONCLUDE AND REPORT APPENDIX 117 Glossary 121 Monarch Madness Scavenger Hunt 123 Mini-Investigation 127 Scientist’s Logs
6 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION Welcome to Driven to Discover!
WELCOME TO THE DRIVEN TO DISCOVER Please be sure to visit our website MONARCH CITIZEN SCIENCE CLUB! www.extension.umn.edu/citizenscience You are a part of team of citizen scientists On the site you will find additional resources, throughout North America who are helping us videos, and links to more information on citizen learn more about monarchs and conservation. science. Just like scientists who study everything from bacteria to black holes, this large team is making observations and asking questions — then Welcome to Driven to Discover! working to find the answers to their questions. In Have a great time! your citizen science club, you will:
• JOIN A NATIONAL CITIZEN SCIENCE PROJECT NOTE TO SELF! called the Monarch Larva Monitoring Project and collect data that will help answer Every meeting, I should bring: important questions about monarch butterflies. ¨¨ Full bottle of water Over the summer you’ll observe monarchs and ¨¨ Closed-toe shoes many other insects and organisms. ¨¨ Clothes I’m not afraid to get dirty and • BECOME A SCIENTIST, making important contributions that help us understand how the that will protect my arms and legs world works. You’ll use tools that scientists use from scratchy plants. to answer questions, and study the amazing ¨¨ Sunscreen (if needed) interactions that take place between the ¨¨ Investigator’s Field Journal and pen/ organisms you observe. You’ll also provide pencil information that will help conserve and ¨¨ Other: protect monarchs and their habitats. • CONDUCT A RESEARCH INVESTIGATION by yourself or in a small group. As you learn about monarchs and other organisms, you will develop a research investigation to answer your own unique question. • SPEND LOTS OF TIME OUTSIDE conducting field investigations.
This Investigator’s Field Journal is yours to keep. It has background information, data sheets, and space for your own reflections and planning. We encourage you to keep a good record of what you observe and learn, and try out some of the activities at home.
Photo courtesy of Andrea Lorek Strauss
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION 7 Who’s On My Team?
TEAM NAME: OUR MEETING LOCATION:
LEADER NAME:
HOW SHOULD I CONTACT MY LEADER? OUR MEETING TIME AND DATES: (PHONE, EMAIL, OTHER)
NAME: NAME:
AGE: AGE:
SCHOOL OR CITY: SCHOOL OR CITY:
NOTES: NOTES:
NAME: NAME:
AGE: AGE:
SCHOOL OR CITY: SCHOOL OR CITY:
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NAME: NAME:
AGE: AGE:
SCHOOL OR CITY: SCHOOL OR CITY:
NOTES: NOTES:
8 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION NAME: NAME:
AGE: AGE:
SCHOOL OR CITY: SCHOOL OR CITY:
NOTES: NOTES:
NAME: NAME:
AGE: AGE:
SCHOOL OR CITY: SCHOOL OR CITY:
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NAME: NAME:
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MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION 9 Sum It Up! Reflect and write responses that represent you and your experiences.
How I feel about nature: n doin ughts o g scie tho nce My :
A picture of myself as a scientist:
I didn’t know this about nature before:
How science will influence my future:
A place in nature I love:
THIS influenced my ability to do science 10 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION A science investigation I wish I could conduct:
Some science things I can do:
Something in nature I love:
ell with a te ed w am: An ork exp I w erience where I like about wo ing rkin eth g wit Som h a team:
My favorite thing about:
g u ers abou ervin natur ing q estion ing researc oth t s bs e sk s do h o ci o a t en g c in e k l a t
Activity adapted from material developed by Sherry Boyce, Extension Educator, University of Minnesota Center for Youth Development, 2008.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION 11 Let’s Celebrate Us!
Reflection is an important element of any experience. Take a few minutes to write some comments about your experience to share with the team.
What are you most proud of from this experience?
Did anything surprise you during the What was challenging for you in project? this experience?
Why was this project important What did you learn about yourself? to you? The team? Citizen science?
12 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | INTRODUCTION Building Science Skills
INVESTIGATOR’S FIELD JOURNAL | MONARCHS
Photo courtesy of Wendy Caldwell
Scientists Observe and Ask Questions
It’s time to get down to science! Throughout this project, keep in mind a few essential ideas: 1. Scientists observe and ask questions,
2. You are a part of a large team of citizen scientists throughout North America who are helping us understand more about monarchs and their conservation needs, and
3. You are a scientist.
If you forget these points, don’t worry; all the activities in the Driven to Discover program are designed to help you remember them. You may hear these ideas again and again!
As a scientist, you’ll learn many skills, or “practices of science.” Some of these skills are common to any science research project, for example asking questions, developing hypotheses, designing research methods, and analyzing data. You’ll learn more about these later in this Investigator’s Field Journal. In this section, we’ll focus on the skills that are necessary to study monarchs and collect data for the Monarch Larva Monitoring Project. You’ll learn how to identify monarchs, all about their different body parts, how to successfully raise monarchs, and how to identify the plants that monarch caterpillars eat.
Scientists observe and ask questions. We are part of a large team learning more about monarchs and their conservation needs. We are scientists!
Photo from Frankfort High School
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 15 CAPTURING SCIENTIFIC IDEAS: “I WONDER” BOARD
We are scientists!
Exploring nature often leads to asking questions: What is this thing I found? Why is the bird in this tree and not that one? How are butterflies affected by the windy day? Why do some insects have bright colors and others don’t?
These questions are the critical first step toward conducting scientific investigations, so write them down! You’ll notice that there are sticky note icons throughout this Investigator’s Field Journal. Use these spaces to jot down questions as they come to mind. Share your ideas with other members of your citizen science club when your leader asks for questions. You’ll rely on these questions later when you’re starting your independent investigation, so the more questions you have written down, the more you’ll have to work with later.
Photo courtesy of Anne Stevenson
You’ll find sticky notes like this throughout your journal. Use them to jot down questions as they come to mind.
16 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS CAPTURING SCIENTIFIC IDEAS: SCIENTIST’S LOG
You will notice, learn, and try many things during each club meeting. Professional scientists make a habit of writing down their scientific ideas, including new things they see or learn. Practice this critical science skill by taking some time during or after each club meeting to make an entry in your “Scientist’s Log.” Enter the date and a comment or two in each column, then draw a line under your entry. Find your log on page 91.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 17 Monarch Identification
Monarchs go through a complete metamorphosis. This means that there are four stages in their life cycle: egg, larva (or caterpillar), pupa (or chrysalis), and adult (or butterfly). To participate in the Monarch Larva Monitoring Project successfully you’ll need to recognize these stages, so it’s good to spend some time observing them. Use the photos below or live monarchs to sharpen your identification skills.
ADULT MALE AND FEMALE MONARCHS
Male Monarch Butterfly Male monarchs have two black patches on their hind wings (see photo below) that are vestigial pheromone glands (see glossary for these and other new terms!). The black wing veins are narrower than the females, and the end of the abdomen is more pointed (see photo below). Summer adults live for 2-6 weeks. Adults that migrate can live for 7-9 months.
Photos courtesy of Jim Ellis and Bruce Leventhal Female monarch butterfly Female monarchs have thicker black wing veins than males and their abdomens are more rounded (see photos below). Their wings also tend to be slightly darker than males’ wings within the orange sections. Females can lay about 500 eggs during their lifetime. Migrating females delay reproduction until the next spring.
Photos courtesy of Barbara Powers and Bruce Leventhal
18 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Monarch egg on milkweed leaf MONARCH LARVAE/CATERPILLARS Monarch eggs are about the size of a pinhead. They are usually laid singly on the underside of Monarch larvae go through five instars — this milkweed leaves, and hatch about 3-8 days after means they molt, or shed their skin, five times. they are laid, depending on the temperature. When the larva hatches, it is called a 1st instar. After its first molt, it becomes a 2nd instar. The last time the larva molts, when it is a 5th instar, it becomes a pupa, or chrysalis.
Monarch 1st instar consuming eggshell Note the short body hairs, dull color of the skin, barely visible front tentacles, and nearly absent back tentacles. Monarchs are 1st instars for 1-3 days, depending on the temperature.
Photo courtesy of Lynda Andrews
Close-up of monarch egg The hard outer shell, or chorion, protects the developing larva. Notice the pointed shape, glossy color, and striping that is found on all monarch eggs.
Photo courtesy of Mary Holland
1st instar feeding damage This circular feeding pattern is characteristic of a 1st instar monarch larva.
Photo courtesy of Michelle Solensky
Photo courtesy of Tom Collins
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 19 Monarch 2nd instar Monarch 4th instar This larva has the distinctive yellow, black, and The 4th instar larva has long front tentacles that white stripes associated with monarchs. The front would extend past the head if they were bent tentacles are easily visible, but the back tentacles forward. The back tentacles would be long enough are still barely visible. Monarchs are 2nd instars to reach the back end of the caterpillar. Monarchs for 1-3 days. are 4th instars for 1-3 days.
Photo courtesy of U of MN Monarch Lab Photo courtesy of U of MN Monarch Lab
Monarch 3rd instar Monarch 5th instar The black and yellow stripes are more distinct The front tentacles of the 5th instar often extend than in younger caterpillars. The back tentacles past the head until they droop. Distinct white are clearly visible and the front tentacles would patches are found on the prolegs. Monarchs are extend to the tip of the head if they were bent 5th instars for 3-5 days. forward. Monarchs are 3rd instars for 1-3 days.
Photo courtesy of U of MN Monarch Lab Photo courtesy of Carrie Benham
20 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Monarch pupa Monarch pupa The monarch pupa, also known as a chrysalis, is An adult butterfly will soon emerge from green with distinctive black and gold markings. this chrysalis. Note that the adult coloration The monarch is a pupa for 9-14 days. and markings are visible through its skin, or integument. The adult colors begin to appear the day before the butterfly emerges.
Photo courtesy of U of MN Monarch Lab Photo courtesy of U of MN Monarch Lab
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 21 Monarch Anatomy
Now, it’s time to get up close and personal with monarchs, as you learn to identify their physical features, particularly of the five larval instars. You’ll need to be able to distinguish between these instars to collect data for the Monarch Larva Monitoring Project. It’s best to have live monarchs to observe, but you can also use the pictures on the preceding pages and other images. If you have living monarchs, use a hand lens to see the different features, especially for the eggs and small caterpillars.
Egg Monarch Body Parts Look, draw, and label the ridges, color, and shape As a monarch grows, and eventually changes of a monarch egg in the box below. into an adult, some of the features change and some stay about the same. The length of the front and back tentacles and the overall size change dramatically during the larval stage, but even the tiny 1st instars have six true legs and 10 prolegs. Use the drawing on the next page and the descriptions below to label drawings of the monarchs on the following pages.
Caterpillar (Larva) Anatomy
head thorax abdomen
tentacles spiracles
Draw the actual size of a monarch egg in the box below.
true legs prolegs
Illustration by Kristen Kuda
22 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Larva Body Parts Larva Head
• Prolegs - “false legs” on the larval abdomen. head capsule These won’t become adult legs. • True legs - jointed appendages on the larval thorax which will become the adult legs. • Tentacles (or filaments) - sensory organs on the ocelli ocelli thorax and abdomen.
Parts on Larva and Adult • Spiracles - openings on the larva, pupa, and adult thorax and abdomen that allow air exchange with the outside air. They lead to air tubes that run throughout the body. • Thorax - the middle section of the body. Wings antenna antenna (on the adult) and true legs (on the larva and mandible (jaw) maxillary palp adult) are on this segment. maxillary palp • Head - the part of the body in front of the spinneret thorax. • Abdomen - the part of the body behind the Illustration by Sarah Ball thorax. • Antennae - sensory organs easily visible on the adult head. The larval antennae are on the Adult Butterly underside of the head, and are difficult to see without a magnifying lens or microscope. head thorax • Ocelli - simple eyes that detect changes in light. • Maxillary palp - guides food into mouth and has taste cells. • Spinneret - tube containing the spinning material for webs and cocoons. antennae • Mandible (jaw) - contains sharp cutters that proboscis chop up leaves for easy digestion. • Head capsule - hardened area protecting the eyes and mouth. legs
Adult Parts • Proboscis - tubular mouthpart through which the adult ingests liquid (usually nectar from flowers, but also water). Illustration by Sarah Ball • Wings - two hind wings and two forewings found on the thorax.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 23 Caterpillar (larva) identification Using the monarch photos and the diagrams on the previous pages, label the following parts of the caterpillar anatomy for the 1st, 2nd and 3 instars in the blanks on the right: 1st instar (shown 2x actual size) • Front tentacles • Back tentacles • True legs • Prolegs
1st instar Front tentacle length: small bumps Back tentacle length: barely visible Body Length: 2 to 6 mm 2nd instar (shown 2x actual size) 2nd instar Front tentacle length: 0.3 mm (very short) Back tentacle length: small knobs Body Length: 6 to 9 mm 3rd instar Front tentacle length: 1.7 mm (could fold forward and reach front of head) Back tentacle length: 0.9 mm (clearly visible) 3rd instar (shown 2x actual size) Body Length: 10 to 14 mm Illustrations by Kristen Kuda
4th instar 4th instar (draw actual size) Use the information below, and on the previous pages, to draw 4th and 5th instar monarch larvae in the boxes. Try to make them about life size Front tentacle length: 5mm (could fold beyond the front of the head) Back tentacle length: 2 mm (could fold backward to reach the back end) Body length: 13 to 25 mm mm Body width: 2.5 to 5 mm 0 5 10 15 20 25 30 35 40 45 50 5th instar Front tentacle length: 11 mm (could droop beyond the head) Back tentacle length: 4 mm (could extend beyond the back end) Body length: 25 to 45 mm Body width: 5 to 8 mm 5th instar (draw actual size) Illustrations by Me
24 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Now that you have studied the five monarch Adult Monarchs instars, what are the top 3 anatomical features you Look at living monarchs or images, and draw will use to distinguish the larvae you find at your a male monarch butterfly with its wings research site? outstretched in the box below. Be sure to include 1. the distinguishing characteristics of the male monarch and label the head, thorax, abdomen, 2. antennae, hind wings, and forewings. A female is shown below the box. 3.
Chrysalis/Pupa Look at the photo of the monarch pupa below. Identify where the following adult body parts are developing: wings, abdomen, and head. Draw a line from the word to the body part in the chrysalis.
• Wings
• Abdomen
• Head
Photos courtesy of U of MN Monarch Lab (pupa) and Candy Sarikonda (butterfly)
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 25 Raising Monarchs
We hope you’ll decide to raise some of the DETAILED INSTRUCTIONS FOR RAISING monarchs you observe at your site, or you find in MONARCHS other places. If you keep track of what happens to the monarchs you raise, you can learn about monarch survival. Please see the Monarch Larva Monitoring Project Activity #3 Datasheet on page 76 to learn how to enter your findings on the MLMP website. We hope you do, because then we’ll all learn more from your investigations!
TOP THREE RULES FOR RAISING HEALTHY MONARCHS
Monarch cages need to be cleaned 1 daily. Remove frass and old Example of rearing set-up. Photo by U of M Monarch Lab milkweed. 1. When you collect a monarch egg or larva, Fresh milkweed must be added record the date and location of collection 2 daily. as well as the stage at which you collected it (egg, 4th instar, etc.). Keep track of other For optimum health, monarchs information as the monarch develops: When should be kept at a temperature did it emerge as a butterfly, and was it a male between 65-80 degrees F. They or female? Did it die, did parasitoids emerge, should always be kept out of do you have other interesting observations? 3 direct sunlight if they are raised in 2. If you collect a monarch egg, you should closed containers. Just like your keep in on the leaf it is attached to, and in a car on a hot sunny day, a closed container lined with a moist paper towel. If the container can get dangerously hot paper towel is too wet, the leaf (and egg) can very quickly if it’s in the sun. get moldy, so watch out for drops of water!
3. Larvae (caterpillars) can be kept in an aquarium, jar, ice cream bucket, or another container. The container should be easy to open, since you need to clean it every day. It should have a screen covering or holes for air flow and should allow you to see the larva inside. Unless you plan to move the pupa, the container should be large enough for the adult to expand its wings when it emerges. Keep the
26 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS container out of the sun or other hot places. pupate on the bottom of the container. The High temperatures can kill larvae. You will adult flies emerge about 7-10 days later. usually have higher survival if you rear larvae in individual containers. 9. Remove diseased larvae from any container with other larvae to avoid spreading the 4. Rearing containers must be cleaned daily. disease. Be sure to wash your hands and Empty out the caterpillar frass (poop) and old rearing materials frequently to keep your milkweed. Wash your container frequently (at monarchs healthy. a minimum every time an adult emerges in it) using a 20% bleach-water solution.
5. Give larvae fresh milkweed daily. You can pick several days’ worth of milkweed, wash it, and keep it in a plastic bag in a refrigerator. It stays fresher if you put a damp piece of paper towel on the bottom of your rearing container. But don’t let the paper towel get so wet that you see drops or puddles of water; this can lead to moldy milkweed.
6. When 5th instars are ready to pupate, they’ll crawl to the top of their cage and form a prepupal “J” before shedding their skin for Monarch larva that has been parasitized by a tachinid fly the last time. You can tell that monarchs will that laid eggs on the larva. The resulting three fly maggots grew inside the monarch until they emerged, ready to shed their larval skin soon (within minutes) pupate. Photo courtesy of Jaap de Roode when their tentacles hang very limply and their bodies straighten out a little. Be careful to not jostle the container while the larvae are pupating.
7. The pupa stage lasts nine to fourteen days. Pupae turn darker the day before butterflies emerge. At this point, the wings become visible. The butterflies usually emerge in the morning. Their wings will be soft, flexible, and damp when they emerge, but they’ll be ready to fly in about four hours. If they fall, carefully pick them up by holding the thorax, and hold their legs next to the top or side of the cage. They need to hang with their wings pointed down. A pupa that has been very dark for more than a few days is almost always dead.
8. If you collected a larva from the wild, it may have been parasitized by common parasitoid called a tachinid fly. Fly maggots come out of the host larva or pupa on a white “thread,” and
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 27 Milkweed Identification
Milkweed … so what’s the big deal? Milkweed is the only plant a female monarch butterfly will lay her eggs on and the only plant her larvae will eat. Thus, milkweed is vital to monarchs. That’s a big deal! Over 110 species of milkweed, in the genus Asclepias, grow in North America.
Milkweeds are perennial plants, meaning an individual plant lives for more than one year. Monarch caterpillars begin eating the milkweed on which they were laid soon after they hatch from the egg. When larvae ingest milkweed, they also ingest the plant’s toxins, called cardiac glycosides. The toxin is found in the milky white sap or latex present in the stem, veins of leaves, and in other plant tissues.
Monarch caterpillars and adults sequester or store these cardiac glycosides in their exoskeletons, Common milkweed, Asclepias syriaca making them toxic to many predators. Vertebrate • Habitat: dry fields and roadsides predators may avoid monarchs because they learn • Height: 2-6 feet that the larvae and adults taste bad and may even make them vomit. The latex also helps defend • Flowering time: early summer milkweed against the herbivores that eat it; the • Flowers: light pink, white, and dull purple mouth parts of small invertebrates, including arranged in clusters (umbels) monarchs, may become stuck shut after ingesting • Leaves: arranged opposite one another on this sticky sap. stems, large oval shape, slightly hairy on the underside Use field guides and other resources to help you • This species generally grows as a single stalk. identify the types of milkweed found at your • Found in the eastern half of the U.S., except in site. The book Milkweed, Monarchs, and More the far southern part of this region has pictures and range maps of many common species. The next few pages are pictures and Photo courtesy of Karen Oberhauser descriptions of a few common species in different parts of the monarchs’ U.S. range.
28 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Swamp milkweed, Asclepias incarnata Butterfly weed, Asclepias tuberosa • Habitat: wet, poorly drained soils • Habitat: dry, well-drained soils • Height: 2-6 feet • Height: 1-2 feet • Flowering time: early to mid-summer • Flowering time: mid-summer • Flowers: pink and purple arranged in clusters • Flowers: bright orange arranged in clusters (umbels) (umbels) • Leaves: arranged opposite one another on • Leaves: arranged alternately on stems, long and stems, long and narrow, no obvious hairs on narrow, slightly hairy the top or underside • This species grows in clumps, with a cluster of • This species usually grows in clumps with a stalks growing from a single root base. number of stalks growing up from a central • Found in all except the far northwestern U.S. base. • The flowers have a pleasant smell, almost like Photo courtesy of Karen Oberhauser bubble gum. • Found in most of the U.S., except in the far south and west
Photo courtesy of Karen Oberhauser
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 29 Showy milkweed, Asclepias speciosa Whorled weed, Asclepias verticillata • Habitat: dry fields and roadsides • Habitat: dry, well-drained soils, often on sides • Height: 4-5 feet of hills • Dominant species in the plains states and the • Height: 1-3 feet western U.S. • Flowering time: mid-summer (with long • Flowering time: early summer flowering time • Flowers: light pink, with hoods that make the • Flowers: greenish white, flat-topped clusters flowers look like crowns arranged in clusters (umbels) (umbels) • Leaves: arranged in whorls around on stems, • Leaves: arranged opposite one another on very narrow (almost like pine needles) stems, large oval shape, slightly hairy on the • This species often grows in clusters (but underside not clumps like butterfly weed and swamp • This species generally grows as a single stalk. milkweed). When it’s not flowering, it’s hard to • Found in the western half of the U.S. recognize as milkweed. • Found in the middle of the U.S., north to Photo courtesy of Matt Lavin, Flickr: Creative Commons southern MN and WI
Photo courtesy of Janet Allen
30 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Spider milkweed, Asclepias viridis Sandhill milkweed, Asclepias humistrata • Habitat: prairies, dry hillsides, and pine • Habitat: dry, sandy soils, hot and dry barrens conditions • Height: up to 2 feet, plants are sometimes • Height: grows in spreading clusters up to 3 recumbent (lying on ground) feet long • Important food source for first spring • Flowering time: March to June generation of monarchs • Flowers: white, sometimes tinged with purple • Flowering time: late spring, early summer • Leaves: opposite, with purple veins • Flowers: large, white to green with only one • This species often grows in clusters of stems flower cluster (umbel) per stem coming out from the same root. • Leaves: arranged alternately on stems, often • Found in the southeastern U.S. have wavy edges • Found in the southeastern quarter of the U.S., Photo courtesy of Mary Keim, Flickr: Creative Commons up to southern Nebraska and Iowa
Photo courtesy of Kristen Baum
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 31 THE MILKWEED FLOWER
Milkweed flowers are found in clusters called umbels. The shape of the individual flowers is similar in all milkweed species. Observe the individual flower in the drawing below and compare to a live flower found at your site.
Common Milkweed Umbel Cluster
Dogbane, Apocynum cannabinum • BEWARE: common milkweed “look-alike” that monarchs cannot eat. • Both plants have white sap. One Milkweed Flower • Dogbane usually has red stems. in an umble cluster • Dogbane flowers are white, and if you look Horns - modified anthers that hold nectar. Can you closely, they are different from the milkweed see nectar in the horns of flowers shown to the right. your milkweed plants? • If you feed this to your monarchs, they will starve. Pollinarium - wishbone shaped structure that holds pollen. Use your Common milkweed stalk surrounded by dogbane. hand lens to find this structure. Photo courtesy of Lis Young-Isebrand Illustrations of milkweed flowers by Sarah Ball Petals - the sepals are hidden underneath.
As you collect data for the Monarch Larva Monitoring Project, you’ll need to know how to identify milkweed. Let’s get out into the field and find some! There are many different kinds of milkweed, and your monitoring site may have one or more species. Use the space provided below to discover the unique characteristics of milkweed. Be sure to look closely at the flowers (if your plant is flowering), leaves, and overall plant.
32 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS THE MILKWEED LEAF
Using a wide, clear piece of tape, place a milkweed leaf (and flower if your plants are flowering) from your site in one of the spaces below. Next to the leaf, describe its shape, texture, thickness, and color. If there are two species of milkweed at your site, use the second box.
Milkweed Species #1 Scientific Name:
Common Name:
Milkweed Species #2 Scientific Name:
Common Name:
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 33 THE MILKWEED PLANT
Draw a picture of the plant(s) from which you collected the leaf (or leaves). Pay attention to how the leaves are arranged on the stem (note if they are directly opposite each other or spaced alternately), how many stems come out of the ground, the flowers, the size of the plant, and any other distinguishing characteristics.
Milkweed Species #1 Milkweed Species #2 Common Name: Common Name:
34 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Arthropod Sampling
Scientists use many techniques for capturing 1. Choose an Arthropod Sampling Technique insects and other arthropods. Arthropods are See the list of techniques below and decide invertebrate animals that have an exoskeleton, which ones you will use to collect, identify, segmented bodies, and jointed appendages. and count insects in a chosen habitat. Insects, including monarchs, are one kind of arthropod, just as spiders, which are arachnids, 2. Choose Habitat Locations are another type. Arthropods are found almost • Decide where you want to sample everywhere. They are important components of all arthropods. Consider the differing habitats food webs as decomposers, herbivores, predators, at your research site. Look for locations and parasites. that vary in: When ecologists need to know where certain • vegetation arthropods are in a particular habitat or how • ground cover many of them are there, it is usually impossible • water availability to find every individual. Sampling techniques provide information about these small organisms • buildings and other structures that are sometimes hard to find. We’ve • shade and temperature variations summarized a few techniques that focus on different habitats and types of arthropods. You 3. Habitat Descriptions can use Google or another search engine to learn Observe and record the characteristics of your more about how these techniques are used by sampling locations on the data sheet. This will other scientists. The “Arthropod Identification help you find your collection location(s) again Guide” (see page 41) can help you determine and may help explain your results. what species (or types of species) you’ve found, and the “Arthropod Sampling Data Sheet” (see 4. Conduct your initial study and generate page 39) provides a good way to keep track of questions for future research what you learn. Here’s how to get started: Follow the directions for the techniques you have chosen. Record the number and different species of arthropods captured at each location. You don’t need to know the names of the species, just that they are different. What questions and wonderings do you have? Keep a Athropods You Might Find detailed record in your journal throughout the study and discuss your findings and questions with your research team.
ant beetle
Illustrations by Sarah Ball
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 35 ARTHROPOD SAMPLING TECHNIQUES Quadrat A quadrat is a defined area, usually square, in Pit Trap which you try to count all individuals. This smaller area is used to represent a larger area. The A pit trap is used to sample small organisms size of the quadrat is determined by the organisms that crawl on the ground. The trap consists of you’re sampling. A meter square quadrat is usually a container that is at least 6 inches deep buried best for studying arthropods. into the ground so that the lip of the container is not above ground level. The traps work because Use a meter stick to set up a one-meter square in arthropods do not look where they are going. your habitat. Stake pencils into the ground at each When they fall into a pit trap, they cannot climb of the four corners. Wrap about five meters of out because of the smooth plastic sides of the string around pencils to create a quadrat (square) container. We suggest using 32-ounce cups for your plot. You can use hula hoops or coat hangers too, pit traps, but you can try other sizes and shapes. but remember to determine the area.
• Use a sturdy trowel to dig holes in the location Get down on your hands and knees and carefully you want to sample. Be sure to dig the holes pick through the vegetation to find all the insects deep enough so that the rim of the cup is just and other arthropods in the quadrat. below the surface of the soil. • Place 2 cups (at least 32 oz.), one inside the You can pick up the insects with a pooter (see other, in the holes. Carefully even out the soil below) or a tweezers, or use gloves. Place the around the cups. If soil falls into the inside organisms into a plastic tub that they cannot cup, dump it out and carefully replace it. escape from. • Place 2-5 pit traps in each habitat. Identify, count, and record all species found in • Leave the traps alone for about a day. each quadrat. • Empty the traps. Use a separate bag for each trap and label each bag to indicate the location of collection. To empty the trap, take the inside cup out of the second cup, leaving the second cup in the ground so you can use the hole again, and turn the cup over in a plastic bag or shoe box. • Identify, count, and record all species found in each pit trap.
Illustration by Sarah Ball
36 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Potato trap Sweep Nets A potato trap is a hollowed-out potato that is Sweep net sampling will capture arthropods that an attractive habitat for many ground dwelling live in grass and brushy areas. You should use a organisms. Organisms are not trapped, but sturdy insect net that won’t be damaged if you remain in the potato because it’s moist, dark, and sweep it through vegetation. contains food (the potato). Potato traps can be placed on the ground or dug into the ground. Move the sweep net back and forth in a figure eight pattern through vegetation about five • Slice a potato in half the long way. times. Then flop the bag over the rim to prevent • Dig out some of the potato flesh from both arthropods from escaping. A sweep net is usually sides. made of muslin, unlike a less-sturdy butterfly net, • Place the two halves together and use which is made of netting. toothpicks to hold the halves together. You Empty the arthropods into a large clear plastic should have a potato with an empty center. bag. The bag can be placed in a refrigerator to Hollow out or slice an entrance in one end. slow down the arthropods for identification (be • Place the potato traps in various habitats for careful, they warm up quickly) or put in the 24-72 hours. freezer for at least 24 hours to kill them. Once • Open up the potato traps in plastic tubs to they’ve slowed down, you can empty the bag onto contain the arthropods. a white piece of paper for counting and sorting. • Identify, count, and record all species found in each potato trap. If you want to look at the arthropods right away, dump them out of the sweep net onto a white sheet on a grassy area, and see what you’ve caught. They’ll walk, crawl, hop, or fly away, but you’ll have time to look at them closely.
Identify, count, and record the species found in each sweep net location.
Illustration by Sarah Ball
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 37 Pooters Beat Sheets Pooters are also known as aspirators. They are Beat sheets are used to determine what lives used to capture fast-flying, hopping, and moving on vegetation. This simple sampling technique arthropods. The pooter can be used to capture involves knocking organisms onto a surface to organisms by itself, but it is most often used in observe and collect. You can use almost any white conjunction with other sampling techniques such surface to observe the dislodged organisms. as the “beat sheet,” “quadrat,” “pit trap,” and even the “sweep net.” It is an excellent tool to quickly You can make a beat sheet from durable white confine fast moving arthropods. cloth, attached to a one meter square frame. A less expensive option is to use the cardboard lid “Pooters” can be made using Glad “mini-round” of a copy paper box top. The large area and small plastic containers (four ounces is a good size), a sides make it ideal for collecting insects. If the straw, a small piece of nylon stocking, and some cardboard is not white, tape or glue white paper tape. Burn two holes exactly opposite one another onto the inside surface. The white background in the middle of the plastic tub that are just wide will make it easier to see the insects. enough for a straw to fit through. You can do this by heating a screw driver over a flame and Place the sheet or box top under a tree limb or poking it all the way through the mini-round. shrub and sharply beat the foliage with a stick. Cut the straw in half and place half of the straw Specimens will fall onto the sheet or box and can in one hole so that ¾ of it extends outside the be seen against the white background. plastic cup. Take a small piece of nylon stocking and place this over the end of the other half of Use your pooter to collect the insects or quickly the straw and poke this covered end into the hole trap them under clear plastic cups to count, directly across from the first straw. The nylon identify, and record. mesh prevents the insect from entering your mouth. Use tape, or a glue gun, to ensure the straws stay in place.
To use your pooter, put your mouth on the end of the straw with the nylon mesh. Put the end of the straw sticking out the other side right next to a small insect and inhale into the straw. The insect will be drawn into the plastic cup to observe, identify, and record.
Illustration by Sarah Ball
38 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Arthropod Sampling Data Sheet
WHAT INSECT COLLECTING TECHNIQUE(S) WILL YOU USE?
Write careful descriptions of each habitat where you will sample for arthropods.
HABITAT 1 DESCRIPTION
HABITAT 2 DESCRIPTION
HABITAT 3 DESCRIPTION
(Use Notes page to add more habitat descriptions as needed.) Record the date and weather of your sampling period. START DATE OF END DATE OF SAMPLING SAMPLING DAY/NIGHT PRECIPITATION DURING TEMPERATURES SAMPLING PERIOD OTHER OBSERVATIONS
Use the data table to record the number and types of arthropods found at each habitat.
HABITAT 1 HABITAT 2 HABITAT 3 NAME (OR DESCRIPTION) NAME (OR DESCRIPTION) NAME (OR DESCRIPTION) # # # OF ARTHROPOD OF ARTHROPOD OF ARTHROPOD
(Use Notes page to add more columns and rows as needed.)
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 39 NOTES
40 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Insect Identification Guide
Order Coleoptera: Beetles and Weevils Order Diptera: True Flies, Mosquitoes, and CHARACTERISTICS Gnats Mouthparts: Chewing CHARACTERISTICS Wings: Two pair Mouthparts: Sucking Key Features: Armor-like forewings that are not flexible Wings: One pair meet down the back in a straight line, no Key Features: Wings are membranous, often short obvious veins, no pinchers on abdomen, antennae, compound eyes. hindwings membranous and folded, head Metamorphosis: Complete usually with a well-developed snout, antennae clubbed and nearly always elbowed. proboscis leg Metamorphosis: Complete mandible palp antennae palp antennae eye claw thorax head forewing head compound wing eye abdomen halter pronotum hindwing femur abdomen spiracle tibia tarsus
Order Lepidoptera: Butterflies, Moths, and Order Hymenoptera: Ants, Bees, and Wasps Skippers CHARACTERISTICS Mouthparts: Chewing CHARACTERISTICS Mouthparts: Sucking Wings: Two pair Wings: Two pair Key Features: Wings are not flat over the body, hindwing Key Features: Wings covered with scales, coiled proboscis, much smaller than forewing, narrow waist, two compound eyes, butterfly antennae are some have a stinger, antennae are usually knobbed and moth antennae are thread-like long. or feathery. Metamorphosis: Complete Metamorphosis: Complete
antennae forewing head eye thorax antennae
forewing hindwing head femur pedicle tibia hindwing leg(s) abdomen abdomen tarsus proboscis thorax
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS 41 Order Homoptera: Aphids, Scales, Cicadas Order Orthoptera: Grasshoppers and Crickets and Hoppers CHARACTERISTICS Mouthparts: Chewing CHARACTERISTICS Mouthparts: Sucking Wings: Two pair Wings: Two pair Key Features: Leathery, parchment-like wings; jumping Key Features: Wings have a uniform texture, held roof-like hind legs, plant feeders, some with over the back; sucking beak arises from appendages on the tip of the abdomen. near the rear of the head. Metamorphosis: Incomplete Metamorphosis: Incomplete
forewing hindwing antennae head pronotum thorax compound eye simple eye tympanum
forewing ovipositor antennae hindwing head abdomen femur cauda tibia spiracle cornicle tarsus claw
Order Dermaptera: Earwigs Order Hemiptera: True Bugs CHARACTERISTICS CHARACTERISTICS Mouthparts: Chewing Mouthparts: Sucking beak Wings: Two pair Wings: Two pair Key Features: Hindwings fold beneath short front wings Key Features: Front wings leathery at the base, to form covers; abdomen has terminal membraneous at lip, or resembling lace pinchers. overlaps in an X. Metamorphosis: Incomplete Metamorphosis: Incomplete palp antennae antennae eye head head forewing compound eye claw pronotum ocellus forewing (simple eye) femur hindwing tibia pronotum hindwing tarsus abdomen scutellum femur cercus abdomen tibia tarsus claws
42 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | BUILDING SCIENCE SKILLS Contributing to Citizen Science
INVESTIGATOR’S FIELD JOURNAL | MONARCHS
Photo courtesy of Deb Dicks 44 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE What is Citizen Science?
Citizen science projects involve people who are not necessarily professional scientists. Data collected by citizen scientists can help answer questions about plant and animal populations, or featuresAphis nerii of thereproduce environment prolifically, sometimessuch as water covering clarity a plant. A) A. nerii A B or preferclimate. new Butplant growthcitizen and scientists often colonize can thealso tips design of plants. Shown here theirnear own actual research size, these projects, two leaves working host approximately with other 750 aphids. As the aphids grow through 5 instars, they molt, leaving white exoskeletons peoplescattered in theiron the school,leaf. B) As neighborhood, their populations grow,or town, A. nerii also colonize or plantwith stems scientists. and the Citizenundersides scientists of leaves. Photoslearn byabout G. Bowers and E. Mohl. science and nature in their neighborhoods and scientists get data they could never collect on their own. The species we study win too, because findings from citizen science projects are helping to shape conservation efforts around the world.
Monarch Larva Monitoring Project
Now that you can identify monarchs and milkweed you are ready to contribute data to theA) citizenAll aphids science have mouth project parts, called stylets the ,Monarch that allow them to feed on B Larvathe sugars Monitoring flowing through Project the vessels (MLMP). in the plant.The B) MLMPJust as a mosquito A is unlikely to do much harm to a person, a lone aphid will have little impact involveson a plant. volunteers However, when from aphid across populations North grow, America they can in cover the monarchleaves and research. stems and Itdeplete was thedeveloped plant of important by researchers resources. Aphids can also transmit diseases between plants. C) Aphids do not need all of atthe the sugar University that they suck of Minnesota out of a plant, toso muchcollect of it is secreted as sugary long-termhoneydew. dataHoneydew on monarch can cover leaves, populations making them and very sticky. Photos milkweedby E. Mohl .habitat. As an MLMP volunteer, your contributions will aid in conserving monarchs and their threatened migratory phenomenon, and C advance our understanding of butterfly ecology in general. THANK YOU!
To get started, take some time to look around the MLMPMo websitenarch L usingarva the M oquestionsnitoring onPr othejec t following pages. You can do this at home or work together as a group where you have online access. You will be amazed to see what individual people can do when they work together on a common MLMP website: http://www.mlmp.org/default.aspx goal!
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 45 Citizen Science Websites
Below is a list of citizen science websites to • THE GREAT SUNFLOWER explore, with the best seasons for collecting data: PROJECT (www.greatsunflower. org) Great Sunflower project • EBIRD (ebird.org) eBird volunteers collect data on shares observations made by pollinator (bee) visits to many hundreds of thousands of flower species. The data help us bird watchers with a global understand bee pollinator services in North community of educators, land managers, America. (Spring – Fall) ornithologists, and conservation biologists. (Any season) • LOST LADYBUG PROJECT (lostladybug. • FEEDERWATCH org) Volunteers collect (feederwatch.org) and photograph Feeder watchers ladybugs, then upload count the birds they see at their feeders from their images along with other details about November through early April. The data help their observations. The observations help us track winter bird populations and long-term understand where rare species are, and how we trends in bird distribution and abundance. can help them. (Summer) (Fall – Spring) • COMMUNITY COLLABORATIVE • NATIONAL PHENOLOGY RAIN, HAIL AND SNOW NETWORK (www.usanpn. NETWORK (CoCoRAHS: www. org) The National Phenology cocorahs.org) CoCoRaHS is Network brings together citizen scientists of all the largest provider of daily ages to monitor the impacts of climate change precipitation observations in the United States. on plants and animals in the United States. It’s easy to join and takes only five minutes a (Any season) day. (Any season)
• JOURNEY NORTH (www. • MONARCH LARVA learner.org/jnorth) Journey MONITORING PROJECT North engages citizen (www.mlmp.org) Volunteers scientists in a global study of wildlife migration check their local milkweed and seasonal change. K-12 students share their patch for monarch caterpillars own field observations with fellow citizen to help track how and why scientists across North America. (Any season) monarch populations vary in time and space. (Summer) • PROJECT BUDBURST (budburst.org) Project BudBurst is a network of people across the United States who monitor plants as the seasons change and submit ecological data based on the timing of leafing, flowering, and fruiting of plants. (Any season)
46 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE Welcome To The Monarch Larva Monitoring Project!
The Monarch Larva Monitoring Project (MLMP) is a citizen science project involving volunteers from across the United States and Canada in monarch research. It was developed by researchers at the University of Minnesota to collect long-term data on larval monarch populations and milkweed habitat. The overarching goal of the project is to better understand how and why monarch populations vary in time and space, with a focus on monarch distribution and abundance during the breeding season in North America.
As an MLMP volunteer, your contributions will aid in conserving monarchs and their threatened migratory phenomenon, and advance our understanding of butterfly ecology in general.
Be sure to visit our website at www.mlmp.org to learn what other volunteers are reporting, to read about our results and findings to date, and to report your own data.
Thank you for your contributions to our understanding of monarchs and their interactions with their habitats, milkweed host plants, and natural enemies. We always welcome new volunteers, and hope you plan to join us for many seasons of monarch monitoring. Let us know if you have questions, comments, or exciting observations.
Karen Oberhauser, Director, Monarch Larva Monitoring Project Associate Professor, Department of Fisheries, Wildlife, and Conservation Biology, University of Minnesota
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 47 Explore the MLMP Website
As you explore the MLMP website at www.mlmp.org, try to find answers to the following questions. Use the links named at the top of each section of questions, and start exploring!
Home • What is the goal of the MLMP? • How many states have MLMP monitoring sites? • What two stages of monarch development do MLMP volunteers monitor?
Monitoring: FAQ’s • When should you start and stop monitoring at your site? • What supplies will you need to monitor your site?
Results and Findings: Monitoring Data and Graphs Click on the map for your state, and look at the graphs for the last few years. Be sure to choose “ALL (State Totals)” so you can see data from the whole state. Once you do that, explore data from individual sites. Try to find the site nearest to where you live.
• What date showed the greatest number of eggs present? Was this the same each year? (Take some time to look at the graphs for each year, and think about what they mean. These graphs are called “stacked bar graphs,”) • After what date were eggs no longer laid? • When were the largest number of 5th instars found? • What percent of the monarchs that people raised were infected by flies? Did that value change from year to year? (See the pie graphs at the bottom of the page.)
Click on another state map, and look at graphs for a few years.
• How many sites were monitored? • When were the most eggs present? • Compare your answers for the two states. Can you think of some reasons why they would be the same or different?
Resources • What did you learn going through the resource section of the website? • What other resources are available on the website?
48 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE MLMP Roadmap
Overview There are many ways to collect Monarch Larva Monitoring Project data. Your team can choose which you’d like to do. See the information below for descriptions of all activities. There are copies of all of the data sheets with clear directions following this overview, and you can print more from the MLMP website (under the ‘Monitoring’ link). Personal and Site Information • Do this once a year. • Data sheet: “Site Information” (page 51–54) • Method: Describe the size and other characteristics of your site, and report the date milkweed comes up each year.
Milkweed Density • Do this once a year. • Data sheet: “Milkweed Density” (page 55–56) • Method: Determine the density of milkweed at your site. You will either count all milkweed plants at your site or randomly sample points to determine plant density.
Activity #1: Monarch Density • Do this once a week. • Data sheets, choose one: (page 61–70) • #1A: Collect monarch density data on a new data sheet each week (page 65). • #1B: Collect monarch density data on one sheet for the entire season (page 66). • #1C: Collect monarch density data, keeping track of the number of monarchs on each plant individually (page 69–70). • Method: This activity is the centerpiece of the MLMP! Every time your club meets, you’ll count monarch eggs and larvae at your site on as many milkweed plants as you can examine carefully and accurately. The result will be a measurement of the monarch population at the site. You’ll be able use this measurement to see how monarch densities vary within a year, between years, and among different sites and locations. • Note: You can practice filling out these data sheets using the pretend milkweed patch and practice sheet on page 58–59.
Activity #2: Rainfall • This is optional, but it’s fun to collect rainfall data, and you can also enter the data at another cool citizen science website (CoCoRAHS, see list on page 46). • Data sheet: “Activity #2 Rainfall” (page 71–72) • Method: Use a rain gauge to measure the rainfall at your site.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 49 Activity #3: Estimating Parasitism Rates • Do this throughout the summer, if you’d like to raise monarchs at home! • Data sheet: “Activity #3 Estimating Parasitism Rates” (page 73–76). • Method: Collect 4th or 5th instar larvae from your monitoring site. Rear these larvae indoors and record whether they survive to adulthood and, if not, what caused their death. You can also collect and raise eggs or larvae from other sites.
Activity #4: Comparing Plants Occupied by Monarchs to Random Plants • You can do this weekly when you measure monarch density. It’s optional, but it really helps you observe milkweed closely and learn about the characteristics of plants that monarchs prefer. • Data sheet: (page 77–80). • #4A: Characteristics of Milkweed Plants with Monarchs (page 79). • #4B: Characteristics of Random Milkweed Plants (page 80). • Method: Measure the same characteristics on plants with monarchs and random plants.
Activity #5: Monitoring Milkweed for Aphids • You can do this weekly when you measure monarch density. It’s optional, but you learn a lot about some really interesting insects that are found on milkweed. • Data sheet: Activity #5: Monitoring Milkweed for Aphids (page 81–87). • Method: Record the number of plants you see with aphids, and estimate the number of aphids on each plant. Also note whether the aphids have affected the condition of the plant, and if any of them are parasitized.
Observing Monarchs Anywhere, Anytime • You can do this whenever and wherever you see a monarch! • Data sheet: Monarch Observations, plus “Wanted! Monarch Observations” poster to share with your family and friends (page 89–91). • Anecdotal observations are more casual than the detailed observations made using the methods above. But, they’re still very useful. Whenever you see a monarch, you can report it. You just need to know where and when you saw it, and what stage it was (egg, larva, pupa, or adult). You can also report what kind of milkweed you saw it on, if it was on milkweed, and anything else you think is important!
50 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE
PERSONAL INFORMATION
Name of Participant(s):
Primary Mailing Address:
Secondary Mailing Address:
E-mail Address, if available:
How many years have you collected data for the Monarch Larval Monitoring Project?
When was the last year you participated?
Are you participating as part of an organization (school, nature center, etc.)? If so, what organization?
Will anyone (family, friends, etc.) be helping you with the monitoring? If so, please list their names (and ages if they are students/children).
We like to know a little about our volunteers. If you would like, tell us about your profession, other interesting information about you, whether you have helpers while you monitor, or anything else you think we would like to know.
Rev. 3-1-2010 Page 1 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 51 SITE INFORMATION
Information on your monitoring site will help scientists understand how the environment in and around your site influences monarch presence and abundance. If you cannot answer a question, it is okay to skip it.
1. If you have collected MLMP data in the past, is this the same site you monitored in previous years? If not, why not?
2. Where is your site located? City or Township: County: State: Geographical Coordinates, if known:
3. What type of site is it (only one): • CRP land (Conservation Reserve Program) • Other “old field” (not currently used for crops) • Pasture • Restored prairie • Natural prairie • Nature preserve • Roadside (ditch or strip next to a road) • Garden (planted milkweeds that are watered and maintained) • Agricultural area (cornfield, soybean field) • Other
4. On what date this year did the milkweed emerge?
5. We would like to know the size of your site. This means the entire contiguous area in which milkweed is growing, not just where you monitor. You may either give us the area, dimensions, or estimate the area. Please answer a or b.
a. What is the area of your site? (Indicate units – square meters, acres, hectares, etc. Measure the length and width of the site and multiply them, or use a quantity that you already know, such as 40 acres.)
b. Estimate the size by choosing one of the following: (only one) • Very small: 0-10 sq. meters (100 sq feet) – e.g. a small garden • Small: 11-100 sq meters (1000 sq feet) – up to the size of half a tennis court • Medium: 101-1000 sq meters (10000 sq feet)– a little smaller than a football field • Large: 1001-10,000 sq meters (2.5 acres) • Very large: Over 10,000 sq meters (large fields and bigger)
6. Please list all milkweed species at the site.
7. Was this milkweed planted by humans, or did it grow naturally?
Rev. 3-1-2010 Page 2 52 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 8. Please check any forms of management that occur on your site: Mowed 1-2 times per year Mowed more than 2 times per year Fertilized 1 or more times per year Weeded Planted with an agricultural crop (milkweed is a “weed” in this site) Burned every year Burned every 2-3 years Burned with a frequency of less than once every 3 years
9. Which of the following are found within your site? This includes the entire contiguous area that contains milkweed, not just the part of it that you monitor. Flowering plants Native grass Lawn grass Shrubs (less than 3 m tall) Trees (more than 3 m tall) Natural body of water (pond, lake, or river) Human-provided water (birdbath, pond, etc.)
10. Which of the following border your site? This includes the entire contiguous area that contains milkweed, not just the part of it that you monitor. Lawns Agricultural fields Residential buildings Industrial or commercial buildings Roads Body of water (lake, pond, river) Deciduous woods Evergreen woods Schoolyard Park Other
11. How would you describe most of the area immediately surrounding your site? (only one) • Undisturbed (forest, prairie, or other natural vegetation) • Rural agricultural • Small town • Suburban • Urban
12. If your site is in a city, suburb, or town, what is the population? • Less than 5,000 • 5,001 – 25,000 • 25,001 – 100,000 • Over 100,000
Rev. 3-1-2010 Page 3 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 53 13. Is either of the following within 1 km (0.6 miles) of your site? • Another small to medium area with milkweed (0-1000 sq meters) • Another large to very large area with milkweed (over 1000 sq meters)
14. What is the elevation of your site? • 0-750 m (0-2500 ft) • 751-1500 m (2501-5000 ft) • 1501-2250 m (5001-7500 ft) • 2251-3000 m (7501-10000 ft) • Over 3000 m (over 10000 ft)
15. Do you ever release adult monarchs at this site? If so, how often and how many? • Yes • No
If yes, how often? (only one) • Once • 2-3 times • More than 3 times
And how many? (only one) • 1-5 • 6-10 • More than 10
16. Do you collect monarchs at this site? If so, what stages and approximately how many?
Check if this Check how often Stage stage is collected A few Every once in a while Most or all that I see Egg A few Every once in a while Most or all that I see L1 A few Every once in a while Most or all that I see L2 A few Every once in a while Most or all that I see L3 A few Every once in a while Most or all that I see L4 A few Every once in a while Most or all that I see L5 A few Every once in a while Most or all that I see Pupa A few Every once in a while Most or all that I see Adult A few Every once in a while Most or all that I see
Rev. 3-1-2010 Page 4 54 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE
MEASURING MILKWEED DENSITY
All participants must complete the “Milkweed Density Datasheet” once a year.
Since the milkweed may not all be above ground at the beginning of the season, you should wait to do the density measurements until the middle of the season. You only need to complete this activity once.
If you can easily count all of the milkweed plants at your site, record the actual number of milkweeds at the site and the size of your site.
If your site has too many milkweed plants to count, you will need to randomly sample points to obtain plant density data, counting the number of milkweed plants in several 1 meter squares. To do this, randomly choose a direction and walk one or more transects, or paths, through the site. Stop every 5-10 paces, and use a meter stick to delineate a square that is 1 meter on each side. Count all of the milkweed plants within that 1 m2 square. The number of paces will vary with the size of your site, but must be consistent for all of your samples. Record the data on the Milkweed Density Data Sheet. Continue with this method until you have sampled up to 100 squares (the more squares you sample the more accurate your density estimate will be, but more than 100 is not necessary). The goal is to sample randomly and obtain data that are representative of the whole site. It is very important not to let the presence or absence of milkweed influence your choice of samples.
Rev. 3-7-2010 Page 1 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 55 MILKWEED DENSITY DATASHEET
Year: Observers: Site Name: City, State:
You only need to do this activity once during the season (at middle of season)
If can count all of the milkweed plants at your site, record the number of milkweed plants and area of your site (you can record the area in square meters, square feet, or acres).
Number of milkweed plants: Area of site:
If your site has too many milkweed plants to count, use the sampling procedure described above and complete the table below.
# of milkweed # of milkweed # of milkweed # of milkweed Point plants in 1x1 Point plants in 1x1 Point plants in 1x1 Point plants in 1x1 # meter square # meter square # meter square # meter square 1 26 51 76 2 27 52 77 3 28 53 78 4 29 54 79 5 30 55 80 6 31 56 81 7 32 57 82 8 33 58 83 9 34 59 84 10 35 60 85 11 36 61 86 12 37 62 87 13 38 63 88 14 39 64 89 15 40 65 90 16 41 66 91 17 42 67 92 18 43 68 93 19 44 69 94 20 45 70 95 21 46 71 96 22 47 72 97 23 48 73 98 24 49 74 99 25 50 75 100
Rev. 3-7-2010 Page 2 56 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE Activity 1: Monarch Density
TEAM PRACTICE SHEET
There are three different data sheets for Activity #1. Although they collect the same data, they are used a little differently. Data sheets 1A and 1B only ask for the total numbers of plants and monarchs ‒ for example, four eggs on a total of 100 plants observed. The only difference between 1A and 1B is that 1B has space for 15 weeks of data, and 1A has space for only one week of data. With data sheet 1C, you’ll keep track of whether these eggs were on four separate plants, if they were all on the same plant, or somewhere in between.
Practice recording data on these different data sheets with the pretend milkweed patch located on the next page. The plants in the drawing are milkweed and you will see monarch stages (egg, instar, adult) on some of them. Next to the eggs and instars is a symbol. An ‘e’ represents an egg and the numbers represent the different instars. Use a data sheet to record the monarch stages you find in this milkweed patch and compare with your neighbor. Your leader has the answer key for each data sheet.
After you’ve practiced collecting monarch data, your team can decide which data sheets you want to use. You can report the data either way on the MLMP website.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 57 PRETEND MILKWEED PATCH
58 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE
5
Page Rev. Rev. 8-8-14 bserved O
lants lants P of session) ilkweed
# of M or 20 plants and record total at end (use tick marks to represent10, 5, 1,
City, State: City,
Dead stage) # (egg or(egg larval
)
= male
= female = M = unknown= # of# Adults
(F U
.
hade: Instars
th 5
Name: No Didn’t look No Didn’t
Temp in S Site
Yes Instars
(FOR PRETEND MILKWEED PATCH) PRETEND MILKWEED (FOR
th 4
TY
Circle one: Circle Instars
rd 3
Instars
Stop Time:
nd 2 Datasheet Season#1B Summary of Monarch Density
at your site this week?
WEEKLY MONARCH DENSI WEEKLY
: Observers: A Instars
Aphis nerii st 1
HEET #1
ime:
Eggs DATAS information this Use toin fill Start T bloomPlants in at site (species, not numbers of plants!): Note any disturbances that occurred at the site overthe week past (mowing, herbicide haying, spraying, etc.): youDid see any Other Notes: Date:
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 59 NOTES
ACTIVITY #1: MONARCH DENSITY DATA
Objective: Obtain a count of monarch eggs and larvae at the site by examining a known number of milkweed plants. The result will be a per plant density measurement of the monarch population at the site. We use this measurement to see how densities vary within a year, between years, and among different sites and locations.
If you use Datasheet #1C, you will also keep track of the number of monarchs you observe on individual plants, instead of just reporting the total numbers of plants and monarchs that you observe. Datasheet #1A and Datasheet #1B only ask for the total numbers of plants and monarchs—for example, 4 eggs on a total of 100 plants observed. Datasheet #1C will allow you to report if these eggs were on 4 separate plants, or if they were all on the same plant, or somewhere in between. This information will be useful in understanding potential impacts of crowding on monarch survival. Because you will also record the milkweed species, we’ll be able to assess how female monarchs make egg-laying decisions when they have more than one milkweed species in a single site. Your data will be added to overall monarch densities, but will also be analyzed separately.
Method: Examine as many milkweed plants as possible, keeping track of the number of plants examined. Sometimes it is difficult to distinguish one “plant” from another; there are many species of milkweed which have many different growth forms. A rule of thumb is that if stems are separated by dirt, you can call them separate plants. We know that they might not be separate plants; common milkweed stems all over a field might actually be from the same “plant” and all be connected underground, and the stems in a clump of swamp milkweed (which is one plant) are often separated by dirt. If there are uncertainties, please email us first for clarification. Always write what you are doing in the notes section of your site information page, and be consistent from year to year.
Record the number of monarch eggs and larvae of each instar that you find. Try to monitor on the same day and at the same time each week, if possible, throughout the time that milkweed is growing in your area. It is critical that you record the number of milkweed plants that you examine. The result will be a weekly estimate of monarch density at your site, measured as a proportion of milkweed plants with monarchs. It is also important to examine an unbiased sample of milkweed plants. In other words, you should not just look at the milkweed plants that you think are most likely to have monarchs on them because you will overestimate the monarch density at your site. You can avoid bias by following the directions below.
1. Walk one or more random, straight-line transects, or paths, through your site. First, choose a random direction to walk. You can do this by tossing a pencil or stick, and walking in the direction it points, or using some other random sampling method. After choosing a direction, hold your arms out to your sides as you walk. Stop and examine every milkweed plant that falls along your path between your fingertips. As you examine these plants, keep track of the number of plants you look at, whether they have monarchs or not. Record the total number of plants you examine on Datasheet #1A (which only has rows for one date) or Datasheet #1B (which has rows for several days). Note: you do not need to use the transect method if you are able to examine all of the milkweed plants at your site.
2. Search for monarch eggs and larvae on each plant. To examine a milkweed plant, remember that monarch eggs and larvae can be hard to find! Look carefully at all parts of the plant, including the bottoms
Rev. 8-8-14 Page 1 60 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE
ACTIVITY #1: MONARCH DENSITY DATA
Objective: Obtain a count of monarch eggs and larvae at the site by examining a known number of milkweed plants. The result will be a per plant density measurement of the monarch population at the site. We use this measurement to see how densities vary within a year, between years, and among different sites and locations.
If you use Datasheet #1C, you will also keep track of the number of monarchs you observe on individual plants, instead of just reporting the total numbers of plants and monarchs that you observe. Datasheet #1A and Datasheet #1B only ask for the total numbers of plants and monarchs—for example, 4 eggs on a total of 100 plants observed. Datasheet #1C will allow you to report if these eggs were on 4 separate plants, or if they were all on the same plant, or somewhere in between. This information will be useful in understanding potential impacts of crowding on monarch survival. Because you will also record the milkweed species, we’ll be able to assess how female monarchs make egg-laying decisions when they have more than one milkweed species in a single site. Your data will be added to overall monarch densities, but will also be analyzed separately.
Method: Examine as many milkweed plants as possible, keeping track of the number of plants examined. Sometimes it is difficult to distinguish one “plant” from another; there are many species of milkweed which have many different growth forms. A rule of thumb is that if stems are separated by dirt, you can call them separate plants. We know that they might not be separate plants; common milkweed stems all over a field might actually be from the same “plant” and all be connected underground, and the stems in a clump of swamp milkweed (which is one plant) are often separated by dirt. If there are uncertainties, please email us first for clarification. Always write what you are doing in the notes section of your site information page, and be consistent from year to year.
Record the number of monarch eggs and larvae of each instar that you find. Try to monitor on the same day and at the same time each week, if possible, throughout the time that milkweed is growing in your area. It is critical that you record the number of milkweed plants that you examine. The result will be a weekly estimate of monarch density at your site, measured as a proportion of milkweed plants with monarchs. It is also important to examine an unbiased sample of milkweed plants. In other words, you should not just look at the milkweed plants that you think are most likely to have monarchs on them because you will overestimate the monarch density at your site. You can avoid bias by following the directions below.
1. Walk one or more random, straight-line transects, or paths, through your site. First, choose a random direction to walk. You can do this by tossing a pencil or stick, and walking in the direction it points, or using some other random sampling method. After choosing a direction, hold your arms out to your sides as you walk. Stop and examine every milkweed plant that falls along your path between your fingertips. As you examine these plants, keep track of the number of plants you look at, whether they have monarchs or not. Record the total number of plants you examine on Datasheet #1A (which only has rows for one date) or Datasheet #1B (which has rows for several days). Note: you do not need to use the transect method if you are able to examine all of the milkweed plants at your site.
2. Search for monarch eggs and larvae on each plant. To examine a milkweed plant, remember that monarch eggs and larvae can be hard to find! Look carefully at all parts of the plant, including the bottoms
Rev. 8-8-14 Page 1 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 61 of the leaves, the area within the very small leaves at the top of the plant, and buds and flowers if they are present. Keep an eye out for caterpillar clues, such as chew marks on the leaves. Try not to handle the plants roughly, to avoid knocking any larvae off the plant. Remember, not all eggs and caterpillars that you find on milkweed are monarchs; use the pictures of each instar below and our Field Guide to Monarch Caterpillars to help you distinguish monarchs from other insects. 3. Keep track of the number of monarch eggs and larvae that you find, and the instar of each monarch larva. Record the totals on Datasheet #1A (one week per sheet), Datasheet #1B (every week of season on one sheet), or Datasheet #1C (monarchs per individual milkweed plant). Note that there is also a space to record the number and stage of any dead monarch eggs or larvae that you find. 4. Scan for adult monarchs. Note any adult monarchs you observe, and their gender, if known. To avoid counting individuals more than once, count the maximum number of adults that you observe at any one time. Record this number, indicating how many are males, females, or unknown. 5. Note what plants are blooming each week. This information will help us know something about the diversity of plants at your site and tell us if there were any nectaring plants there to attract adult monarchs. You do not need to record the numbers of each kind of plant that is blooming, just the species. 6. Note any disturbances at the site. Record the date and type of disturbance, which might include mowing, herbicide spraying, haying, or anything else that might affect the milkweed plants or monarchs. 7. Record the rest of the required data. Record the date you monitored, the temperature in the shade (indicate Fahrenheit or Celsius), start and stop times, etc. 8. Aphis nerii presence or absence. If desired, note if you saw any of the bright yellow Oleander Aphids (Aphis nerii) while you were monitoring. You don’t need to record numbers of aphids or plants with aphids, just whether they were there or not. If you didn’t look, just check “didn’t look”.
NOTE: Beginning in 2009, we are only requesting MLMP volunteers to record temperatures in the shade (and not temperatures in the sun). Shade temperatures are more accurate and relevant to data analysis since larvae are usually found on the underside of leaves.
GENDER
Male and female monarchs can be distinguished easily. Males have a black spot (indicated by a red arrow) on a vein on each hind wing that is not present on the female. The ends of the abdomens are also shaped differently in males and females, and females often look darker than males and have wider veins on their wings.
Male Monarch Butterfly Female Monarch Butterfly (photo courtesty of Michelle Solensky) (photo courtesy of Barbara Powers)
Rev. 8-18-14 Page 2 62 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE
CATERPILLARS AND MONARCH EGGS
Monarch egg on milkweed leaf — The egg is a little Close-up of monarch egg — Note the pointed more than 1 millimeter tall. shape, the glossy color, and the vertical striping. (Photo courtesy of Lynda Andrews) (Photo courtesy of Michelle Solensky)
Good (live) monarch egg Dead monarch egg – Note the “puddle” of dead larva (Photo courtesy of Valerie Evanson) in the bottom of the egg. (Photo courtesy of Valerie Evanson)
Monarch first instar consuming eggshell — First instar feeding damage — This circular feeding Note the dull greenish-grey color, and the size pattern is an indication that a monarch first (not much bigger than the egg). instar was on the plant at some point. (Photos courtesy of Mary Holland) Rev. 8-18-14 Page 3 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 63 (Photo courtesy of Mary Holland) (Photo courtesy of Tom Collins)
Monarch fifth instar — Older monarch larvae have bright yellow, black and white striping and 2 pairs of tentacles (on front and back ends). (Photo courtesy of Richard Hicks)
APHIS NERII (APHID)
Aphis nerii – the only bright yellow aphid found Aphis nerii – hundreds of aphids on one on milkweed. milkweed plant. (photo courtesy of Anurag Agrawal) (Photo courtesy of Grant Bowers)
Rev. 8-18-14 Page 4 64 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE
5
Page Rev. Rev. 8-8-14 bserved O
lants lants P of session) ilkweed
# of M or 20 plants and record total at end (use tick marks to represent10, 5, 1,
City, State: City,
Dead stage) # (egg or(egg larval
)
= male
= female = M = unknown= # of# Adults
(F U
.
hade: Instars
th 5
Name: No Didn’t look No Didn’t
Temp in S Site
Yes Instars
th 4
TY
Circle one: Circle Instars
rd 3
Instars
Stop Time:
nd 2 Datasheet Season#1B Summary of Monarch Density
at your site this week?
WEEKLY MONARCH DENSI WEEKLY
: Observers: A Instars
Aphis nerii st 1
HEET #1
ime:
Eggs DATAS information this Use toin fill Start T bloomPlants in at site (species, not numbers of plants!): Note any disturbances that occurred at the site overthe week past (mowing, herbicide haying, spraying, etc.): youDid see any Other Notes: Date:
65
6 No / Page Rev. Rev. 8-18-14 (Yes / Aphis neriiAphis ? Didn’t Look)Didn’t
Plants BloomPlants in City, State: City,
# of Plants Plants Observed Milkweed
)
= male = female = M = unknown= # of# Adults
(F Please describe the kind and timing of any disturbance. any of timing and kind the describe Please U
(& larval stage)
# Dead#
Y th Name: 5
Site
ENSIT
th 4
rd 3
nd 2
st 1
Live MonarchLive Larvae Eggs &
Eggs
SUMMARY OF MONARCH D
Stop Time
SEASON
: Observers: B Start Time
in HEET #1 Temp Shade
Date DATAS Year: Were there any disturbances(such as mowing) at your site during the monitoring period?
66 ACTIVITY #1C: MONARCH DENSITY PER MILKWEED PLANT
New in 2010
Objective: Activity #1C, like the simpler Activity #1, results in an estimate of monarch density at your site. The difference is that you will keep track of the number of monarchs you observe on individual plants, instead of just reporting the total numbers of plants and monarchs that you observe. Whereas in the simpler activity you would report seeing, for example, 4 eggs on a total of 100 plants observed, this protocol will allow you to report if these eggs were on 4 separate plants, or if they were all on the same plant. This information will be useful in understanding potential impacts of crowding on monarch survival. Because you will also be recording the milkweed species, we’ll be able to learn help us to assess how female monarchs make egg-laying decisions when they have more than one milkweed species in a single site. Your data will be added to overall monarch densities, but will also be analyzed separately.
Method: Follow the directions for Activity #1, with these modifications. When you look at a plant with no monarchs, place a tick mark in the box labeled “0 monarchs/plant.” When you see one monarch on a plant, write “e,” “1st,” “2nd,” “3rd,” “4th,” or “5th” (depending on whether you see an egg or a first, second, etc instar) in one of the boxes under the words “1 monarch/plant.” When you see 2 monarchs on a plant, write “e,e” or “e,1st,” or “1st,1st,” etc., depending on the stage of the two monarchs you see. Do the same in the boxes under the words “3 monarchs/plant,” “4 monarchs/plant,” and “>4 monarchs/plant” as needed. Note if an individual is dead; for example, if you see a dead first instar and a live first instar on a plant, you would note “dead 1st,1st”. At the end of the session, add up the total number of plants (being sure to include those with no monarchs), eggs, and larvae you observed, and tally this below the box.
If you have only one species of milkweed on your site, you’ll use one table per monitoring session. If you have more than one milkweed species, you should keep a separate table for each species. There are two tables for two milkweed species per sheet.
Rev. 8-18-14 Page 7 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 67 NOTES
68 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE
8 Page unknown unknown
Rev. Rev. 8-8-14 - 4 monarchs/plant 4 monarchs/plant
> >
instar
females, females,
th = 5
pecies: pecies:
S S th
5 p = pupae p = City, State: City, males, males,
Milkweed Milkweed
4 monarchs/plant 4 monarchs/plant
instar instar
rd th = 3 = 4
monarchs/plant rd th 3 4 Dead monarchs stages): (list Dead monarchs stages): (list Adult monarchs: Adult monarchs: Adult 3 3 monarchs/plant Temp in Shade: Temp in Shade:
Name:
Site
2 monarchs/plant 2 monarchs/plant D PLANT
Stop Time: Stop Time:
instar
instar
nd st
= 2 = 1
st nd
1 2 Total 3rds observed: Total 3rds observed: Total 5ths observed: Total Pupae observed: Total Pupae observed: Total 4ths observed: Total 5ths observed: Total 4ths observed:
monarch/plant
1 monarch/plant 1 1
Start Time: Start Time: MONARCHS PER MILKWEE MONARCHS
Observers: #1C: HEET
0 monarchs/plant 0 monarchs/plant DATAS Year: Key e = egg Total plants observed: observed:Total Eggs Total 1sts observed: Total 2nds observed: Date: Total plants observed: Total observed:Eggs Total 1sts observed: Total 2nds observed: Date:
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 69
9 Page Rev. Rev. 8-8-14 -
Plant Plant species blooming: Note any disturbances at your site this week:
70 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE Activity 2: Rainfall Data
ACTIVITY #2: RAINFALL DATA
Objective: Obtain measurements of weekly or daily rainfall at the site.
Method: Mount a rain gauge at or near the site and record rainfall amounts.
We are interested in following the weather patterns at your site, especially rainfall. If possible, buy an inexpensive rain gauge and mount it at your site. Check the gauge regularly and record rainfall amounts on Datasheet #2 – Rainfall Data. Make sure to empty the gauge so it is ready to collect precipitation during the next rain event.
DATASHEET #2: RAINFALL DATA
Year: Observers: Site Name:
City: State:
Date Emptied Rainfall Date Emptied Rainfall Date Emptied Rainfall
Rev. 2-24-2010 Page 1 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 71
Rev. 2-24-2010 Page 2
DATASHEET #2: RAINFALL DATA
Year: Observers: Site Name:
City: State:
Date Emptied Rainfall Date Emptied Rainfall Date Emptied Rainfall
Rain Gauge
Rev. 2-24-2010 Page 2
Illustration by Sarah Ball
72 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE Activity 3: Estimating
Parasitism Rates
ACTIVITY #3: ESTIMATING PARASITISM RATES
We are interested in learning about the natural enemies that may affect monarchs. Some of these enemies are parasitoids, organisms whose young develop inside the monarch larvae, eventually killing them. This activity will help us learn how common this kind of parasitism is at your site. Here, we provide information on how to collect data on parasitoids and a protozoan parasite called Oe (Ophryocystis elektroschirrha). If you choose to participate in the Oe study, you’ll need to contact the coordinators at the University of Georgia to obtain a sampling kit (see instructions below).
Objective: Obtain an estimate of parasitism rates in monarch larvae collected at your site. These data will help us measure the importance of this mortality factor in populations of different densities and at different times and locations.
Summary of Method: Collect any 4th or 5th instars each week as you complete Activity #1 Monarch Density. If you would like to collect earlier instars as well, you can do this; just be sure to note that you are collecting earlier instars on the Site Information form. You may collect larvae from your monitoring site or other locations. If you collect them from your site, enter their information under your monitoring site; if you collect them from other locations, use the link to “Data on Monarchs You Rear from other Locations”. Rear larvae indoors and record whether they survive to adulthood, and, if not, what caused their death (parasitized by flies, parasitized by wasps, dead for an unknown reason, etc.). If you choose to test butterflies for the Oe parasite do this before releasing them back at the site. We would like to identify parasitoids that you rear from monarchs (or other butterflies or moths); please see #8 below for information on how to send the adult parasitoids to us.
DETAILED INSTRUCTIONS FOR REARING LARVAE TO ESTIMATE PARASITISM RATES
1. Larvae (caterpillars) can be kept in an aquarium, large jar, ice cream bucket, or another container. The container should be easy to open, since you need to clean it every day. It should have a screen covering or holes for air flow and should allow you to see the larva inside. Unless you plan to move the pupae, the cage should be large enough for the adult to expand its wings when it emerges. Keep the cage out of the sun or other hot places (like car trunks in summer). High temperatures can kill the larvae. It is best if your rearing set up allows you to track Example of rearing set-up. Photo by Ilse Gebhard. individual larvae accurately, since you’ll want to know the stage at which they were collected.
2. Cages must be cleaned daily. Empty out the caterpillar frass (poop) and old milkweed. Wash your container frequently (at a minimum every time a new larva is introduced) using a 20% bleach-water solution.
Rev. 8-18-14 Page 1 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 73 3. Give larvae fresh milkweed daily. You can pick several days’ worth of milkweed, wash it, and keep it in a plastic bag in a refrigerator. It stays fresher in the cage if you put a damp piece of paper towel on the bottom of your container.
4. The 4th and 5th instars that you collect will likely pupate within a week. When they are ready to pupate, they’ll crawl to the top of their cage and form a pre-pupal “J” before shedding their skin for the last time. You can tell that they will shed their larval skin soon (within minutes) when their tentacles hang very limply and their bodies straighten out a little. Be careful to not jostle the container while the larvae are pupating.
5. The pupa stage lasts nine to fourteen days. Pupae turn darker the day before butterflies emerge, and look black on the day they emerge. At this point, the wings are visible. The butterflies usually emerge in the morning. Their wings will be soft, flexible, and wet when they emerge, but they’ll be ready to fly in about 4 hours. If they fall, carefully pick them up by holding the thorax, and hold their legs next to the top or side of the cage. They need to hang with their wings pointed down. A pupa that has been very dark for more than a few days is almost always dead.
6. Larvae that have been parasitized by flies will often not pupate successfully, but will hang limply and die, although some flies emerge from the pupa. Fly maggots come out of the host larva or pupa on a silk-like thread, and pupate on the bottom of the container. The adult flies emerge about 7-10 days later. Wasps Above: Monarch pupae with emerge as adults from their host pupa. In both cases, be sure to remove the silk-like thread from tachinid wasps or fly pupae if there are living monarch larvae in your rearing fly parasitoids by Sonia Altizer container; they may mate and parasitize new hosts. Please consider sending the specimens to us to identify after the adults have emerged (see #8).
7. Remove diseased larvae from any container with other larvae to avoid spreading the disease.
8. NEW IN 2011!! Please send us adult parasitoid flies or wasps that come from monarchs you rear. After the adult flies emerge from their pupae, put them in small containers (e.g. pill bottles, small boxes, Ziploc-style plastic storage containers), with a cotton ball or tissue to prevent them bouncing around. Above: Parasitized monarch larva Each container should hold the parasitoids from ONE monarch. Put them with three tachinid larvae (maggots). in a freezer until you have several or until the end of the season. Label Below: Soon after emerging, the flies each container so we can determine the date of collection of the pupate, turning reddish-brown. Above monarch, the stage at which the monarch was collected, (if possible) the by Jaap de Roode, below by Sonia milkweed species on which the monarch was collected, the location of Altizer. collection, and anything else you think is relevant. If you want, you can number the containers, and write this information on a separate table that you send with the containers. If you use FedEx, you can bill the shipping cost to our account number; please contact Wendy ([email protected]) or Karen ([email protected]) at 612-624-8706 for the account number, and send the specimens to: Right: Adult Monarch Larva Monitoring Project tachinid fly. University of Minnesota MonarchLab Dept of FWCB photo. 2003 Upper Buford Circle, 135 Skok Hall St. Paul MN 55108
Rev. 8-18-2014 Page 2 74 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE INSTRUCTIONS FOR TESTING ADULTS FOR OE (OPTIONAL)
1. Obtain a sampling kit from Project MonarchHealth (see address below). You will send the sampling card plus a copy of your data sheet to the University of Georgia. You will still enter your data on the MLMP website for the monarch larvae you collected, and whether they turned into monarchs, flies, or wasps.
2. Butterflies should not be handled for the first four or five hours after they emerge, and can be kept in the cage until the next day. To sample adult monarchs for the Oe parasite, wear gloves to prevent contamination. While the parasite is not harmful to humans, it is easily spread from one monarch to another.
3. Remove the butterfly from its rearing container. Hold firmly as shown in the picture below, using a gloved hand. Be sure not to use your other hand to touch the butterfly because that hand will be used to hold the tape sticker and sample for spores. It is critical that your bare hand NOT touch the butterfly!
4. Pick up a piece of tape sticker with your other hand. Gently, but firmly place the sticky side of the piece of tape to the abdomen of the monarch. Press down so that it wraps around and sticks to the sides of the abdomen.
5. Gently peel the tape sticker off and stick it to the index card. You will remove scales in the process, but it will not harm the monarch. Label the tape sample with a number that corresponds to the data sheet entries.
6. Sanitize your working surface with bleach solution. Thoroughly sterilize container with 20% Clorox solution and clean all supplies and tools with Clorox wipes before rearing another wild monarch.
7. Send a copy of your MLMP data sheet (for all of the monarchs you reared for OE testing) and the index card to: Project Monarch Health c/o Sonia Altizer Odum School of Ecology University of Georgia Athens, GA 30602
Rev. 8-18-2014 Page 3 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 75 4 Page Rev. Rev. 8-18-14 monarch monarch ; did adult flies cause of observations)
unknown Notes (e.g. death accidental,- disease or emerge from pupae; fly other
State:
Number of parasitoids - date emerged emerged date from monarch from # # Date
City: City: healthy adult another cause wasp, dead from fly, parasitizedfly, by Result: parasitized by (accidental or disease),
(if known) (if
result Date of Sampling for OE (if applicable) and and applicable) (if OE Date +/- Name:
Site
Male
emale F
Adult Adult
ES Monarch Date Larval Larval Instar at Collection
Date of ATING PARASITISM RAT PARASITISM ATING Collection
Observers: site) Collection Location of (if different(if from
76 DATASHEET ESTIM #3: Year: Activity 4: Comparing
Plants Occupied by ACTIVITY #4: COMPARINGMonarchs PLANTS OCCUPIED BYto MONARCHS Random TO RANDOM PLANTS Objective: To assess whether female monarchs choose milkweed plants randomly within a site, or if there are characteristics of milkweed plantsPlants that make some plants more likely to be chosen as sites for oviposition. This will help us to understand what characteristics make milkweed “good” host plants for monarchs.
Methods: Measure the same characteristics (height, reproductive status, age, herbivore damage, and the presence or absence of invertebrates) of plants with monarchs and random plants. You will measure all (or a subset if you find over 30 plants with monarchs) of the plants you observe with monarchs and a random set of 30 plants at your site.
You will fill out two datasheets every week (Datasheets 4A and 4B) if you do this activity, recording the same characteristics in plants with monarchs on them and random plants.
DATASHEET #4A: CHARACTERISTICS OF MILKWEED PLANTS WITH MONARCHS
It works well to copy this datasheet on the back of Datasheet 1A: Weekly Monarch Density. When you find a monarch egg or larva as you are monitoring for the monarch density, stop and record the data asked for on the datasheet.
1. Look at the plant to determine what, if any, other invertebrates are on it, and record what you see on the datasheet. It is important to do this first, since your presence and plant manipulation will disturb some of the invertebrates.
2. Record the species of milkweed.
3. Measure the plant height in cm. Measure height to the top of the top set of leaves, even if another set is higher. If the plant is not standing straight, or if it is a recumbent species, measure its length. If it has several branches, measure the height of the tallest branch.
4. Note the presence/absence of buds, flowers, and seed pods.
5. Evaluate the percentage of leaf material yellowed and senescing. This is a subjective measurement, but our goal is to determine how this plant compares to other plants in your site in terms of aging leaves. Use the categories provided on the datasheet for percentages.
6. Evaluate the percentage of leaf material that is eaten by herbivores or infected by a disease or air pollution. Use the categories provided on the datasheets for percentages.
7. Count the number of other milkweed plants in a one meter square that has the focal plant at its center.
If monarch densities are very high at your site (i.e. you find more than 30 plants occupied by monarchs), stop recording their characteristics after the first 30 occupied plants. You can still keep looking for monarchs, but just record the number and stage of the monarchs, and the number of plants you look at. Otherwise, you’ll be in the field all day!
Rev. 6-2-2014 Page 1 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 77 DATASHEET #4B: CHARACTERISTICS OF RANDOM MILKWEED PLANTS
IF YOU HAVE A BIG FIELD WITH LOTS OF PLANTS YOU WILL NEED TO SAMPLE PLANTS RANDOMLY:
1. Randomly choose a direction to walk through your monitoring site. This can be done by standing at some point in the site or on the edge and tossing your ruler, butterfly net, or pencil up into the air and walking in the direction it points. It is important to do this randomly so that you don’t subconsciously start walking in a direction with good-looking or otherwise nonrandom plants.
2. Walk 10 paces (or 5 if your site is small), and measure the closest milkweed plant to your feet. Be sure to look for very small plants, and not to measure a more noticeable plant if an inconspicuous one is closer to your feet. If you don’t see a plant, walk 5 or 10 more paces.
3. Follow the directions above to record plant characteristics. Record any monarchs that you see on these random plants as well as other invertebrates.
4. Walk 10 (or 5) more paces and repeat this process. Continue until you have measured 30 plants. If you reach the edge of the field before you have measured 30 plants, then randomly choose another direction and begin again.
5. If you randomly choose a plant on which you have already found a monarch, that’s okay. Just note the presence of the monarch as an invertebrate. This plant will end up being measured twice, but that is okay, as long as it was chosen randomly each time.
IF YOU HAVE A SMALL AREA FIELD WITH FEWER THAN 30 PLANTS:
Measure the characteristics of all of the plants. In this case, your plants that are occupied with monarchs will be part of the “random plant” survey, since you will measure all plants. You should record the data on these plants on both datasheets – you don’t have to actually write the data down twice, but enter them onto the web site in both datasheets. We will then be able to determine if your “occupied” plants are a non-random subset of all of the plants.
Rev. 6-2-2014 Page 2 78 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE
3
Page -2-2014
Species Rev. 6 M
2 m # of other of # milkweeds one within
25% - Herbivory/ Disease 0% (1 = 2 = <5% 3 = 5 damaged) >25% = 4
Name:
80% 100% Site Site 40% -
Condition (1 = <5% 2 = 5 3 = 41 - 81 - 4 = dying) or yellowed
______(Y/N) Seed Pods Seed
______LANTS WITH MONARCHS WITH LANTS
State: State: (Y/N) Flowers
Buds (Y/N)
(cm) Plant Height
Observers: on plant on
Other invertebrates Other invertebrates
ISTICS CHARACTER #4A: HEET OF MILKWEED P ______
on plant on egg/larva #/stage of DATAS Date: City:
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 79 DATASHEET #4B: CHARACTERISTICS OF RANDOM MILKWEED PLANTS
Date: Observers: Site Name:
City: State:
Condition Herbivory/ (1 = <5% Disease 2 = 5-40% (1 = 0% 3 = 41-80% 2 = <5% # of other Plant Seed 4 = 81-100% 3 = 5-25% milkweeds Plant Invertebrates Height Buds Flowers Pods yellowed or 4 = >25% within one Plant # on Plant (cm) (Y/N) (Y/N) (Y/N) dying) damaged) m2 Species 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Rev. 6-2-2014 Page 4 80 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE Activity 5: Monitoring
Milkweed for Aphids
ACTIVITY #5: MONITORING MILKWEED FOR APHIDS
Objectives: We use data from this activity to document the seasonal and geographical spread of aphids and to test hypotheses about factors that affect aphid population growth, the extent to which they damage plants, and the ways the different aphids affect each other. There are three objectives associated with this activity. You may choose to record data for any or all of them.
Objective 1) For each species of milkweed at your site, identify the number of plants that support aphid populations of different species and sizes each week.
Objective 2) Record the number of plants of each species that are severely damaged due to aphids.
Objective 3) Estimate the number of mummies, ants, and insect predators found on each species of milkweed.
Methods: This activity is designed to complement Activity 1 (Monarch Density), so you may use the same sampling scheme and monitor the same plants at the same time. As with monarchs, please record both the presence and absence of aphids on the plants. Aphids feed on stems, on top of and especially underneath leaves, and on the new leaves at the very tips of the plants. You can identify the aphids present in your site using the aphid identification cards. Three types of aphids are commonly found on milkweeds: the bright yellow aphid called Aphis nerii, the greenish/brownish aphid called Aphis asclepiadis, and the translucent or orange-striped aphid called Myzocallis asclepiadis. If you find a species of aphid that is not listed here, that’s great! Please record as many observations as you can about this aphid species to share with us. If you can take a picture, we would also love to see that. The aphid identification cards also include pictures of some aphid predators, plants that are significantly damaged due to aphids (to help with objective 2) and parasitized aphid mummies (to help with objective 3).
DIRECTIONS FOR FILLING OUT DATASHEET #5
Write the name of the observers and site location at the top of your sheet. You will complete one column for each milkweed species at your site on each date. (So if you have only one milkweed species, you may use a single data sheet for 5 weeks, but if you have more than 5 milkweed species at your site, you will need more than one data sheet each week). At the top of the column, record the date and the temperature in the shade. In the next row, record the name of each milkweed species at your site, and the number of plants of that species that you observe at your site on that date. For each plant you observe, identify which species of milkweed it is, and record your data in the appropriate column.
Objective 1. Make one tally mark for every milkweed plant you observe. If there are no aphids on the plant, put a tally mark in the “0 aphids” box on the data sheet. If there are aphids on the plant, identify the aphid species and estimate the total number of living aphids. Do not count aphid exoskeletons, which are dry and gray or clear. Place a tally mark in the box with the appropriate range of aphid numbers on your data sheet. If there are more than one species of aphids on a single plant, write down the species names and abundance of each in the
Rev. 4-24-2010 Page 1 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 81 “combinations” row of the data table. For example, a plant with 10-100 Aphis nerii and 1-10 Aphis asclepiadis would be recorded as “An 10-100+Aa 1-10”. If you have multiple plants with the same combination of aphid species, use tally marks to identify the number of plants with each aphid combination.
Objective 2. Make a tally mark if the plant is significantly damaged because of the aphids. A plant can be identified as significantly damaged because of aphids if there is shiny honeydew or mildew on at least 2/3 of the leaves, and if the plant appears to be wilting or losing leaves as a result of this damage.
Objective 3. Keep an eye out for aphid mummies, ants, and potential predators on the plants. Parasitized aphid mummies look like swollen, brown or tan, shiny aphids. If you observe any mummies on a plant, please estimate the number and record that number in the box on the data sheet. Some ants will “tend” aphids, meaning they eat the sweet honeydew that aphids produce and, in exchange, protect the aphids from predators. If you observe any ants directly on the plants tending the aphids, please estimate the number of ants and record that number in the box on the data sheet. Many insects eat aphids, including ladybeetles and lacewings. If you observe any predators on the plant eating aphids, please estimate the number of predators and record that number in the box on the data sheet. If you can identify the predators, please include their names in your list of observations at the bottom of the data sheet.
Record any interesting observations at the bottom of the data table. Observations may include the identity of any of the predators, other herbivore species you observe on the plants, descriptions of plant quality, or aphid behavior. When aphids get crowded, they often develop wings, so this is something interesting to look for. Finally, if you take any action to remove aphids from your plants, such as using a stream of water to disperse them or killing them, please record that information as well.
Thank you for contributing to the aphid monitoring effort!
Rev. 4-24-2010 Page 2 82 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE DATASHEET #5: MONITORING MILKWEED FOR APHIDS
Observers: ______Site: ______
Codes: An=Aphis nerii; Aa=Aphis asclepiadis; Ma=Myzocallis asclepiadis.
Date/Temp Plant Species (#)
1) 0 aphids
1) An 1-10
1) An 11-100
1) An 101-1000
1) An >1000
1) Aa 1-10
1) Aa 11-100
1) Aa 101-1000
1) Aa >1000 Objective 1 Objective
1) Ma 1-10
1) Ma 11-100
1) Ma 101-1000
1) Ma >1000
1) Combinations (list both aphid species and abundance for each)
2) Plants with aphid damage Obj. 2
3) Mummies
. . 3 3) Ants Obj 3) Predators
On which dates, if any, did you first find aphids of this species with wings: An? Aa? (Ma adults always have wings)
On which dates, if any, did you take action to control aphids at your site?
Observations (use back if necessary):
Rev. 4-24-2010 Page 3 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 83 D B BA A C C , nerii nerii A. . . A. A. ) , C) and a t Mohl is bright is bright ) t c c e tend to tend spread j e nerii nerii j o r o A. r asclepiadis are to thought be P P g (Aphis g n Photos by Photos E. i n asclepiadis r i o r M. o t i t (Myzocallis asclepiadis i n n o was was introduced from Europe, along and and sometimes spots.hasAll orange o M and M. M a nerii a v r A. v r a a , B) the oleander aphid aphid oleander , the B) parthenogen, so there are no males or eggs. B) B) malesor eggs. are no so there parthenogen, ) L -brown in color and often tended by ants The ants. by tended often and in color -brown L h asclepiadis h c r tend to tend clump together, c A. r a a is almost translucent smaller contrast nymphs) in the are winged, not (but adults n o n asclepiadis o is greenish M M Photos by K. Mooney and A. A. Agrawal. and Mooney K. by Photos asclepiadis (Aphis A. asclepiadis asclepiadis A) In most aphid species, adults are females that give birth to nymphs nymphs to birth give that are femalesadults species, aphid mostIn A) are exactthat ofclones themselves.This process is called In fall, the a most undergo sexual aphids parthenogenesis. reproductive overwinter. that eggs lay and mate they which point at phase, is however, obligate an white leaving stage, adult their birth and molt4 timesbetween Aphids or size shows picture 5 instars, Thisall leaf. the on behind exoskeletons classes, of aphids. C) As aphid nymphs mature,they must shed their aphid This molting.called winged process a in exoskeletons old genetic the have aphids all D) Although exoskeleton.its fromemerges forinstructions making wings, most do adults have not wings stay and on is plant the or is overcrowded population the When original plant. their escape to allowing them with wings, more develop aphids stressed, plants. new colonize and conditions stressful with its other host, oleanders. Oleanders and milkweeds are in the the milkweedsare in and same Oleanders oleanders. host, other its with family. native North native to America, but Three aphid species are commonly found on milkweed: milkweed the A) on commonly are found species aphid Three aphid out acrossout a leaf. light green aphid with name common with no aphid green light asclepiadis and yellow yellow to warn it predators that toxins has sequesteredfrom the milkweed. M. M. While are rare. adults winged where species aphid other the to 84 MONARCHS the aphids sugary consumethat secrete.honeydew | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE C A B A B . L. Mohl t t c c e e j j Photos by E. by E. Photos o o r r is of mostone the P P g g n n i i r r o o t t and many aphids. A)and many A other i i n n o o nerii M M . a a v v Aphis Lysiphlebus testaceipes r r Mohl a a L L h h c c r r a a n n Photos by E. o o . . M M -14 days after the aphid was first stung. Pictured here is an empty empty is an here Pictured firstwas aphid stung. the after -14 days the course of about a week, the aphid’s body the swells as up body aphid’s week, the a about of course the native wasp parasitoid parasitoid wasp native A) Over Over A) parasitoid wasp larva develops inside. B) The aphid dies and turns into into a turns and dies aphid TheB) inside. wasp larva develops parasitoid C) The development. “mummy”its completesparasitoid tan or as the brown usually adult, an as hole round from mummy a the through emergeswasp 10 about The common natural enemies of leafaphids fora milkweed ofside bottom the on forages parasitoid female its into inserting ovipositor her by “stings” aphid an A B) femaleattack. to body. She lays inside egg one each aphid she stings. testaceipes MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTINGto host exotic another is aphid mummy. aphid soybean The soybean TO CITIZEN SCIENCE 85 C A B B A nerii Photos Photos A. also colonize colonize also t t c c e e nerii j j o o A. r r P P g g n n , that allow them to feed on i i Photos by G. Bowers and E. E. Bowers and by G. Photos r r o o t t i i n n o o M M a a v v r r a a L L h h c c r r a a n n reproduce prolifically, A) prolifically, plant. a reproduce sometimescovering o o . M M nerii . aphids have mouth parts, called called stylets parts, mouth have aphids Mohl plant stems the plant ofand undersides leaves. Mohl Aphis herecolonize Shown the tipsplants. ofoften growth plant new preferand As the aphids. 750 approximately host leaves two size, these actual near white exoskeletonsmolt,they leaving 5 instars, grow through aphids grow, populations As their B) leaf. the on scattered A) All the sugars flowing through the vessels in the plant. B) Just as a mosquitoas a JustB) plant. vessels in the the flowing sugarsthrough the will little impact aphid have lone a a person, to harm muchdo unlikely to is the cover can they grow, populations aphid However, when plant. a on Aphids resources.important of plant the deplete stemsand and leaves ofall need not C) Aphids do plants. between transmitalso diseases can sugary as it is secretedofmuch so a plant, ofsuckout they sugar that the very makingthem leaves, sticky. can cover Honeydew honeydew. 86 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE by E. D C A C B A B t t c c e e j j o o r r P P g g (C). can Predators n n i i r r o o t t i i n n o o M M a a v v r r . . a a L L Mohl Mohl h h c c r r a a n n o o M M Photos by E. by E. Photos can significantly can significantly damage plants when they reach high Photos by E. by E. Photos . benefit plants by consuming aphids, which often results in new plant plant new results in often which aphids, consuming by plants benefit growth. Many insect predators eat aphids. Some, like ladybeetles (A), like ladybeetles Some,aphids. eat insect predators Many lay clustersbrightoftenof Ladybeetles the entire aphid. consume yellow (B)eggs the ofon leaves underside on plants with aphids. suckout and aphids (C),likelarvae fly predators, pierce the Other (D), wasps like hunting predators, some are even juices. There the pick up and that aphids carry themto backtheir to their nestsfeed young Aphids a excrete and plants of out fluid sugary suckthe They densities. this, the aphids do enough called sticky substance Whenhoneydew. of leaves can tops with coated become sticky the the and honeydew the grow on wilt to startsor blackcan mold (A). White plant cause This can leaves. from the light reaching preventing honeydew, to begin (B). Ultimately, discolored plants becomecurland to leaves herbivory aphid of a result as leaves their lose MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 87 88 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE Observing Monarchs Anywhere and Anytime!
You can quickly and easily submit monarch observations to the MLMP website anywhere and anytime. All you need is a Monarch Observations data sheet and access to the Internet. You may find monarchs when you go on vacation, visit a friend, or during a walk. Or, you may know someone who really wants to make some monarch observations but doesn’t want to monitor a site every week all summer long. Scientists at the Monarch Larva Monitoring Project are interested in any observations of monarchs.
Here’s what you do:
1. If you see a monarch, record the information on the Monarch Observations data sheet. Or, if you tell someone else about monitoring, and they want to join the fun, have them record this information.
2. To enter the data on the MLMP website, go to www.mlmp.org, click on ‘Monitoring,’ and then on ‘Submit an Anecdotal Observation.’ From there, just follow the directions!
3. If you’d like, you can involve your friends and family in this activity. Share the “Wanted! Photo courtesy of Charlie Gatchel Monarch Observations” poster with them, and add their data to your data sheet.
4. If you, your family, or your friends collect monarchs to raise inside, keep track of these monarchs on the MLMP Activity #3 directions and data sheet: Estimating Parasitism rates.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 89 NOTES LOCATION (ADDRESS) IF ON MILKWEED MILKWEED SPECIES, SPECIES, MILKWEED WHAT WHAT INSTAR? IF LARVA, IF LARVA, ULT, ULT, SEX? WHAT WHAT IF AD
LIFE STAGE LIFE STAGE AND # SEEN DATE Monarch Observations Monarch Larva Monitoring be able to enter this information on the Monarch You’ll see in any locations on this data sheet. that you the monarchs Record an Anecdotal Observation’). then ‘Submit (click on ‘Monitoring,’ www.mlmp.org website: Project of observer(s): ______Name(s) of observation Col. 1 – Date and 2 adults). or 3 eggs and 1 larva, or 3 eggs, or 1 egg (for example: 1 egg, at that location number seen Col. 2 – Life stage, and the list Unknown. Otherwise, (M or F) if you know them. observed Col. 3 – List sex of adults (1st, 2nd, 3rd, 4th, of larvae that you observe instar 5th) if known. Col. 4 – List the that you saw it on, if known. of milkweed species or a larva, list the an egg Col. 5 – If you see data, the you enter when coordinates (you will be asked to identify coordinates & longitude or by latitude community/city, of nearest location address, Col. 6 – Street a link to Google maps). using be might else you think monarch predators? Was it a really hot or cold day? Anything unusual behavior, Did you see observation. about this comments Col. 7 - Any or relevant interesting
90 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE WANTED!
Monarch Observations We need your help to understand how monarchs a dead monarch). If you get flies or wasps, save use habitat. If you see a monarch of any stage, the adults in a small container with tissue paper note: to stop them from bouncing around and mail • Your location them to us (see address below) if you’d like them • The date identified. • The number of monarchs you see (it’s okay • Report your rearing outcomes: www.mlmp.org to estimate), and their stage (egg, larva, pupa, (Click on ‘Monitoring,’ then on ‘Online Data adult; see above pictures; if you’re not sure of Entry.’ Register, then click on ‘Enter data on the larval instar, just record unknown) monarchs you rear from other locations.’) • The milkweed species that eggs or larvae are Have questions? Contact Karen Oberhauser on, if known ([email protected]), University of Minnesota, 135 Skok Hall, 2003 Upper Buford Circle, St. • Anything else you think is relevant or Paul, MN 55108 interesting • Report your observation: www.mlmp. org (Click on ‘Monitoring’ on ‘Submit an Anecdotal Observation.’)
If you collect monarch eggs or caterpillars to raise, note the date and location of collection, and what stage you collected. Keep track of the end result (a monarch butterfly, parasitoid flies or wasps,
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE 91 NOTES
92 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONTRIBUTING TO CITIZEN SCIENCE Conducting Investigations
INVESTIGATOR’S FIELD JOURNAL | MONARCHS
Photo courtesy of Wendy Caldwell 94 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS Independent Investigations
THE BUILDING BLOCKS FOR DOING SCIENCE
As a citizen scientist, you have been collecting important scientific data, recording observations, and asking questions. Now it is your turn to plan your own investigation!
Figure 1 shows a diagram of “The Process of Science.” It explains the steps you will take to plan and carry out your investigation. You will use the observations you have been making to formulate questions. Then, you will choose one question, design a real scientific research project, and investigate answers to your question … just like scientists do.
The following pages will ask you to think through many aspects of your project. You will have to make a lot of decisions! These pages will explain those decisions and provide examples that will help you decide how to structure your investigation. If you’re not sure how the questions apply to your project, talk it over with your leader. Record your answers on the following pages. An extra “Mini- Investigation” chart is provided at the end for you to use on your next investigation. Once you get the hang of how to plan and carry out an investigation, you may want to conduct more investigations!
THE PROCESS OF SCIENCE FIGURE 1. Also called “the scientific method” or “scientific investigations,” the process of science OBSERVE & follows a logical and WONDER rational order of steps by which scientists come to conclusions about the world around CONCLUDE & them. Through a careful QUESTION REPORT sequence of observations, hypotheses, data collection, and logical reasoning, the process of science serves REFLECT & as a helpful recipe for RETHINK ensuring a scientist can rely on the answers he or she finds.
ANALYZE & DEVELOP INTERPRET HYPOTHESES
PLAN & TEST
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 95 Conducting an Investigation
OBSERVE & Step 1: OBSERVE AND WONDER WONDER
INVESTIGATIONS BEGIN WITH OBSERVATIONS
While collecting citizen science data, you may have noticed things in nature that sparked your curiosity. You can use these observations as the foundation for your own research. This observation phase of a research project is key; scientists focus their attention on the world around them and use their senses to experience what’s there. They may compare what they see to what they already know or to other things they see. Just like you, they often record notes or illustrations about their observations in a journal.
WHAT I WILL STUDY:
96 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS TEN THINGS I NOTICED ABOUT MONARCH(S) OR OTHER THINGS I SAW:
SOME THINGS I WONDER ABOUT MONARCH(S) OR OTHER THINGS I SAW:
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 97 QUESTION Step 2: QUESTION
IS MY QUESTION TESTABLE?
One of the hardest things about the process of science is to ask questions in a way that makes them suitable for an investigation. If a question is not testable, that doesn’t mean it’s not a good question. It just isn’t something you’ll be able to study.
Testable questions: • Ask about objects, organisms, and events in the natural world. • Can be answered through experiments, observations, or surveys. • Are answered by collecting and analyzing evidence that is measurable. • Relate to scientific ideas rather than personal preference or moral values. • Do not relate to the supernatural or to nonmeasurable phenomena.
NOT TESTABLE TESTABLE QUESTION
How do birds fly? How close can I get to a robin before it flies away?
How does the size of a monarch larva affect how Why do monarchs eat milkweed? much it eats?
What type of bird feeder attracts the most Why do chickadees eat seeds? chickadees?
What do flowers look like to a monarch? What color flowers attract the most pollinators?
WHAT ARE MY VARIABLES?
DEPENDENT OR RESPONSE VARIABLE INDEPENDENT VARIABLE
The thing you choose to test in an experiment. The factor that you vary or change in the experiment Its value will vary or change depending on or that varies naturally. You will choose one something else. independent variable to test in your experiment.
98 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS CHOOSE A CHARACTERISTIC TO STUDY SOMETHING THAT MIGHT AFFECT THE (This will be the dependent variable, or the thing CHARACTERISTIC I WANT TO STUDY that changes due to the independent variable): (This is my independent variable, or the thing I change or that changes naturally):
MY INVESTIGATION WILL BE (CHECK ONE): MY QUESTION WILL BE (CHECK ONE): o OBSERVATIONAL (learning from what I see) o DESCRIPTIVE (describes what is or what o EXPERIMENTAL (learning what happens if I happens) change something) o COMPARATIVE (compares two things) o CORRELATIVE (finds how things influence each other)
THE QUESTION I WILL TRY TO ANSWER IN MY INVESTIGATION IS:
Hint: Use this format if you can:
How does ______(independent variable) affect ______(dependent variable)?
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 99 DEVELOP Step 3: DEVELOP HYPOTHESES HYPOTHESIS
WHAT ARE MY HYPOTHESES?
Hypotheses are possible answers to your research question. Be sure to list all possible outcomes, including the possibility that you will observe no differences or relationships in your study subjects.
For example, if you are studying which species of flower monarch butterflies land on, your hypotheses might include (1) monarchs land more often on flower A, (2) monarchs land more often on flower B, (3) monarchs land more often on flower C, or (4) monarchs land on all flower species equally often. This last one is called a null hypothesis. If your findings support your null hypothesis, it does not mean your research “didn’t work.” Finding no pattern is just as important as finding a pattern!
Use the space below to brainstorm some ideas. List your best hypotheses on the next page.
100 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS WHAT ARE MY HYPOTHESES?
What are the possible answers to my question? List your hypotheses here (H1, H2, H3 and Null).
H1
H2
H3
Null
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 101 PLAN & TEST Step 4: PLAN AND TEST
WHERE WILL I GET MY DATA? WHAT WILL I KEEP CONSTANT?
You may decide that your investigation can make You should try to keep everything but the use of the data you have already collected in your independent variable constant. If you are trying citizen science project. Maybe you need additional to count birds in two places, make sure the information beyond what you have collected. In weather is similar during both counts. If you this case, you can either delve into data already are comparing different foods that monarch collected by others, which you might find in the larvae eat, keep the test fair by making sure the databases on your citizen science project website, temperature and cage types are similar for both or you can design a plan to collect new data. groups of larvae. Otherwise, you can’t be sure what caused any differences you may find. WHAT TYPE OF INVESTIGATION WILL I DO? DO I NEED CONTROLS? OBSERVATIONAL INVESTIGATION: documenting the natural world. For example, how many birds In an experimental study you sometimes can’t do we see? What bird seed gets eaten? Where do know whether any results you find are caused by we find monarch eggs? your independent variable (the thing you change) or something else. For example, if you want to EXPERIMENTAL INVESTIGATION: manipulating find out if moving a monarch from one leaf to the independent variable. For example, how do another makes them grow more quickly or more different temperature conditions affect monarch slowly, you would not want to move all of the growth? Do more birds come to a feeder with larvae in your study. You should move half of safflower seeds or a mix of seeds? them, and compare their growth rates. Or, you move them all, but put half of them back on the SAMPLE SIZE: HOW MUCH DATA DO I NEED same leaf, and half on a different leaf. Which TO COLLECT? would be a better control for this study?
It’s hard to know when you’ve collected enough It is important to hold constant conditions data. Scientists have to use a large enough sample between the groups (weather, time of day, length size to accurately test a research question, while of observation time, etc.); your independent taking into account things like cost, availability variable should be the only difference. In most of study subjects, and time. If you watch two bird cases, controls are used in experimental studies, feeders for one ten-minute period, you might not observational studies. not be able to come to a strong conclusion about which feeder the birds prefer. If you watch them for ten ten-minute periods, you’ll probably have a better idea.
102 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS SAMPLE SIZE CONSTANTS What sample sizes will I use? What do I need to hold constant in this investigation?
CONTROLS METHODS Do I need a control? What will it be? What steps will I take in my investigation? Write directions so someone else could replicate the investigation by following this procedure.
MATERIALS List all of the materials and tools needed to conduct the investigation.
DATA TABLE Use this space to design a table to record data. Use another page if more space is needed.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 103 ANALYZE & Step 5: ANALYZE AND INTERPRET INTERPRET
GRAPHING DATA
Graphs help you see patterns and trends that are hard to notice in a data table. Some types of graphs will be better suited to your data than others. If you use a graph with an x- and y-axis, like the bar, line, and scatter plots below, put your independent variable on the x-axis and the dependent variable on the y-axis.
PIE CHART
• Use when comparing proportions or percentages. • All the pieces together make up 100%. • The wildflower chart quickly shows you that almost half of the flowers are blue, about a quarter are purple, and fewer are yellow or red.
BAR GRAPH
• Use when comparing categories or groups. • Each bar represents a separate group. • Groups are on the x-axis (horizontal). • The data you collect about groups goes on the y-axis (vertical). The data on the y-axis can either show averages, or numbers. • The graph quickly shows you that larger caterpillars eat more milkweed leaves per day.
LINE GRAPH
• Use when your independent and dependent variables are both measured in numbers. • Good for showing changes over time. • Draw the individual points and then connect them with a line. • This graph shows you that larva numbers started low, got higher, than went down again.
104 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS SCATTER PLOT
• Use when both variables are measured in numbers. • Use when you want to look for a relationship between your variables. • Draw the individual points and if you want; use a trend line to show the relationship. • This graph shows that there tend to be more insect species in taller grass.
REMEMBER TO LABEL THE FOLLOWING PARTS OF YOUR GRAPHS:
• Title • X-axis • Y-axis • Legend (if needed – in the example below, you need a legend to compare the two sites, but if you were only collecting data at one site, you wouldn’t need a legend) • Scale of axis Title
Scale
Legend
Y-Axis X-Axis Dependent Variable Independent Variable The data you are collecting The groups/categories you are comparing
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 105 RESULTS Describe the results of what happened. Don’t explain them here, just calculate!!
106 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS GRAPH Design a graph (or multiple graphs) that illustrate your results. The x-axis, horizontal line, is usually the independent variable and the y-axis, vertical line, is usually the dependent variable.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 107 GRAPH Design a graph (or multiple graphs) that illustrate your results. The x-axis, horizontal line, is usually the independent variable and the y-axis, vertical line, is usually the dependent variable.
108 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS CONCLUDE & Step 6: CONCLUDE AND REPORT REPORT
Once you have the results of your research, it’s time to tell others about it! First, you should write a conclusion summarizing your project and explaining what you found out. Then, use the guidelines on the following pages to prepare a poster/display, oral report, or written report.
RERUN
RERUN is a way to help you remember what to include in a summary of the results from a scientific investigation. The letters in RERUN are an acronym for five types of information a conclusion should include. Write at least one complete sentence for each letter; it’s okay to include more information if you think it is necessary.
R = Recall Briefly describe what you did. E = Explain Explain the purpose of the study. R = Results State the results, including which hypothesis was supported by the study. U = Uncertainty Describe uncertainties that exist, if any. N = New Write two new things you learned. R: E: R: U: N:
Remember: If the experiment supported your null hypothesis instead of another hypothesis, this does not mean the experiment “didn’t work.”
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 109 MAKING A DISPLAY OR POSTER ON A RESEARCH PROJECT
Your display will represent all of the work you have done on your research project. It will consist of a backboard and other things that represent your project, such as photographs, or examples of the items you studied. It should tell about your project in a way that attracts viewers, and gets them to stay and look at it closely. It should be as simple as possible, while still being thorough enough to accurately present your work.
1. Before starting your display, make notes about your project: what was your question, what were your dependent and independent variables, what hypotheses did you have, why did you choose the hypotheses, how did you test your hypotheses (the methods), and what did you conclude? Decide what graphs or tables you will make to present your results.
2. Decide what kind of backboard you will use, or use PowerPoint or some other program to make a large poster. You can also use a three-sided display, sturdy cardboard, or wooden panels cut and hinged together.
3. Plan your layout. See the example on the next page.
4. Use neat, bold lettering for all of the headings, and make all of the letters the same color. You can use stencils, words printed on a computer, or neat printing. It is best to make the title stand out by using letters larger than the other headings. The title should be short and catchy.
5. It is important to be concise (short and to-the-point). Use large type or printing. People should be able to read it from a few feet away. Be sure you don’t have any spelling or grammatical errors.
6. Computer-generated graphs and photographs are excellent ways to represent your methods and results. Color illustrations, graphs, charts, and photos are more eye-catching than black and white.
7. Lay everything out before gluing anything to your backboard. Make sure things are evenly distributed all over the board. Don’t leave large empty spaces.
8. When you are sure the poster is just how you want it, glue everything to the backboard using rubber cement. This will allow you to change components around if you have to.
110 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS SAMPLE DISPLAY OR POSTER LAYOUT
Title If you can’t think of anything catchy, it’s okay to use your question as your title. Be sure to include your name under the title. Question State your research Methods Data Results question in big type size. Explain what you did. Give each bar chart, graph, Describe what happened. You want viewers to find Mention the steps you took and table a title and be sure to this easily! to keep your data fair and label your axes. After the title, Conclusion accurate. sometimes this is all a viewer Use your RERUN Background will read, so make sure it is paragraph here. Optional. Explain easy to understand. what led you to your question, or what you learned about your topic in preparation for your research.
Hypotheses References List the possible outcomes List any sources you used, of your research. Specify including websites, books, etc. You which hypothesis you thought Graphics can also thank experts you learned was the most likely and your Photos, clip art, Props from or others who provided reasons why. or illustrations You may want to show special help with your project. of your subject some tools you used or are always a specimen you studied. helpful! Photos When you prepare to of you doing your display your poster, research are great check to see if there are to include. any restrictions on what you are allowed to bring.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 111 PREPARING AND GIVING AN ORAL PRESENTATION
If you give an oral presentation, you must be well-organized to cover your research in a limited amount of time. You will need to explain everything, from your question to your conclusion in a few minutes. If possible, it is good to use charts, graphs, models, experimental subjects, or slides.
During the presentation, stand up straight, and look at your audience. Speak loudly and clearly, smile, and be polite. At the end of your talk, thank the audience, and ask them if they have any questions. If you don’t know the answer to a question, don’t make one up. Say that you don’t know the answer.
You can use the following outline as a guide:
My name is ______
The title of my project is ______
I was interested in doing this project because ______
______
______
The question I asked was ______
______
The hypotheses I formed were ______
______
The procedure I used to test my hypotheses was to ______
______
My results were ______
______
These results supported (which) hypothesis because ______
______
The conclusion I reached was ______
______
If I were to do this investigation again, I would ______
______
112 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS A WRITTEN RESEARCH REPORT
Write up your research in report form. Include the following sections in your report, and check it carefully for spelling and grammatical errors. Have at least one other person read it, and ask them if everything was clear. You should go through at least two drafts before making your final copy.
Introduction This section should include the problem you investigated, why you were interested in the problem, the hypotheses you formed, and why you formed these hypotheses. If you did background research, describe what you found and where you found it.
Materials and Methods Describe exactly what you did to test your hypotheses. Include a description of the controls and sample sizes you used, and what materials you used.
Results Tell what happened during your experiment. Include detailed, neat and clear tables, and graphs to represent your results.
Conclusion Use the RERUN method to summarize your investigation. You might also include what you would do next time.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS 113 NOTES
114 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | CONDUCTING INVESTIGATIONS Appendix
INVESTIGATOR’S FIELD JOURNAL | MONARCHS
Photo courtesy of Wendy Caldwell 116 Glossary abdomen – (AB-duh-men): The elongate hind comparative question – A question that asks if part of the body of an insect, behind the thorax. there is a difference between two or more things. abundance – A measurement of quantity. conclusion – An explanation of your results, including why they are significant or interesting, antenna – (an-TEN-uh), plural, antennae (an- and how they fit into the bigger picture. TE-nee): Sense organ on the head of an insect. In caterpillars, these are often confused with the constant conditions – To test for the effect of a tentacles or filaments. Larval antennae are very specific variable, it is necessary to hold all other small while adult ones are much longer. conditions constant between trials. appendage – (uh-PEN-didge) Any part of the controls – To test for the effect of a specific body that extends off the thorax or torso (e.g. factor, you can manipulate that factor for some of arms and legs). your samples, while keeping your other samples in normal, or control, conditions. This helps to arachnid – (a-RACK-nid): class of arthropods ensure that your results are due to the factor you that includes spiders, ticks, and scorpions, among have manipulated. other 8-legged organisms. correlative question – A question that asks if two arthropod – (AR-throh-pod): Phylum of animals things are related, and if so, in what way. with segmented bodies, jointed limbs, and usually a chitinous shell that undergoes moltings. data – singular, datum: factual information Includes insects, spiders, and other arachnids, and that can be used as a basis for understanding crustaceans, among other organisms. something. breeding range – The geographic area in which a database – A collection of data that is organized species reproduces. and stored in one location. Most modern databases are electronic and designed to be easily cardiac glycosides – (KAR-dee-ak GLI- searchable. coh-sides): Cardiac glycosides (also called cardenolides) are heart poisons that can seriously data collection – Observing and recording pieces affect vertebrates. They are related to digitalis, a of information. chemical from the foxglove plant that is used in medicine to treat heart disease, but can also be descriptive question – A question about basic poisonous in large doses. Milkweed plants make characteristics, such as quantity, frequency, these chemicals to protect them from herbivores. appearance, or sound. chorion – (KOR-ee-ahn): The hard outer shell dependent variable – The variable of interest you of insect eggs. (In general, the chorion is the want to learn more about. You are testing whether outermost membrane enclosing the developing the dependent variable changes due to the effect embryo. In reptiles, this layer lies just inside the of different conditions (independent variables). shell, and in mammals, the chorion becomes the dimorphism placenta.) – Having two different forms or variations. For instance, in sexually dimorphic species, males and females may be different sizes or have different markings.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | APPENDIX 117 distribution - The arrangement of something incidental observation – Something that is across time, space, or categories. seen or heard by chance, rather than as part of a systematic experiment or monitoring event. duration – The length of time something lasts or occurs. independent variables – Characteristics or conditions you think might affect your variable of ecologist – A person who studies the relationships interest (the dependent variable). between living things and their environment. inquiry – A logical and rational order of steps by exoskeleton – A hard skeleton located on the which scientists come to conclusions about the outside of an invertebrate’s body (in contrast to world around them. Through a careful sequence the internal skeleton of vertebrates) that protects of observations, hypotheses, data collection, and it and serves as a point for muscle attachment. logical reasoning, the process of inquiry serves as a helpful way to ensure that a scientist can rely on experimental study – A study in which the the answers he or she finds. scientist manipulates or changes conditions in order to test a hypothesis. instar – A period between larval molts in arthropods. In any species, the number of instars field guide – A print or electronic reference that is constant. Monarch larvae have five instars. provides information on species range, physical characteristics, and behaviors to help people integument – (in-TEG-yuh-ment): the protective identify and distinguish between species in the outer layer or covering of an animal, like skin or a wild. cuticle.
filaments – The fleshy black extensions at the introduced species – A species brought by front and rear of the monarch larvae, which humans to a new area outside its historic range. function as sense organs. Also called tentacles. investigation – A way of learning more about a frass – The solid waste product of larvae, also topic or question through observation and data known as caterpillar poop. Monarch larvae collection. produce a lot of this, especially in their later instars. larva – (LAR-vuh), plural, larvae (LAR-vee): The second stage, after the egg, in complete habitat – The area in which an individual lives, metamorphosis. Also known as a caterpillar in characterized by biotic and abiotic features. butterflies and moths.
herbivore – (HER-bi-vor): An animal that feeds latex – (LAY-teks): The milky liquid found in on plants. milkweed and other plants that thickens, or congeals, when exposed to the air. This liquid is hirsute – (HER-soot): Hairy, or covered with how milkweed got its name. long, stiff hairs. metamorphosis – (met-uh-MOR-fuh-sis): The hypothesis hypotheses plural, : A possible answer series of developmental stages through which to a scientific question about how an independent insects (and some other species, like frogs) go variable affects a dependent variable. One possible to become adults. Through metamorphosis answer is that there is no effect, and this is called a butterfly is transformed from an egg, to a the null hypothesis. larva, to a pupa, to a butterfly. There are two types of metamorphosis: incomplete (simple) and complete (complex) metamorphosis. The four distinct stages of metamorphosis found in
118 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | APPENDIX butterflies are called complete metamorphosis. pheromones – (FAIR-uh-mohns): Special Incomplete metamorphosis does not have a chemicals released by some animals to prolonged immobile (pupa) stage. communicate with other members of their species. They may be sensed over long distances migratory – An individual, population, or species and help mates find each other. They may also that systematically moves from one geographic help ensure that mating only occurs with other area to another and back again. members of the same species. molt – The process of shedding the skin or proboscis – (pro-BAHS-kiss): The adult exoskeleton. Monarch larvae molt five times. monarch’s feeding tube, for sucking nectar, which is coiled under the head when not in use. monitor – To continually check something, such as a observing and recording in a milkweed patch prolegs – The “false” legs on the abdominal any larvae found each week. segments of the monarch larva. nonnative species – A species that is brought by protocol – The rules and methods used when humans to a new area outside its historic range. conducting observations or experiments. null hypothesis – A hypothesis that there is no pupa – (PU-puh) plural, pupae (PU-pee): The significant relationship between the dependent third stage in metamorphosis, after the larval and independent variables. stage. In monarchs this lasts 8–13 days. observation – Something you see, hear, smell, question – A probing sentence that is designed to touch, or taste. Scientific observations are find more information about a topic of interest. carefully recorded while investigating a question of interest. range map – A map that shows the broad geographic area in which a species or population observational study – A study in which the is found. scientist collects data but does not experimentally manipulate or alter any part of the organism or its sample size – The number of observations environment. made or the number of times an experiment is replicated. parasite – An organism that lives in or on a host’s body and depend on the host for nutrients and science – A process of exploring and resources necessary to complete its life cycle. understanding the world through inquiry. Parasites (e.g., tapeworms that live in animal intestines) usually do not kill the host directly, scientist – Anyone who conducts science. although they may weaken it and make it more sequester susceptible to disease or predation. – To separate or segregate something from the general whole without changing it. parasitoid – An insect that lays its eggs on or When monarchs sequester cardenolides, for inside another insect species (called the host). The example, they do not break down the chemicals, eggs hatch and feed on the host from the inside, but rather shunt them into specific locations in eventually killing the host. their bodies. perennial – (puh-REN-ee-uhl): Plants that have species – A genetically distinct group of a lifecycle of more than two years, meaning they individuals capable of interbreeding. will return in the same place each year without replanting or reseeding.
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | APPENDIX 119 spiracles – (SPEER-uh-kulls): Openings on the thorax – The middle section of an insect’s body. thorax and abdomen of insects through which The wings (if present) and legs are attached to this gases are exchanged with outside air. These lead to segment. long air tubes, or tracheae, that run throughout the body. transect – A line that is used in sampling or monitoring. Observers walk along the line tachinid fly – (tah-KIN-id): A fly family with and record all individuals of the subject of about 1,300 species in North America. Parasitic interest (such as monarchs) that fall within a tachinids usually attach eggs to the outside of the predetermined distance on either side of the host’s body. The eggs hatch, the tachinid larvae transect line. burrow into the host, and begin feeding inside. The host is almost always killed by the developing true legs – Jointed appendages located on the parasitoid. The tachinid fly species that lives thoracic segment of a larva. Contrast with prolegs. in monarchs are gray and a little smaller than umbel houseflies. – (UHM-buhl): The flowering part of a plant where each flower stalk spread from the tentacles – The fleshy black extensions at the same center, such as in milkweed. front and rear of the monarch larvae, which vestigial function as sense organs. Also called filaments. – (ves-TIJ-ee-uhl): A certain organ or body part that has lost function and size as the testable question – A question that scientists species evolves, and is usually no longer needed by are capable of answering given the constraints of the organism to survive. nature and their own resources.
REFERENCES
Education Development Center, Inc. (2008). Guide to Professional Development of Out-of-School Science Activity Leaders. http://cse.edc.org/npassProfDevGuide/. Fee, J.M., Rosenberg, A., DeRado, L., & Trautmann, N. (2011). BirdSleuth: Most Wanted Birds (2nd ed.). Ithaca, NY: Cornell Lab of Ornithology. Institute for Inquiry. (2006). Fundamentals of Inquiry Facilitator’s Guide. San Francisco, CA: Exploratorium. Monarch Joint Venture. (2013). www.monarchjointventure.org. National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: National Academy Press. Oberhauser, K. (2010). Monarchs and More: An inquiry and arthropod-based curriculum. Middle School (4th ed.). St. Paul, MN: University of Minnesota. Rea, B., Oberhauser, K. & Quinn, M. (2002). A field guide to invertebrates on milkweed. Union, WV: Bas Relief Publishing Group. Ryken, A., Otto, P. & Owens, K. (2007). Field Investigations: Using Outdoor Environments to Foster Student Learning of Scientific Processes. Olympia, WA: Pacific Education Institute. Schaus, J.M., Bonney, R., Rosenberg, A.J. & Phillips, C.B. (2007). BirdSleuth: Investigating Evidence. Ithaca, NY: Cornell Lab of Ornithology.
120 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | APPENDIX Monarch Madness Scavenger Hunt How to play: Find as many things as you can and write in the box what you find.
A source of water for A shelter for a monarch Something that might eat Something that might monarchs a monarch influence a monarch’s survival
Something out of place in Something that might A milkweed plant with A butterfly that is not a this habitat compete with monarchs at least three different monarch for food kinds of creatures on it
A sign that something A natural source of food Something that might Something harmful to has been eating for an adult monarch help a monarch this habitat milkweed
A place where you can Evidence that a bird is A mystery A place for a monarch touch three or more nearby to rest milkweed plants
? Icons made by Yannick, Freepik from Flatiron.com
MONARCHS | INVESTIGATOR’S FIELD JOURNAL | APPENDIX 121 NOTES
122 MONARCHS | INVESTIGATOR’S FIELD JOURNAL | APPENDIX Mini-InvestigationMini-Investigation
The following pages contain a fun project that will help you practice planning and carrying out a research investigation. Use the space below to record any notes, sketches, or ideas important to the investigation:
The Process of Science
OBSERVE & WONDER
CONCLUDE & QUESTION REPORT
REFLECT & RETHINK
ANALYZE & DEVELOP INTERPRET HYPOTHESES
PLAN & TEST
© 2015, Regents of the University of Minnesota. All rights reserved. For information contact Andrea Lorek Strauss, [email protected]. This material is based upon work supported by the National Science Foundation under Grant No. 000346525. 123 AFTER INVESTIGATION Mini-Investigation OBSERVE & What observations made during WONDER your investigation have led to new questions?
Summarize the results, CONCLUDE & including which hypothesis was REPORT supported by the study. See page 73 for more on writing conclusion paragraphs.
What did you learn by doing this investigation?
REFLECT & RETHINK
Describe the results of what ANALYZE & happened. Use graph paper to INTERPRET make a chart to summarize your data. See page 68 for more on graphing data.
Create a step-by-step procedure for your investigation. PLAN & TEST Remember to think about materials, methods, sample size, and constants. Use graph paper to make a table to record data. See page 66 for more on planning investigations.
124 BEFORE INVESTIGATION Write your testable question in this What observations led to your research question? space. See page 62 for more on testable QUESTION questions.
What are the possible answers DEVELOP to the research question? See HYPOTHESES page 64 for more on hypotheses.
125 DATA TABLE Use this space to make a table to record data.
RESULTS Use this graph paper to make a chart that summarizes your data.
126 Scientist’s Logs
Part of being a scientist is recording your observations and discoveries. Use this page to document what you notice, learn, and try in your citizen science club.
DATE I NOTICED… I LEARNED… I TRIED…
127 Part of being a scientist is recording your observations and discoveries. Use this page to document what you notice, learn, and try in your citizen science club.
DATE I NOTICED… I LEARNED… I TRIED…
128 THE PROCESS OF SCIENCE
OBSERVE & WONDER
CONCLUDE & QUESTION REPORT
REFLECT & RETHINK
ANALYZE & DEVELOP INTERPRET HYPOTHESES
PLAN & TEST
© 2015, Regents of the University of Minnesota. All rights reserved. For information contact Andrea Lorek Strauss, [email protected]. This material is based upon work supported by the National Science Foundation under Grant No. 000346525. AUGUST 2015
Authors: Andrea Lorek Strauss, Tania Homayoun, Rebecca Meyer, Pamela Larson Nippolt, Karen Oberhauser, Cindy Peterson, Amy RB Rager, Elisabeth Young-Isebrand