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An Educators' Guide to Pollination and Pollinator Conservation, Aligned To

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An Educators' Guide to Pollination and Pollinator Conservation, Aligned To An educators’ guide to pollination and pollinator conservation, aligned to South Carolina 1st-6th grade academic standards Authors: Mary Hannah Lindsay & Chanda L. Cooper Richland Soil and Water Conservation District Revised: December, 2020 1 Where Would We BEE Without Pollinators? Pollination refers to the transfer of pollen grains from the male part of a flower, the stamen, to the female part of a flower, the pistil. Nearly 80% of all flowering plants, including more than a third of the agricultural crops that produce our food, depend upon animal pollinators to facilitate this process. However, the animals that pollinate are in trouble, and there is not a clear Plan BEE. In this activity guide, students will learn about the process of pollination, the animals that make it all possible, and the environmental challenges our pollinators face. SC Science Standards OBJECTIVES Correlations Grade 1: Standard: 1.L.5 Students explain the process of pollination and the Conceptual Understanding: 1. L. 5A. basic anatomy of a flower Performance Indicators: 1. L. 5A. 1, 1. L. 5A. 2 Conceptual Understanding: 1. L. 5B. Students learn about the animals that pollinate and Performance Indicator: 1. L. 5B. 1 what physical adaptations they have to help them Grade 2: Students understand what environmental threats Standard: 2. L. 5 pollinators face and what can be done to help Conceptual Understanding: 2. L. 5A. pollinators Performance Indicator: 2. L. 5A. 2 Conceptual Understanding: 2. L. 5B Performance Indicators: 2. L. 5B. 1, 2. L. 5B. 3 BACKGROUND Grade 3: Pollinators are animals such as and fruits as adults—raise their Standard: 3.L.5 bees, butterflies, beetles, birds, young on insects, including Conceptual Understanding: 3. L. 5A. Performance Indicators: 3. L. 5A.1, 3. L. 5A. 2 and bats that play a key role in insect pollinators. the life cycle of many flowering Conceptual Understanding: 3. L. 5B. Pollinators have a significant Performance Indicators: 3. L. 5B. 1, 3. L. 5B. 2 plants. By carrying pollen from economic impact. Between $235 flower to flower, pollinators Grade 4: billion and $577 billion worth of enable plants to produce fruits Standard: 4. L. 5 annual global food production and seeds. These seeds, in turn, Conceptual Understanding: 4. L. 5A. relies on animal pollinators. Performance Indicators: 4. L. 5A. 1, 4. L. 5B. 2 allow for new generations of Honeybees—which are not Conceptual Understanding: 4. L. 5B plants to grow. Performance Indicators: 4. L. 5B. 2, 4. L. 5B. 3 native to North America— Three-fourths of the world's support more than 22,000 jobs Grade 5: flowering plants depend on in the US alone! Standard: 5. L. 4 pollinators to reproduce, and Conceptual Understanding: 5. L. 4A. Pollinators face challenges such humans and animals alike Performance Indicators: 5. L. 4A. 2 as habitat loss, pesticide Conceptual Understanding: 5. L. 4B. depend on these plants for exposure, competition with Performance Indicators: 5. L. 4B. 1, 5. L. 4B. 2, survival. Many fruit, vegetable, non-native species, parasites, 5. L. 4B. 3, 5. L. 4B. 4 and seed crops—and other pathogens, and climate change. plants that provide fiber, Grade 6: But, there are many things we medicines, and fuel—are Standard: 6. L. 4 can do to help pollinators! Conceptual Understanding: 6. L. 4A. pollinated by animals. In fact, Adding native, pollinator- Performance Indicators: 6. L. 4A. 1 nearly one out of every three Conceptual Understanding: 6. L. 4B. friendly plants to the landscape bites of food we eat exists Performance Indicators: 6. L. 4B. 1, 6. L. 4B. 2, to provide pollen and nectar, because of animal pollinators! 6. L. 4B. 3 reducing the use of pesticides, Standard: 6. L. 5 Conceptual Understanding: 6. L. 5B. Pollinators also play important and leaving areas for native Performance Indicators: 6. L. 5B. 1 roles in terrestrial (land-based) grasses and shrubs to grow are food webs. For example, some all conservation practices that 96% of terrestrial birds— will help support pollinator including species that eat seeds survival. Where Would We BEE Without Pollinators? 2 Activity Guide MATERIALS GETTING READY Activity A Activity A: Pondering Pollination 5-8 artificial or real Before students learn about the animals that facilitate pollination, they should flowers understand why pollination is important and how it works. Pollination must take place for flowering plants to reproduce. Pollination is the process of Activity B pollen being moved from a flower’s male part, the stamen, to a flower’s 2 different colors of yarn female part, the pistil. Each grain of pollen is a male gamete that fertilizes the female ovules. Unlike animals, plants cannot move around to find mates (or Printer, paper, scissors, transfer pollen) on their own. Instead, they rely on the wind or animal laminator, hole punch pollinators to complete the process. Activity C During pollination, pollinators pick up the pollen from the anthers of one flower, and carry the pollen to another (or, sometimes, the same) flower’s 30-40 plastic eggs, ping stigma. Without this process of pollination, flowers would not be able to pong balls, or pom-poms produce fruits or seeds. To better visualize floral anatomy, provide students 4 plates, bowls, or boxes with large, simple flowers with obvious features. (Alstroemeria flowers or stargazer lilies are good candidates and are available in most grocery store 4 plastic spoons bouquets.) Being able to identify the basic parts of the flower will allow Floor tape students to better understand pollination. Activity D DO NOW 4-sided die or random In small groups, have the students identify the flower parts on the number generator diagram below on their flower “models.” The students can describe the Printer, paper, laminator color, shape, and size of the flower, as well as count the stamen, petals, and sepals. PARTS OF A FLOWER 3 Where Would We BEE Without Pollinators? Activity Guide CAN YOU BEE-LIEVE? GETTING READY One way honeybees communicate with each Activity BEE: Popular Pollinators other is through dancing. Now, it’s time to meet the pollinators! While some plants—including Dances, including the conifers, grasses, and grains—are pollinated by wind, most plants require waggle and round dance, the assistance of an animal pollinator. Honeybees are a popular animal indicate distance and pollinator, but they are only one of more than 200,000 species of insects, direction to food. birds, mammals, and reptiles that pollinate Earth’s plants. It takes one honeybee’s This activity is designed for up to 40 students to learn about different types entire life to make just 1/12th of a teaspoon of of pollinators, while identifying certain biological adaptations both honey. That means it takes pollinators and flowering plants have that make pollination easier. 12 honeybees to make one DO NOW teaspoon of honey! In this think-pair-share activity, students will receive a necklace with a pollinator flashcard. The pollinator flashcard template can be found in Appendix B. Each flashcard features a different pollinator, with a photo on one side and fun facts on the other. Use two sets of flashcards so that two students in the class receive the same card (make sure to count and sort the cards ahead of time so each student has a match). Twenty flashcard EXTENSION templates are included—enough for a group of up to 40 students. Once students receive their necklaces, have them move around the room To reuse materials for this to find another student with the same pollinator. As a pair, they should activity, consider turning the cards into a memory card/ discuss the pollinator and read the fun facts. Then, have each pair matching game. Lay out one set introduce their pollinator and their favorite fun facts to the class. This will of flashcards with the picture allow the students to learn about several different pollinators. face-up and lay out the other When preparing for this activity, make two copies of the pollinator set with the facts face-up. See if students can match facts about flashcard template in Appendix B. You may laminate the cards for the pollinator to their pictures! longevity. To turn the cards into necklaces, punch two holes in each This will help students flashcard in the top right and top left corners. To make it easier to count recognize pollinators in the and sort the cards, make one copy of flashcards a different color from the wild. other, and lace the yarn through the flashcards to tie them into necklaces. TIPS AND TRICKS 4 When facilitating the activity, it is helpful to know ahead of time how many students will participate and to match and count out the pollinator flashcards before students arrive. For example, if there will be 20 students total, count out 10 green necklaces and 10 blue necklaces, and make sure they depict the same 10 species! Shuffle these necklaces before distributing so students will have to move around the room to find their match. Encourage students to sit with their partners after finding their match, and help the remaining students find their matches. Remind students to read over all of the facts with their partners, but only choose one or two facts to share. Come back together as a class, and have each pair introduce their pollinator and share their facts. Students may need help with some new vocabulary words — most of which can be found in the Glossary. As students share their facts, point out, when appropriate, if a pollinator has a physical adaptation that facilitates pollination. For example, sphinx moths have tongues as long as their bodies that help them to drink the nectar from tube-shaped flowers.
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