A K-5 URBAN POLLINATOR CURRICULUM

Growing a Wild NYC

LESSON 1: HABITAT HUNT The National Wildlife Federation Uniting all Americans to ensure wildlife thrive in a rapidly changing world

Through educational programs focused on conservation and environmental knowledge, the National Wildlife Federation provides ways to create a lasting base of environmental literacy, stewardship, and problem-solving skills for today’s youth.

Growing a Wild NYC: A K-5 Urban Pollinator Curriculum was made possible through the generous support of our funders:

The Seth Sprague Educational and Charitable Foundation is a private foundation that supports the arts, housing, basic needs, the environment, and education including professional development and school-day enrichment programs operating in public schools.

The Office of the New York State Attorney General and the New York State Department of Environmental Conservation through the Greenpoint Community Environmental Fund.

Written by Nina Salzman. Edited by Sarah Ward and Emily Fano. Designed by Leslie Kameny, Kameny Design.

© 2020 National Wildlife Federation. Permission granted for non-commercial educational uses only. All rights reserved. September - January Lesson 1: Habitat Hunt Page 8 Lesson 2: What is a Pollinator? Page 20 Lesson 3: What is Pollination? Page 30 Lesson 4: Why Pollinators? Page 39 Lesson 5: Bee Survey Page 45 Lesson 6: Monarch Life Cycle Page 55 Lesson 7: Plants for Pollinators Page 67 Lesson 8: Flower to Seed Page 76 Lesson 9: Winter Survival Page 85 Lesson 10: Bee Homes Page 97

February - June Lesson 11: Amazing Adaptations Page 108 Lesson 12: Comparing Bees and Butterflies Page 118 Lesson 13: Magnificent Monarch Migration Page 128 Lesson 14: The Milkweed Community Page 138 Lesson 15: Habitat Heroes Page 151 Lesson 16: A Pollinator Food Web Page 159 Lesson 17: Pollinator Pathways Page 165 Lesson 18: Urban Schoolyard Habitat Audit Page 173 Lesson 19: Urban Schoolyard Habitat Action Plan Page 185 Lesson 20: Celebrating the Urban Schoolyard Habitat Page 192 The National Wildlife Federation works to instill a love of nature and wildlife in teachers and students across New York City. Our place based education programs foster whole-school sustainability, promote climate resilience, and inspire people to create and conserve habitat. We invite you to discover and celebrate urban pollinators with Growing a Wild NYC: A K-5 Urban Pollinator Curriculum.

We dedicate this curriculum to current and future generations of children so they may understand that the planet’s smallest creatures are also the most important.

2 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM A Message from a National Wildlife Federation Naturalist

Without pollinators, life on this planet This Growing a Wild NYC: A K-5 Urban would not exist as we know it. Pollinator Curriculum will help you change By visiting flowering that. The twenty lessons feature place- plants to feed on nectar based projects, games, field guides, and and pollen, the di- data collection activities that will introduce verse group of wildlife students to wild bees, butterflies, flies and collectively known as other pollinators, as well as pollination pollinators fertilize ecology. The curriculum includes field flowers, allowing plants to form seeds and lessons so students will have the oppor- tunity to spend time outdoors and directly to reproduce. These plant species would At the National disappear without their pollinating wildlife observe, compare, and make inferences Wildlife Federation, partners. Over 85 percent of flowering about the pollinators and other wildlife our goal is to help plants rely on wildlife to pollinate them so that depend on the urban habitat. they can produce the seeds that will grow pollinators and into the next generation of plants and This curriculum will help your school other wildlife, but keep their species going. community reach the ultimate goal equally important Beyond ensuring plant communities of creating a Schoolyard Habitat that is to foster curiosity across the planet continue to thrive, will not only provide habitat for urban in children about pollinators but also serve as an out- pollinators are responsible for the forma- the natural world, tion of the seeds, fruits, berries and nuts door classroom to connect the next sharpen observation that plants produce to house their seeds, generation to nature. which in turn feed wildlife across the and scientific inquiry food web. Without pollinators, wild plant At the National Wildlife Federation, our skills and encourage communities would fail, and so would the goal is to help pollinators and other wild- an appreciation and animals that depend on them for food. life, but equally important is to foster cu- understanding of all That includes us humans. If pollinators riosity in children about the natural world, life on our planet— disappeared, so would one-third of our sharpen observation and scientific inquiry food supply. skills and encourage an appreciation and including the urban understanding of all life on our planet—in- environment. Honey bees are the most familiar pollina- cluding the urban environment. Educators tors. Yet the world of pollinating animals are the front line in both reversing the is so much more diverse than that one Nature Deficit problem and creating an domesticated bee species. Did you know environmentally literate citizenry. By em- that there are over 20,000 wild bee species powering and equipping you with the tools on the planet, with around 4,000 native to share the wonders of the natural world bee species found here in North America with your students, we hope to help you alone? Collectively, bees are the most effi- do just that. Nothing less than the future cient and effective pollinators, but wasps, of both wildlife and people is at stake. moths, butterflies, beetles, flies, hum- mingbirds and bats are all pollinators too. David Mizejewski Yet many people are completely unaware Naturalist, of the critically important ecological role National Wildlife Federation these animals play.

A MESSAGE FROM A NATIONAL WILDLIFE FDERATION NATURALIST | NWF.ORG 3 Introduction

Purpose of the Growing a Wild NYC: parks, gardens, and schoolyards can play A K-5 Urban Pollinator Curriculum a key role in restoring habitat connectivity Did you know that there are over 20,000 for pollinators, thus ensuring greater species of bees worldwide, and more than biodiversity not just in our neighbor- 230 species in New York City alone?1 Bees, hoods, but also the surrounding 5 butterflies and other pollinators play agricultural lands. Cities play an increas- an essential role in our ecosystem. They ing role in protecting biodiversity. enable plant reproduction by pollinating Significantly, several American cities plants through the transfer of pollen from support a higher diversity of native bee 6 flower to flower. One out of every three species than do adjacent rural areas. bites of food that we eat, and over 75% This curriculum was designed to engage This curriculum of all flowering plants, depend on the students in learning about pollinator pollination services of bees. Pollinators was designed to habitats, the connections between are also the foundation of our food web. engage students plants and animals, and our role in For example, a pair of chickadees needs in learning about the environment. It is a placed-based 6,000 to 9,000 caterpillars just to feed one curriculum which allows students to pollinator habitats, the brood of hatchlings.2 learn about biodiversity, ecosystems and connections between Yet pollinators face serious threats due to habitats through direct experience and plants and animals, several human factors, most significantly observation. By extending the classroom and our role in the from the loss and fragmentation of habitat to the city’s parks and gardens, students environment. in growing towns and cities across the learn directly from nature, awakening country. For example, monarch butterfly their senses, thinking, and curiosity. The populations have declined by as much as culmination is the creation of their own 90% in recent decades. Other species have schoolyard pollinator habitat, in which become extinct entirely. It is time for us to they are able to apply all they have pay attention to what biologist E.O Wilson learned to help solve a real problem and called, “the little things that run the world.” contribute to the restoration of habitat connectivity in our urban environment. By the year 2050, there will be a 72% Once the schoolyard habitat is created, increase in the global demand for food the learning only really just begins. It is 3 based on population growth, while by a living laboratory right on the school that time 68% of the world’s population grounds, which will continue to foster 4 will be living in cities. In other words, opportunities for interdisciplinary there will be more demand for food and study. By engaging with nature directly, less habitat available for the insects that students will not only be more engaged pollinate those crops, unless we make a with environmental study, but they will difference. have the opportunity to become lifelong stewards of the environment, which is so With increasing urbanization, our city essential for our times.

1 greatpollinatorproject.org/ 2 Tallamy, Douglas W. Bringing Nature Home: How You Can Sustain Wildlife with Native Plants. Timber Press, 2009. 3 Food and Agriculture Organization of the United Nations, 2017. The future of food and agriculture – Trends and challenges. Rome. 4 “News”, United Nations, Dept. of Economic and Social Affairs, 2018, un.org/development/desa/en/news/population/2018-revi- sion-of-world-urbanization-prospects.html Acessed 23 August, 2019. 5 Hall, Damon M. et al. 2016. The City as a Refuge for Insect Pollinators. Conservation Biology. 31, No. 1: 24–29. 6 ibid

4 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM How to Use the Growing a Wild NYC: This curriculum lends itself well to keep- A K-5 Urban Pollinator Curriculum ing a field journal where students can The curriculum is organized by season, record observations through the seasons. beginning in September. The lessons Students can keep journals separate from With this reflect what is happening in nature and the lesson worksheets, or the worksheets curriculum, take advantage of opportunities for field can be saved and bound with other students will: observation. Although the lessons build pages into a field journal at the end of sequentially, teachers may wish to pick the year. Many of the lessons build upon Explore habitat and choose lessons. the previous lessons, so it is important to and compare the keep a record of students’ worksheets and built and natural The curriculum begins broadly by exploring other material in the form of a journal, or environments in habitat and comparing the built and natu- simply a binder or folder. Please see the the city. ral environments in the city. It then hones Appendix for a suggested journal entry in on pollinators, their significance in eco- template as well as many other great re- Hone in on systems, and their symbiotic relationships sources that will help you make the most pollinators, their with flowers. Students are then introduced of the curriculum. significance in the to the diversity of bees and butterflies and ecosystem, and compare their life cycles, adaptations and Creating an Urban Schoolyard Habitat their symbiotic habitat needs. After developing an appre- As mentioned, the culmination of the relationship with ciation of pollinators and biodiversity in curriculum is the creation of the urban flowers. general, the students then become aware schoolyard (pollinator) habitat. We have of the threats to pollinators and how we designated that final lesson at the end of Understand the can play a role in supporting them. In the the school year to coincide with the Na- diversity of bees final part of the curriculum the students tional Pollinator Week, which takes place and butterflies begin to apply all that they have learned in the third week of June. Understandably, and compare to assessing and planning their own urban the process of creating a schoolyard hab- their life cycles, schoolyard habitat for pollinators. itat takes time and may not always follow adaptations and your ideal timeline. Whether you can Each lesson is designed for students in habitat needs. K-5 and has an estimated run time of 90 manage to create the habitat by June, or minutes. Some lessons have an indoor whether the process extends beyond one Become aware introductory activity and an outdoor field academic year, we hope that this curricu- of the threats to activity. Teachers may choose to conduct lum paves the way for your school to cre- pollinators and the lesson in two parts by dividing the ac- ate an urban schoolyard habitat for all the how we can play a tivities. Because the emphasis is on learning reasons mentioned above. Knowing that role in supporting in the field, you should find a nearby park it is a process, it is wise to plan ahead. them. or garden where pollinators may be found, Read through the NWF Schoolyard Habitat assuming the school does not yet have its How-to-Guide at nwf.org as soon as you Assess and plan own schoolyard pollinator habitat. Even a begin the curriculum. Form a habitat team their own urban small community garden can be surpris- as close as possible to the beginning of schoolyard habitat ingly full of pollinators. The appendix offers the school year and develop a timeline, for pollinators. a list of local field trip sites where pollina- budget, and fundraising plan so that you tors abound. The lessons can be aligned will have everything ready for the opening to the Next Generation Science Standards date of the urban schoolyard habitat. suggested at the end of each lesson.

INTRODUCTION | NWF.ORG 5 Preparation of Curriculum Materials not harmful. Tell the children that they We understand that teachers don’t shouldn’t be offended if the bees com- always have a lot of time to gather and pletely ignore them, which they are apt prepare materials for lessons, which is to do unless their nest is being attacked. why we have tried to keep that work at a Our hope is that through the education minimum. The materials that we do pro- that this curriculum provides, students vide for each lesson such as worksheets will lose their preconceived fears as they can be adapted to suit your class. Many gain an appreciation for bees and other lessons also share the same materials. pollinators, their fascinating behaviors It would be helpful to have a few field and adaptations, and their essential The materials that guides and hand lenses to take with you roles in the ecosystem. we do provide for outdoors. A recommended list of such each lesson such resources is found in the Appendix and Rearing Monarchs as worksheets can most titles can be found in your local Bringing insects such as monarch but- terflies indoors for closer study can be be adapted to suit library. Some lessons require additional materials which need to be ordered in a wonderful gift for your students, but your class. advance. For example, the free plant cat- it’s also important to be mindful that we alogues for Lesson 19 need to be ordered are removing an animal from its natu- about two months in advance, so plan ral habitat and handle this responsibly. ahead (see Lesson 19 for details). The National Wildlife Federation stands with other environmental organizations Working with the Fear of Bees in strongly discouraging the rearing of Bees sadly have earned a bad reputation, captively bred monarchs. These insects mainly because they are often mistaken ordered by mail can harbor disease, are for their more aggressive cousins, the no longer adapted to their natural habi- wasps. Furthermore, over 90% of bees tat, and can impact the genetic diversity of the wild populations. You can find out Color Key for are solitary species, meaning that they have no reason to defend a colony and more by visiting: xerces.org/monarchs/ Lessons naturally are not aggressive. Even the Eu- joint-statement-regarding-captive-breed- ing-and-releasing-monarchs. n Habitat ropean honey bee, a social species, will rarely sting unless they feel threatened. n Bee If you are interested in observing the Their barbed stinger means they can monarch life cycle responsibly, it’s best n Butterfly sting only once because it leads to their to find them locally in the wild and place death. So while female bees do have n Pollinator a screen enclosure over the milkweed stingers, they rarely use them. plant outdoors, which will protect the Unfortunately, the fear of bees is deep- caterpillars from predators and allow ly ingrained. Some children (and even students to observe the life cycle without some adults) may think a bee flying in having to bring them indoors. You can the garden is after them, when really find out more on raising wild monarchs they are just heading to the nearest flow- by visiting: er for pollen. It would be helpful to allow monarchjointventure.org/images/up- students to calmly observe the bees at loads/documents/monarch_rearing_in- work and make observations in order for structions.pdf them to see that they really are monarchwatch.org/rear/index.htm

6 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM September - January LESSON 1

HABITAT Habitat Hunt

Background

HABITAT1 HUNT In order for an animal to survive, it must be able to find an adequate habitat that provides food, water, cover, and a safe place to raise young. Each species’ habitat has a char- habitats of salt marshes, freshwa- acteristic physical environment, ter wetlands, es­tuaries, temperate including climate, and often a forests, fields, ocean beaches, and characteristic type of vegetation. springs and streams that sup- Eastern temperate forests tend ported many species of wildlife. to have cold winters and wet, Though they grew some crops, hot summers. Broadleaf trees the Lenape moved seasonally like oaks and maples live well and devoted much of their time in these conditions. These trees to hunting, fishing, and gather- create a canopy that shades the ing wild plant foods, as well as forest floor and provides habi- oysters, clams, and other shellfish tat for many creatures, such as which were abundant in the wa- gray squirrels, white-footed mice, ters surrounding Manahatta. The white-tailed deer, blue jays, and Wildlife Conservation Society’s more. Deserts, on the other hand, Manna­hatta Project estimated receive little rain throughout the that, when Henry Hudson arrived year and can only support plants in 1609, the area now known as able to tolerate dry conditions New York City might have been such as cacti and sagebrush, home to as many as 1,850 plant which in turn characterize the and vertebrate animal species habitat for many other plants and including large carnivores. Adding animals. invertebrates—all insects, oys- (From NWF Schoolyard Habitats® ters, clams, and other organisms How to Guide) without a backbone— contrib- utes thousands more species. As The city of New York, which is the city’s built en­vironment and renowned for its cultural diver- human activity increased, much of sity was once a place of great that biodiver­sity was lost. bio­diversity as well. The Lenape, Manhattan’s original inhabitants, Although we may no longer have called the island Manahatta, gray wolves, deer, and moun- which means “hilly island.” The tain lions roaming as they did in landscapes of Manahatta were previous time periods, wildlife comprised of diverse natural can still be found in the green

8 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 1

HABITAT

Habitat Hunt (Continued) BACKGROUND

spaces across the city. Many of habitat, these “rock doves” would the plants and animals that are nest on rock ledges but learned found in an urban setting live to use city buildings for that pur- here because it offers some pose and also learned how to de- remnant of their natural habitat. pend on people for food. Another For example, squirrels, red-tailed species that likely arrived by ship hawks, and chipmunks are native from Europe is the highly adapt- animals still seen in our parks. able Norway (Brown) rat, which Even humpback whales, dolphins, has found an ideal habitat in the and harbor seals can be seen off city, and much to our aggravation, the coast; and oysters, which once has thrived. piled up on the beaches, are now New York City will never return to making a comeback thanks to the ecological Eden that it once restoration efforts. Other native was, but by educating the next animals have learned to adapt generation about the nature that to their changing habitat. Rac- can be and once was found here, coons are highly adaptable native we can begin the work of con- animals that have learned to pry serving and restoring our natural open garbage cans in search of spaces and learning to live in food. Other plants and animals ways that respect the wildlife that are non-native transplants, which supports people and the planet. typically migrated with the people who came to the city, whether intentionally or not. For example, pigeons came over with the Dutch settlers, probably as livestock intended for the table. In a native

LESSON 1: HABITAT HUNT | NWF.ORG 9 LESSON 1

HABITAT

ACTIVITY Lesson 1

Summary Materials Students are introduced n 1.1 Habitat Web Animals to the concept of habitat n 1.2 Habitat Web Worksheet

by making personal n 1.3 Habitat Hunt Worksheet, connections. They explore clipboards, pencils, poster board, local gardens or parks to look scissors, glue, rulers, drawing tools for evidence of animals in their habitats and compare observations between the built and natural environments. Preparation

Introduction 90 n Print one copy each of 4 different minutes habitats (ex. desert, arctic, ocean, forest) or use digital images. Objectives Activity 1 Students will: n Print and cut out images from n understand the concept of habitat 1.1 Habitat Web Animals (two per by making personal connections. group of 6 students)

n understand that animals have n Print 1.2 Habitat Web Worksheet adapted to a certain habitat or (one per student) habitats. Activity 1 n understand how the urban environ- n Print 1.3 Habitat Hunt Worksheet ment and human activity influence (one per student) biodiversity.

Introduction some wild animals that we rarely find in Ask students to focus on the natural the street, but are more likely to find in features of their neighborhood. What a garden or park in the city? Why don’t animals have they seen in their neigh- they venture outside those green spaces? borhood? Were they pets or wild ani- Perhaps they are not able to travel far mals? Can they think of any wild animals or maybe the park provides them with they have seen in the neighborhood? everything they need. Think of a turtle as Squirrels, birds, etc.? Where did they see an example. We rarely see turtles walk- them? What were they doing? What are ing down the street. Where do we most

10 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 1

HABITAT ACTIVITY often find them? The pond is the turtle’s 2. Divide students into groups of six. Pass habitat. A habitat is where an animal out the 1.2 Habitat Web Worksheet to lives, just like our neighborhood is where each child in the group. we live. And just like our neighborhood 3. Cut out and distribute to each child provides us with everything we need, a an animal from the 1.1 Habitat Web habitat provides an animal with every- Animals; they should not share their thing it needs. A habitat must provide animal with the group. an animal’s four basic needs. What might those be? Does an animal need 4. Each child will complete 1.2 Habitat gas stations or coffee shops? Those four Web Worksheet by selecting food, basic things that a habitat must provide water, and cover resources from the for an animal’s survival are: food, water, list under the habitat web and copying cover, and a place to raise young. When the ones that they think apply to their you think about it, these are the essen- animal in the bubbles. Instruct them to tial needs of people as well. Is there leave the center animal bubble blank. anything else that people might need to survive that animals might not need? 5. Ask them to share with a partner and (Maybe heat or clothing for protection). see if the partner can identify the Why don’t animals need clothing? Discuss animal based on its food, water, and the difference between needs and wants. cover resources. If students need clues, Activity 1 you can provide the list of animals Discussion Show students an image of different that were cut out from 1.1 Habitat Web 1. Discuss the habitats: desert, arctic, ocean, forest, etc. Animals. Once their partners have questions on Can they think of an animal that lives guessed, students can label the animal 1.2 Habitat Web in each habitat? How does that habitat in the center bubble. Worksheet. meet that particular animal’s needs and 2. Which animals why not another habitat? What might 6. Students can work with their group to eat only plants? answer the questions on the second happen if we moved one of these ani- Which animals mals to another habitat? Why might it page of the worksheet. eat both plants not survive? and other Extension animals, and 1. Groups can create a larger habitat food which only eat Activity 1: other animals? web on poster board or chart paper. Habitat Web This might be Ask students to copy their food web a good time to bubbles from their 1.1 Habitat Web introduce the 1. Can our city parks be a habitat? What Worksheet onto a clean sheet of paper. terms herbivore, are some animals that we find in our Students then cut out the bubbles, omnivore, and city parks? Explain that the plants and carnivore. place them on the poster board, and animals that share the same habitat work their with their group to connect 3. Why is it form a community and depend on important to have the animals with their food sources each other for survival. For example, in trees and parks in using a ruler, marker, or string (see the forest, a hawk depends on a squir- a city? example on page 12). They can also add rel which depends on the oak tree. visuals to the poster and display them in the classroom when complete.

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HABITAT ACTIVITY

Habitat Food Web Example (Gr. 3-5) that might make a good lunch for a bird or squirrel or a puddle for water. They may see holes or cracks that might be an entry for a burrow, or birds Raccoon Sparrow nests in trees.

3. Before they return indoors, ask them to

INSECTS tally the number of each animal they observed on their walk. Bee 4. Create a folder where students can Hawk PLANTS hold on to this worksheet as it will be referred to in upcoming lessons.

SMALL Discussion Squirrel MAMMALS Raccoon 1. Which animals did you observe and what were they doing? How might that Butterfly/ relate to their habitat? Caterpillar 2. Which animal did you observe the most? Why do you think that is? 3. Did you see evidence of animal homes, Activity 2: but not the animals themselves? For Habitat Hunt (outdoors) example, burrows or nests? 4. Did you see any animals eating? Did you see any food sources—seeds, nuts, 1. Take a walk around the school and then or flowers? What animals might these to a local park or garden. Ask students attract? to look closely for animals both on the street and in the park or garden; 5. When may be a better time to observe students can look for animals of all the animals that we didn’t see today? sizes—tiny critters in the soil or birds How might seasons or the time of day flying overhead. affect observations? 6. Compare observations between the 2. Students can record their observations street and the natural environment. on the 1.3 Habitat Hunt Worksheet. Were there any animals that are found Remind them to count any animal no in both the street and the park or gar- matter how big or small and include den? Which ones were different? Why? animals that they hear but cannot see. They will also indicate where they 7. Can our neighborhoods also be hab- observed the animal (on the street, in a itats for animals? How? Would they tree, on a flower) and what it was doing. use the neighborhood the same way? They will also record observations that Would they visit the library? relate to the animals’ habitat needs for 8. How biodiverse is the garden (bio “life,” food, water, and shelter. For example diversity “variety”)? In other words, they may see seeds fallen from a tree how many different kinds of animals

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HABITAT ACTIVITY

native habitats within our own city. If Did you know? possible, schedule a tour with a NYC Park Ranger. Make a field guide to re- There are an estimated 2,373 cord observations. Read about the type Eastern Gray squirrels and 58 of habitat before you go. What do we different species of bees found in already know about this habitat, what Central Park, NYC. did we learn?

4. Visit welikia.org for maps of what Man- hattan looked like in 1609 and lists of (and plants) did we observe? How does plants and animals. What is significant this compare to observations on the about the year 1609? What has changed street? Did we see more or less variety since then? What was lost, what was of animals there? Why do you think so? gained? See bit.ly/WildflowersNYC for How might we make our neighborhood images of wildflowers once found in more biodiverse? NYC. Why did some remain and some 9. Before the city and neighborhoods disappear from the city? were built, what do you think was here? Think about the animals you see in the 5. Visit oasisnyc.net/map.aspx to see city. Which ones do you think had their historical land uses in your neighbor- habitat here before we created our hood. How do you think these changes neighborhoods? affected wildlife? 10. Why are parks and gardens good for 6. FInd more NWF lessons on habitat at us and the environment? bit.ly/LessonsNWF.

Extensions 1. Choose one of the animals on the 1.3 Habitat Hunt Worksheet. Individually or in groups, students can research one Resources of the animal’s habitat needs for food, n The Welikia Project: water, shelter, and places it raises its welikia.org young. How does the city provide these n The Lenape Center: needs? How has it adapted to city life? thelenapecenter.com Can it be found outside the city as well? n AMNH Biodiversity Assessment 2. How might we keep a record of of NYC: bit.ly/NYCBiodiversity our observations of local wildlife n What is Biodiversity?: and habitats (e.g. nature journal, bit.ly/biodiversityAMNH photography, sketches, community n When NYC Bloomed: science, iNaturalist)? bit.ly/WildflowersNYC 3. Visit a NYC Forever Wild nature preserve n Audubon Resources: (nycgovparks.org/greening/nature-pre- bit.ly/NaturalistsAudubon serves) to see examples of various

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HABITAT RESOURCES

Books

About Habitats (series) Hidden City: Poems of Urban Wildlife Cathryn Sill Sarah Grace Tuttle Ages 6 –11 Ages 6 –11 Beautifully illustrated overview of the Poems with colorful illustrations ecosystems in different habitats. about the nature often unnoticed in the city. When the Shadbush Blooms Carla J. Messinger with Susan Katz Field Guide to Urban Wildlife Ages 6-11 Julie Feinstein A Lenape story told by Traditional Ages 12+ Sister and Contemporary Sister, each The habits of 135 common North from her own time, this is a book American animals adapted to about the cycle of seasons, tradition urban life. and change. Wild New York: A Guide to the Wildlife, The Kid’s Guide to Exploring Nature Wild Places, and Natural Phenomenon Brooklyn Botanic Garden of New York CIty Ages 6 –11 Margaret Mittlebach Teaches children how to observe Ages 12+ environments as a naturalist and A beautifully illustrated, natural his- reveals complex ecosystems of plants tory of New York City and a guidebook and animals in the woods, at the for the urban explorer. beach, and in a city park.

Vocabulary

Adapt (v): to change a behavior, feature, Carnivore (n): an animal that eats or characteristic so that it is easier to live other animals. in a particular place or situation. Habitat (n): the place or type of place Biodiversity (n): biological diversity in where a plant or animal naturally or an environment as indicated by numbers normally lives or grows. The place that of different species of plants and animals. provides the animal with food, water, shelter, and a safe place to raise young. Community (n): a group of plants or animals that live in the same place, Herbivore (n): an animal that only usually interacting with each other and eats plants. their environment. Omnivore (n): an animal that eats both plants and other animals

Source: Merriam-Webster Learner’s Dictionary

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HABITAT RESOURCES

Standards 2-LS4-1 Interdependent Relationships in K-LS1-1 Interdependent Relationships Ecosystems. Make observations of plants in Ecosystems: Animals, Plants, and and animals to compare the diversity of Their Environment. Use observations life in different habitats. to describe patterns of what plants and 3-LS3-2 Inheritance and Variation of animals (including humans) need to Traits: Life Cycles and Traits. Use evidence survive. to support the explanation that traits can K-ESS2-2 Interdependent Relationships be influenced by the environment. in Ecosystems: Animals, Plants, and 3-LS4-3 Interdependent Relationships Their Environment. Construct an argu- in Ecosystems. Construct an argument ment supported by evidence for how with evidence that in a particular habitat plants and animals (including humans) some organisms can survive well, some can change the environment to meet survive less well, and some cannot sur- their needs. vive at all. K-ESS3-1 Interdependent Relationships 3-LS4-4 Interdependent Relationships in Ecosystems: Animals, Plants, and Their in Ecosystems. Make a claim about the Environment. Use a model to represent merit of a solution to a problem caused the relationship between the needs of when the environment changes and the different plants or animals (including types of plants and animals that live humans) and the places they live. there may change. 1-LS1-2 Structure, Function, and Infor- 4-LS1-1 Structure, Function, and Infor- mation Processing. Read texts and use mation Processing. Construct an argu- media to determine patterns in behavior ment that plants and animals have inter- of parents and offspring that help off- nal and external structures that function spring survive. to support survival, growth, behavior, and reproduction.

LESSON 1: HABITAT HUNT | NWF.ORG 15 WORKSHEET 1.1

SIDE 1 Teacher Instructions: Cut out the animal cards and give one to each

HABITAT WEB ANIMALS student. Tell them not to show their cards to anyone else! Students will use their card to complete the 1.2 Habitat Web Worksheet.

Raccoon Bee

Butterfly Squirrel

Hawk Sparrow

16 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 1.2

SIDE 1 Name:______Date:______HABITAT WEB 1. Look at your animal – don’t let anyone else see it yet! What does your animal eat? Where does it get water? Where does it find cover? Use the list below and write the habitat needs of your animal in the appropriate food, water, and cover circles (food-green circle; water-blue circle; cover-red circle). Don’t write the name of the animal in the center circle, your partner will try to guess it based on its habitat needs.

2. Turn and talk with a partner. Share the food, water, and cover needs of your animal and see if they can guess it. Once they’ve had a chance to guess, write down the name of your animal in the center circle.

es your es it fin do an do d c d im re ov oo a e e f l h r t e W ? a a h t ? W

s your a at i nim h a W l?

Food

n insects n plants/trees (includes leaves, fruit, pollen, seeds, nuts, etc.) does it ge re t w e a n h te small mammals or birds W r ?

Water Cover

n raindrop on leaf n nest on a tree branch n puddle n tall grasses n fountains n chimney n streams or ponds n underground burrow n hollow of a tree

LESSON 1: HABITAT HUNT | NWF.ORG 17 WORKSHEET 1.2

SIDE 2 Name:______Date:______HABITAT WEB Discuss these questions with your group and write your answers in the space provided.

1. Which animals shared the same food resource?

Food: Animals:

2. Which animals shared the same water resource?

Water: Animals:

3. Which animals shared the same cover resource?

Cover: Animals:

4. Which food resources also serve as cover resources?

5. Do you share any food, water, or cover resources with these animals? Which ones?

18 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 1.3

SIDE 1 Name:______Date:______HABITAT HUNT Look closely for animals during your walk, they can be tiny or large—insects, birds, mammals, and more. What animals do you see or hear? Complete the chart for all the animals you observe.

Animal Tally Total Where is it? What is it doing?

Do you see evidence of food, water, or cover for wildlife? For example, fallen seeds, puddles, nests, or burrows?

Food Water Cover or places to Animal it may raise young serve Example: Bird Bird’s Nest

LESSON 1: HABITAT HUNT | NWF.ORG 19 LESSON 2

POLLINATOR What is a Pollinator?

2 Background WHAT IS A POLLINATOR? Over 85% of flowering plants depend upon pollinators for reproduction.1 The relationship between plants imported for their honey. More and animals can be best under- than 90% of our native bee stood by looking at the symbiotic species are solitary species; they relationship between flowers and do not live in colonies but make pollinators. Pollinators, those their nests in soil, hollow plant animals that visit flowers for stems, or in wood. As explained nectar and pollen, inadvertently in later lessons, our agriculture aid the plant in reproduction by systems and ecosystems depend transferring pollen from flower to upon the pollination services of flower on the hairs of their body. these remarkable insects. The color, shape, and fragrance of flowers are adapted just for this Wasps purpose—luring pollinators to Bees are often confused with ensure the plant’s reproduction. their infamous look-alike cousins, Pollinators sustain our ecosys- the wasps. Bees and wasps are tems and form the base of the closely related and both occupy natural food web, as well as our the same order, Hymenoptera. food supply. Below are profiles Upon close inspection, you will of some of the most common see that the two are quite differ- pollinators. ent and have different adapta- tions and behaviors. One way to Bees easily distinguish the two is that Bees are by far the most eminent wasps are not fuzzy like bees. of all the pollinators. There are They visit flowers for a quick over 20,000 species of bees in the sip of nectar but do not collect world, over 4,000 in the United pollen for their offspring like bees States, and 230 in New York City and thus have no need for the alone.2 The majority of flowers pollen collecting hairs. Rather, are pollinated by bees. They may wasps are carnivorous and sting visit thousands of flowers each and drag other insects, including day, foraging for pollen to bring other members of their same back to their nests. Although order, back to their nests to feed honey bees are the most famous their young. Because of their var- bees, they are native to Europe, ied diet, wasps can be a nuisance not North America, and were at picnics in search of an easy

1 xerces.org/pollinator-conservation/ 2 greatpollinatorproject.org/

20 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 2

POLLINATOR

What is a Pollinator? (Continued) BACKGROUND

meal, especially at the beginning people wonder at the difference or end of a season when nectar is between butterflies and moths. scarce. Another way to distinguish The following points are generally wasps from bees is that wasps true for most species: tend to have a more elongated n Butterflies have knobbed anten- abdomen and narrower waist nae; those of moths range from than bees. You can think of them straight filaments to feathery or as a slender race car rather than branched. a buggy. n Butterflies have smooth, slender Like bees, the majority of wasps bodies; moths tend to be plump are solitary. Some don’t even and fuzzy. bother making nests, but will n Most butterflies fly during the smuggle their eggs in the nests day; most moths fly at night. of other bees and wasps where, upon hatching, they will devour n Butterflies generally rest with their hosts. Others are social and their wings held upright; moths live in colonies, including hornets, spread them out. yellow-jackets, and paper wasps. n The majority of fuzzy caterpillars Wasp hives are usually construct- become moths. ed out of a paper-like material n Most of the brightly colored created out of regurgitated wood Lepidoptera are butterflies.3 fibers and may be exposed on trees and under the eaves of Flies houses. Flies are often seen on flowers in late summer. Many can easily be Butterflies and Moths mistaken for bees or wasps due Butterflies and moths belong to to their adaptation for mimic- the insect order Lepidoptera. With ry. Yet there are several ways to about 180,000 different spe- distinguish them. Flies belong to cies, this insect order is second the order Diptera, meaning “two- only to the beetles (Coleoptera). winged.” Bees and wasps have These insects are less efficient four wings, a pair of fore wings, than bees at transferring pollen and hind wings. Flies also have a between plants; they lack the more triangular shaped body and specialized structures to do so head when viewed from above. and have long thin legs that keep They have shorter antennae and them perched above the flower. don’t have dense hairs because But they are a marvel to children they do not carry pollen. Syrphid and adults alike and are more flies (hover flies), which closely approachable than bees. Many

3 archive.fieldmuseum.org/butterfly/bvsm_basic.htm

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POLLINATOR

BACKGROUND What is a Pollinator? (Continued)

mimic bees and wasps, eat pollen a symbiotic relationship between and nectar. Tachinid flies visit them and the plant. When sur- flowers for nectar and parasitize rounding the flower to feed on caterpillars with their eggs. Small- the extra floral nectaries, the ants er flies may lay their eggs inside deter other insects that may feed flower heads or puncture the on the flower buds or try to steal flower head to feed on the nectar. nectar from the outside, thus forc- ing other insects like bees to enter Beetles the flower in a way that is more There are more species of beetles conducive to pollination. than any other kind of insect; fossil Ants are highly social and nest records show that beetles were in colonies underground or in the first insect pollinators. Com- hollow cavities. Like honey bees, mon floral visitors include soldier they send a scout out in search of beetles, long-horned beetles, leaf nectar. When the scout finds the beetles, and snout beetles. Beetles nectar, she emits a pheromone visit flowers for both pollen and odor trail on the way back to the nectar, but they also have an ap- nest, which leads the other ants to petite for other parts of the flower the food source. A trail of ants can and can sometimes be destructive. be seen all the way up the plant The micro-hairs on their bodies stem to the nectar source. trap and transport pollen; but be- cause they spend a long time on Hummingbirds a flower, their effectiveness at In the eastern United States there pollination is diminished. Bee- is only one kind of hummingbird: tles have certain adaptations the ruby-throated hummingbird. to protect them from predators. It has good eyes and is especially For example, the soldier beetle attracted to red flowers. It can demonstrates a good example of reach deep nectaries with its long wasp mimicry. slender beak. When it does, its Ants head becomes dusted with the pollen. “Although a hummingbird Ants are great lovers of nectar. weighs between 2-8 grams (a They are often attracted to flowers penny weighs 2.5 grams), they eat that contain extra floral nectaries, frequently in order to power hearts (nectar that is found on the outer that pump 1,200 times per minute part of the flower) or shallow and wings that beat seventy times flowers since they don’t have the each second. To survive, they must tongues to feed on the deep inner eat several times their weight in nectaries. Though ants are not nectar every day!”4 effective pollinators, there is still

4 fs.fed.us/wildflowers/pollinators/animals/birds.shtml

22 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 2

POLLINATOR

Lesson 2 ACTIVITY

Summary Materials Students brainstorm which n 2.1 Pollinator Bingo Cards animals they have seen on n 2.2 Pollinator Observation flowers and learn why they Worksheet are called pollinators. To n Pencils

become familiar with different n Clipboards pollinators, the class plays “pollinator bingo.” They then observe and collect data about pollinators outdoors and discuss their Objectives observations. Students will: n become familiar with the term 90 pollinator and the animals that minutes pollinate flowers.

n compare and contrast various Preparation pollinators.

Activity 1 n observe pollinators and make inferences about their behavior n Print 2.1 Pollinator Bingo Cards and characteristics. (one per pair of students. Pre-cut images, or let students cut them out). n observe flowers and make infer- ences about their characteristics. n Bingo markers (optional) n represent data in chart. Activity 2 (outdoors) n Print 2.2 Pollinator Observation Worksheet (one per student)

Introduction (bee, butterfly, wasp, hummingbird, etc.). Review the previous lesson, Habitat Hunt. Why do they think they visit flowers? Ask students to recall which animals Explain that these animals are called they observed. Were any of the animals pollinators because they transfer pollen visiting the flowers? If they didn’t see from flower to flower. They will be learn- any, you might take them out where they ing more about this in the next lesson, can observe the activity on flowers or let but you may mention that the reason them just recall from experience which they are so important is that by transfer- animals they have seen visiting flowers ring the pollen from flower to flower, they

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POLLINATOR ACTIVITY

allow the plant to develop seeds so that it can reproduce, or make more plants. The plants and animals support each other: the plant provides the animal with Did you know? nectar and pollen and the animal trans- fers the pollen to another flower, which Flies don’t usually come to mind helps the plant produce seeds.A when eating chocolate, but they are an important pollinator of this sweet treat. Chocolate comes Activity 1: from the cacoa tree which is Getting to Know Pollinators pollinated by the tiny midge fly (1-3 mm.). The tiny white flower of 1. Divide students into pairs. Give each the cacoa tree smells like mush- group a copy of 2.1 Pollinator Bingo rooms, and since midge flies are Cards. Students will cut out the bingo attracted to mushrooms, they cards and arrange them in a 3 X 3 grid also are attracted to the flowers.5 90 in any random order. minutes 2. Call out the names of the pollinators (hummingbird, ant, bat, butterfly, fly, moth, bee, wasp, and beetle). Students 4. What additional questions do you have can either mark the cards or flip them about these pollinators? over as the pollinators are called. If they turn over three cards in a row (horizontally, vertically, or diagonally), Activity 2: Pollinator Field they call out, “BINGO.” Observation (outdoors) 3. Working in the same pairs, ask stu- dents to compare and contrast the 1. Take students outside to a place that pollinators and think of different ways has a variety of flowers, or ideally a to classify them (e.g., insects vs. non- pollinator garden (see Appendix). insects, or winged animals vs. non- 2. Give each student a copy of 2.2 Pollina- winged). Encourage them to be creative tor Observation Worksheet. Students in their classifications. If time allows, will spend time observing flowers on students can share their classifications two different plants and record their with the class. observations. They will also spend time observing one pollinator and record Discussion their observations. 1. How many of these animals did you 3. When you return to the classroom, think were pollinators? Which ones students can create graphs or charts surprised you? from the data. For example, one graph 2. Which ones have you seen visiting could illustrate the types and number flowers? Why might that be? of pollinators observed; another could 3. How are they similar and how are they illustrate flower colors and number of different from each other? pollinator visits, etc.

5 fs.fed.us/wildflowers/pollinators/animals/flies.shtml

24 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 2

POLLINATOR ACTIVITY

Extensions 1-LS3-1 Structure, Function, and Infor- 1. Let students work individually or in mation Processing. Make observations groups to conduct research on one of to construct an evidence-based account the pollinators. Some of the informa- that young plants and animals are like, tion they could research includes: but not exactly like, their parents. a. Habitat (feeding, nesting, resting, 2-LS4-1 Interdependent Relationships in overwintering) Ecosystems. Make observations of plants b. Anatomy and animals to compare the diversity of life in different habitats. c. Life cycle d. Range (where it is found) K-2-ETS1-1 Engineering Design e. Behavior and adaptations Ask questions, make observations, and gather information about a situation f. Fun facts people want to change to define a simple 2. Look at iNaturalist.com to find the peak problem that can be solved through time for observations of each of these the development of a new or improved pollinators. Find the peak time to ob- object or tool. serve them at different stages of their life cycles (egg, larva, pupa, adult). 3-LS1-1 Inheritance and Variation of Traits: Life Cycles and Traits. Develop 3. Look at iNaturalist.com for ruby Activity 2 models to describe that organisms have throated hummingbird observations Discussion unique and diverse life cycles but all in New York. How does that compare have in common birth, growth, reproduc- 1. What insects with certain bees? Are ruby throated tion, and death. did you observe hummingbirds more common or more visiting the rare? Look at a map of the range of the 3-LS3-1 Inheritance and Variation of flowers? ruby-throated hummingbird. Is that Traits: Life Cycles and Traits. Analyze and 2. What part of the reflected in the observations on iNatu- interpret data to provide evidence that flowers did they ralist? What might determine its range? plants and animals have traits inherited prefer? When is the peak time for observations? from parents and that variation of these 3. What do you How might we attract more ruby-throat- traits exists in a group of similar organisms. think they were ed hummingbirds to the garden? doing there? 3-LS2-1 Interdependent Relationships 4. How many Standards in Ecosystems. Construct an argument different flowers that some animals form groups that help did the pollinator K-LS1-1 Interdependent Relationships members survive. visit? in Ecosystems: Animals, Plants, and 5. Did any Their Environment. Use observations 4-LS1-1 Structure, Function, and Infor- pollinators prefer to describe patterns of what plants and mation Processing. Construct an argu- certain flower animals (including humans) need to ment that plants and animals have inter- colors? survive. nal and external structures that function 6. Why are flowers to support survival, growth, behavior, and 1-LS1-2 Structure, Function, and Infor- so attractive? reproduction. mation Processing. Read texts and use media to determine patterns in behavior of parents and offspring that help off- spring survive.

LESSON 2: WHATLESSON IS A2: POLLINATOR?WHAT IS A POLLINATOR? | NWF.ORG 25 LESSON 2

POLLINATOR RESOURCES

Books

The Bees in Your Backyard A Wasp Builds a Nest: See Inside a Joseph Wilson and Olivia Messinger Paper Wasp’s Nest and Watch It Grow Carril Kate Scarborough Adult Ages 5–9 A comprehensive and clear guide This picture book explains stage by to the native bees of North America stage how paper wasps build their with many visuals. nests.

The Life and Times of the Ant Bees and Wasps: Charles Micucci Secrets of Their Busy Colonies Ages 4–8 Sara Lynn Latta This picture book explores every- Ages 8–10 thing about this other amazing social Discover how bees and wasps build insect. their homes, communicate, and depend on one another to survive in Are you an Ant? their colonies. Judy Allen Ages 4–8 Field Guide to the Flower Flies A picture book takes readers through of Northeastern North America the life of an ant. (Princeton Field Guides) Jeffery H. Skevington Tiny Bird: A Hummingbird’s Amazing Adult Journey The first comprehensive field guide Robert Burleigh of flower flies (also known as hover Ages 5–9 flies) of northeastern North America. The story of the life cycle and migra- tion of the ruby-throated humming- bird.

Vocabulary Pollen (n): the very fine, usually yellow, Pollinator (n): an animal that moves dust that is produced by [a flower] and pollen from one plant to another of that is carried to other [flowers] of the the same kind so that seeds will be same kind, usually by wind or insects, produced. so that the plants can produce seeds. Reproduce (v): to produce babies, Pollinate (v): to give [a plant] pollen young animals, new plants, etc. from another plant of the same kind so that seeds will be produced.

Source: Merriam-Webster Learner’s Dictionary

26 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 2.1

SIDE 1 Name: Date: POLLINATOR BINGO CARDS Cut out each pollinator image; arrange the images on your desk in three rows, in any order. Each row should have three pictures. When your teacher calls the name of one of your pollinators, flip over the picture. Once you flip over all three pictures in one row— horizontally, vertically, diagonally— raise your hand and say, “BINGO!.”

LESSON 2: WHAT IS A POLLINATOR? | NWF.ORG 27 WORKSHEET 2.2

SIDE 1 Name: Date: POLLINATOR OBSERVATION Observe flowers on two different plants for 3 minutes each. What do you notice?

Flower #1

Describe the flower: Sketch the flower:

What insect(s) did you observe on Observations (How long did it stay? the flower? What part of the flower seems the most interesting?)

Flower #2

Describe the flower: Sketch the flower:

What insect(s) did you observe on Observations (How long did it stay? the flower? What part of the flower seems the most interesting?)

28 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 2.2

SIDE 1 Name: Date: POLLINATOR OBSERVATION Next, quietly follow one pollinator around for 3 minutes and answer the questions below.

1. Can you identify the name of the pollinator?

a. About how many flowers did it visit in those three minutes?

b. How many different kinds of flowers did it visit?

c. What colors were the flowers?

d. Did it visit any other part of the plant beside the flower? If so, which part?

2. Describe the general behavior of the pollinator. What was it doing?

3. Why do you think pollinators visit flowers?

4. Why do you think flowers are so attractive?

LESSON 2: WHATLESSON IS A2: POLLINATOR?WHAT IS A POLLINATOR? | NWF.ORG 29 LESSON 3

POLLINATOR What is Pollination?

3 Background WHAT IS POLLINATION? Each part of the plant has an important function that contributes to its growth and life cycle. The roots anchor the plant and will begin to swell while the absorb water and nutrients from flower petals, having achieved the soil. The stem gives the plant their purpose, will fade and fall structure and allows for the off. The swollen ovary, now a fruit, circulation and transport of water contains the fertilized seeds that and nutrients throughout the will begin a new life cycle. plant. The leaves produce food There is a symbiotic relationship for the plant through the process between plants and animals. of photosynthesis—the leaves Over 85% of flowering plants absorb sunlight and carbon depend on insects, birds, and dioxide which combines with even bats for pollination. The water to produce sugars (food) flower is the plant’s lure for for the plant. The byproduct of attracting these pollinators. The photosynthesis is oxygen, which pollinators, attracted by the color sustains life on Earth. and fragrance of the flower, come Finally, the plant puts all of its to drink the nectar, a sugary energy into producing the flower, liquid containing nutrients and its reproductive organ. Pollination amino acids. Usually the nectar is is the transfer of pollen from the secreted deep inside the flower male part of the flower stamen( ) at the base of the pistil so that to the female part (pistil) so that tiny insects, like bees, must fertilization can occur. Pollen is brush against the stamens— located on the anther, at the tip picking up pollen—to reach of the stamen. After a grain of their sweet reward. Emerging pollen from the anther lands on with tiny hairs now covered in the sticky stigma, the receptive pollen, the bee will visit another part at the tip of the pistil, it flower and inadvertently transfer germinates and a pollen tube those pollen grains when it opens and carries the sperm brushes against the pistil. Some cell down the style to the ovary. pollinators, like bees, also carry The ovary contains the ovules, the pollen back to the nest as the female egg cells. Fertilization food. occurs once the sperm cell fuses with the ovule. Slowly the ovary

30 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 3

POLLINATOR

What is a Pollination? (Continued) BACKGROUND

There are two main kinds of flowers, the pistil is usually higher pollination: self-pollination and than the stamens to prevent cross-pollination. Self-pollination self-pollination; some plants is the transfer of pollen from a even contain only male flowers, stamen to a pistil on the same while others of the same species plant. This can happen within contain only female flowers. This one flower or between different adaptation ensures that cross- flowers on a single plant. Cross- pollination will occur and leads pollination is the transfer of to a greater mixing of genes and pollen from a flower on one plant thus a variety of traits. However, to a flower on another plant. self-pollination serves its own Some plants are specifically evolutionary advantage, ensuring adapted for one type or the other. that pollination will occur For example in cross-pollinating regardless of external conditions.

Parts of a Flower The male part of a flower is known as the Stamen and is made up of the anther and filament. The female part of a flower is thePistil and is made up of the stigma, style and ovule.

Stigma The receptive tip Anther of the pistil which Produces pollen is responsible for catching pollen Filament Style Helps support the anther so that Connects stigma it can be easily and ovule and accessible for helps elongate the pollinators stigma to catch more pollen Ovule Petal Contains the female reproductive cells Ovary Sepal Receptacle Stalk

LESSON 3: WHATLESSON IS 3:POLLINATION? WHAT IS POLLINATION? | NWF.ORG 31 LESSON 3

POLLINATOR

ACTIVITY Lesson 3

Summary Materials Students review the n 3.1 The Parts of a Flower parts of a flower and n 3.2 Bees With Pollen

their functions and n Art materials for activity outlined below understand the role that insects play in pollination. They simulate the process of pollination through a Preparation role-playing game. Introduction n Print 3.1 The Parts of a Flower, one per 90 group (or show digital image) minutes n Print 3.2 Bees With Pollen, one per group (or show digital image)

Objectives Activity 1 Students will: n 20 pipe cleaners–10 yellow, 10 black, cut

n learn the basic anatomy of into 3–4 inch sections a flower. n Gauze cut into 2 inch strips (optional)

n become familiar with the n Double sided tape or velcro tape role of the flower and fruit in n Small paper bags (one per student) plant reproduction. n About 100 assorted colored small pom n understand how pollinators— poms or felt balls with 6 different colors like bees—aid in plant n reproduction. Crayons or markers for each table

Introduction the hairs on their bodies. Without know- Review the class’s observations of polli- ing it, they transfer the pollen from flower nators. Which animals did we see visiting to flower. This pollen contains special flowers and what were they doing? Polli- cells which allow the flowers to produce nators sip nectar from flowers which gives seeds. them the energy they need. Why do we Show students 3.1 The Parts of a Flower call them pollinators? While they sip the and explain that they are looking inside sweet nectar from the flower, they brush the flower. Have they ever looked this against the pollen and some of it sticks to closely at a flower to see these parts?

32 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 3

POLLINATOR ACTIVITY

Discuss the parts of the flower and 3. The bees: how a seed is produced, using the a. Wind a black and a yellow pipe Background as your reference. Adjust cleaner around their index finger to your explanation according to the age of represent a bee. your students. b. Attach a strip of double sided tape Show students 3.2 Bees With Pollen. or velcro tape to the pipe cleaner on Explain that bees are messy eaters and the underside of their finger. they get covered in pollen as they sip c. Take a paper bag and carry it in their nectar, which is exactly what nature other hand; the bag represents the intended. The pollen will travel with the bee’s pollen sac. (They can label bee to the next flower where it may be the bag “baby food” since bees feed transferred to the pistil of that flower their young with pollen). so that pollination can occur and the d. The bees fill their bags with six fruit can grow. Some female bees groom pollen grains (small felt balls or pom themselves with the mid-legs so that poms) which can be different colors. the pollen is combed to their back legs and stored in “pollen baskets.” When full, 4. Gather food! they carry these sacs back to their nests a. The flowers stand on one side of the and prepare a pollen ball on which to room holding their bags open. The lay an egg. bees stand on the other side. b. The teacher calls, “The flowers have opened in the sun; gather food Activity 1: before the day is done!” Busy Bees c. The bees buzz around and visit the flowers; they fly down to the bottom 1. Divide the class into two groups. One of a flower (bag) to drink nectar. group is the flowers. The other group is While they drink nectar, they let one the pollinators (bees). pollen grain stick to the bee. 2. The flowers: d. The bee deposits the pollen grain a. Take a paper bag and draw a flower in her pollen sac (bag) and then on one side and a fruit on the other randomly chooses a different pollen side (remind them that a fruit is the grain from her sac to deposit in the part of the plant that contains seeds, flower’s bag; (they collect one for the so even a cucumber is a fruit). pollen sac and give a different one b. Fill the bag with six pollen grains back to the flower). It doesn’t matter (small felt balls or pom poms) all which color is returned to the flower. of the same color. They can mark In fact, it should be done randomly. the color of the pollen with a circle 5. Allow the game to continue for five on the front of the bag so they minutes. remember.

LESSON 3: WHATLESSON IS 3:POLLINATION? WHAT IS POLLINATION? | NWF.ORG 33 LESSON 3

POLLINATOR ACTIVITY

6. The flowers and bees check their bags. Everyone should have no more than six pollen grains. If not, redistribute until everyone does. 7. Now the flowers can check their bags: if they have at least three pollen grains Did you know? in their bag that match their original color, then their flower has been Do you get allergies in the spring? pollinated! Remember they can check They may be caused by pollen the dot on their bags for reference. If grains flying in the wind. Some trees it matches, they inflate their bags by and plants don’t rely on animals to blowing into them like a balloon. Their pollinate their flowers but instead flowers have been pollinated and will depend on the wind to carry pollen become a fruit! to their flowers for pollination. Even though you may be sneezing, you 8. At this point, choose to end the game probably didn’t even notice the or continue to play with the remaining flowers on these wind-pollinated flowers until all the flowers have been trees and plants because they are pollinated and become fruits. not the showy kind meant to attract Discussion the attention of pollinators. 1. What are some ways that flowers attract insects? Why do flowers look different than the leaves? What are some ways that the inside of the flower helps pollination to occur? Activity 2: 2. When a flower becomes a fruit, we Pollination Field Observation say it has been fertilized. Why did the (outdoors) flower have to receive the same kind of pollen grain before developing into 1. Investigate flowers outdoors. Students a fruit? Can two unrelated flowers can use 3.1 The Parts of a Flower as fertilize each other? Say a rose and a reference. Using hand lenses, ask lily? (This is why bees naturally spend students to closely examine and their time visiting one kind of flower or identify the parts of the flower. Can even are adapted to visit only one kind they take a cotton swab and gather of flower to ensure that fertilization some pollen on a paper towel or occurs.) petri dish? Take samples back to the 3. How was this game similar or different classroom and observe under the to the way you think pollination actu- microscope. How do pollen grains ally occurs in nature? from different flowers compare? Note: this activity can take place indoors if flowers are purchased and distributed to groups (lilies or alstroemeria are

34 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 3

POLLINATOR ACTIVITY

commonly sold at markets and have 3. Look at the anatomy of bee and butter- visible plant parts and pollen). fly. Which one do you think is the more 2. If they find bees outdoors, can they see effective pollinator and why? Why might the pollen on the bees or even the bees need to carry more pollen? In pollen sacs? If not, students can discuss Lesson 10, they will learn why. 3.2 Bees With Pollen with their groups. 4. Next snack time, cut an apple horizon- 3. Discus s: why are pollinators so tally to see the seeds. If the apple was important? properly pollinated there should be 10 seeds (2 in each pocket). If not, then Extensions we say the apple was improperly polli- 1. Review the plant life cycle. At what nated meaning some ovules were not stage of the life cycle does the pol- fertilized. You can also show students linator play a role? Plant a seed and an image of an apple blossom so they observe the life cycle unfold. Can stu- can see how the 5 petals are mirrored dents predict what will happen next? in the shape of the star inside the apple. 2. Look at some images of flowers including those from plants that are 5. Dissect a flower to look for its various wind pollinated such as oaks, ashes, reproductive organs. A store-bought elms, walnut, and corn. Ask students lily is a good one to use for this. to identify and compare flowers that they think are wind-pollinated with those that are pollinated by birds or insects. Ask them to explain their infer- ences. What differences do you notice between wind and animal-pollinated flowers?

Vocabulary Fertilize (v): to make (a plant or Pollinate (v): to give a plant pollen flower) able to produce seeds. from another plant of the same kind so that seeds will be produced. Nectar (n): a sweet liquid produced by flowers and consumed by pollinators. Pollinator (n): an animal that moves pollen from one plant to another of Pollen (n): the very fine, usually the same kind so that seeds will be yellow, dust that is produced by a produced. flower and that is carried to other flowers of the same kind, usually by wind or insects, so that the plants can produce seeds.

Source: Merriam-Webster Learner’s Dictionary

LESSON 3: WHATLESSON IS 3:POLLINATION? WHAT IS POLLINATION? | NWF.ORG 35 LESSON 3

POLLINATOR RESOURCES

Books

The Reason for a Flower Flowers are Calling Ruth Heller Rita Gray Ages 4–9 Ages 4–8 The reason for a flower is to In rhyming poetic form and with manufacture seeds, but Ruth Heller luminous artwork, this book shows shares a lot more about parts of us the marvel of natural cooperation plants and their functions in this between plants, animals, and insects book. as they each play their part in the forest’s cycle of life. Flowers Gail Gibbons The Clover & the Bee: A Book Ages 4–9 of Pollination Covers flower anatomy and Anne Ophelia Dowden pollination as well as plant care with Ages 9+ colorful illustrations and diagrams Explains the process of pollination, for young readers. describing the reproductive parts of a flower and the role that insects, birds, mammals, wind, and water play in the process.

Standards 4-LS1-1 Structure, Function, and 1-LS1-2 Structure, Function, and Infor- Information Processing. Construct an mation Processing. Read texts and use argument that plants and animals have media to determine patterns in the be- internal and external structures that havior of parents and offspring that help function to support survival, growth, offspring survive. behavior, and reproduction.

2-LS2-2 Interdependent Relationships in Ecosystems. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

36 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 3.1

POLLINATOR Name: Date: PARTS OF A FLOWER Review the parts of the flower with your group.

Parts of a flower The male part of a flower is known as theStamen and is made up of the anther and filament. The female part of a flower is thePistil and is made up of the stigma, style and ovule.

Stigma

Anther

Style Stamen

Filament Pistil

Petal

Ovule Ovary

Sepal

Receptacle

Stalk

LESSON 3: WHATLESSON IS 3:POLLINATION? WHAT IS POLLINATION? | NWF.ORG 37 WORKSHEET 3.2

POLLINATOR Name: Date: BEES WITH POLLEN Look closely at the images of bees, notice the tiny grains of pollen on the bees.

38 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 4

POLLINATORS Why Pollinators?

Background 4 WHY POLLINATORS? Pollinators play a critical role in our ecosystems and agriculture systems. Over 85% of flowering plants Farmers, aware of the value of depend on pollinators to bees to their crop yields, have reproduce.1 Bees play an adopted managed honey bees especially important role as during the flowering season. they visit thousands of flowers The widespread use of honey each day, collecting nectar and bees, a species not native to pollen, loaded with proteins and North America, has led to a vitamins, for their young. We host of problems such as the often think of bees providing introduction of pathogens and us with honey, but their real competition in addition to the impact in agriculture lies in the problems already faced by native fact that bees—including wild bee populations. Scientists have bees and pollinators in general— discovered that many native bee contribute to one in every three species are actually more efficient bites of food we eat; in other pollinators than the honey bee words, they pollinate about one and farmers are beginning to third of our crops. Crop yields are find ways to support those native enhanced by up to 75% through species.3 insect pollination. The estimated The dramatic decline in bee global economic value of insect populations and pollinator pollination is $217 billion.2 species worldwide in recent Melons, apples, and peaches decades is especially alarming are just a few of the crops that given the crucial role they play in are produced thanks to bees our ecosystem and economy. (see 7.1 for more examples). Alfalfa and clover, important feed for livestock, require animal pollination as well as important fibers like cotton and flax. The unseen work of bees is so embedded in our food system that it is hard to imagine what would happen without them.

1 xerces.org/pollinator-conservation/ 2 pollinator.org/pollinators 3 entomology.cals.cornell.edu/extension/wild-pollinators/

LESSON 4: WHY POLLINATORS? | NWF.ORG 39 LESSON 4

POLLINATORS

ACTIVITY Lesson 4

Summary Materials Students learn why bees n 3.1 The Parts of a Flower are essential to agriculture n 3.2 Bees With Pollen

and explore the connections n Art materials for activity outlined between pollinators and the below food we eat.

Preparation Activity 1 n Print 4.1 Animal and Wind Pollinated Crops (two per group 90 of 4–6 students) minutes Objectives Activity 2

n Students will: Print 4.1 Animal and Wind Pollinated Crops (two per group n understand the role of bees in of 4–6 students) agriculture and natural systems. n Print 4.2 Pollinators and Our n learn which food crops depend on Food Worksheet (one per group bees or wind for pollination. of 4–6 students) n infer the consequences of declines in bee populations.

Introduction this is how many plants would also Review previous lesson. Why do disappear. What happens once the flower pollinators visit flowers; what do the is pollinated (it produces a fruit that flowers provide them? What does the contains seeds)? Can anyone think of an pollinator do for the flower/plant? Ask example of a fruit? Ask class to stand up class to stand up and imagine they were again. Now ask ⅓ of them to sit down. flowers in a field. Now ask ¾ of them to That is how many food crops would sit down (if they have been introduced to disappear if pollinators also disappeared. fractions, if not just tell them how many). Explain that if pollinators disappeared,

40 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 4

POLLINATORS ACTIVITY

Activity 1: The Empty Basket

1. Divide the class into groups of 4–6. Ask students to draw five fruits that Did you know? they might find at the farmer’s market or supermarket. Remind them that fruit 90% of apple crops, as well as is the part of the plant that contains many other orchard fruits, are seeds, so a cucumber is a fruit. Ask dependent on bees for them to cut out their fruit drawings and pollination. Almond trees are label the back with the fruit names. entirely dependent on bees. 2. Give each group one copy of 4.1 Animal and Wind Pollinated Crops. Together, with the others in their group, ask them as a reference, ask them to figure out to place any of their fruits that are on which of the ingredients in each dish the list into the center of the table. Let are pollinator-dependent and which them see what remains. Explain that are not. this is what you would be able to find at 3. Share back as a class. Without the market if there were no pollinators. pollinators, what would each dish be 3. How many did you start with as a Activity 2 reduced to? Would that make for a Discussion group? How many fruits were left that tasty dining experience? did not require a pollinator? Can you 1. Review. Why are 4. If time allows, make this into a poster work it out as a fraction? so many of our that can be displayed publicly, possibly foods dependent 4. If time allows, make a poster using in the school cafeteria. How can they on pollinators? their drawings of fruits, grouping or get the information across in a clear 2. What did you graphing those that are dependent and interesting way? learn? Did on pollinators and those that are not. anything surprise Display it publicly, possibly in the Extensions you? school cafeteria. How can they get 1. Ask students to record all the food they 3. What would the information across in a clear and eat in one day. Using 4.1 as reference, the world be interesting way? ask them to list all the foods that are like without pollinators? Aside dependent on pollinators and those from pollinating Activity 2: that are not. How do the lists compare? our crops, what Pass the Ketchup Is one list longer than the other? other benefits do they think 2. Research family recipes or the culinary pollinators like 1. Divide class into groups of 4–6 stu- traditions of the community. How many bees and insects dents. Give each group 4.2 Pollinators dishes feature ingredients pollinated might provide? and Our Food. by animals? Share the dishes as part of 4. Ask them if they a community event. 2. Ask groups to review the food images changed their perspective of and discuss the ingredients that make 3. Challenge: try to make a dish only bees after this with ingredients that are wind or self- up each dish. Using the images and lesson. 4.1 Animal and Wind Pollinated Crops pollinated.

LESSON 4: WHYLESSON POLLINATORS? 4: WHY POLLINATORS? | NWF.ORG 41 LESSON 4

POLLINATORS RESOURCES

Books

What If There Were No Bees? You Wouldn’t Want to Live Suzanne Slade Without Bees! Ages 6–9 Alex Woolf Grassland ecosystems can be found Ages 8–12 on nearly every continent. What Entertaining picture book that difference could the loss of one explains the importance of bees. animal species make? Follow the It’s a Good Thing There Are Bees chain reaction, and discover the Lisa M. Herrington importance of honey bees. Ages 6–8 Next Time You See a Bee A book for the beginning reader. Emily Morgan Harvesting Friends/Cosechando Ages 10+ Amigos Visual reference book that reveals Kathleen Contreras the big impact these little insects Ages 4-8 have on the world. It shows how the Neighbors come together to grow physical features of bees make them fruit and vegetables for salsa. This pros at collecting and spreading bilingual picture book includes easy- pollen. to-make recipes.

Standards function to support survival, growth, 3-LS4-3 Interdependent Relationships behavior, and reproduction. in Ecosystems. Construct an argument 5-ESS3-1 Earth’s Systems. Obtain and with evidence that in a particular habitat combine information about ways some organisms can survive well, some individual communities use science survive less well, and some cannot ideas to protect the Earth’s resources survive at all. and environment. 3-LS4-4 Interdependent Relationships in Ecosystems. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Vocabulary 4-LS1-1 Structure, Function, and Crop (n): a plant or plant Information Processing. Construct an product that is grown by farmers. argument that plants and animals have internal and external structures that

42 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 4.1

SIDE 1 Name: Date: ANIMAL & WIND POLLINATED CROPS The foods we eat are dependent on pollination. Review the lists of Animal-Pollinated Crops and Wind-Pollinated Crops and use them as a reference to complete the worksheet Pollinators and Our Food.

Animal-Pollinated Crops Cranberry: over 40 native Pumpkin: squash bees, bees, including bumble bumble bees bees A R Agave: bats Cucumber: honey bees, Raspberry: honey bees, squash bees, bumble bumble bees, solitary Alfalfa: leafcutter bees, bees, solitary bees bees, hover flies honey bees D Almond: honey bees Dairy products: cows eat S Anise: honey bees alfalfa which is pollinated Sesame: bees, flies, wasps by leafcutter and honey Apple: honey bees, blue bees Squash: honey bees, mason orchard bees squash bees, bumble Apricot: bees F bees, solitary bees Fennel: honey bees, Avocado: bees, flies, bats solitary bees, flies Strawberry: bees B Fig: 800 kinds of fig wasps Sugarcane: bees, thrips Banana: birds, fruit bats Sunflower: bumble bees, G solitary bees, honey bees Blackberry: honey bees, Grape: bees bumble bees, solitary Grapefruit: bees T bees, hover flies Tea plants: flies, bees, Blueberry: over 115 kinds K other insects Kiwi: honey bees, bumble of bees, including honey Tomato: bumble bees bees, mason bees, mining bees, solitary bees bees, and leafcutter bees V M Vanilla: bees Buckwheat: honey bees, Macadamia nut: bees, solitary bees beetles, wasps C Mango: bees, flies, wasps Wind-Pollinated Canola: honey bees, Melon: bees solitary bees Crops N Cardamom: honey bees, Nutmeg: honey bees, solitary bees birds Barley Cashew: bees, moths, fruit P Corn bats Papaya: moths, birds, Maize Cherry: honey bees, bees Millet bumble bees, flies Passion fruit: solitary Rice Chocolate: midges (flies), bees, bumble bees, stingless bees hummingbirds Rye Coconut: insects and fruit Peach: bees Wheat bats Pear: honey bees, flies, Coffee: stingless bees, mason bees other bees, flies Peppermint: flies, bees Coriander: honey bees, Plum: honey bees, solitary bees bumble bees, solitary bees, flies

Source: Pollinator.org

LESSON 4: WHYLESSON POLLINATORS? 4: WHY POLLINATORS? | NWF.ORG 43 WORKSHEET 4.2

SIDE 1 Name: Date: POLLINATORS AND OUR FOOD Review the images of food dishes with your group. Discuss the ingredients that make up each dish. Which dishes do you like to eat? Which ingredients come from plants that were pollinated by pollinators? Record your answers on the chart on the back.

Ingredients produced with Ingredients the help of pollinators that remain Chips, Salsa & Guacamole

Pizza

Fruit Salad

Apple Pie

Ice Cream Sundae

44 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 5

BEES Bee Survey

Background 5 BEE SURVEY New York City is home to over 230 species of bees.1

Several common species are It can take practice to develop found in the 5.1 NYC Bee Guide an eye for the different types of along with tips for identification. bees; the introductory activity It can be difficult even for adults will help the class warm-up to identify bee species, so before going out for observations. we have chosen only a few Photography can also be a useful representative species that are tool, as bees don’t always stay common and easy to distinguish. still long enough to get a good ID. If you prefer a more extensive You can also upload your photos list for your own reference, you for identification using iNaturalist might use a more comprehensive or some of the community guide listed in the resource science resources listed in the section of the lesson. appendix. Once students become comfortable with identifying bees We have also included common and are able to keep accurate wasps and flies that visit flowers records, you can create a class and sometimes are mistaken for account and upload your data bees. Distinguishing between the to these community science three will develop the students’ platforms. It’s a great way for powers of observation and the students to become motivated guide will help sort them out. in keeping accurate records and to engage them in a purposeful scientific study.

1 greatpollinatorproject.org/

LESSON 5: BEE SURVEY | NWF.ORG 45 LESSON 5

BEES

ACTIVITY Lesson 5

Summary Objectives Students learn how to Students will: identify common bee n appreciate and develop an species and conduct field awareness of the diversity of observations. different bee species in our city. n become adept at identifying various bee species.

n develop their observation skills.

Preparation n analyze and interpret data. Activity 1 n Print color copies of 5.1 NYC Bee Guide (one per group of 3–4 90 students) minutes n Print color copies of 5.2 Sorting Materials Out the Bees Worksheet (one per group of 3–4 students) n 5.1 NYC Bee Guide

n Activity 2 5.2 Sorting Out the Bees Worksheet n Print 5.3 Bee Survey (one per student) n 5.3 Bee Survey

Introduction Activity 1: We learned that there are several kinds Sorting Out the Bees or species of bees besides the honey bee. Can anyone remember the name of 1. As a warm-up, divide students into one of them or a fact about them? Does groups of 3-4 and give each group 5.1 anyone remember how many species of NYC Bee Guide and 5.2 Sorting Out the bees have been identified in NYC (230 Bees Worksheet. Let each group try different species)? Today we’re going to to identify the different bees on the take a look at some common bees and worksheet using the NYC Bee Guide as learn how to tell them apart. a reference and record their answers on the worksheet. 2. When everyone is finished, give them the answers and let them give themselves a score. Note: answer key is on page 49.

46 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 5

BEES ACTIVITY

Activity 2: Bee Survey (outdoors)

1. Bring the class outdoors, preferably to a sunny site with plants in bloom. Hand Did you know? out 5.3 Bee Survey to each student and ask them to observe one or more bees Bees have various ways to carry and record their observations. pollen. Some bees carry pollen 2. Before going outside, remind students in their pollen sacs. The bees how to observe bees safely. Remind comb the pollen to their backs them that bees will not sting unless legs where it sticks together in an they feel threatened. They are most orange ball. When the pollen sacs interested in feeding and collecting get full they bring it to their nest. pollen and probably won’t even notice Keep an eye out for the bumble that they are being observed. They bees carrying pollen in their sac. are often confused with their more aggressive cousins, the wasps, who are less frequent flower visitors and prefer your sugary soda can. They Extensions can avoid disturbing the bees by not 1. Compare your data with that of Activity 2 running, shouting or brushing against another NYC bee survey on iNaturalist. Discussion the plants. Which species are most commonly 1. What bees did 3. Depending on the age of the observed? Is that reflected in our data we see today? students, you may approach the field as well? Which one did you observation differently. You may simply observe the most? 2. Compare bee observations in New have the students walk around and The least? York City with other New York counties record the bees that they observe, using iNaturalist. How do the species 2. Which flowers even if it means they may record seemed to be the compare? Why are some species less the same bee more than once. The most popular? common in NYC than elsewhere? purpose here is simply for them to 3. Was it difficult to begin to observe and distinguish bees 3. Collect and upload data to a observe the bees? in the field. You may choose to have community science project using their Do you feel you know some of younger students only use the protocols. the bees better 5.1 NYC Bee Guide as a reference 4. Can students find any bee look-alikes now? Did the bees and not record observations. If you in the field observation? Use 5.1 NYC seem to mind you want the older students to take Bee Guide or a field guide to check watching them? more accurate records, have them their work. 4. How do you think station themselves at a certain plant the weather may in the garden for the duration of an have affected our observation period of about 5–10 observations? minutes. Let them record all the bees they see on that plant during that period.

LESSON 5: BEE SURVEY | NWF.ORG 47 LESSON 5

BEES RESOURCES

Books

The Bees in Your Backyard The Honey Makers Joseph Wilson and Gail Gibbons Olivia Messinger Carril Ages 4–8 Adult Nonfiction picture book with detailed A comprehensive and clear guide diagrams and illustrations. to the native bees of North America The Bee Book with many visuals. Charlotte Milner Bees: An Identification and Native Ages 4–8 Plant Forage Guide Covers everything from bee anatomy Heather Holm to what we can do to help bees. Adult Mason Meets a Mason Bee: An Educa- Our Native Bees tional Encounter with a Pollinator Paige Embry Dawn V. Pape and Heather Holm Adult Ages 6–12 Explores the importance of native A boy is afraid of bees but meets a bees and focuses on why they play a native bee and finds a new appreci- key role in gardening and agriculture. ation.

Bees & Other Pollinators: A Folding Next Time You See a Bee Pocket Guide to Familiar Species Emily Morgan (Wildlife and Nature Identification) Ages 10+ James Kavanagh Visual reference book full of infor- mation. It shows how the physical The Life and Times of the Honeybee features of bees make them pros at Charles Micucci collecting and spreading pollen. Ages 4–8 Picture book that will satisfy curiosity about honey bees and beekeeping.

Online Resources: n northeastpollinatorpartnership.org/ n bumblebeewatch.org/ count-bees/ n inaturalist.org/

n greatsunflower.org/homepage n nyphenologyproject.org/

n xerces.org/citizen-science/ n usanpn.org/natures_notebook

48 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 5

BEES RESOURCES

Standards 5.2 Sorting Out the Bees Answer Key 2-LS4-1 Interdependent Relationships in Ecosystems. Make observations of plants Bee No. Bee Name and animals to compare the diversity of life in different habitats. Common Eastern 1 Bumble Bee 3-LS3-1 Inheritance and Variation of Traits: Life Cycles and Traits. Analyze and Wool Carder Bee interpret data to provide evidence that 2 plants and animals have traits inherited Fly from parents and that variation of these 3 traits exists in a group of similar organisms. 4 Eastern Carpenter Bee 3-LS4-3 Interdependent Relationships in Ecosystems. Construct an argument 5 Striped Sweat Bee with evidence that in a particular habitat some organisms can survive well, some 9 Long Horned Bee survive less well, and some cannot survive at all. 6 Small Carpenter Bee 4-LS1-1 Structure, Function, and Information Processing. Construct an 10 Pure Green Sweat Bee argument that plants and animals have internal and external structures that 7 Leaf Cutter Bee function to support survival, growth, behavior, and reproduction. 11 Honey Bee 3-5-ETS1-3 Engineering Design. Plan and carry out fair tests in which variables 8 Wasp are controlled and failure points are considered to identify aspects of a model 12 Masked Bee or prototype that can be improved.

LESSON 5: BEE SURVEY | NWF.ORG 49 WORKSHEET 5.1

SIDE 1 Name: Date: NYC BEE GUIDE Large Bees

Actual Size Flight Flight Features Period Range

Eastern Carpenter Bee - Xylocopa virginica

23 mm March– > 1 mile Shiny black abdomen. Spot on thorax. Nov.

Common Eastern Bumble Bee - Bombus impatiens

15–25 mm March– > 1 mile Similar to the carpenter bee but with Dec. fuzzy abdomen with a yellow or brown belt. Bombus impatiens has yellow hairs on the first abdominal segment. Bombus griseo- collis has yellow on the first segment and yellow or brown on the second segment.

Medium Bees

Actual Size Flight Flight Features Period Range

European Honey Bee - Apis mellifera

10–15mm March– > 1 mile Striped honey-colored abdomen is common, Dec. but the abdomen can also be quite dark.

Leaf Cutter Bee - Megachile spp.

10–15mm April– < 500 Striped black abdomen. Scopa1 on underside Nov. yds. of abdomen.

Wool Carder Bee - Anthidium manicatum

10–13mm June– < 500 Pronounced yellow stripes on abdomen Oct. yds. which do not meet, like an open zipper.

Long-Horned Bee - Melissodes

10–15mm June– < 500 Females have very fuzzy hind legs. Males Sept. yds. have especially long antennae.

1 Scopa: pollen collecting hairs

50 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 5.1

SIDE 2 Name: Date: NYC BEE GUIDE Small Bees

Actual Size Flight Flight Features Period Range

Striped Sweat Bee - Agapostemon spp.

10–12mm May– < 500 Males have a yellow and black striped Oct. yds. abdomen. Females have either a brown abdomen or a green abdomen.

Pure Green Sweat Bee - Augochlora pura

8mm April– < 500 Shiny green thorax and abdomen. Oct. yds.

Small Carpenter Bee - Ceratina calcarata

< 8mm March– < 500 Slender bluish-black shiny body. Oct. yds.

Masked Bee - Hylaeus spp.

< 8mm May– < 500 Similar to small carpenter bee but with Sept. yds. yellow markings on head and thorax. Males have a large yellow mask. They carry pollen and nectar internally so have no scopa.

Bee Look Alikes

Wasps

25–25 mm May– >1000 Wasps don’t have scopa to collect pollen Oct. yds. and have spindly legs and narrower waists. They usually don’t spend as much time on flowers as bees.

Flies

varies April– varies Flies don’t have scopa to collect pollen across Oct. across and have two wings instead four like bees. species species They have short antennae and large eyes that are close together.

LESSON 5: BEELESSON SURVEY 5: BEE | NWF.ORG SURVEY 51 WORKSHEET 5.2

SIDE 1 Name: Date: SORTING OUT THE BEES Review the bee images with your partner or group. Using your previous knowledge and the NYC Bee Guide, try to identify each species and write the answer under the bee photo.

NYC Bee Images

1 2

3 4

5 6

52 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 5.2

SIDE 2 Name: Date: SORTING OUT THE BEES Review the bee images with your partner or group. Using your previous knowledge and the NYC Bee Guide, try to identify each species and write the answer under the bee photo.

NYC Bee Images

7 8

9 10

11 12

LESSON 5: BEE SURVEY | NWF.ORG 53 WORKSHEET 5.3

SIDE 1 Name: Date: BEE SURVEY Find a sunny spot near a flower to observe bees. Record your observations below.

School Class

Time Location

Temp. Weather

Duration of data collection period: ______minutes.

Bee Species Tally Total What flower?

Total Bees:

54 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 6

BUTTERFLY The Monarch Life Cycle

Background 6 THE MONARCH LIFE CYCLE Butterflies and moths belong to the insect order Lepidoptera.

With about 180,000 different earlier stages. Lucky are those who species, this insect order is second witness the beautiful and dramatic only to beetles (Coleoptera). metamorphosis from caterpillar Butterflies and moths are less (larva) to butterfly (adult). Even efficient than bees at transferring entomologists still do not fully pollen between plants; they lack understand the process in which the specialized structures to do so the larval cells are reshuffled into and have long thin legs that keep adult organs. Here is a brief and them perched above the flower. But general overview of the butterfly’s they are a marvel to children and life cycle: adults alike and, because of their reputation, are more approachable Egg (3–5 Days) than bees. However, many species Females lay eggs directly on the are under serious threat due host plant for the caterpillar, usually to habitat degradation. These on the underside of leaves, ensur- wondrous creatures are worthy of ing that the caterpillar gets off to our protection. the right start. She detects the host plant through sensory cells on her Some insects such as grasshoppers prolegs and antenna. The monarch and dragonflies have a simple butterfly will lay her eggs on the metamorphosis involving only leaves of milkweed plants, the only three life cycle stages: egg, plant that the monarch caterpillar nymph, and adult. The nymphs will eat. generally resemble the adult and will gradually molt in order to Larva (11–18 Days) become an adult. It is different Once the caterpillar emerges from for Lepidoptera; they belong to the egg, its primary goal is to eat a classification of insects that as much as it can to reach the next undergo complete metamorphosis. stage of development. The first Instead of three stages, there are thing it eats is its own egg shell, four stages in the butterfly and followed by the tender young leaves moth life cycle: egg, larva, pupa, of its host plant. Caterpillars grow and adult. The adult is completely rapidly, and will molt several times different in appearance and to accommodate this growth. The requires different food than in its caterpillars usually pass through

LESSON 6: THE MONARCH LIFE CYCLE | NWF.ORG 55 LESSON 6

BUTTERFLY

BACKGROUND The Monarch Life Cycle (Continued)

four or five instars molts( ) and the the butterfly is to reproduce. In order color patterns of the caterpillar may to see butterflies in all life stages, it’s change slightly with each instar. important to have both host plants for caterpillars and nectar plants for Pupa (8–14 Days) butterflies; not all plants can serve Once the caterpillar has completed both purposes. its feeding, it crawls around to find The average life-span of a butterfly a sheltered spot, where it hangs or moth is about one month if there from a silk thread. When you see is no resting stage. It’s important to it hanging upside down, curling its note that some species may enter head upward to form the shape hibernation or diapause at any one of a “J” , it will pupate soon. In this of these stages because conditions shape the caterpillar sheds its are not favorable or they must skin one final time to become a overwinter in cold climates. For pupa. The butterfly pupa is called example, the viceroy butterfly spends a chrysalis and the moth encloses its winter as a larva, the Swallowtail its pupa in a silk covering called a butterflies spend the winter as cocoon. Although it may appear as pupa (chrysalides), and monarch a dormant stage during its time as butterflies that migrate in the fall a pupa, the caterpillar undergoes spend their winter as adults before a complete restructuring of body heading back north in the spring. tissue and metamorphoses into a butterfly. By the end of this phase, Why do animals such as butterflies you can sometimes begin to see the and moths undergo complete wings of a butterfly curled up inside metamorphosis? What is the advan- the pupa. tage in terms of survival and evo- lution? There are several explana- Adult (2–6 weeks) tions. First, there is less competition After the butterfly emerges from its between the species for resources, pupal stage with crumpled wings, it since the larva and adult occupy pumps fluid from its swollen abdo- very different ecological niches. Sec- men into its wings to dry and expand ond, the pupa may be better able to them. It will be ready to take its first withstand environmental challenges flight after its wings have dried out such as predators and seasonal for several hours. No longer interest- changes than the adult. Finally, if ed in eating leaves as it was as a lar- each life cycle phase faces its own va, the adult butterfly and moth now disease, predator, or parasite, there seek nectar from flowers. Whereas is less chance for the population to the primary purpose of the caterpil- be affected by these impacts. lar is to eat and grow, the purpose of

56 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 6

BUTTERFLY

Lesson 6 ACTIVITY

Summary Materials Students illustrate the life n 6.1 Monarch Life Cycle cycle of the monarch butterfly n 6.2 NYC Butterfly Field Guide

and play a matching game n 6.3 Butterfly Observation that helps them identify Worksheet, pencils, clipboards, common species of butterflies scissors, drawing tools, tape, and moths, as well as their paper plates. host plants.

Preparation Introduction/Activity 1 n Print 6.1 Monarch Life Cycle (one 90 teacher copy, or use digital image, minutes Objectives and two per table)

Students will: Activity 2 n learn the concepts of life cycle and n Print 6.2 NYC Butterfly Field Guide metamorphosis using the monarch (two per group of 4 students. Cut butterfly as an example. out images from one) n understand the unique habitat needs of the butterfly. Extensions n Print 6.3 Butterfly Observation n learn how to identify common Worksheet (one per student) butterfly and moth species and use a field guide for reference.

Introduction of habitat loss. One pollinator that has Review the definition of a habitat and ask suffered because of habitat loss is the students what they were able to conclude monarch butterfly. Show the 6.1 Monarch about the neighborhood’s habitat and Life Cycle Diagram and describe it; you biodiversity during their habitat walk. can also read a story about the monarch What happens when we replace natural butterfly or play one of the videos that areas with our cities? Is there a way that show metamorphosis. Why do we call it we can promote more biodiversity in our a life cycle anyway? Explain that many neighborhoods? insects undergo metamorphosis, which makes it difficult to see the resemblance Many animals are endangered because between the baby and the adult. At what

LESSON 6: THE MONARCH LIFE CYCLE | NWF.ORG 57 LESSON 6

BUTTERFLY ACTIVITY

stage in the monarch’s life cycle does it 2. Let students sort the images into four undergo metamorphosis? Did you know piles: host plant, larva, pupa, and adult. that all caterpillars become butterflies or 3. For the first round, place the host plant moths? Can they think of other animals and pupa cards to one side. that undergo metamorphosis and look 4. Spread out the larva and adult cards and completely different from larva to adult? ask students to try to match the larva Frog, bee, beetle, grasshopper, dragonfly (caterpillar) with the adult (butterflies). are a few examples. 5. Use the 6.2 NYC Butterfly Field Guide to see if they were right. How many cater- Activity 1: pillars and butterflies did they correctly Make a Monarch Wheel match? What surprised them? Do the caterpillars resemble the butterfly in 1. Give each student two paper plates. any way? Ask them to divide the plates into 6. For the second round, add the pupa 4 quadrants with a pencil (younger cards and see if students can find the Activity 2 students may need help). larva, pupa, and adult cards of each Discussion 2. Cut out one quadrant of one of the species. If there is enough time, add the 1. How do the colors plates. host plant cards during an additional of the caterpillars 3. Older students can make a window for round. (larve) compare to butterflies (adults)? the cut paper plate by gluing or tap- 7. The students can also play a memory Do you notice any ing the cut outer edge back to make a game in which all of the caterpillars are patterns? window. Younger students can just leave placed face down. Let each student pick 2. What is a host the quadrant cut out. This will become a butterfly card and take turns to try to plant? Which the top plate. Put it aside. match the caterpillar with their butterfly. caterpillars have 4. On the bottom plate, students should Once they find a match, let them choose only one host plant another butterfly until they are all (they are known label each quadrant: egg, larva, pupa, as specialists)? adult in clockwise order. matched. Which caterpillars 5. Students can illustrate each quadrant have more than Extensions using 6.1 Monarch Life Cycle for one host plant? 1. Use 6.3 Butterfly Observation Worksheet reference. 3. What happens if and the field guide as a reference to see the host plants 6. When both wheels are finished they can if they can find butterflies and moths disappear? Which attach the top plate to the bottom plate at various life stages in a local park or butterflies are most with a paper fastener and rotate the garden. Before going out, review where vulnerable (would bottom plate clockwise to see the life suffer the most if we might find the caterpillars and where cycle progress. their host plant we might find the butterflies. Take disappeared)? 6.2 NYC Butterfly Field Guide or another 4. Which of these Activity 2: field guide mentioned in the appendix caterpillars and Butterfly Matching Game to try to identify the species; or take butterflies have you photos and upload them to the online seen before? Which field guides listed in the appendix. If one do you hope to 1. Divide class into groups of 3-4. Cut out you are near a host plant you can check see? Where would images from 6.2 NYC Butterfly Field it for caterpillars or even eggs, usually be a good place to Guide. look for them?

58 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 6

BUTTERFLY ACTIVITY/RESOURCES

tiny white specks hanging from the underside of leaves. 2. Research what other animals undergo metamorphosis. There are many Did you know? examples in the insect world. Another Monarchs born in the spring and astonishing metamorphosis is found summer live 2–5 weeks, but those in the ladybug life cycle. Let students that are born in August migrate to choose an animal and research its Mexico and can live 8 months! life cycle. Older students can make the distinction between simple and complex life cycles. and compare results. Graph results. 3. Have students save their data from the Field Observation and complete anoth- 4. Let students research more about er observation in different seasons milkweed. What makes it unique? Why might it be disappearing?

Books

Magnificent Moths Are You a Butterfly? Martha Rustard Judy Allen Ages 6–12 Ages 4–8 Profiles of moths from around the Follows the metamorphosis of the world. butterfly. Look for other titles by the same author. Magnificent Monarchs Linda Glaser Take a Walk With Butterflies and Ages 4–8 Dragonflies Nicely illustrated intro to the Judith Kirkland monarch life cycle. Ages 8–13 Ideas for activities for children in A Butterfly is Patient their own backyards and schoolyards, Dianna Hutts Aston as well as ideas for further study. Ages 3–5 A beautifully illustrated and Peterson’s Field Guides informative introduction to the world Ages 6+ of butterflies. Editions for children include the “First Guide” series and also the Caterpillar Caterpillar: “Young Naturalist” series. Read & Wonder Vivan French Butterfly Gardens: Luring Nature’s Ages 4–8 Loveliest Pollinators To Your Yard A girl helps her grandfather in the Adult garden and learns about the meta- Alcinda Lewis, editor Brooklyn Botanic morphosis of the swallowtail butterfly. Garden publication.

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BUTTERFLY RESOURCES

K-ESS3-1 Interdependent Relationships Resources in Ecosystems: Animals, Plants, and Their Videos Environment Use a model to represent the n Watch a Monarch Caterpillar Become relationship between the needs of differ- a Chrysalis: bit.ly/MonarchChrysalis ent plants or animals (including humans) and the places they live. n Geo Kids: Tadpoles, Dragonflies, and the Caterpillar’s Big Change 1-LS1-2 Structure, Function, and Informa- (National Geographic Society). tion Processing Read texts and use media to determine patterns in the behavior of Websites parents and offspring that help offspring n Butterflies and Moths of N. America survive. butterfliesandmoths.org 1-LS3-1 Structure, Function, and Infor- n American Museum of Natural History mation Processing Make observations to bit.ly/AMNHConservatory construct an evidence-based account that n A Visual Journey Through the young plants and animals are like, but not Monarch Life Cycle exactly like, their parents. bit.ly/MonarchJourney 3-LS1-1 Inheritance and Variation of Traits: Life Cycles and Traits Develop models to describe that organisms have unique and diverse life cycles but all have in common Standards birth, growth, reproduction, and death. K-LS1-1 Interdependent Relationships in 4-LS1-1 Structure, Function, and Informa- Ecosystems: Animals, Plants, and Their tion Processing Construct an argument Environment Use observations to describe that plants and animals have internal patterns of what plants and animals (in- and external structures that function to cluding humans) need to survive. support survival, growth, behavior, and reproduction.

Vocabulary Endangered (adj) used to describe from the beginning of its life until its a type of animal or plant that has death. become very rare and that could die Metamorphosis (n): a major change out completely. in the form or structure of some Life Cycle (n) The series of stages animals or insects that happens as through which a living thing passes the animal or insect becomes an adult.

Source: Merriam-Webster Learner’s Dictionary

60 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 6.1

SIDE 1 Name:______Date:______MONARCH LIFE CYCLE Review the life cycle of the monarch butterfly. Use this diagram to help you illustrate your Monarch Wheel.

Monarch Butterfly Life Cycle Egg to Adult 22–37 days if temperatures are 72–82 degrees Fahrenheit. Monarchs develop more quickly in warm temperatures and more slowly in cool temperatures.

Pupa (chrysalis) 8–14 days

Larva (caterpillar) 11–18 days Adult Butterfly

Egg 3–5 days

LESSON 6: THE MONARCH LIFE CYCLE | NWF.ORG 61 WORKSHEET 6.2

SIDE 1 Name:______Date:______NYC BUTTERFLY FIELD GUIDE

Eastern Black Eastern Tiger Monarch Swallowtail Swallowtail1 Danaus plexippus Papilio polyxenes Papilio glaucus

Milkweed plants Plants in the parsley family Wild cherry, linden, birch, ash, and willow trees, among others HOST PLANT HOST LARVA PUPA LIFE CYCLE PHASES LIFE CYCLE ADULT

1 Eastern Tiger Swallowtail: Female has blue on hindwing which is absent in male.

62 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 6.2

SIDE 2 Name:______Date:______NYC BUTTERFLY FIELD GUIDE

Red Admiral Cabbage White Painted Lady Vanessa atalanta Pieris rapae Vanessa cardui

Plants in the nettle family Plants in the mustard family Asters, sunflowers, hollyhock, and legumes, among others HOST PLANT HOST LARVA PUPA LIFE CYCLE PHASES LIFE CYCLE ADULT

LESSON 6: THE MONARCH LIFE CYCLE | NWF.ORG 63 WORKSHEET 6.2

SIDE 3 Name:______Date:______NYC BUTTERFLY FIELD GUIDE

Spicebush Common Buckeye Pearl Crescent Swallowtail Junonia coenia Phyciodes tharos Papilio troilus

Plants in the plantain Plants in the daisy family Spicebush, sassafras, family magnolia, and tulip trees HOST PLANT HOST LARVA PUPA LIFE CYCLE PHASES LIFE CYCLE ADULT

64 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 6.2

SIDE 4 Name:______Date:______NYC BUTTERFLY FIELD GUIDE

Isabella Hummingbird Orange Sulphur Tiger Moth Clearwing Moth Colias eurytheme Pyrrharctia isabella Hemaris thysbe

Asters, birches, clover, corn, Plants in the pea family Cherry, Hawthorn, elms, maples, cherry, and viburnum, and honeysuckle sunflowers, among other HOST PLANT HOST LARVA PUPA LIFE CYCLE PHASES LIFE CYCLE ADULT

LESSON 6: THE MONARCH LIFE CYCLE | NWF.ORG 65 WORKSHEET 6.3

SIDE 1 Name:______Date:______BUTTERFLY OBSERVATION Location:______Time:______Temperature:______Weather:______

Look for butterflies and moths in a garden. Closely inspect plants and leaves for signs of each stage of their life cycle. Check off the stages of the butterfly or moth life cycle that you observed. Can you identify the species of butterfly or moth using a field guide?

Egg Larva Pupa Adult Tally Total Species (Caterpillar) (Butterfly)

Example: Monarch butterfly

66 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 7 Plants for Pollinators HABITAT

Background 7 PLANTS FOR POLLINATORS Plants and pollinators co-evolved over millions of years and formed a number of mutual adaptations.

The flower itself is an adaptation flowers have some general that developed as a means to adaptations designed to attract a lure insects, birds, and bats range of pollinators. Contrasting to its nectar and aid in its colors on different parts of their reproduction. Flowers developed flowers serve as a visual attractant. color, fragrance, and other Spots and stripes serve as nectar physical traits to increase their guides, pointing the way to the dependency on specific pollinators. nectar. Some flowers even change Likewise, animal pollinators have color to signal when they are ripe developed physical structures or to accept visitors, or once their characteristics to assist in plant resources have expired or are pollination. Conversely, plants depleted. The fragrance of the that are wind-pollinated have flower is another lure; insects inconspicuous flowers that do not detect odors with both their rely on pollinators. For example, antennae and mouth-parts. Bees, compare the flowers of the elm butterflies and moths prefer sweet, tree to the flowers of the cherry fruity smelling flowers whereas flies tree. The flowers of the elm tree prefer foul-smelling flowers (think don’t easily come to mind, but they of all those flies attracted to rotting bloom around the same time as fruit). Some flowers even emit a the cherry’s magnificent blossoms. pheromone that mimics a female The reason you don’t notice the bee in order to attract the males. elm flowers is because they are wind-pollinated and thus have no Why Are Bees the Best need to attract the attention of Pollinators? pollinators. Other common native Bees have the reputation as the tree species that rely on insect most efficient pollinator for several pollination are black locust, horse reasons. chestnut, and tulip trees. Keep n Because they collect pollen a look out for their blossoms in to make honey balls for their spring. young, they are covered in hairs that carry an electrical charge Floral Attractants designed to pick up pollen. Some While each pollinator has unique bees like bumble bees even have floral preferences and needs, a special concave structure on

LESSON 7: PLANTS FOR POLLINATORS | NWF.ORG 67 LESSON 7

HABITAT Plants for Pollinators (Continued) BACKGROUND

the female’s hind legs that allow works especially well for certain her to carry extra pollen in her bell-shaped flowers and even “pollen sac” or pollen basket. tomato plants. The bee takes hold n Bees can also visit more flowers of the anthers with its forelegs per day, sometimes numbering in and mouthparts and vibrates its the thousands, compared to other flight muscles at a high frequency, pollinators. releasing the pollen. n In contrast to the butterfly’s Other adaptations that have aided proboscis, a bee’s tongue is bees in their ability to detect and relatively short in proportion to its extract pollen and nectar include body, which means that they must their ability to see the ultraviolet dive into the flower to reach the spectrum, beyond the range of nectar, brushing against pollen on human sight. This allows them to the way. see nectar guides that are visible n While most bees are generalists only to them. Bees also cannot see (they forage on a variety of red, so their flower preferences are flowers), some are specialists, pink, purple, or blue, followed by meaning they are attracted to white or yellow. flowers of one plant family due to their anatomy. For example, Other Pollinator and Flower Leafcutter bees, with their short Relationships tongues and large bodies, cannot Butterflies and moths need a large access long tubular flowers and landing platform and prefer flowers will stick to visiting upright flowers that are flat or globus. The ex- with short clustered florets, like ception is the hummingbird moth native sunflowers. Smaller bees which has the ability to hover while can land on the bottom petals of drinking nectar. Butterflies are deep-welled flowers and crawl especially attracted to red, yellow, deep inside for their nectar orange, pink, or purple blossoms. drink. (See Extensions for a full Moths are active at night and thus list of specialist bees). But even tend to be attracted to white flow- generalist bee species may choose ers that have a strong fragrance, to forage on one plant type for a flower adaptations that help to given period ensuring that each attract them in low light conditions. flower receives the right pollen so Hummingbirds feed on nectar rich that fertilization can occur. flowers and almost anything red n Some species like bumble bees, and tubular is a favorite; pink and mining bees, and carpenter bees orange are also desirable, followed have a special trick to release pol- in descending order of preference by len called “buzz pollination” that purple, blue and yellow blossoms.

68 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 7

HABITAT Plants for Pollinators (Continued) BACKGROUND

They hover above the flower and of the aster family–another native use their long beak and brush-like wildflower–are host to 28 bee tongue to reach nectar. As they do species that depend upon it so, they may brush against the pol- exclusively for nectar and pollen. len with the top of their head. Native plants also produce a reli- Beetles cannot smell or see colors able source of nectar and pollen well so the flowers they prefer are throughout the year, upon which usually white or green and may our native pollinators depend. For have no odor at all. Pollen is part example, early spring is not an of their diet, so the flowers they easy time for bees to find nectar visit must supply enough pollen sources. Many gardeners choose for them to eat. They don’t need daffodils and exotic ornamentals, to visit many flowers like bees, so which are self-pollinating and thus they are not considered effective don’t support our pollinators. A pollinators. better choice would be to plant na- tive spring ephemerals, flowers that Flies occasionally eat pollen and surface in early spring and provide are also considered pollinators. nectar to bees as they emerge from They are typically attracted to dark their winter nests. Planting native purple or brown flowers with a species will also restore crucial putrid smell. habitat for other native wildlife species and thus promotes overall Native Plants and Pollinators biodiversity. Recent research has demonstrated that native flowering plants are We are learning that native bees four times as likely to attract polli- themselves might be threatened by nators than exotic plants. Addition- the European honey bee, a non- ally, the presence of eight or more native species that has proliferated species of native plants in a land- since European settlers introduced scape increases both the abun- it for the cultivation of honey. dance and diversity of bees. Native Honey bees can introduce diseases plants support native animals to wild bees and create competi- because they co-evolved together. tion for floral resources, especially This is especially true of butterflies where plant diversity or abundance and specialist bees that depend on is low. Farmers are also beginning certain host plants or nectar plants. to appreciate native bees for their For example, milkweed–a native role in agriculture. For example, the wildflower–is the only plant that large mining bee, a native bee com- can support the endangered mon- mon in orchards can deposit two arch butterfly caterpillar. Members to three times more pollen than honey bees per visit.1

1 northeastipm.org/neipm/assets/File/Center-Funded-Publications/Wild-Pollinators-of-Eastern-Apple-Orchards.pdf

LESSON 7: PLANTS FOR POLLINATORS | NWF.ORG 69 LESSON 7

HABITAT

ACTIVITY Lesson 7

Summary Materials Students examine the n 7.1 Flowers Built for Pollinators relationships between Worksheet, pencils, scissors, flowers and pollinators. They tissue paper, pipe cleaners, clue, tape, index cards, colored pencils, learn about the physical sketch pad adaptations of pollinators and their flower preferences. Using tissue paper, they design and create a flower that will attract a specific pollinator. Objectives

Students will: 90 n investigate the interactions minutes between flowers and pollinators. n examine the flower preferences Preparation of pollinators. n understand how some pollinators Activity 1 are better adapted for flower n Print Worksheet 7.1 Flowers Built pollination. For Pollinators (one per group of 2–3 students)

Introduction does a plant want to attract pollinators? Why are flowers colorful and fragrant? How does the flower make the plant bet- How is the flower different than the leaf ter adapted to survive? Some flowers are of a plant? What is its function? The adapted to attract specific pollinators; flower is an adaptation of the plant that pollinators also have adaptations that developed to attract pollinators. Why enable them to collect pollen and nectar.

70 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 7

HABITAT ACTIVITY

Activity 1: Flowers Built 2. Why are some pollinators better for Pollinators adapted to pollinating certain flowers? 3. Why is it important to have a variety Part 1 of flowers in a garden? Why is it 1. Divide class into groups of 2-3 and important to support a variety of distribute Worksheet 7.1 Flowers pollinators in an area? Built For Pollinators to each group. Discuss the chart on the first page (Flower Preferences of Pollinators). Activity 2: Flower Scavenger Ask students to complete the table, Hunt (outdoors) predicting the pollinators that are attracted to each flower. For grades K–2, 1. Take the class outdoors to a spot with the table can be completed together as plants in bloom. a class. 2. Each student can choose one pollinator. Ask them to try to find at Part 2 least three different flowers in the 1. Ask students to choose one of the garden that their pollinator would pollinators and design a tissue paper visit. Students can use 7.1 Flowers Built flower for it. See the P.S. 29 Flower For Pollinators as a reference. If there Designs below for inspiration. They can is enough time, they can sketch the copy a real flower or invent a flower flowers and try to identify their names. based on the pollinator’s flower pref- erences. Activity 2 Extensions Discussion 2. On an index card, ask them to write the 1. Visit the garden regularly and keep name of the real or invented flower, a record of the flowers and the 1. Why did you the pollinators it attracts, and why it choose these three pollinators that visit them during each attracts those pollinators in particular. flowers for your visit. pollinator? 2. Track a particular plant or animal in 2. Did you see any the garden using the citizen science pollinators on the platforms in the Resource section. flowers? When was the flower in bloom? How many pollinators visited it during your visits? How does climate change impact phenology (life cycle events)? 3. Look at a list of local specialist bee species here: greatpollinatorproj- ect.org/pollinators/bees/special- ist-bee-plants. How can we best P.S. 29 Flower Designs support them? Discussion 4. If you were to plan a pollinator habitat, 1. Which flowers attracted the greatest what would be your top considerations variety of pollinators? Which flowers in selecting plants? Ask students to attracted the least variety? sketch their vision for a pollinator garden.

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HABITAT RESOURCES

5. One special adaptation of bees is their hair’s electromagnetic charge, which allows them to pick up pollen. Can you test it out? Empty the paper dots from Did you know? a hole puncher or scatter confetti on a desk. Rub a balloon on your head and Just as butterflies lay their eggs on then hover the balloon over the confetti. specific host plants, some bees— described as specialists—also for- Standards age for nectar on specific flowers. 2-LS4-1 Interdependent Relationships in In the eastern United States, about Ecosystems Make observations of plants 25% of the native bee species 1 and animals to compare the diversity of are specialists. For example, the life in different habitats. squash bee (Peponapis pruinosa), will only visit blossoms of squash 3-LS4-2 Inheritance and Variation of plants. Males can often be found Traits: Life Cycles and Traits Use evidence sleeping inside squash blossoms, to construct an explanation for how waiting for the females to visit. the variations in characteristics among individuals of the same species may provide advantages in surviving, finding senses, process the information in their mates, and reproducing. brain, and respond to the information in 4-LS1-1 Structure, Function, and different ways. Community Information Processing Construct an Science argument that plants and animals have Bumble Bee Watch internal and external structures that Vocabulary bumblebeewatch. function to support survival, growth, org/ behavior, and reproduction. Adaptation (n): a change in a plant or animal that makes it better The New York 4-LS1-2 Structure, Function, and Phenology Project able to live in a particular place or Information Processing Use a model to nyphenologyproject. situation. org/ describe that animals receive different types of information through their Source: Merriam-Webster Learner’s Dictionary Nature’s Notebook usanpn.org/ natures_notebook Books

Bees: An Identification and Native Next Time You See a Bee Plant Forage Guide Emily Morgan Heather Holm Ages 10+ Adult Visual reference book full of infor- A comprehensive guide illustrating mation that shows how the physical the bees that occur in north-central features of bees make them pros at and eastern United States and collecting and spreading pollen. southern Canada.

1 jarrodfowler.com/specialist_bees.html

72 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 7.1

SIDE 1 Name:______Date:______FLOWERS BUILT FOR POLLINATORS Which flowers do pollinators prefer? Review the table below to find out the types of flowers that each pollinator visits.

Flower Preferences of Pollinators*

Flower Traits Flower Shape Flower Color Flower Scent Bees Shallow; with Bright white, Mild, pleasant a landing yellow, pink, platform purple, blue

Butterflies Narrow tube Bright colors, Faint but fresh with spur; wide including red landing pad and purple

Moths Tube-shaped Pale red, purple, Strong, sweet; without a lip pink, and white emitted at night

Hummingbirds Shaped like a Red,orange None funnel or tube; often with a spot to perch or land

Flies Shallow; Pale and dull Rotten or complex or red to dark foul-smelling funnel like brown or purple (stinky!)

Beetles Large; often Dull white or None to strongly shaped like a green fruity or foul- bowl smelling

*adapted from Selecting Plants for Pollinators: pollinator.org/PDFs/Guides/EasternBroadleafOceanicrx20FINAL.pdf

LESSON 7: PLANTS FOR POLLINATORS | NWF.ORG 73 WORKSHEET 7.1

SIDE 2 Name:______Date:______FLOWERS BUILT FOR POLLINATORS Which pollinators are attracted to each flower? Use the table to help you make predictions. Write a check mark in the pollinator column if you think it will visit the flower. Hint: many flowers are visited by more than one pollinator!

Flower Bees Butterflies Moths Beetles Flies Humming- birds Wild Rose

Raspberry

Butterfly Weed

Elderberry

Wild Columbine

Wild Geranium

74 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 7.1

SIDE 3 Name:______Date:______FLOWERS BUILT FOR POLLINATORS Which pollinators are attracted to each flower? Use the table to help you make predictions. Write a check mark in the pollinator column if you think it will visit the flower. Hint: many flowers are visited by more than one pollinator!

Flower Bees Butterflies Moths Beetles Flies Humming- birds Cardinal flower

Coneflower

Sunflower

Wild Bergamot

Goldenrod

Magnolia

LESSON 7: PLANTS FOR POLLINATORS | NWF.ORG 75 LESSON 8

HABITAT Flower to Seed

8 Background FLOWER TO SEED This lesson brings us back to pollinators and their vital role in plant reproduction.

All summer long those pollinators that forms after the flower fades have been busy at work on the is composed of many tiny seeds flowers, collecting pollen and which, botanically speaking, nectar, all the while doing a favor are each tiny dried fruits called for those flowers by transferring achenes. pollen from one to the other. When taking students to explore In late summer through fall, we seeds in the garden, pay attention literally see the fruits of their to the diversity of the fruits in labor when flowering plants— which they are found. In some which have been fertilized cases the seed capsule may need through the assistance of the to be removed from the plant pollinators—produce fruits which and brought indoors for further contain seeds. exploration. This will not harm Late summer through fall is the plant, just as removing an an excellent time to make apple will not harm the apple observations and learn about the tree. Besides, this is an excellent life cycle of plants in the garden. opportunity to save seeds for The flowers, which have served planting next year or giving as their purpose in attracting the gifts to the community. insects that help with pollination, are now expiring. As the flower petals fade, turn brown, and fall, the ovary of the flower, which contains the maturing seeds, swells into a fruit. This fruit may be the fleshy kind we normally think of, but can also be dry, like a nut, pod, capsule, or follicle. Even the dandelion seed puff

76 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 8

HABITAT

Lesson 8 ACTIVITY

Summary Preparation Students learn about the Introduction role of seeds in the life n Print 8.1 Flower to Fruit (one copy cycle of the plant and for class, cut out images) make connections to plant n Examples of various seeds and pollination. They go on a fruits such as an acorn, apple, seed hunt to look for seeds beans, flower seed pods, etc. on plants and may collect Activity 1 seeds for saving. n 8.2 Seed Hunt Worksheet (one per student)

Objectives 90 minutes Students will: n understand the purpose of Materials seeds and their place in the life n 8.1 Flowers to Fruit cycle of a plant. n 8.2 Seed Hunt Worksheet, n understand the relationship pencils, clipboard, envelopes, between flower, fruit, and seed. collection of seeds or fruits n understand the diversity of seeds.

Introduction of the plant that holds the seeds. Can If this lesson is taking place in autumn, they think of examples of a fruit that has use a seasonal fruit, like a pumpkin, seeds inside? Do they remember how as an example to begin the discussion the fruit develops? How do pollinators about fruits and seeds. Ask students play a role in the formation of seeds if they have carved pumpkins; what and fruit? See if anyone can remember. do they do with the seeds? Ask them Pass out 8.1 Flower to Fruit. Can they what might happen if they planted match the flower to the fruit? Discuss the seeds. See if any of them have how pollinators play a role. When seeds previously planted seeds or ever eat are produced on a plant that means the seeds. Explain that the fruit is the part flower was pollinated!

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HABITAT ACTIVITY

Why do plants produce seeds? Show a 2. Can they collect some seeds in tiny variety of fruits such as an apple, acorn, envelopes and save them for next sea- bean, or wildflowers to illustrate that son? Each student can be given a few fruits come in many forms, but all of envelopes, which they then label with them contain one or more seeds. Review the name of the plant and the date it the plant life cycle and explain that, in was collected. Before beginning this order to reproduce, plants form seeds activity, ask the students why we may after the flower is fertilized. It is through want to save some seeds on the plants. the help of pollinators that the flower What purpose might they serve? becomes a fruit that contains seeds. If time allows, read one of the books in the Resources section. Tell students that Activity 2: today they will be going on a seed hunt Field Journal (outdoors) to see how many different kinds of seeds they can find. 1. Ask students to choose a perennial plant or tree that they will be able to observe over the year. Students can Activity 2 Activity 1: sketch the plant, including insects or Discussion Seed Hunt (outdoors) wildlife visiting the plant. Let them return to the plant three more times 1. How many Visit a local park or garden to go on a during different seasons, such as different kinds of seeds did seed hunt. Fall is a good time to look for January, April, and June to observe they find? How seeds because many plants have fin- changes in the plant. were the seeds ished making their flowers and are now different from making seeds. Good places to hunt for Extensions each other? What seeds would be under trees and where animals were seen 1. Seed dispersal: explain that seeds in the garden? flowers were once seen on the plant. You often travel away from their mother Were any eating may need to open the capsule or pod, plant rather than just falling down any seeds? but be aware that the seeds may not be at her roots. Can anyone think why 2. What should mature until the pod has opened. You this may be? What does a plant need we do with could take a pod back to the classroom to grow? What if an acorn fell from a the seeds we to dry it. Take a tree or plant guide along mature oak in a crowded forest. What collected? and see if students can identify the plant might hinder its growth? How does an 3. What or tree from which the seeds came. There acorn travel? Can they think of other observations did may be some leaves nearby as clues. seeds that may move around with help they make in their from animals? Many seeds in berries, field journal? 1. Students can use 8.2 Seed Hunt eaten by birds, need to be ingested What changes Worksheet to record observations. How did they notice in in order to wear down the hard seed many different seeds can they find? their plant? coats so they can sprout. Can they Are there many flowers? Students may think of a seed in the garden that 4. What other need some guidance as some seeds changes did they can be ingested by animals? Can they are more difficult to find than others. If notice in the think of an example of a seed they you are lucky enough to find milkweed garden? saw in the garden that is dispersed by plants, show the students what is wind? Look for seeds like the maple hiding inside the pod. samara (helicopter) or the elm samara dispersed by wind.

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HABITAT ACTIVITY

2. Save seeds with your class. Visit seedsavers.org/ for tips on how to save seeds and other resources. 3. If you can find some specific pollinator Did you know? friendly plants outside, you can save Just as many plants rely on the seeds and plant them in your pollinators to help transport NWF Schoolyard Habitat®. If you aren’t their pollen from flower to flower, planting the seeds in the fall, they will many also rely on animals to need to be dried for a week and then transport their seeds. The oak put in cold storage, like the refrigerator tree relies on squirrels and for an extended period to mimic the birds to transport its acorns. The winter chill and then planted outdoors burdock has a spiky seed called after the last frost. a burr which sticks to the fur of 4. What are some edible seeds? Can you animals as they pass by. Can you think of some that you have eaten? think of any other ways seeds get What are some other parts of the plant around? that we eat? Can you think of examples?

5. Write “Seed Stories”. Students can research crops that have sustained 4-LS1-1 Structure, Function, and Informa- humans’ cultural, spiritual, or food tion Processing Construct an argument systems and write stories that outline that plants and animals have internal the seed’s history and its importance and external structures that function to to people. support survival, growth, behavior, and reproduction. Standards 1-LS3-1 Structure, Function, and Infor- mation Processing Make observations to construct an evidence-based account Lesson 8 Resources that young plants and animals are like, n Seed Savers Exchange but not exactly like, their parents. seedsavers.org/learn

2-LS4-1 Interdependent Relationships in Ecosystems Make observations of plants and animals to compare the diversity of life in different habitats. Vocabulary 3-LS1-1 Inheritance and Variation of (v): to produce new Traits: Life Cycles and Traits Develop Reproduce individuals of the same kind. models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduc- tion, and death. Source: Merriam-Webster Learner’s Dictionary

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HABITAT RESOURCES

Books

Seeds In a Nutshell Ken Robbins Joseph Anthony Ages 6–11 Ages 4–8 Profile of different kinds of seeds An acorn overcomes many challenges and their dispersal methods. to become a mighty oak.

It Starts With a Seed Flip, Float, Fly: Seeds on the Move Laura Knowles Joann Macken Ages 4–8 Ages 6–9 Story of how a samara seed becomes A picture book about seeds and seed a maple tree. dispersal.

A Seed is Sleepy Botanicum: Welcome to the Museum Dianna Hutts Aston Kathy Willis Ages 6–12 Ages 9+ Vividly illustrated overview of the Gorgeous and scientific botanical diversity of seeds. illustrations reveal the life cycle and parts of the plant. A Fruit is a Suitcase for Seeds Jean Richards Who Will Plant a Tree? Ages 5–9 Jerry Pallotta and Tom Leonard A simple graphic introduction to seed Ages 5–7 dispersal with a focus on fruits. From dropping them while flying by, to disposing of them through From Seed to Plant digestion, this fun book explores the Gail Gibbons various ways seeds become planted. Ages 4–8 Introduces readers to the life cycle The Complete Guide to Saving Seeds: of the plant including pollination 322 Vegetables, Herbs, Fruits, Flowers, and seed germination with simple Trees, and Shrubs language and vivid illustrations. Robert Gought Adult The Dandelion Seed Joseph Anthony Field Guide to the Street Trees of Ages 4–8 New York City A picture book that tells the life Leslie Day cycle story from the perspective of Adult a dandelion seed.

80 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 8.1

SIDE 1 Name:______Date:______FLOWER TO FRUIT

Compare the flowers of each plantwith the fruit of the same plant. How do pollinators assist with the formation of fruit on plants?

Flower Fruit Zucchini

Milkweed

Blueberry

Raspberry

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SIDE 2 Name:______Date:______FLOWER TO FRUIT Compare the flowers of each plantwith the fruit of the same plant. How do pollinators assist with the formation of fruit on plants?

Flower Fruit Tomato

Serviceberry Tree

Apple Tree

Strawberry

82 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 8.2

SIDE 1 Name:______Date:______SEED HUNT Visit a park or garden to look for seeds, fruits, and flowers. Write and sketch your observations below.

How many different kinds of seeds were you able to find in the garden today?

How many different kinds of flowers were found in the garden today?

Draw two different kinds of fruits (the part of the plant that contains the seeds):

How are they different?

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SIDE 2 Name:______Date:______SEED HUNT Visit a park or garden to look for seeds, fruits, and flowers. Write and sketch your observations below.

Draw two different kinds of flowers:

How are they different?

Did you see any animals eating the seeds? What kind?

Did you see any pollinators visiting flowers? What kind?

84 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 9 Winter Survival BUTTERFLY

Background 9 WINTER SURVIVAL All insects have strategies for surviving winter and adaptations that enable this survival.

Have you ever seen a bee in the lessons, some insects migrate. winter? Most likely not. Depending The most well known example is on the insect, it may overwinter the monarch butterfly which may at any stage of development: egg, fly up to 3,000 miles in autumn to larva, pupa, or adult. its winter home, and then make a reverse migration northward in Insects technically don’t enter a the spring. However, this two-way period of hibernation like some migration is a rare exception. Some vertebrates, but many enter species of butterflies found here diapause, a state of developmental in NYC are only summer residents, arrest (as if they are frozen in time) having slowly migrated northward triggered by the amount of daylight. through several generations During diapause, the insect has from the south. These temporary just enough metabolic activity to residents include the Painted keep it alive but it does not eat, Lady, American Lady, Red Admiral, move, or grow. Adult insects have Common Buckeye, Long-tailed many defenses: they may expel all Skipper, Clouded Skipper, Fiery moisture from their bodies to avoid Skipper. They cannot overwinter freezing or even excrete a special here, only in the south. antifreeze enzyme; they may also seek shelter under logs, rocks, or Overwintering as Adults in leaf litter; they may burrow in Two butterflies in NYC that over­ the soil or dig holes into the side winter as adults include the Comma of trees. Often the adult will die and Mourning Cloak butterflies. before winter, having fulfilled its They withstand the freezing task, leaving behind eggs, larva, or temperatures by secreting a special pupa to overwinter. chemical in their bodies that acts Below are examples of how bees, as a kind of antifreeze. On milder butterflies, and moths survive winter days they open their wings winter. to absorb the light of the sun through their dark scales. Several Butterflies and Moths in Winter species of moths can survive winter thanks to the insulation provided Migrants by the dense fur on their bodies. As we have learned in previous

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BUTTERFLY Winter Survival (Continued) BACKGROUND

Insects that overwinter as adults freezes solid, it produces a special are the first to emerge in spring and chemical which prevents tissue can be seen flying around during damage. Once spring arrives it the early warm days of spring. will thaw and make its cocoon. If a woolly bear is found by students, Overwintering as Pupae they will surely want to touch it, Several species of moths survive but it may cause dermatitis for their winters as pupae because those with sensitive skin. the silk encasement of the cocoon Other butterflies that overwinter provides the warmth needed as larvae (caterpillars) include the for winter. The Polyphemus Viceroy, Tawny Emperor, and Red moth and Cecropia moth are Spotted Purple and White Admiral. two such species of local moths The last generation of these cater- that overwinter as pupae. The pillars born in late summer create swallowtail butterflies as well as a hibernaculum, or winter refuge the sulphurs can spend the entire out of the leaves of their host plant. winter as pupae in their chrysalis, They use a silk thread to attach the entering a period of diapause, leaf to the twig to prevent it from unlike their summer generations falling to the ground with the rest of which emerge from the chrysalis the leaves. Then they use another only after about ten days. If you see silk thread and coat the leaf. As a butterfly flying around in March the thread dries, it shrinks, curling or April, it likely spent its winter as the leaf, thus fashioning a tunnel a pupa and emerged with the first in which the caterpillar can curl up warm days of spring. The flowers inside. Other caterpillars, like the may only have begun to bloom, but Eastern Tailed Blue, will spend the no need to worry, many butterflies winter curled inside a seed pod. also drink sap from the trees! In spring, they pupate and emerge emerge as butterflies. Overwintering as Larva Have you ever seen a woolly bear Overwintering as an Egg caterpillar, so named because Overwintering as eggs is less of its hairy bands of black and common for pollinator insects. reddish-brown “fur?” This is the The Banded Hairstreak butterfly larva of the Isabella Tiger moth. It is one butterfly that overwinters emerges from its egg in fall, and as eggs on walnut, oak, hickory, overwinters as a caterpillar. With ash and boxelder twigs. The eggs the coming of winter, it finds a remain dormant through the thick leaf or bark on the ground winter and hatch in the spring. and curls up inside it. Although it

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BUTTERFLY Winter Survival (Continued) BACKGROUND

Bees in Winter flying in freezing temperatures, they are still keeping busy in their hive Social Bees waiting for that first warm spring Compared to butterflies, there is less day and first flowers to bloom. variability in how bees spend their Just like the monarchs that must winter. Bumble bees and social migrate up to 3,000 miles in fall, wasps overwinter as adults, but only these overwintering honey bees the queen. In the fall, she gorges on have a longer lifespan than the nectar and pollen to store up fat generations born in the summer. reserves, while the rest of the Rather than a lifespan of a few colony dies off slowly. She then weeks, they can live up to 6 months. burrows underground below the frost line to pass the winter. Once Solitary Bees spring comes she finds a suitable The carpenter bee is a solitary bee nest in which to lay her eggs, having species that also overwinters as an already mated before winter. adult; both the male and female The honey bee is a special case. overwinter. They return to the same The honey bee workers born in nest in which they were born. Then autumn survive winter in the hive come spring, once the female has with their Queen bee. All the male mated, she excavates a new nest to (drone) bees are literally dragged lay her eggs. These eggs hatch into out of the hive before winter since larvae and emerge from the nest the queen has mated. They would as adults who, like the generation just become a drain on resources. before them, will return to this nest Only the females remain in the hive. to overwinter. Unlike other bees and most insects, With the exception of the carpenter they remain active inside. When bee, most solitary native bees temperatures outside fall below 50 spend the winter in their nest cells degrees, they cluster in the hive as pupae, emerging as adults the in order to maintain warmth; they following spring or summer. The attach themselves to each other mason bee, which builds her nest in with the Queen at the center and narrow cavities, is an example. Once “shiver” by vibrating their wings the eggs hatch, the larva, having which keeps the center of the hive consumed all of the provisions left at about 90 degrees. All of this takes by the mother, enters the pupal a great deal of energy, which is why stage and matures in the fall or honey bees must store a significant winter. It remains in its cocoon until amount of honey in the hive to the spring temperatures allow it to sustain them over the winter. emerge as an adult. Although you won’t see a honeybee

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BUTTERFLY

ACTIVITY Lesson 9

Summary Materials Students compare and n 9.1 Butterflies in Winter Cards contrast the winter n 9.2 Worksheet, pencil, drawing/ adaptations of eight butterfly art tools and moth species. They create a mural that illustrates the four seasons and the butterfly’s corresponding phase of its life cycle. Preparation

Activity 1 90 n Grades K-2 minutes Print 9.1 Butterflies in Winter Cards (one teacher copy, pre-cut)

Objectives n Grades 3-5 Students will: Print 9.1 Butterflies in Winter Cards (one copy, pre-cut) n learn about the adaptations of local butterflies and moths for Print 9.2 Butterfly Adaptation surviving winter. Worksheet (one per student)

n form hypotheses by comparing adaptations of butterfly species and by analyzing existing data.

Introduction Many insects like bees, butterflies, and Ask students if they see as many animals moths hibernate in the winter or even go outside during winter as in the other through a stage where they stop growing. seasons. Why not? Where are they? Ask students if they can recall the stages Some animals hibernate while others of development of the butterfly (egg, migrate. Why? Think of some animals larva, pupa, adult). Tell them that insects that hibernate (bears, skunks, frogs, pass the winter in one of these stages. chipmunks, etc.) and others that migrate Explain to them that in today’s lesson (birds, monarchs, whales, etc.). Which they will explore how butterflies, moths, animals have you seen in the winter? and bees survive winter and get ready for What about insects? Where are they? spring.

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BUTTERFLY ACTIVITY

Activity 1: each life cycle stage). Cut out student Hibernation or Migration? drawings, or simply cut printed images, and let students paste the four Grades K–2 stages (egg, larva, pupa, adult) in the 1. Create a chart on the board with four corresponding season on the mural, columns titled: labeling the name of the butterfly. They can infer which season to place each a. Egg life cycle stage based on 9.1 Butterflies b. Larva (Caterpillar) in Winter Cards. c. Pupa (Chrysalis) d. Adult (Butterfly) Discussion 1. What are some ways butterflies survive 2. Hold up one 9.1 Butterflies in Winter winter? Cards at a time and read the descrip- 2. Which of these butterflies have similar tion on the back and show image. Ask winter adaptations? volunteers to place it in the correct column which explains how it passes 3. What are some of the benefits and the winter. risks to each winter adaptation? 3. What is the most popular way for these 4. Which of these butterflies may have butterflies to spend winter? a head start and appear earlier in spring? Why? Grades 3–5 5. Which butterflies may not appear until 1. Divide the class into four groups. Place later in the spring or summer? Why? two of the eight 9.1 Butterflies in Winter Cards at each table. 6. What are some ways we can help these butterflies in the winter? 2. Let the students use the two-sided cards to complete the 9.2 Butterfly Ad- Extensions aptation Worksheet. Rotate the groups 1. Grades 3–5: hypothesize which season around the tables until everyone has has the most or fewest observations had time to complete the worksheet. of each species in New York. Then check the hypotheses by looking at the data on iNaturalist. Does this Activity 2: pattern correlate with what we learned Artistic Exploration about the species in this lesson? What inferences can we draw from 1. Create a class mural with a large the observation periods on iNaturalist roll of poster paper divided into the in regards to their life cycle? Search four seasons. Students can illustrate iNaturalist to determine which the seasons. Ask students to make members of Lepidoptera (Butterflies drawings or a collage of the four and Moths) were found in New York by different life cycle stages of one of using date filters. Which ones were first the eight butterflies described in the observed in March and April? What can 9.1 Butterflies in Winter Cards (online we infer about their life cycle? images can serve as inspiration for

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BUTTERFLY ACTIVITY/

2. Read or research how other local animals adapt to winter. Do they hibernate or migrate? Choose an animal and tell its story through the Did you know? seasons. The Woolly Bear Caterpillar once 3. Go on a winter animal scavenger hunt. helped farmers predict the weath- On a warmer winter day, dig in the soil er. It was believed that the larger if it can be worked or go on a hike to the black bands were on either see what animals are active above and

end of the caterpillar, the more RESOURCES below the soil. Look for beetle grubs severe the coming winter would (white beetle larvae). Turn over a log or be. Research has debunked this rock and see if there is anythinghiding legend by showing the amount underneath. Look for holes in the of black varies with the age of ground and holes in trees. What the caterpillar and the moisture animals might live there? Look for galls levels in the area where it devel- or cocoons on plant stalks. oped. Who knows, maybe you can 4. Create a life cycle wheel as described test the theory for yourself! in Lesson 6; this time, do not label the quadrants with the life cycle stage, instead label the season. Label the top wheel with the name of the species 3-LS1-1 Inheritance and Variation of from 9.1 Butterflies in Winter Cards. Traits: Life Cycles and Traits Develop models to describe that organisms Standards: have unique and diverse life cycles but K-LS1-1 Interdependent Relationships all have in common birth, growth, in Ecosystems: Animals, Plants, and reproduction, and death. Their Environment Use observations to describe patterns of what plants and 3-LS2-1 Interdependent Relationships in animals (including humans) need to Ecosystems Construct an argument that survive. some animals form groups that help members survive. K-ESS2-2 Interdependent Relationships in Ecosystems: Animals, Plants, and Their 3-LS4-4 Interdependent Relationships in Environment Construct an argument Ecosystems Make a claim about the merit supported by evidence for how plants of a solution to a problem caused when and animals (including humans) can the environment changes and the types change the environment to meet their of plants and animals that live there may needs. change.

1-LS1-2 Structure, Function, and 4-LS1-1 Structure, Function, and Informa- Information Processing Read texts tion Processing Construct an argument and use media to determine behavior that plants and animals have internal patterns of parents and offspring that and external structures that function to help offspring survive. support survival, growth, behavior, and reproduction.

90 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 9

BUTTERFLY RESOURCES

Books

Over and Under the Snow Not a Buzz to Be Found: Insects Kate Messner in Winter Ages 5–7 Linda Glaser This nonfiction picture book reveals Ages 7–10 how many animals survive winter. Discusses 12 different insects and their winter adaptations. Bugs and Bugsicles: Insects in the Winter Buzzing with Questions: The Inquisitive Amy S. Hansen Mind of Charles Henry Turner Ages 5–7 Janice N. Harrington A picture book that describes the vari- Ages 7-10 ous ways insects survive winter. As the first Black entomologist, Charles Henry Turner was fascinated

by plants and animals and bugs.

This picture book highlights Turner’s

unstoppable curiosity and his passion

for science.

Vocabulary Adaptation: (n) a change in a plant or Migrate (v) to move from one area to animal that makes it better able to live another at different times of the year. in a particular place or situation.

Hibernate: (v) to spend the winter sleeping or resting.

Source: Merriam-Webster Learner’s Dictionary

LESSON 9: WINTER SURVIVAL | NWF.ORG 91 WORKSHEET 9.1

SIDE 1 Name:______Date:______BUTTERFLIES AND MOTHS IN WINTER Cut out each of the butterfly cards.Read the back of the card to find out how each species spends winter. Use the cards to complete the Butterfly Adaptations Worksheet.

Front of Cards

Monarch Butterfly Isabella Tiger Moth

Cecropia Moth Mourning Cloak Butterfly

92 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 9.1

SIDE 2 Name:______Date:______BUTTERFLIES AND MOTHS IN WINTER Cut out each of the butterfly cards.Flip the cards to see what the butterfly or moth looks like as an adult. Use the cards to complete the Butterfly Adaptations Worksheet.

Back of Cards

Isabella Tiger Moth Monarch Butterfly

The Isabella Tiger Moth spends the winter The Monarch butterflymigrates as the Woolly Bear Caterpillar. thousands of miles to reach its winter destination, riding warm air currents Why do you think it is fuzzy? to conserve energy. The largest winter As the weather gets cooler, it finds itself colony is in the temperate mountain a thick leaf or bark on the ground and forests of Mexico, which provides the curls up inside. Although it freezes solid, right climate for Monarchs. There, tens it produces a special chemical which of millions of monarchs congregate each prevents the tissues from damage. Once year, covering the fir trees. How does spring arrives will it thaw and make its a new generation of monarchs find the cocoon. same winter home each year? Scientists are still researching that question.

Mourning Cloak Butterfly Cecropia Moth

The Mourning Cloak Butterfly spends the At the end of the summer, the five-inch- winter as an adult, though some also long Cecropia caterpillar seals itself migrate south. To withstand cold tem- into a cocoon along the length of a twig, peratures, it stores extra fat in the fall usually in a dark protected area to escape and also replaces some of the water in its predators. Once spring arrives it emerges body with a special chemical that acts as after a long winter hibernation as a moth. an anti-freeze! On milder winter days it opens its wings to absorb the light of the sun through its dark scales.

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SIDE 3 Name:______Date:______BUTTERFLIES AND MOTHS IN WINTER Cut out each of the butterfly cards.Read the back of the card to find out how each species spends winter. Use the cards to complete the Butterfly Adaptations Worksheet.

Front of Cards

Eastern Black Swallowtail Banded Hairstreak Butterfly

Painted Lady Butterfly Red-spotted Purple Butterfly

94 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 9.1

SIDE 4 Name:______Date:______BUTTERFLIES AND MOTHS IN WINTER Cut out each of the butterfly cards.Flip the cards to see what the butterfly or moth looks like as an adult. Use the cards to complete the Butterfly Adaptations Worksheet.

Back of Cards

Banded Hairstreak Butterfly Eastern Black Swallowtail

Banded Hairstreaks live around wood- The Eastern Black Swallowtail spends lands because their host plants are trees the summer eating the leaves of its host such as oaks, hickory, and walnut. Adults plants: parsley, dill, carrots, fennel, and lay eggs on woody twigs or bark of the celery. Then it finds a sheltered and host plant where they remain the entire secure place to build its chrysalis, which winter! The caterpillars emerge in spring. is either brown or green to blend in with We finally see the adult butterflies in its environment. It spends the entire flight by June. winter there and emerges as a butterfly in the spring!

Red-spotted Purple Butterfly Painted Lady Butterfly

In autumn, the Red-spotted Purple The Painted Lady has the largest habitat caterpillar creates a tiny shelter out of range of all the butterflies. It is found the leaves of its host plant. It uses a silk on every continent except Australia and thread to coat a leaf and attaches itself Antarctica! One reason for this is because to a twig. As the thread dries, it shrinks, its host plants are members of the thistle curling the leaf like a sleeping bag with family, which grow just about everywhere. the caterpillar curled up inside. When The other reason is, like the monarch, spring arrives, the caterpillar crawls out it is migratory. It will spend spring and and continues to eat from its host plant. summer in the north and will migrate to the south in the fall and winter.

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SIDE 1 Name:______Date:______BUTTERFLY ADAPTATIONS Read the Butterfly in Winter Cards at your table. Check off how each insect spends the winter. Note any special adaptations it has to survive winter.

Egg Larva Pupa Adult Adaptations Monarch Example: The monarch migrates for the winter.

Cecropia Moth

Mourning Cloak Butterfly

Eastern Black Swallowtail Butterfly

Banded Hairstreak Butterfly

Isabella Tiger Moth

Painted Lady Butterfly

Red-spotted Purple Butterfly

96 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 10 Bee Homes BEES

Background 10 BEE HOMES Unlike honey bees, which live in hives, the majority of bee species are solitary.

Solitary or Social? nests in the soil; the other 30% You may be surprised to learn excavate or find narrow cavities that the honey bee, which is not in stems, wood, or masonry. Wild native to North America, is only bumble bees and honey bees will one of about 4,000 species of bees make their hives in the hollows found across the United States, the of trees or abandoned rodent majority of them native. Diversity burrows. The exposed nest hanging of bees is four times greater than from a tree or under the eaves of birds and ten times greater than a building probably belongs to a mammals in North America. The wasp. NYC area is home to over 230 The overwintering habitats of bees species1 of native bees, 11 of which is especially important to their have been discovered since 2008. population growth. For example, the That number may grow as more mining bee which burrows tunnels species are discovered. in the soil, is one of the first bees It may also come as a surprise that to emerge each spring and is the majority of species—over 90%— responsible for the pollination of are solitary, meaning each female fruit trees, shrubs, and other spring builds her own nest. Conversely, ephemerals. Keeping some leaf bumble bees and honey bees litter, dead twigs, and stems in the are social species, meaning they garden will help insects through the live in hives—colonies with one winter, as opposed to an overly neat reproductive “queen” bee, other and manicured landscape. female “worker” bees, and a small number of male “drones.” A bumble Life Cycles of Bees bee hive may contain up to 400 The majority of solitary bees live bees. A honey bee hive may contain one year. We are accustomed to up to 50,000 bees. seeing bees foraging for nectar and pollen among flowers during their Carpenters, Miners, and Masons adult stage, but this is typically We frequently observe bees buzzing the shortest period of the bee’s around flowers, but where do bees life cycle, usually lasting only make their nests? Seventy percent three to six weeks. The rest of the (70%) of female bees excavate their year is spent in darkness inside

1 http://greatpollinatorproject.org/

LESSON 10: BEE HOMES | NWF.ORG 97 LESSON 10

BEES Bee Homes (Continued) BACKGROUND

the nest. Like butterflies and molts several times, shedding its moths, bees undergo a complete outer skin. Just before transitioning metamorphosis from egg, to larva, to the next stage, the bee expels all to pupa, to adult. Males usually the waste from the pollen it con- emerge first from the nest and wait sumed and enters into the pupa for the females to emerge in order phase. Some bees spin a cocoon to mate. Mating once is enough like moths, but this phase does not to provide females with a lifetime last as long. In this dormant phase, supply of sperm, which she stores the bee develops its wings, sprouts in a special organ until she is ready hairs, and becomes a fully formed to lay an egg. The males recognize adult. Many bees overwinter as which females have mated and pupae. When complete, it chews its avoid her. way out of the nest and emerges as an adult. The female then devotes all her time and energy to building and What About the Sting? provisioning her nest. She builds Bees are often feared because individual cells in the nest and lays of their ability to sting. The risk her egss in them. Some bees fluff is largely over-blown because the nests with down from leaves bees are frequently mistaken for or line them with a protective their more aggressive cousins, covering. The mother provides the wasps. The stinger is an each egg with a ball of honey—a adapted ovipositor (egg-laying mass of pollen and nectar—which device), which means that only the larva will ingest upon hatching. female bees can sting. A bee The term “busy as a bee” is apt needs to feel threatened in order because bees can visit hundreds of to sting. Because the majority of flowers during each trip from the bee species are solitary, most do nest and must gather up to four not need to aggressively defend times their weight in pollen for just their colony from invaders. Even one nest cell. Solitary bees never honey bees must risk their lives to meet their young; they die off sting; they have a barbed stinger once they have laid their eggs and which gets stuck and rips their provided it with everything it will abdomen when they try to extract need to survive. it, killing them. Certainly we should An egg hatches a few days after approach bees with respect, but it being laid. The larva, which resem- is important to dispel rumors that bles a tiny white caterpillar, does bees are naturally aggressive and nothing but eat the provisions left dangerous. by its mother. As the larva grows, it

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BEES

Lesson 10 ACTIVITY

Summary Preparation Students examine the Introduction physical characteristics and n Print 10.1 Bee Nests (one per group habitats of different species or share as digital image) of bees. Using art materials, Activity 1 they create a model of a n Print The Great Sunflower Project bee’s nest. Bee-Ball Cards: bit.ly/Bee-Ball-Cards (one copy pre-cut for grades K–2, one copy per group of 4–6 students, Objectives for grades 3–5) n Print 10.3 Comparing Bees (one Students will: copy per group of 4–6 students, for n become familiar with the names grades 3–5) of different species of bees. Activity 2 90 minutes n describe different nesting habitats n Collect art materials like cellophane, of bees. construction paper, cardboard, paper towel rolls, small boxes, paper cups, n compare and contrast bee species by their behavior and other paper bags, gauze, pipe cleaners, egg features. cartons, clay, plasticine or beeswax, enough for each table.

n Print 10.3 A Bee Like Me (one copy Materials per group of 4–6 students)

n 10.1 Bee Nests n 10.2 Comparing Bees n 10.3 A Bee Like Me n The Great Sunflower Project Bee-Ball Cards (bit.ly/Bee-Ball-Cards) n Art materials

Introduction (types) of bees in NYC, 4,000 different When you think of a bee, what comes to species of bees in North America, and mind? Most students will probably think over 20,000 worldwide? You might also of the honey bee and its hive. Make a be surprised to learn that most bees KWL chart to list what students already (70%) don’t live in hives but are solitary know about bees. Did you know that the ground nesters, which means they live honey bee is only one of 230 species alone in the ground. Other species of

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bees are solitary cavity nesters, which means they live alone in holes in wood, Did you know? hollow stems, or even cracks in build- ings. Think back to the last time you saw There are 230 species of bees in a bee. What was it doing? What do bees NYC, 4,000 different species of do for the flower (recall lesson 6)? Can bees in North America, and over anyone tell us what the flower does for 20,000 worldwide! the bee? Who has heard the expression “busy as a bee”? Why are bees so busy? Why do you think they need to collect so much pollen? Unlike butterflies, bees See if the groups have any questions. provide food for their babies. They need 3. Give each group a copy of 10.2 Compar- to gather about four times their weight ing Bees. Ask students to complete the in pollen, just for one egg. Imagine how worksheet; one student in each group many trips that might take! can record the answers. Review the Pass out or show students the 10.1 Bee answers as a class. Nests. See if they can make comparisons 4. Ask the groups to classify the bees and with what they already learned about sort the bee cards into these catego- the butterfly/moth life cycle. Briefly ries. They can classify the bees by size, explain the life cycle of a solitary bee nest type, or flight season. (see Background). You can also point out the difference between the solitary 5. Let the groups visit other groups’ and social species using the three nest sorted bee cards, being careful not to types as an example. As explained in take them out of order. Using the sec- the Background, the majority of species ond page of 10.2 Comparing Bees, the are solitary, meaning they live alone recorder notes what the group thinks rather than in a hive. The solitary queen was the classification used by each of (mother) bees never meet their young; the other groups to sort the bees. they die off once the eggs are laid. In social species like bumble bees and 6. Groups go back to their original places honey bees, the queen lives more than a and share their responses. year and lives with her offspring. Adaptations for K–2 1. Divide the class into pairs. Give each Activity 1: pair one Bee-Ball Card. Getting to Know Our Native Bees 2. Ask the class to group themselves in 1. Divide the class into groups of 4–6 and various ways. For example, you might give each group a number; they can say, “Find a bee that belongs to your write their group number on an index family.” Once everyone has sorted card at their table. Give each group a themselves into groups, let each copy of The Great Sunflower Project group announce their family name to Bee-Ball Cards, which should be cut out. the class. Ask them if they can find something those family members 2. Let the groups look at the cards and might have in common. For example, discuss what the different icons mean.

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BEES ACTIVITY

you might say, “find a bee that has the cardboard, paper towel rolls, small same flight period as you,” or “find a boxes, paper cups, paper bags, gauze, bee that has the same nest location as pipe cleaners, egg cartons, clay, you.” After each sorting period, give the plasticine, and images of various bees. group time to present to the class what Ask them to work with their group to those bees have in common. construct a diorama or collage of their bees’ nest (they can construct the Activity 2: interior or exterior of the nest). Bee Homes 3. Let each group present facts about their bee and their model of its nest to 1. Divide the class into groups of four. the class. Each group receives one Bee-Ball Card; make sure that at least one bee from Extension each nest type is distributed. Each 1. Individually or in groups, make a draw- group should receive a different bee ing or collage depicting one or more card. As a group, let them first answer nest types of bees. If you were walking the questions on 10.3 A Bee Like Me. in a park, for instance, where might 2. Provide groups with art materials bees be nesting? How can you show like cellophane, construction paper, that in a drawing or collage? Activity 2 Discussion

Books 1. How are bees different from Next Time You See a Bee Bees: An Identification and Native each other? Emily Morgan Plant Forage Guide 2. What have you Ages 10+ Heather Holm learned about bee habitats from Visual reference book full of Adult this lesson? Why information. Reveals the big impact A comprehensive guide illustrating is it important to these little insects have on the world. the bees that occur in north-central understand how and eastern United States and bees make their The Bees in Your Backyard southern Canada. nests? How might Joseph Wilson and this knowledge Oliva Messinger Carril Mason Meets a Mason Bee: help you in protecting bee Adult An Educational Encounter with habitats? A comprehensive and clear guide a Pollinator 3. Is there one bee to the native bees of North America Dawn V. Paep and Heather Holm you think you with many visuals. Ages 4–8 have seen before? A boy is afraid of bees but meets Have you ever Our Native Bees a native bee and finds a new seen evidence of Paige Embry appreciation. a bee nest? Adult 4. Which bees do Explores the importance of native you hope to see? bees and focuses on why they play a key role in gardening and agriculture.

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BEES RESOURCES

animals are like, but not exactly like, their Lesson 10 Resources: parents. n The Great Sunflower Project 2-LS4-1 Interdependent Relationships in www.greatsunflower.org/ Ecosystems Make observations of plants n Xerces Society and animals to compare the diversity of bit.ly/NestingHabitat life in different habitats. n The Native Bees of NY thehoneybeeconservancy.org/ K-2-ETS1-1 Engineering Design Ask nyc-bees/ questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through Standards the development of a new or improved K-LS1-1 Interdependent Relationships object or tool. in Ecosystems: Animals, Plants, and Their Environment Use observations to 3-LS2-1 Interdependent Relationships in describe patterns of what plants and Ecosystems Construct an argument that animals (including humans) need to some animals form groups that help survive. members survive.

K-ESS2-2 Interdependent Relationships 3-LS1-1 Inheritance and Variation of in Ecosystems: Animals, Plants, and Their Traits: Life Cycles and Traits Develop Environment Construct an argument models to describe that organisms supported by evidence for how plants have unique and diverse life cycles and animals (including humans) can but all have in common birth, growth, change the environment to meet their reproduction, and death. needs. 4-LS1-1 Structure, Function, and K-ESS3-1 Interdependent Relationships Information Processing Construct an in Ecosystems: Animals, Plants, and Their argument that plants and animals have Environment Use a model to represent internal and external structures that the relationship between the needs of function to support survival, growth, different plants or animals (including behavior, and reproduction. humans) and the places they live. 3-5-ETS1-2 Engineering Design Generate 1-LS1-2 Structure, Function, and and compare multiple possible solutions Information Processing Read texts and to a problem based on how well each is use media to determine patterns in the likely to meet the criteria and constraints behavior of parents and offspring that of the problem. help offspring survive. 3-5-ETS1-3 Engineering Design Plan and 1-LS3-1 Structure, Function, and carry out fair tests in which variables Information Processing Make are controlled and failure points are observations to construct an evidence- considered to identify aspects of a model based account that young plants and or prototype that can be improved.

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SIDE 1 Name: Date: BEE NESTS Unlike honey bees, the majority of bee species do not make their nests in hives. Read below to learn more about different types of bee nests.

A. Ground Nesting Bees build their nests in dirt or sand and prefer areas in direct sunlight. Some find existing holes or burrows; others dig their own tunnels.

B. Cavity Nesting Bees dig a tunnel in wood or stems or find an existing hole to make their nests.

C. Hive Nesting Bees are social species that build their colonies in existing large cavities like rodent burrows or above ground in the hollows of trees.

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SIDE 1 Group Number: Date: COMPARING BEES Review the Bee-Ball Cards with your group and answer the questions below.

1. Name two bees that nest in...

the soil: cavities:

2. Name a bee which excavates its own nest:

3. Name a bee which finds an existing hole or cavity:

4. Name two bees that...

are solitary are social (one female nesting alone): (a queen bee and her workers):

5. Which bee is the smallest?

6. Which bee is the largest?

7. Which bees will be the first ones you see after winter?

8. Which bees will be the last you see before winter?

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SIDE 2 Group Number: Date: COMPARING BEES Working with your group, develop a classification system for the bees. You can classify the bees by size, nest type, flight season, or choose a different category to group the bees.

9. Explain the classification method your group chose to sort the bees:

10. Visit other groups to find out how they classified their bees. Write the group number and classification method in the table below.

Group Number Classification

LESSON 10: LESSONBEE HOMES 5: BEE | NWF.ORG SURVEY 105 WORKSHEET 10.3

SIDE 1 Group Number: Date: A BEE LIKE ME Review the Bee-Ball Card with your group and answer the questions below.

1. Name of Bee:

2. Where does the bee make its nest?

Soil

Cavity

Description

3. Is this bee solitary (living alone) or social (living in a colony)?

4. List up to five unique characteristics of this bee that you’d like to share with the class.

1.

2.

3.

4.

5.

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BUTTERFLY Amazing Adaptations

11 Background AMAZING ADAPTATIONS Through the process of natural selection, organisms become adapted to their environment.

These adaptations ensure that the transforms from an eating insect to organism will be able to survive. an adult adapted for mating and Because insects are the most depositing eggs. It no longer eats biodiverse class in the animal leaves, but sips nectar with its long kingdom, they provide many proboscis. Why do insects undergo excellent examples of adaptations. metamorphosis in the first place? By now, students may have This is an adaptation, providing the learned a few adaptations of the insect with strategies for surviving pollinators. This lesson aims to winter while also avoiding other take a closer look. environmental challenges such as competition, predation, and There are two main types of disease. adaptations in the animal kingdom: structural (biological) and One can easily see how bees are behavioral. Structural adaptations adapted for collecting pollen with are physical features of an the hairs all over their bodies. organism which aid its survival, Some species like bumble bees and like the bill on a bird or the fur of honey bees even have specialized a bear. Behavioral adaptations are pollen baskets–concave tibia on things that the organism does to their legs–which allow them to survive, like bird calls or migration. store pollen on their foraging runs.

Structural Adaptations Butterflies, bees, and wasps display remarkable adaptations Butterflies have remarkable in their coloration, either as a structural adaptations, which means to disguise themselves change depending on the stage or as a warning sign to potential of their life cycle. For example predators. Thousands of insects are the caterpillar spends most of camouflaged and barely noticeable its existence eating as it grows. until they move, including many Its mouthparts are designed for moths and caterpillars. There are shredding and consuming leaves just as many that use the opposite of plants; its main organ is a strategy, exhibiting bold and bright large intestine. Once it undergoes colors. Think of bees and wasps metamorphosis, the caterpillar with their bold yellow and black

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BUTTERFLY

Amazing Adaptations (Continued) BACKGROUND

stripes or the monarch with its use to line their nests to keep out orange and black patterns. These moisture and fungi. Leaf-cutter bees colors send a message to predators, line their nests with leaves; mason “I don’t taste good and I may harm bees are known to use flower you so stay away!” petals. While the female carpenter bee drills down into wood to make There are many examples of a nest and lay eggs, the male will mimicry among pollinators. The hover nearby, dive-bombing any syrphid (hover) fly is often mistaken threats or competition. for a small bee or wasp because it mimics both in color, an adaptation The parasitic wasps and bees have which helps it defend itself without their own survival strategies. The a stinger. Many insects that visit cuckoo bee waits outside the nest the poisonous milkweed plant are of another bee until the mother has adapted to eat that plant; they vacated it, and then flies inside to become poisonous to predators and lay her own egg concealed inside their orange and black contrasting the cell wall or under the pollen colors serve as a warning. Other loaf made by the host bee. When insects, like the viceroy and queen the bee hatches, the cuckoo bee butterfly, mimic the monarch so larva will kill it and eat the pollen closely it is often hard to distinguish loaf for itself. The cuckoo wasp, them. which is stingless, has its own defense mechanism. If it should be Behavioral Adaptations discovered by the host of the nest, We can find many examples of it will curl itself in a ball like an behavioral adaptations among armadillo, exposing its exoskeleton pollinators. The migration of the as armor. After it is bounced out of monarch is a classic example. the nest by the bee, it will unfurl Pollinators’ winter survival and look for another nest in which strategies, as discussed in Lesson to deposit its egg. 9, are additional behavioral adaptations.

Although solitary bees never meet their young, they invest a great deal of time and energy to ensure their survival. The cellophane bee and the masked bee, both members of the Colletidae family, secrete a cellophane like substance that they

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BUTTERFLY

ACTIVITY Lesson 11

Summary Materials Students explore the n 11.1 Mimicry Examples adaptations of pollinators— n 11.2 Monarch Adaptations such as mimicry—and the Worksheet functions these adaptations n 11.3 Monarch Mimics serve.

Preparation

Introduction 90 n Print 11.1 Mimicry Examples (one minutes per group, or use digital images)

Objectives Activity 1 n Print 11.2 Monarch Adaptation Students will: Worksheet (one per pair of stu- n understand the concept of dents) adaptations.

n learn different types of insect Activity 2 adaptations and their functions. n Print 11.3 Monarch Mimics (one per group of 3-4 students) n apply their understanding of adaptations to new situations.

Introduction (camouflage, nocturnal activity, mimicry, Today we’ll look at some of the ways etc.). One popular adaptation in the that pollinators protect themselves from insect world is to mimic something else predators or the environment. Behaviors in nature, usually another animal that will (what an animal does) and physical frighten predators away. Their physical characteristics (how an animal appears) characteristics may also help them blend that help an animal survive are called in with their surroundings. Pass out 11.1 adaptations. See if any student can think Mimicry Examples so students can see a of any animal or insect adaptations few examples of insect mimicry.

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BUTTERFLY ACTIVITY

Activity 1: Monarch Adaptations

1. Divide students into pairs and pass Did you know? out the 11.2 Monarch Adaptations Worksheet. For younger students, The Eastern Tiger Swallowtail this can be completed as a whole caterpillar resembles a bird class activity, where the teacher reads dropping in its early stages. Can the questions aloud and students you think why? As the caterpillar participate in a “think-pair-share.” matures, the harmless bird drop- pings turn into a snake. In its lat- 2. After students work together to er stages (instars), the caterpillar complete the worksheet, discuss their turns bright green with two yellow inferences about the the monarch markings that look like snake butterfly’s adaptations. eyes. It even ejects what looks a. Egg: Laying the egg on the underside like a red forked snake tongue of the leaf protects it from predators. when it feels threatened! This is an example of a behavioral adaptation.

b. Larva: Milkweed is poisonous to 2. Ask groups to work together to predators of the monarch so the complete side 2 of the worksheet. Find bold colors of the caterpillar that the monarch butterfly examples. eats the milkweed serve as a warn- Activity 2 3. Discuss the answers with the class. Discussion ing. Note: In actuality the viceroy is the c. Chrysalis: The green color helps to 1. Which butterflies only mimic here, as both the monarch are the “mimics”? camouflage the chrysalis. and queen butterflies are members of Why are they d. Adult: Just like the monarch the same genus, Danaus, and both eat mimicking the caterpillar, the adult monarch milkweed, which is poisonous. other pollinator? butterfly’s bold colors serve as a 4. 2. What are some warning to predators. The monarch’s Answer Key for 11.3, Side 2 ways to tell them migration is another example of a Monarch Mimics Worksheet apart? behavioral adaptation. A. Viceroy B. Queen

Activity 2: C. Monarch D. Viceroy Mimics

1. Divide students in groups and pass E. Queen F. Monarch out 11.3 Monarch Mimics. Ask groups to closely observe the monarch butterfly’s wing colors and patterns and compare it to the butterflies that mimic it. How can they distinguish these butterflies from each other?

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BUTTERFLY ACTIVITY

Extensions 2-LS4-1 Interdependent Relationships in 1. Students can design or invent a new Ecosystems Make observations of plants caterpillar or butterfly. They can draw, and animals to compare the diversity of construct, or make a collage of the life in different habitats. caterpillar/butterfly using art supplies. 3-LS2-1 Interdependent Relationships in How is it adapted to its environment? Ecosystems Construct an argument that How does it defend itself from some animals form groups that help predators? members survive. 2. Play a mimicry game with the class in which one student leaves the room 3-LS3-1 Inheritance and Variation of and the rest of the class chooses a Traits: Life Cycles and Traits Analyze and leader to copy. They sit in a circle and interpret data to provide evidence that copy whatever the leader does. The plants and animals have traits inherited child is invited back into the room and from parents and that variation of has to guess the leader. these traits exists in a group of similar organisms. 3. Students can select a pollinator and learn about its habitat, anatomy, 3-LS4-2 Inheritance and Variation of life cycle, behavior, etc. Identify its Traits: Life Cycles and Traits Use evidence behavioral and physical adaptations. to construct an explanation for how 4. Explor e related plant adaptations. the variations in characteristics among Choose a plant and research how it individuals of the same species may has adapted to its environment. How provide advantages in surviving, finding does it attract pollinators? In what mates, and reproducing. kind of habitat is it found? How does it 4-LS1-1 Structure, Function, and disperse its seeds? Information Processing Construct an argument that plants and animals have Standards internal and external structures that 1-LS1-2 Structure, Function, and function to support survival, growth, Information Processing Read texts behavior, and reproduction. and use media to determine behavior patterns of parents and offspring that help offspring survive.

1-LS3-1 Structure, Function, and Information Processing Make observations to construct an evidence- based account that young plants and animals are like, but not exactly like, their parents.

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BUTTERFLY RESOURCES

Books

Claws, Coats, And Camouflage What Do You Do With a Tail Like This? Susan E. Goodman Steve Jenkins Ages 6–9 Ages 5–7 A photographic look at the many Explores different animal body parts ways in which animals adapt to including tails, ears, and mouths, and their environment and survive as a explains how each variation helps species. Includes sections on fitting animals survive. into the environment, staying safe, Why Do Some Moths Mimic Wasps?: getting food, and making a new And Other Odd Insect Adaptations generation. (Odd Adaptations) Stellaluna Kate Light Janell Cannon Ages 8–12 Ages 6–9 Young entomologists will learn so A fruit bat is separated from her much about the amazing world of mother and has to survive with insects with the intriguing text and a family of birds, mimicking the photographs. behavior of this different species.

Vocabulary Adaptation (n): a change in a plant Mimic (v): to naturally look like or animal that makes it better able to something else. live in a particular place or situation.

Camouflage (n): something (such as color or shape) that protects an animal from attack by making the animal difficult to see in the area around it.

Source: Merriam-Webster Learner’s Dictionary

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SIDE 1 Name:______Date:______MIMICRY EXAMPLES Review the worksheet to find examples of insect mimicry.

Owl Butterfly Spicebush Swallowtail Butterfly The owl butterfly received its name because The spicebush swallowtail butterfly larva the patterns on its wings mimic owl eyes. (caterpillar) mimics a snake. It will even rear its head like a snake when threatened.

Oak Hook-tip Moth Greater Angle-wing Katydid The oak hook-tip moth larva (caterpillar) The greater angle-wing katydid mimics a mimics a dead leaf. leaf.

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SIDE 1 Name:______Date:______MONARCH ADAPTATIONS How do the monarch butterfly’s physical characteristics or behaviors help it survive during each phase of its life cycle? Make predictions about these adaptations below.

Egg

Adaptation: Clue: Where does the monarch lay her egg?

Larva

Adaptation: Clue: How might those bold colored stripes protect it from a predator?

Pupa

Adaptation: Clue: What color is the chrysalis?

Adult

Adaptation: Clue: How might those bold colors protect it from a predator? What does the adult do in the winter? Why?

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SIDE 1 Name:______Date:______MONARCH MIMICS Look closely at the photos below. Notice the differences between the three butterflies.

Monarch

Queen

The queen butterfly has white spots on its Viceroy hindwings.

The viceroy butterfly can be identified by the black line across its hindwings. The queen and viceroy butterflies mimic the monarch butterfly to protect themselves against predators. Their bright orange and black colors are a signal to predators that they taste bad, just like the monarch butterfly.

n The queen butterfly has white spots on its hindwings. It is also a darker orange color than the monarch. When the wings of a queen butterfly are open, it’s a bit easier to tell the two species apart.

n The viceroy butterflycan be identified by the black line across its hindwings; the monarch does not have this.

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SIDE 2 Name:______Date:______MONARCH MIMICS Can you find the monarch butterflies? Circle your answers. Bonus: identify the viceroy and queen butterflies!

A. B.

C. D.

E. F.

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BEE BUTTERFLY Comparing Bees and Butterflies 12 Background BEES AND BUTTERFLIES Scientists have discovered over one million species of insects, yet they believe that this represents only 20% of all insect species on Earth.

Many pollinators–such as bees, Arthropoda (“jointed leg”), they butterflies, wasps, ants, and are members of a different beetles–are insects, the largest class, Arachnida. You’ll see that and most diverse class of they don’t share many of the animals. They represent over 75% characteristics of insects above. of all animals on Earth. Millions The name bug refers to certain of new species have yet to be insects with piercing and sucking discovered. mouthparts, but is also commonly applied to insects in general. Classification It is helpful to know how common The word insect comes from pollinators like bees and the latin word insecta, meaning butterflies are classified within “segmented.” All insects share the larger insect class. Butterflies certain characteristics: and bees occupy different orders. n An exoskeleton. Bees share the same order as n Three body parts: head, thorax, ants and wasps, with whom they abdomen. also share a common ancestor. n Six legs attached to the thorax. Bees eventually diverged from ants and wasps by specializing n Many adult insects have two or in pollen and developed physical four wings also attached to the adaptations in order to collect it. thorax. Kingdom: n Many adult insects have two Animalia antennae attached to the head. Phylum: Many creatures closely resemble Arthropoda insects and are often mistaken Class: for them. Ticks and spiders are Insecta a common example. Although they share the same phylum,

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BEE

Comparing Bees and Butterflies (Continued) BUTTERFLY BACKGROUND

Order: Importance Lepidoptera (Butterflies and The importance of insects Moths) cannot be overstated. Insects Hymenoptera (Ants, Bees, Wasps play an essential role in our and Sawflies) ecosystem and economy. Aside Family: from pollinating over 75% of all Apidae (Bees) flowering plants, including the crops we eat, insects also provide Growth and Development the basis of the natural food web, supplying food for small Insects have an exoskeleton which mammals, birds, amphibians, and they shed periodically as they grow reptiles. Some insects also cycle through a process called molting. nutrients through the ecosystem Each period between molts is by decomposing organic matter. called an instar. Insects may have Others are beneficial predators to several instars before they reach a host of pests, and others provide their adult size or the next phase us with products like honey, wax, of development. Some juvenile and silk. insects simply grow bigger until they reach their adult size. Others As previously mentioned, insects like dragonflies, grasshoppers, are the most biodiverse class of and cicadas go through an animals, and that is as true in incomplete metamorphosis. It’s cities as elsewhere. Along with called “incomplete” because the the many exotic insects that have nymph (juvenile) may lack wings reached our cities through travel or other features, but otherwise and trade, there are also a myriad are similar in appearance to the of native insects that have lived adult. Others like bees, butterflies, here throughout history. Many and moths go through a complete insects­—­like mosquitoes–have metamorphosis in which the larvae proven to be highly adaptable; (juveniles) have a final molt called others—like bees and butterflies– a pupa and remain in that inactive need our help to protect their phase for a time before they habitat in cities. emerge as completely transformed adults.

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BEE BUTTERFLY Lesson 12 ACTIVITY ACTIVITY

Summary Materials Students compare the n 12.1 Compare the Bee and Butterfly anatomy of the bee and Worksheet butterfly and go on an insect n 12.2 Insect Scavenger Hunt scavenger hunt outdoors. Worksheet n Insect field guide, pencils, clipboards

Preparation Activity 1 90 n Print 12.1 Compare the Bee and minutes Butterfly Worksheet (one per Objectives student or pair of students)

Students will: Activity 2 n appreciate the diversity of insects. n Print 12.2 Scavenger Hunt Work- sheet (one per student) n learn how to identify insects.

n compare and contrast bee and butterfly anatomy.

Introduction students may be surprised to learn that Ask students to think of an animal and insects make up 75% of all animals on hold it in their mind. Write each of their Earth. More than one million species answers on the board. You might also have been identified compared to ap- give older students five minutes to write proximately 4,500 species of mammals. down all the animals they can think of. And scientists estimate that this is just Ask them to count how many of their an- a small fraction of the overall number of imals are insects. They probably haven’t insect species that live on the planet. thought of many. Mammals are usually What is an insect? Ask students to share the first animals that come to mind, yet what they know about insects. Review

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y 121 e insects? ou make BEE NWF.ORG LESSON 12 LESSON

| an inference an inference about the diet of some of the your insects from observations? Explain. Can y Can other animals inother animals that the garden not insects? are Did you find an Did you actually NOT NOT actually insects and why? Which ones are  ACTIVITY knowHow do you these ar BUTTERFLY Activity 2Activity Discussion 1. 2. 3. 4. for . adapted stem of classification of classification stem ysical adaptations ysical s better s better to group living things living things group to ’t familiar with ’t familiar LESSON 12: COMPARING BEES AND BUTTERFLIES AND BEES COMPARING 12: LESSON ’t need to collect pollen collect ’t need to ook near plants and under plants ook near an insect and make taxonomy for their young, they only drink nectar only they their young, for transport bees need to themselves; for their nest. to back and nectar pollen physical different observe you Can in the bee and butterfly adaptations behaviors? that support these different Butterflies don Butterflies for each insect that we can infer from from infer that we can insect each for their anatomy? What are other ph What are collecting pollen? Why? Which looks Which Why? pollen? collecting nectar, collecting to adapted better why? an insect they see, this is a good this is a good see, an insect they guide a field use to opportunity in the appendix or an online listed below. listed iNaturalist like resource of the animal a photo take can You it for upload and even reference for identification. If students aren Which insect look Which insect called called Scientists use a sy with similar characteristics. Give characteristics. with similar presentations to the class. Include the class. to presentations about the species like information range cycle, life anatomy, it habitat, and behavior, it is found), (where adaptations.   Take students outside and look for and look students outside Take insects. L soil. Use magnifying lenses to get a get to lenses magnifying soil. Use worksheet and complete look closer Hunt 12.2 Insect Scavenger Research Activity 2: Insect Scavenger Hunt 2: Insect Scavenger Activity (outdoors) 4. 3. 2. 2. Extensions 1. 2. 1. 2.

e two or four e two antennae . , what is different? arts: head, thorax, abdomen. thorax, arts: head, ax.  What is similar Most adult insects hav Most adult insects Most adult insects hav Most adult insects Insects have six legs attached to the to attached six legs Insects have thor Insects have an exoskeleton and three and three an exoskeleton  Insects have main body p wings also attached to the thorax. to attached also wings the head. to attached and Butterfly Activity 1: Comparing the Bee 1: Comparing Activity

1. Discussion Individually or in pairs, ask students ask or in pairs, Individually Bee and the Compare 12.1 complete to Worksheet Butterfly to be adapted can This activity Note: making this a whole students by younger with activity or a group activity class for notes take to assigned a teacher aloud read might also You group. each and the body part the function of each part the name of the students will infer describing. are you Students can infer how different parts of parts how different infer Students can the body support the insect in gathering also students may Older or nectar. pollen and behavior. habitat, cycles, life compare n the and contrast Students will compare What butterfly. of the bee and anatomy with Start what is different? is similar, both they are observations, general Then compare How do we know? insects? tongue, mouthparts, eyes, the details: a reference Use body. antennae, wings, learn to book or an online encyclopedia more. n n insect characteristics or share an image an image or share insect characteristics the class. with of insect anatomy n LESSON 12

BEE

BUTTERFLY ACTIVITY ACTIVITY students some images of different animals and let them work together to sort them into groups by similar characteristics. Older students can be Did you know? challenged to sort the different orders within a class of animals. Younger The name “bug” refers to certain students may only go so far as sorting insects with piercing and sucking animals into different classes (e.g. mouthparts, but it is also mammals, reptiles, birds, and insects). commonly applied to insects in Ask them to explain their reasoning general. for the groupings. Why did they sort animals in that way? Compare this with how the animal is scientifically classified. Standards 3. Play “Heads, Bodies, and Legs” — 2-LS4-1 Interdependent Relationships in insect version. Review the parts of an Ecosystems Make observations of plants insect. Divide the class into groups of and animals to compare the diversity of three. Each child receives a piece of life in different habitats. paper and folds it into thirds on the 3-LS1-1 Inheritance and Variation of short edge. The first section is for the Traits: Life Cycles and Traits Develop head, the next section is for the thorax, models to describe that organisms and the third is for the abdomen. have unique and diverse life cycles Children begin by drawing a head of an but all have in common birth, growth, imaginary insect including antennae, reproduction, and death. eyes, and mouthparts. Then they fold the first section so the head is no 4-LS1-1 Structure, Function, and longer visible and create a little neck Information Processing Construct an in the next section to indicate where argument that plants and animals have the thorax should be placed. They pass internal and external structures that their paper to the child on their left. function to support survival, growth, The next child draws a thorax of an behavior, and reproduction. imaginary insect including the six legs and wings, folds it so it is hidden and indicates in the next section where the Resources abdomen should be attached. Then n Insect Identification: they pass it along to the child to their insectidentification.org/ left. Once the abdomen is drawn, it n iNaturalist: inaturalist.org/ is folded and passed to the left back n to the first child. Unfold the paper to Discover Life: discoverlife.org reveal the unique insect. The child can n The Insect Apocalypse is Here: name the insect, label it, or describe bit.ly/InsectDecline its behaviors and adaptations. n Why Insect Populations are Plum- meting: bit.ly/InsectPopulations

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BEE

BUTTERFLY RESOURCES

Books

The Illustrated World Encyclopedia The Thing About Bees: A Love Letter of Insects Shabazz Larkin Martin Walters Ages 3-7 Ages 9–12 A tribute to the bees that pollinate the foods we love to eat, children are Insects For Kids: A Children’s Picture introduced to different kinds of bees Book About Insects in this love poem from a father to his Melissa Ackerman two sons. Ages 5–8

Vocabulary Abdomen (n): the last of an insect’s Habitat (n): the place or type three main body parts. of place where a plant or animal naturally or normally lives and grows. Adaptation (n): any structure or behavior of an organism that Head (n): the first of an insect’s improves its chances for survival. three main body parts.

Antenna (pl antennae) (n): the thin Insects (n): a group of arthropods feelers on the head of an animal that is characterized by having a like a crayfish, isopod, or insect. three-part segmented body, six legs, Antennae are used to sense the and two antennae, including beetles, environment. ants, and bees.

Arthropods (n): a group of animals Larva (pl. larvae) (n): the wormlike with exoskeletons, jointed legs and early stage in the life cycle of an segmented bodies, including insects, insect. spiders, ticks, scorpions, centipedes, Metamorphosis (n): the change of crabs and shrimp. an insect (or other animal) from one form into another as it develops into Entomologist (n): a scientist who an adult. Butterflies are a well-known studies insects. example. Exoskeleton (n): a hard, protective Thorax (n): the middle of an insect’s covering found in all arthropods, three body parts. An insect’s legs which provides structure like a and wings are always attached to the skeleton, but is on the outside. thorax.

Source: California Academy of Sciences

LESSON 12: COMPARING BEES AND BUTTERFLIES | NWF.ORG 123 WORKSHEET 12.1

SIDE 1 Name:______Date:______COMPARE THE BEE AND BUTTERFLY Examine the body parts of the bee and butterfly. Which body parts do they use during pollination? Use the diagrams to complete the charts.

Parts of a Bee

Wing Eye Antennae Bristles Spiracle Pollen Leg basket (left corbiculum) Proboscis

Head Thorax Abdomen

Parts of a Butterfly

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SIDE 2 Name:______Date:______COMPARE THE BEE AND BUTTERFLY How are bees and butterflies similar? How are they different? Complete the Venn diagram—list their similarities in the center of the diagram where the two circles intersect.

Bees Butterflies

List the bee and butterfly body partsand describe their purpose.

Body Part Purpose for Bee Purpose for Butterfly

LESSON 12: COMPARING BEES AND BUTTERFLIES | NWF.ORG 125 WORKSHEET 12.2

SIDE 1 Name:______Date:______INSECT SCAVENGER HUNT Visit a the schoolyard or a park to hunt for insects. Sketch a picture of the animals that you find. Do you think it is an insect? Answer the questions on the back after you sketch your animals.

Sketch Sketch

How many? How many?

Where did you find it? Where did you find it?

Name Name

Sketch Sketch

How many? How many?

Where did you find it? Where did you find it?

Name Name

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SIDE 2 Name:______Date:______COMPARING BEES AND BUTTERFLIES Answer the questions after you sketch your animals.

1. How many different types of insects did you find?

2. How do you know they are insects?

3. Did you find any other animals in the garden that are not insects?

4. Can you make an inference about the diet of some of the insects from your observations? Explain.

LESSON 12: COMPARING BEES AND BUTTERFLIES | NWF.ORG 127 LESSON 13

BUTTERFLY Magnificent Monarch Migration

13 Background MONARCH MIGRATION The monarch butterfly is an iconic species found across North America.

Its bold orange, black, and white day and stop to feed on nectar to markings make it fittingly the fuel their journey. Although they king among North American are solitary in their migration, they butterflies. It is also the only often cluster in the same trees butterfly known to make a two- when roosting at night. way annual migration just like Monarchs west of the Rockies some birds, traveling up to 3,000 overwinter along the California miles from southern Canada coast. Monarchs east of the to central Mexico. While other Rockies overwinter in the Sierra butterflies can overwinter as Madre mountains of Mexico. an egg, larva (caterpillar), pupa “Most monarchs joining the (chrysalis), or even as an adult, migration each fall are three or the monarchs cannot survive four generations removed from the harsh winters in northern those that made the journey the latitudes. Using environmental previous year – yet somehow, cues such as the angle of the they find the same groves of sun, the monarchs begin to trees visited by their ancestors! migrate southward beginning How monarchs navigate to in late August. Scientists have these forest groves remains an discovered that they have an unsolved scientific mystery.”1 In internal mechanism that acts like these high altitude colonies, tens a magnetic compass, allowing of thousands of monarchs can them to find their way even cluster together on a single tree when it’s cloudy. They can travel in order to keep warm. Fifteen up to 100 miles per day, using percent (15%) of overwintering air currents and updrafts called monarchs fall victim to predators. thermals in order to conserve energy. They have been spotted As spring approaches, the winter flying by tall buildings such as diapause comes to an end the Empire State Building at more and monarchs become more than 1,000+ feet, but can reach active; over three to five weeks, thousands of feet. Monarchs fly by monarchs mate in preparation

1 https://www.pollinator.org/pollinator.org/assets/generalFiles/NAPPC.Monarch.broch.Aug.2019.hiRes.pdf

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BUTTERFLY Magnificent Monarch Migration (Continued) BACKGROUND

for their return migration. By the as a visit from the spiritual world, middle of March, they begin to each monarch carrying the soul of migrate north in search of nectar an ancestor. No one knew that the and milkweed on which to lay their monarchs in the winter colonies in eggs. Milkweed is the only plant Mexico were the same ones who on which the monarch caterpillar had left the northern latitudes feeds. The fall generation that in the fall. That is, not until a made the 3,000 mile journey south Canadian scientist named Dr. Fred won’t be the ones to return north, Urquhart, together with his wife but rather a successive relay race and help from volunteers, began of several generations that will tagging monarchs with tiny stickers gradually return north. on their wings to track them in the 1970s. The “Summer” monarchs live only two to five weeks. The changes in They first had to spend many sunlight, cooler nights, and the years designing the perfect sticker dying of the milkweed toward the that would stick and stay on the end of summer are cues that signal delicate butterfly’s wing. Once they a reproductive diapause in the accomplished this, they enlisted “Autumn” monarchs that emerge in hundreds of volunteers across late August and September. They the country in their project to tag are now interested in one thing: and track monarchs. Among these migrating southward. If lucky, they volunteers were two school boys will make it all the way to Mexico from Minnesota. They placed the and live up to 8 months. fateful tag on a butterfly near their school which, on January The fascinating story of how this 9th, 1976, at 10,000 feet high in the migration was first discovered remote Sierra Madre mountains, is a great example of scientific would be the very first one that Dr. inquiry. For many years people Urquart discovered among millions didn’t know about this migration. of monarchs, and only after five To the Indigenous and Mexican minutes of searching! This amazing people who witnessed the mass story of how the monarch migration migration to the winter colonies, was discovered by Dr. Urquhart is the sudden arrival of thousands of almost as amazing as the monarch monarchs around the “Day of the migration itself. Dead” celebration was recognized

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BUTTERFLY

ACTIVITY Lesson 13

Summary Materials Students learn about the n 13.1 Monarch Life Cycle Cards monarch’s seasonal migration n 13.2 Monarch Observation and visit a park or garden to Worksheet look for monarchs during n 6.2 NYC Butterfly Field Guide each phase of their life cycle. (p.62), pencils, clipboards

Preparation Introduction 90 n Print 13.1 Monarch Life Cycle Cards minutes Objectives (One copy per group; cut out images) Students will: Activity n understand the concept of migration n and how it applies to the monarch Print 13.2 Monarch observation butterfly. worksheet (one per student)

n n observe the specific habitat needs Print 6.2 NYC Butterfly Field Guide of the monarch butterfly. (several copies for reference)

n understand the importance of protecting the monarch.

Introduction the monarch life cycle. There can be a Review the life cycle of the monarch narrator and actors for each phase. butterfly by sequencing the 13.1 Monarch Review host plants. The host plant for Life Cycle Cards (egg, larva, pupa, adult). the monarch is milkweed. The monarch Students can place them in order at larva (caterpillar) will only eat the leaves their tables or they can form a human of milkweed plants. Because milkweed timeline of the life cycle with the is poisonous to other animals, when the images. After the cards are sequenced caterpillar eats it, it becomes poisonous correctly, they can explain their phase too. Not all birds know this, but they only of the monarch life cycle. For a more have to learn it once to remember not to creative version, volunteers can act out eat monarchs. What happens if there is

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BUTTERFLY ACTIVITY no milkweed for the monarch? Can it eat 3. Choose a warm sunny day because another plant? Will the butterfly lay her monarchs—as cold-blooded crea- egg on any other plant? The answers to tures—cannot produce their own heat, these questions are “no”. but need to absorb it from their envi- ronment. As a general rule, monarchs That is not the only challenge for the need air temperatures of at least 50°F monarchs. Discuss how the monarch is on a sunny day (or 60°F on a cloudy the only butterfly to make a two–way day) in order to fly. You also want to migration (just like many birds). Why do choose the right time of year in order they migrate? Where do they migrate? to observe monarchs. In spring, visit Here you may choose to read a story Journey North (journeynorth.org/maps) or allow children to research this on where you can find data on monarch their own. Do you think they make the and milkweed sightings. 3,000 mile journey in one stretch? What might they need on their journey to and During the trip from Mexico (milkweed on which to lay 1. Each student should have a copy of the caterpillar eggs, nectar sources, places to 13.2 Monarch Observation Worksheet to roost, water). record their observations. If conducting this activity in the fall, 2. Look for evidence and examples of you can tell the students that if they do monarchs at various stages of their see monarchs, they are on their way to life cycles. Use the 13.1 Monarch Life Mexico and we should wish them a safe Cycle to help with identification. It will journey. If in the spring, any monarchs also be helpful to bring copies of the observed will be the new generation of 6.2 NYC Butterfly Field Guide, or other monarchs whose parents or grandpar- field guides recommended in the ents made it to Mexico. appendix for reference. 3. For the younger students (K-2), the Activity: Monarch Field worksheet can be adapted or can be Observation (outdoors) used by the teacher to guide obser- vations and take notes rather than directly used by students. Prepare for the trip 1. If you don’t have a pollinator habitat Discussion Questions garden at your school or in your neigh- 1. How many of you saw monarch borhood, find a field trip site in the butterflies, caterpillars, chrysalises, or appendix. Jamaica Bay Wildlife Refuge eggs (show images)? is on the migratory flyway for mon- archs and birds and is a great place to 2. Did you see other butterflies or observe them on their migration. caterpillars? How many different kinds? 2. If visiting a park, call ahead to find 3. Did you find milkweed owersfl the best spots to observe monarchs. blooming? Did you observe any Native planting areas, where milkweed interactions between the plants and and other wildflowers are found, will monarchs? attract monarchs as well as other 4. What else did you notice that you want pollinators. to share?

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BUTTERFLY ACTIVITY

Extensions Grades K–5 1. Compare monarch migration to bird migration. What are some local birds Did you know? that migrate? What do they have in Some monarchs fly as much as common with monarchs? How are they 3,000 miles to reach their winter different? destination. Pretty amazing for an 2. Learn more about the Day of the Dead insect that weighs no more than a celebration and how monarchs play a paperclip! role in the annual tradition. See: bit.ly/ MonarchsDayOfDead 3. Research the risks monarchs face and cultural traditions and conservation some of the solutions that will help practices of people from this region of protect them. Mexico. Grades 3–5 4. Journey North (journeynorth.org/ Standards monarchs/resources) has many great K-LS1-1 Interdependent Relationships in resources and lessons for the middle grades. Students can upload their observations and look at maps and Resources charts to compare and analyze data on Videos monarch migrations and populations. • Flight of the Butterflies (IMAX, 2016) 5. Meet some of the children and families • The Incredible Journey of the who share their mountain homes Butterflies (PBS, 2009) with the monarchs every winter. • The Incredible Story of the View videos, slideshows, and stories Monarch Butterfly: Four Wings and here: journeynorth.org/tm/monarch/ a Prayer (Primitive Entertainment, LifeSanctuaryRegion.html. Discuss the 2007)

Vocabulary Endangered (adj): used to describe Metamorphosis (n): a major change a type of animal or plant that has be- in the form or structure of some an- come very rare and that could die out imals or insects that happens as the completely. animal or insect becomes an adult.

Life Cycle (n): The series of stages Migrate (v): To move from one country, through which a living thing passes place, or locality to another. from the beginning of its life until its death.

Source: Merriam Webster Learner’s Dictionary

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BUTTERFLY RESOURCES Ecosystems: Animals, Plants, and Their models to describe that organisms have Environment Use observations to de- unique and diverse life cycles but all scribe patterns of what plants and ani- have in common birth, growth, reproduc- mals (including humans) need to survive. tion, and death.

K-ESS3-1 Interdependent Relationships 3-LS2-1 Interdependent Relationships in in Ecosystems: Animals, Plants, and Their Ecosystems Construct an argument that Environment Use a model to represent some animals form groups that help the relationship between the needs of members survive. different plants or animals (including 4-LS1-1 Structure, Function, and Informa- humans) and the places they live. tion Processing Construct an argument 1-LS1-2 Structure, Function, and Informa- that plants and animals have internal tion Processing Read texts and use me- and external structures that function to dia to determine patterns in behavior of support survival, growth, behavior, and parents and offspring that help offspring reproduction. survive. Classroom Resources 3-LS1-1 Inheritance and Variation of Traits: Life Cycles and Traits Develop n National Wildlife Federation: bit.ly/ ButterflyHeroes

Books n Monarch Joint Venture: monarchjoint­ Magnificent Monarchs Isabel’s House of Butterflies venture.org Linda Glaser Tony Johnston Ages 4–8 Ages 5–9 n Monarch Larva Nicely illustrated introduction to the Fictional story of a Mexican girl Monitoring Project: mlmp.org monarch life cycle. whose family must either cut down n Monarch Watch: The Monarch the butterfly tree for their own re- monarchwatch.org Kylee Baumie sources or save it for the monarchs. n Ages 12+ Hurry and the Monarch Journey North: journeynorth.org/ A great reference book about the Antione Flatharta monarchs monarch and how to protect them Ages 5–8 n Monarch Butterfly Travelling Butterflies A monarch migrating to Mexico meets other animals on the way. Fund: monarch­ Susumu Shingu butterflyfund.org Ages 4–7 Many facts are woven into this lyrical n Posters: shop. A simple story of monarch migration. story. monarch­watch. Gotta Go How to Raise Monarch Butterflies: org/category/ Sam Swope A Step-by-Step Guide for Kids Posters Ages 4–9 Carol Pasternak Story of a monarch’s migration. Ages 6–12

LESSON 13: MAGNIFICENT MONARCH MIGRATION | NWF.ORG 133 WORKSHEET 13.1

SIDE 1 Name:______Date:______MONARCH LIFE CYCLE CARDS Teacher instructions: Cut out the cards and distribute them to student groups. Let students arrange them in sequential order. They can work at their desks or stand in sequential order in the classroom.

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SIDE 2 Name:______Date:______MONARCH LIFE CYCLE CARDS Teacher instructions: Cut out the cards and distribute them to student groups. Let students arrange them in sequential order. They can work at their desks or stand in sequential order in the classroom.

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SIDE 1 Name:______Date:______MONARCH OBSERVATION Location:______Time:______Temperature:______Weather:______

Visit a park or garden to look for monarch butterflies during each phase of their life cycle. Record your observations and answer the questions below.

Monarch Eggs

Where did you find it?

How many did you observe?

Monarch Larva (Caterpillar)

Where did you find it?

How many did you observe?

Monarch Pupa (Chrysalis)

Where did you find it?

How many did you observe?

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SIDE 2 Name:______Date:______MONARCH OBSERVATION Location:______Time:______Temperature:______Weather:______

Visit a park or garden to look for monarch butterflies during each phase of their life cycle. Record your observations and answer the questions below.

Monarch Adult (Butterfly)

Where did you find it?

How many did you observe?

Common Milkweed

Where did you find it?

How many did you observe?

Butterfly Milkweed

Where did you find it?

How many did you observe?

LESSON 13: MAGNIFICENT MONARCH MIGRATION | NWF.ORG 137 LESSON 14

BUTTERFLY The Milkweed Community

14 Background THE MILKWEED COMMUNITY Every species of butterfly has specific host plants on which they raise their young.

For the monarch butterfly, the Herbivores host plant is the milkweed. The 1. The Monarch caterpillar is the milkweed sap contains toxins most famous resident of the which render the monarch milkweed plant. After spending caterpillar toxic to its predators. about 2 weeks eating the The predators learn to recognize milkweed and growing about 60 the monarch by its coloration and times its original size, it will find keep away. As noted earlier, the a sheltered place near the plant monarch population has declined to create its chrysalis. by 90% in the last 20 years, and this is primarily due to loss of 2. The Milkweed Tussock Moth milkweed habitat. (also known as the Milkweed Tiger Moth or Harlequin Moth) There are several species of The caterpillar looks like milkweed that you can plant frayed pieces of colored yarn depending on your site’s tied together. It advertises its conditions and climate zone. If toxicity to predators with the you plant a patch of milkweed, same colors as the monarch you will not just be helping to caterpillar. They don’t eat save the monarch butterfly, the entire milkweed leaf, but but will also be rewarded with rather leave the lacy framework a biodiverse community for of veins behind. The larva students to explore because transforms into a cocoon, felted the milkweed is a host to other with the hairs of its body, where insects and their predators. It is it spends the winter. The moth a great example of an ecosystem that emerges from the cocoon and biotic community at work. is a dull gray, and the only You can take students out at echo of color is a bright orange various times of the day or stripe on the abdomen. The stage of the plant’s life cycle female lays eggs in clusters of to compare observations. Here fifty or more on the underside is a list of common milkweed of leaves. residents:

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BUTTERFLY The Milkweed Community (Continued) BACKGROUND

3. Delicate Cyncia (also known species of milkweed bug, large as Dogbane Tiger Moth) is and small. They are both red- another caterpillar that feeds on orange and black in coloring. The milkweed and is covered in fine small milkweed bug has a red long gray hairs. The caterpillar “X” on its back or a black heart, also feeds on the dogbane plant, depending on how you look at it. a member of the same family as As an adult, the small milkweed milkweed. The adult moth has beetle is not strictly herbivorous. beautiful white and gold rimmed It will scavenge insects trapped wings. in the flower, eat monarch pupae and even engage in cannibalism. 4. The Milkweed Beetle (also known as the Long-horned Beetle) 6. Aphids also belong to the group spends its entire life on or near known as true bugs (Order the milkweed plants. These Hemiptera). Several species are beetles prefer the most tender found on milkweed, including leaves, and so climb to the very black, green, and oleander top of the plant where the leaves (yellow) aphids. Oleander are youngest. The beetle will aphids are common, but they also eat flower buds or flowers are an exotic species, named if available. The beetles lay eggs after their primary host, the in the soil and the grubs (larva) oleander plant, closely related feed on the milkweed roots. to milkweed. Aphids suck the milkweed sap and excrete a 5. Milkweed Bugs belong to a group sweet “honeydew,” the excess of insects known as true bugs sugar which they can’t process, (Order Hemiptera) which are which is enjoyed by other insects distinguished by their specialized like ants. Females reproduce piercing and sucking mouth- asexually, an evolutionary parts. Milkweed bugs specialize adaptation that has allowed on the milkweed seed, which for large populations. They give they consume by injecting birth to live nymphs. Males are saliva into the seed and then born in the final generation sucking up the liquid mush that in fall so that the female may is produced. They often fall to mate and lay the eggs in the soil the ground and play dead when near the host plant where they disturbed. There are two common overwinter. Another interesting

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BUTTERFLY The Milkweed Community (Continued) BACKGROUND

adaptation; while most aphids with its bright coloring, and any are wingless, winged aphids are predators that dare will be met produced when a population is with a foul smell and taste. overcrowded. They are blown by 2. Lacewings are insects the wind hundreds of miles and that undergo a complete become receptive to yellow light, metamorphosis just like characteristic of young plants. butterflies. As adults they are They must land on or near the beautiful delicate winged insects correct host plant and when that feed on nectar. The larva they do so, they lose their wings. which looks nothing like an adult Aphids can cause damage by and is known as the “aphid lion.” sucking the plant dry of its sap. It is known to devour 200 aphids To control them you can spray in a week, but they will also them off with water. They typically devour other larvae including will have a hard time finding their their own kind. After 2–3 weeks, way back. There are also several they spin a cocoon and emerge predators (see below). about 10 days later. 7. The Milkweed Leaf Beetle 3. Syrphid Flies, also known as resembles a large version of the hover flies, are another insect ladybug, yet unlike their cousins, that feeds on nectar (and pollen) these beetles are herbivores with as an adult, but is carnivorous both adults and larva feeding as larva. The tiny slug-like larvae on milkweed leaves. Although feed on aphids and other insects. they are not toxic themselves, The larvae overwinter in the soil by mimicking the colors of some and then pupate, emerging as other milkweed insects that are adults in the summer. toxic to predators, they are also protected. 4. Spiders find a lot of reasons to take up residence on a milkweed Predators plant for all of the easy prey 1. The Ladybug is a welcome beetle found there. One spider with a to gardens because it does not special adaptation is the crab cause damage to plants. Its main spider. It is pinkish white, like diet is aphids, which earns its the milkweed flower in which it status as a beneficial insect. Both hides and waits to ambush an larvae and adults feed on aphids. unsuspecting visitor. The ladybug deters predators

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BUTTERFLY The Milkweed Community (Continued) BACKGROUND

5. Assassin Bugs hide in flowers thread. If you see a limp looking or foliage and wait until an monarch caterpillar with the unsuspecting prey lands. The thread hanging from it, you know assassin bug grabs its prey with it was a victim of the tachinid fly. its long forelegs and injects The adult fly is also a pollinator it with its toxic saliva which and will visit the flower for nectar. dissolves the insides. The 2. Parasitic wasps are a diverse assassin bug then drinks up the family of wasps and all lay juices with its straw-like mouth their eggs on a host, typically piece. caterpillars. Some common Omnivores parasites include the ichneumon wasp, braconid wasps, and 1. Wasps are predators, paralyzing chalcid wasps. their prey with their stinger and carrying them back to their Nectarivores nest to feed larvae. They also The milkweed flower itself attracts consume nectar (see below). a wide variety of butterflies, bees, 2. Ants can be predators of flies, and wasps. monarch eggs and young caterpillars, which they carry Other back to the nest to feed their Birds generally have learned to young. They are also nectarivores keep away from the milkweed of both the flower and the aphid insects because of their toxicity, but honeydew. some use the milkweed silk and other plant fibers for nest building. Parasites A note of caution: Milkweed sap is 1. Tachinid Flies look like house toxic not just to most animals, but files but are larger and hairier also humans. It can be interesting with red eyes. They are parasites to identify the milkweed by of insect larvae, especially the breaking a leaf and observing the monarch, on which they lay their milky sap that flows, but it can eggs. When the eggs hatch the cause skin irritation. It’s best to fly larvae burrow into its host wear gloves around milkweed, or caterpillar, consuming it from wash hands thoroughly with soap if the inside. They eventually kill sap gets on the skin. their host and exit on a long silky

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ACTIVITY Lesson 14

Summary Materials Students explore the n 14.1 Milkweed Community Member ecosystem of the milkweed Cards community. They learn about n 14.2 Milkweed Observation Record the biodiversity supported by n markers, chart paper, pencils the milkweed plant and the roles of each animal in the community through activities and observations. Preparation Activity 1 90 n Print 14.1 Milkweed Community minutes Member Cards (one per group of Objectives 2 students. Cut out images of animals). Students will: Activity 2 n appreciate the biodiversity that n Print 14.2 Milkweed Observation is supported by native plants like Record (one per student). milkweed. n Print 14.1 Milkweed Community n understand the concepts of Member Cards (a couple for “community” and “ecosystem.” reference). n understand the interactions between animals in an ecosystem, using the milkweed community as an example.

Introduction For example, grocers provide food for Create a concept map with the word the residents in a neighborhood and community in the center. What are some the residents provide business for the words that come to mind when you grocer. Can you think of another role that think of the word “community?” What someone plays in your neighborhood are some examples of a community community? Our classroom is a (e.g., class, school, neighborhood)? Each community of learners and together we member plays a role in their community. help each other learn and be our best.

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BUTTERFLY ACTIVITY

When a group of animals live together 3. Ask students to group the cards into in the same place we also call it a 5 piles: herbivore, carnivore, omnivore, community. Do you remember what a nectarivore, and parasite. The cards are habitat is? A habitat can be very large labeled to help with the sorting. The and is made up of different communities, omnivores are so categorized if they just like our city is made up of different are omnivorous at their adult stage. neighborhoods. For example, a forest The other insects may be carnivorous habitat is made up of live trees and at the larval stage but nectavorious at dead trees, each of which may host the adult stage. In this case they have their own community of animals. Today been classified as predators since we are going to look at the milkweed that is generally their main role in the community. Who remembers the name of milkweed community. Check answers a caterpillar that only eats the milkweed as a class. plant? Why is it especially important that 4. Students can arrange the cards into a we protect and plant milkweed? food web by reading the description of Did you know that milkweed also each insect to determine its place on supports over 20 other animals? Together the web. Begin with the milkweed at they make up the milkweed community. the center. Once they’ve arranged the Some feed directly on the milkweed web, they can paste the images on a plant and are called herbivores. Others poster. Younger students may simply are predators of these animals and arrange the insects into various food are carnivores. Some are omnivores, chains. How many food chains can meaning they eat both plants and they make? animals, and others are nectarivores. What do you think they eat? And finally, Discussion some are parasites, meaning they live 1. How many different animals are in or on another animal or plant and supported by this one plant? How get food from it. Under which of those many different interactions did you categories would you place the monarch count in this community (lines drawn butterfly? How about the caterpillar? between the animals) or how many We call all of the interactions between food chains? members of a community an ecosystem. 2. Can you think of any other animals that might be part of this community that were not listed (several additional Activity 1: species of bees, butterflies, flies, and The Milkweed Community beetles are supported by milkweed)? 3. What happens when we lose milkweed 1. Divide the class into groups of two. habitat? Why is biodiversity important? 2. To help students learn the insects, cut out 14.1 Milkweed Community Member Cards with just the image and name of the animal and give each pair of students a set.

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Activity 2: Milkweed Field Observation (outdoors) Did you know? 1. Visit a milkweed patch. If there is not You may have noticed that most one at your school or in your neighbor- of the insects that feed directly on hood, see “Field Trips to NYC Pollinator the milkweed plant display bold Habitats” in the Appendix and call colors and patterns. Milkweed is ahead to see if they have milkweed toxic to all other animals; by eating that students could observe. milkweed, these insects become 2. Using a list and the 14.2 Milkweed toxic to other animals. Their colors Observation Record, count the number are a warning to predators to keep of organisms that the students find, away or suffer the consequences! where they find them, what they are doing. Take a copy of the 14.1 Milkweed Community Member Cards for refer- ence. If possible, visit the milkweed at This is also a great way to identify mem- different times of day and at different bers of the milkweed family (though it seasons. How does the community is not the defining characteristic). change? 4. Use NWF plant finder (nwf.org/Native- Discussion PlantFinder/Plants) to discover how 1. How many different kinds of animals many caterpillars are supported by did you observe? other native plants. What other wildlife does the plant support and which 2. On what part of the plant did you ob- wildlife, in turn, is supported by those serve it? Why do you think it was there? herbivores? Can students create a food 3. Which animal was most abundant? web for that plant? Why do you think so? 4. Are there any conclusions or inferences we can draw from the Books observations?

Milkweed, Monarchs and More: Extensions A Field Guide to the Invertebrate 1. Milkweed is also useful to people. Stu- Community in the Milkweed Patch dents can research all of its historical Karen Oberhauser, Ba Rea, uses. and Michael A. Quinn 2. Milkweed seeds are a great example of Ages 12+ seed dispersal by wind. What are some A comprehensive survey of all other plant adaptations for spreading the animals in a milkweed patch seeds? and their ecological roles; also 3. How did milkweed get its name? If you discusses the plants in the break a leaf off you will see why (see milkweed family. note of caution in Background section).

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Standards 2-LS4-1 Interdependent Relationships in K-LS1-1 Interdependent Relationships in Ecosystems Make observations of plants Ecosystems: Animals, Plants, and Their and animals to compare the diversity of Environment Use observations to de- life in different habitats. scribe patterns of what plants and ani- 3-LS2-1 Interdependent Relationships in mals (including humans) need to survive. Ecosystems Construct an argument that K-ESS3-1 Interdependent Relationships some animals form groups that help in Ecosystems: Animals, Plants, and Their members survive. Environment Use a model to represent 3-LS1-1 Inheritance and Variation of Traits: the relationship between the needs of Life Cycles and Traits Develop models to different plants or animals (including describe that organisms have unique and humans) and the places they live. diverse life cycles but all have in common 1-LS1-2 Structure, Function, and birth, growth, reproduction, and death. Information Processing Read texts 4-LS1-1 Structure, Function, and Informa- and use media to determine behavior Online Resources tion Processing Construct an argument patterns of parents and offspring that that plants and animals have internal n help offspring survive. National Wildlife and external structures that function to Federation: 1-LS3-1 Structure, Function, and support survival, growth, behavior, and bit.ly/ ButterflyHeroes Information Processing Make reproduction. observations to construct an evidence- n Monarch Joint 5-LS2-1 Matter and Energy in Organisms based account that young plants and Venture: and Ecosystems Develop a model to monarchjoint­ animals are like, but not exactly like, their describe the movement of matter among venture.org parents. plants, animals, decomposers, and the n Monarch Larva environment. Monitoring Project:: mlmp.org

n Monarch Watch: Vocabulary monarchwatch.org Carnivore (n): an animal that eats Omnivore (n): an animal that eats n Journey North: meat. both plants and other animals journeynorth.org/ monarchs Community (n): A group of plants or Nectarivore (n): An animal that n Monarch Butterfly animals that live in the same place, consumes nectar. Fund: monarch­ usually interacting with each other and Parasite (n): an animal or plant that butterflyfund.org their environment. lives in or on another animal or plant n Posters: shop. Ecosystem (n): The interaction of and gets food or protection from it. monarch­watch. living and non-living things in a org/category/ Predator (n): an animal that lives by Posters particular environment. killing and eating other animals : an Herbivore (n): an animal that only animal that preys on other animals. eats plants. Prey (n): an animal that is hunted or killed by another animal for food.

Source: Merriam Webster Learner’s Dictionary

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SIDE 1 Name:______Date:______MILKWEED COMMUNITY MEMBER CARDS Study the cards to learn about a few insect species that depend on an ecosystem where milkweed grows. How do these species interact with milkweed plants and each other?

Monarch Caterpillar

The Monarch caterpillar is the most famous resident of the milkweed plant. After spending about 2 weeks eating the milkweed leaves and growing about 60 times its original size, it will find a sheltered place near the plant to create its chrysalis.

Herbivore

Milkweed Tussock Moth Caterpillar

The Milkweed tussock moth larva doesn’t eat the entire milkweed leaf, but rather leaves a lacy framework of veins behind. The pupa overwinters in a cocoon felted with the hairs of the larva.

Herbivore

Milkweed Bug

Milkweed bugs specialize on the milkweed seed, which they consume by injecting saliva into the seed and then sucking up the liquid mush that is produced. They often fall to the ground and play dead when disturbed. The small milkweed bug has a red “X” on its back.

Herbivore

Milkweed Leaf Beetle

The Milkweed leaf beetle resembles a large version of the ladybug, yet these beetles feed only on milkweed leaves. Although they are not toxic themselves, by mimicking the colors of some other milkweed insects that are toxic to predators, they are also protected.

Herbivore

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SIDE 2 Name:______Date:______MILKWEED COMMUNITY MEMBER CARDS Study the cards to learn about a few insect species that depend on an ecosystem where milkweed grows. How do these species interact with milkweed plants and each other?

Aphid

Aphids suck the milkweed sap and excrete a sweet “honeydew,” an excess sugar which they can’t process, which is enjoyed by other insects like ants.

Herbivore

Ladybug

The Ladybug does not cause damage to plants. Its main diet is aphids, which earns its status as a beneficial insect. Both larva and adult feed on aphids. The ladybug deters predators with its bright coloring, which will be met with a foul smell and taste if they try to eat it.

Predator

Hover (Syrphid) Fly

Hover flies are another insect that feeds on nectar and pollen as an adult, but is carnivorous as larva. The tiny slug-like larvae feed on aphids and other insects. The larvae overwinter in the soil and then emerge as adults in the summer.

Nectarivore

Assassin Bug

Assassin bugs hide in flowers and wait for unsuspecting prey to land. The assassin bug grabs its prey with its long forelegs and injects it with its toxic saliva, which dissolves the in- sides. The assassin bug then can drink up the juices with its straw-like mouth piece.

Predator

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SIDE 1 Name:______Date:______MILKWEED OBSERVATION Location:______Time:______Temperature:______Weather:______

Visit a milkweed patch—a park or garden where milkweed is growing—to look for insects in the milkweed community. Record your observations below.

Bee On what part of the plant did you observe it?

Tally Total

Butterfly On what part of the plant did you observe it?

Tally Total

Hover Fly On what part of the plant did you observe it?

Tally Total

Caterpillar On what part of the plant did you observe it?

Tally Total

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SIDE 2 Name:______Date:______MILKWEED OBSERVATION Location:______Time:______Temperature:______Weather:______

Visit a milkweed patch—a park or garden where milkweed is growing—to look for insects in the milkweed community. Record your observations below.

Ant On what part of the plant did you observe it?

Tally Total

Aphid On what part of the plant did you observe it?

Tally Total

Milkweed Bug On what part of the plant did you observe it?

Tally Total

Milkweed Leaf Beetle On what part of the plant did you observe it?

Tally Total

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SIDE 3 Name:______Date:______MILKWEED OBSERVATION Location:______Time:______Temperature:______Weather:______

Visit a milkweed patch—a park or garden where milkweed is growing—to look for insects in the milkweed community. Record your observations below.

Assassin Bug On what part of the plant did you observe it?

Tally Total

Ladybug On what part of the plant did you observe it?

Tally Total

Other On what part of the plant did you observe it?

Tally Total

Other On what part of the plant did you observe it?

Tally Total

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BUTTERFLY Habitat Heroes

Background 15 HABITAT HEROES In the mid 1990s, there were approximately one billion monarch butterflies overwintering in Mexico.

Nearly thirty years later, Eastern and abundance of milkweed. monarch populations have Scientists estimate that 99% of declined by as much as 90%. This tall grass prairies, which once dramatic decline helps to bring stretched over 90 million acres attention to the threats faced on the eastern edge of the by all pollinators and calls us to prairie states, have been lost to action. There are many reasons development and farming. for this devastating decline: habitat loss affecting the supply Overwintering Habitat Loss of milkweed and nectar sources, Every year, monarchs travel to overwintering habitat, pesticides the same Oyamel fir forests and herbicides, and threats in Mexico to spend the winter. brought about by climate change. This is the winter refuge for 99% of North American Breeding Habitat Loss monarchs. Illegal logging was Milkweed used to be pervasive destroying vast expanses of in the prairies of the Midwest, this forest until “the Mexican where the central population of authorities began effectively monarchs breed and fly to Mexico. enforcing regulations to protect When farmers started to freely monarch reserves about seven apply herbicides to their fields years ago [in 2008],” says Scott and use genetically modified Hoffman Black, executive crops resistant to herbicides, director of the Xerces Society milkweed was devastated by for Invertebrate Conservation chemicals. Research by scientists and co-chair of the Monarch from the Universities of Iowa Joint Venture, a partnership of and Minnesota in 2012 showed more than 20 U.S. federal and a direct correlation between state agencies, universities and declining monarch numbers nongovernmental organizations, and increasing adoption of including the National Wildlife herbicide-tolerant soybeans Federation. “Enforcement, along and corn.1 Development has with economic support for local further impacted the range people, has mostly curtailed

1 monarchjointventure.org/monarch-biology/threats/breeding-habitat-loss

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large-scale logging.” 1 However, especially harmful to pollinators small scale logging remains a because they are systemic, mean- problem and impacts the unique ing their compounds are distribut- microclimate that monarchs seek ed to all parts of the plant, ren- in the Oyamel fir stands, which may dering everything—leaves, nectar, increase monarch mortality. pollen, seeds—toxic to the insects. This toxicity can then be trans- Pesticides ferred to the animals that feed on Pesticides do not discriminate. these insects. The application of herbicides and insecticides affects all insects Climate Change and plants, not just the insect Monarchs, which depend on or plant pests they are meant environmental cues such as to target. Herbicides kill larval temperature and weather to host plants like milkweed, in initiate reproduction, migration, addition to the “weeds” they are and hibernation are especially meant to eradicate. Insecticides vulnerable to the impacts of kill beneficial insects such as climate change and extreme pollinators as well as those weather events. These conditions considered “pests.” Pesticides influence the availability of known as neonicotinoids are breeding and overwintering habitat, including the bloom times of flowering plants. When climate change affects phenology, the timing of biological events such as bloom time or breeding of animals, this can create a problem for all pollinators. For example, an unusually warm spell in early spring will cause flowers to bloom early; when the temperatures suddenly cool, those buds can be destroyed by frost, leaving the bees without flowers when they emerge from hibernation.

1 nwf.org/Magazines/National-Wildlife/2015/AprilMay/Conservation/Battle-for-Butterflies

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Lesson 15 ACTIVITY

Summary Materials Students play a game that n 15.1 Maine to Mexico Migration simulates the monarch Game Action Cards butterfly’s migration journey n chart paper, markers, tape and its challenges.

Preparation

Activity n Print 15.1 Maine to Mexico Migration 90 Game Action Cards minutes Objectives n Playground cones

n Students will: Optional: Cardboard with sun painted on one side and a rain n understand the habitat needs of the cloud on the other monarch butterfly. n Optional: bandanas, or other item n understand how habitat resources to distinguish the three birds from are affected by human activity. monarchs n understand how people can protect habitats through environmental stewardship.

Introduction milkweed is the only source of food for Review the components of a habitat. the monarch caterpillar and a valuable What resources does an animal need to source of nectar for the adult as well. find in a habitat (food, water, cover, places Ask the class to stand up. Now ask 90% to raise young)? Ask students to imagine of the class to sit down. That is how many they are monarch butterflies. What might monarchs have disappeared in the last 20 be their source of food, etc? Will that years. Why have their numbers declined change at different points in their life so dramatically? What happens if they cycle (think caterpillar vs. butterfly)? In don’t find enough milkweed or flowers for Lessons 6 and 13, students learned that nectar? Why might they not find enough?

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Activity: Maine to Mexico 5. Designate three students as “birds” Migration Game (predators). Monarchs carry a poison in their body from ingesting milkweed as a caterpillar. When a bird eats Summary them, they will vomit and learn not to This game gives students a chance to eat them again. When the bird tags a simulate the monarch migration in monarch, the monarch will become the order to learn some of the challenges new bird and the bird will now become monarchs face on their journey. The a monarch. There are no “tag backs”. objective of the game is for each The bird can only tag one monarch at monarch to try to survive their migration a time since they learn quickly not to to Mexico in the face of many challenges. catch any more. It may be helpful to It is not designed to be competitive, designate these birds with a bandana although some students will complete so that it is easy to identify them. the migration before others. 6. Designate one leader as the “Sun and Set up the game Rain” who will stand on the side of the playing field. He/she will either 1. This game is best played outdoors but call “sun,” “rain,” or “night.” If you have can also be played in a gym. Review the posters, the leader can also hold them procedure with the class. up as a visual cue and put the poster 2. Set up the playing area with cones or down when they call “night.” other objects. One end of the play area 7. Students will switch roles each round is the northern start of the monarch’s so that students get a chance to be a journey (Maine); the opposite end is flower, a tree, a butterfly, and predator. the monarchs’ destination, their over- wintering grounds in Mexico. Designate Play the game other boundaries on the sidelines. 1. Tell the butterfly students that they 3. Split students into three groups: are monarch butterflies about to begin a. The first group will be the “flowers”. their journey from Maine to Mexico. b. The second group will act as “trees”. They need to think like a butterfly and follow these rules: c. The third group will be the “monarchs”. a. Students will start at one end of the playing area, which represents 4. The ”trees” will hold their arms in Maine. a certain way to mimic trees; the “flowers” will hold their arms another b. Depending on the size of your field, way to look like flowers. The trees act the flying monarchs can walk, run, or as a shelter for the monarchs to rest even hop on one foot. Let them use at night or when it is raining to stay their wings! dry. Monarchs can’t fly with wet wings. c. They need to stop and drink nectar The flowers represent nectar sources from a flower every day. They need that the monarchs must visit in order to stay on the flower for 5 seconds. to refuel for their journey. They should d. They can only “fly” when the sun place themselves randomly across the is out. playing field.

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HABITAT ACTIVITY

e. When the leader calls “rain,” they must get to a tree for shelter. When the leader calls “night” they must also find a tree. When this happens, Did you know? pause and let monarchs know who the birds are, since it may have The Eastern monarch populations changed. declined by 90% in a 20 year period beginning in 1990. Recent f. They can start “flying” south when conservation efforts have led the leader calls “sun.” to a modest but encouraging g. The game ends when all students population rebound. have arrived at the other end of the playing area, which represents the overwintering site in Mexico. h. After the game, discuss how long the journey really takes, and talk about Debrief the game what challenges the monarchs may 1. After the game, either in the play area face on their journey. or back in the classroom, review the habitat needs of animals. i. You can also play this in reverse. After spending the winter in Mexico 2. As a class or in groups, divide a chart and finding a mate, the monarchs paper into quarters (you can also have to travel north. Explain that one create a quadrant with chalk or rope if monarch does not make the com- outdoors). Write one of the monarch’s plete journey; but like a relay race, habitat needs in each quadrant: food, they lay their eggs on the milkweed water, cover, places to raise young. they find along the way, die, and their 3. Have the students (or yourself) read offspring continue the journey. It is aloud one 15.1 Maine to Mexico Migra- imperative that they find milkweed tion Action Cards and place it in the because it’s the only plant that they quadrant that it impacts. You can do can lay their eggs on. See if they this with both positive and negative remember why. So now some of the impacts. wild flowers will also be milkweed. 4. For example, if the card states, “You 2. Add challenges during the journey. find a meadow full of wildflowers, move FORWARD 2 flowers”, the card a. The teacher can call “freeze!” and will be placed in the “food” quadrant read an action card from 15.1 Maine because the monarch’s food source is to Mexico Migration Action Cards. nectar from flowers. Each time a card is read, all the monarchs have to perform the 5. If a card applies to more than one action on the card, either moving quadrant, place it near the border forward or backward. At that time between both. If all quadrants are they cannot be caught by the impacted the card can go in the predator. They must wait until the center. leader calls “sun” before they can move again.

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Discussion to the loss of monarch habitat, particu- 1. Was it challenging to be a monarch? larly milkweed. Why? 2. Research the overwintering habitat of the Monarchs in mountains of Mexico: 2. Ask each group to choose a quadrant bit.ly/OverwinteringMonarchs. What and name the action cards they placed makes it unique? What are the threats there. Discuss if others had anything to this habitat? different. Use the answer key to help guide the discussion. How do these 3. Visit welikia.org for a list of species actions affect habitat? that once lived in NYC. Use a guide book or iNaturalist to find out their 3. Which impacts are caused by nature current range. Why do you think they and which are caused by humans? disappeared from this area? 4. Look at the negative impacts. What is one thing people can do to prevent or reduce these impacts? How can we Resources become “Habitat Heroes?” National Wildlife Federation Magazine | Battle for Butterflies: Extensions bit.ly/BattleForButterflies 1. Use the charts and maps at bit.ly/ Monarch Joint Venture | Monarchs at MonarchRecovery and compare data Risk: bit.ly/MonarchsAtRisk on the decline of monarch populations

Answer Key 1. You find a meadow full of wildflowers: impacts to Food. 2. You find an unmowed field full of milkweed, perfect for your baby caterpillars: impacts to Food and Place to raise young. 3. You find a muddy puddle in which to have a drink: impacts to Water. 4. A school has planted a butterfly garden: impacts to Food, Water, Shelter, Place to Raise Young. 5. You find an organic farm with flowers:impacts to Food. 6. A farmer mows the field of wildflowers to make room for cattle: impacts to Food. 7. A farmer sprays some pesticides on the field to get rid of weeds: impacts to Food, Place to raise young. 8. A field of milkweed is cleared for a new mall: impacts to Place to raise young. 9. The Oyamel fir forest in Mexico has suffered drought conditions: impacts to Shelter. 10. An acre of the Oyamel fir forest has been cleared by logging: impacts to Shelter.

Adapted from Jennifer Palmer of Brooklyn Nature Club

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Standards 3-LS4-4 Interdependent Relationships in K-LS1-1 Interdependent Relationships in Ecosystems Make a claim about the merit Ecosystems: Animals, Plants, and Their of a solution to a problem caused when Environment Use observations to de- the environment changes and the types scribe patterns of what plants and ani- of plants and animals that live there may mals (including humans) need to survive. change.

K-ESS3-3 Interdependent Relationships in Ecosystems: Animals, Plants, and Their Vocabulary Environment Communicate solutions that will reduce the impact of humans on the Habitat (n): The place or type of land, water, air, and/or other living things place where a plant or animal in the local environment. naturally or normally lives or grows. The place that provides the animal with food, water, shelter, and a safe place to raise young.

Source: Merriam Webster Learner’s Dictionary

Books

The Monarchs are Missing Isabel’s House of Butterflies Rebecca Hirsch Tony Johnston Ages 12+ Ages 5–9 Discusses why monarchs are disap- Fictional story of a Mexican girl pearing and what we can do to help. whose family must either cut down the butterfly tree for their Back from the Brink own resources or save it for the Nancy F. Castaldo monarchs. Ages 9–12 Profile of animals that have come close to extinction and the passionate individuals who work to protect them.

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SIDE 1 Name:______Date:______MAINE TO MEXICO MIGRATION CARDS Teacher instructions: cut out the cards and use them during the Maine to Mexico Migration Game.

2. 1. You find an unmowed field full You find a meadow full of milkweed, perfect for your baby of wildflowers. caterpillars. Move FORWARD 2 flowers. Move FORWARD 2 flowers.

3. 4. You find a muddy puddle in which A school has planted to have a drink. a butterfly garden. Move FORWARD 1 flower. Move FORWARD 2 flowers.

6. 5. A farmer mows the field You find an organic farm of wildflowers to make room with flowers. for cattle. Move FORWARD 1 flower. Move BACKWARD 2 trees.

7. 8. A farmer sprays pesticides on the A field of milkweed is cleared for field to get rid of weeds. a new mall. Move BACKWARD 2 trees. Move BACKWARD 2 trees.

9. 10. The Oyamel fir forest in Mexico An acre of the Oyamel fir forest has suffered drought conditions. has been cleared by logging. Many trees have died. Move BACKWARD 1 tree. Move BACKWARD 1 tree.

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POLLINATORS A Pollinator Food Web

Background 16 A POLLINATOR FOOD WEB Pollinators are a vital link in the natural food web.

In Lesson 4: Why Pollinators?, we sequestration, and stable soils.4 learned how pollinators play an The natural predators of essential role in agriculture. In pollinators pose little threat this lesson, we focus on how they compared to the human impacts support the foundation of an such as habitat loss, pesticide ecosystem, in general. Over 75% use, climate change, and the of flowering plants depend on introduction of disease and pollinators to reproduce.1 Fruits competition. These threats to and seeds derived from insect pollinators are also threats to the pollination are a major part of foundations of our ecosystems. the diet of approximately 25% of The first step in restoring the all birds and mammals.2 These delicate balance in ecosystems is primary consumers become understanding the indispensable food for larger mammals and role that pollinators play in our predators. environment. Pollinators themselves are also the basis of the natural food web; a pair of chickadees needs 6,000 to 9,000 caterpillars just to feed one brood of hatchlings.3 Some birds and other insects also prey on bees. Because of their role in producing the foods that so many people and animals rely upon – and also facilitating plant reproduction –pollinators contribute to biodiversity as well as to clean air, carbon

1 https://xerces.org/pollinator-conservation/ 2 https://xerces.org/pollinator-conservation/ 3 Tallamy, Douglas W. Bringing Nature Home: How You Can Sustain Wildlife with Native Plants. Timber Press, 2009. 4 Costanza R, d’Arge R, de Groot R, Faber S, Grasso M, Hannon B, Limburg K, Naeem S, O’Neill RV, Paruelo J, Raskin RG, Sutton P, and van den Belt M. 1997. The value of the world’s ecosystem services and natural capital. Nature 387:254-260.

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ACTIVITY Lesson 16

Summary Materials Students learn about the n 16.1 Pollinator Food Web Images, importance of pollinators in scissors, colored yarn, markers, our ecosystems by creating tape, glue sticks, poster board, sunflower seeds, journals, pencils a food web and planting sunflower seeds outdoors.

Preparation Activity 1 90 n Print 16.1 Pollinator Food Web minutes Images (one copy per group of 4–6 students) Objectives Activity 2 Students will: n Order several varieties of sunflower n develop a basic understanding of seeds. food chains and food webs.

n understand the concept of interde- pendence.

n recognize the important role of pollinators in ecosystems.

Introduction blueberries, grapes, etc.) or review 4.1 We have learned that pollinators are Animal- and Wind-Pollinated Crops. Are responsible for bringing us many of the we the only ones that eat these crops? foods that we eat. Ask students to recall Are there any animals that may eat them how pollinators play that role. Remind as well? Which ones? For example, birds students of some of the foods that are and bears eat berries and monkeys eat the result of animal-pollination (apples, bananas.

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POLLINATORS ACTIVITY

Activity 1: Activity 2: Planting Build a Pollinator Food Web Sunflowers (outdoors)

1. Discuss with the class the concept of a 1. To demonstrate the influence of pollina- food chain or food web. You can intro- tors in the food chain, plant sunflowers duce the terms: herbivore, carnivore, with the students in the spring. Pass out omnivore, predator, and prey. For older seed packets to groups and explain the students you may also discuss trophic terms germination (when the seeds will levels (producer, primary consumer, sec- sprout) and days to maturity (when the ondary consumer, tertiary consumer). plant will bear new seeds) that appear 2. Divide the class into groups and give on the seed packets. each group a copy of 16.1 Pollinator Food 2. Seeds can be planted directly in soil, Web Images. according to the information on the 3. Students will cut out the images and seed packets. Sunflowers typically prefer organize them into a food chain (for sunny locations, sprout easily, and are younger students) or a food web (for quite hardy. It’s nice to plant a few vari- older students). The image of the sun- eties in the same bed. You might keep a flower (which is pollinated by bees) can seed of each variety for later compari- be placed in the center of the web. son and let students try to match those original seeds with the new seeds that 4. After the groups are satisfied with their the mature plants produce. food chains or webs, ask them to glue the images onto poster board or a large 3. Students can keep a sunflower journal. Activity 2 Discussion sheet of paper. They can use markers They can record the date they plant- or yarn to link the animals. Let them ed the seed and a description of the 1. How will we know display this either as a collage or in steps that they took to plant them. Ask if the sunflower another artistic way and then share with students to predict when the sunflow- has been pollinated? the rest of the class ers will emerge based on the germina- tion timeline and the month or date 2. Which animals Discussion that they will reach maturity. They can eat sunflower seeds? How are 1. How many animals depend on the sun- continue to observe and document the they dependent flower? What part of the plant do they changes in the growing plants, including on pollinators? eat? (bees eat pollen and nectar; other the pollinators that visit the flowers. animals eat the seeds). During the next fall, they can observe 2. How do the seeds get there (through the birds or other animals that visit the bee and insect pollination)? sunflowers. 3. What are some predators of bees (birds 4. In the fall, the class can harvest a sun- and spiders)? flower and look at the seeds arranged in a beautiful pattern. Each seed was 4. What if there were no bees? the base of a flower; sunflowers are actually made up of hundreds of tiny flowers within a larger flower. In botany this is called an inflorescence.

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Extensions 1. In the schoolyard or the gym, play Bee, Thrush, Hawk. a. A group of students makes a circle Did you know? by joining hands. This is the bee Pollinators are also the basis nest. of the natural food web. Fruits b. Another group is scattered around and seeds derived from insect outside the circle. They are the trees. pollination are a major part of c. A hula hoop is placed at the far end. the diet of approximately 25% of 1 This is a flower. all birds and mammals. A pair of chickadees needs 6,000 to d. One student is chosen to be the bee 9,000 caterpillars just to feed one and begins inside the circle (nest). brood of chicks! Another student is chosen to be the thrush and stands at a tree. A third student is chosen to be the hawk and stands at another tree. 2. Research organic farming practices or e. The bee has to reach the flower and integrated pest management (IPM). return to the nest without being What do you think happens to the tagged by the thrush, while the food chain when gardeners or farmers thrush tries to avoid being tagged by apply pesticides? How might the other the hawk. The bee is safe only in the animals that prey on these “pests” be nest or the flower. The thrush is safe affected? Can you think of other solu- from the hawk only when touching tions to help farmers prevent pests a tree. from eating their crops? f. Rotate roles.

Vocabulary Carnivore (n): An animal that eats Herbivore (n): An animal that only meat: a meat eater. eats plants.

Ecosystem (n): the interaction of Omnivore (n): An animal that eats living and non-living things in a par- both plants and other animals. ticular environment. Predator (n): An animal that eats or Food chain (n): a series of types of preys on other animals. living things in which each one uses the next lower member of the series as a source of food.

Source: Merriam-Webster Learner’s Dictionary

1 https://xerces.org/pollinator-conservation/

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POLLINATORS RESOURCES

Books

Up in the Garden, Down in the Dirt Sunflower House Kate Messner Eve Bunting Ages 6–10 Ages 4-7 A girl learns about the animals that A charming tale about inventive live in the garden as she tends it children who plant sunflower seeds. through the seasons On Meadowview Street Connected Wisdom: Living Stories Henry Cole About Living Systems Ages 5–8 Linda Booth Sweeney After moving to a new house, young Ages 6–10 Caroline and her parents encourage Parable-like stories from around the wildflowers to grow and birds and world that encourage young readers animals to stay in their yard, which to think in systems and appreciate soon has the whole suburban street the complexity of the living world living up to its name. from an early age.

Standards 2-LS4-1 Interdependent Relationships in K-LS1-1 Interdependent Relationships Ecosystems Make observations of plants in Ecosystems: Animals, Plants, and and animals to compare the diversity of Their Environment Use observations to life in different habitats. describe patterns of what plants and 3-LS2-1 Interdependent Relationships in animals (including humans) need to Ecosystems Construct an argument that survive. some animals form groups that help K-ESS3-1 Interdependent Relationships members survive. in Ecosystems: Animals, Plants, and Their 3-LS1-1 Inheritance and Variation of Environment Use a model to represent Traits: Life Cycles and Traits Develop the relationship between the needs of models to describe that organisms have different plants or animals (including unique and diverse life cycles but all humans) and the places they live. have in common birth, growth, reproduc- 1-LS3-1 Structure, Function, and Infor- tion, and death. mation Processing Make observations 5-LS2-1 Matter and Energy in Organisms to construct an evidence-based account and Ecosystems Develop a model to that young plants and animals are like, describe the movement of matter among but not exactly like, their parents. plants, animals, decomposers, and the environment.

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SIDE 1 Name:______Date:______POLLINATOR FOOD WEB IMAGES Cut out the images below. Work with your group to create a food chain or food web with the images. Glue the images on poster board and show connections with yarn or markers.

Sunflower Human

Bee Bear

Bird Caterpillar

Spider Squirrel

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POLLINATORS Pollinator Pathways

Background 17 POLLINATOR PATHWAYS Insect populations have declined dramatically in recent decades.

If you have lived long enough, you fragmentation. In just over two may sense that there is some- centuries, the North American thing off in the insect world—it landscape has been dramatically seems that insects are not as altered by human settlement, abundant as they once were. agriculture, and other economic Recent studies have confirmed activities. Prairies once covered these observations with alarming 48% of the lower 48 states. facts. A 2016 “German study found Scientists estimate that 99% of that, measured simply by weight, tall grass prairies, which once the overall abundance of flying stretched over 90 million acres insects in German nature reserves on the Eastern edge of the had decreased by 75 percent prairie states, have been lost to over just 27 years. If you looked development and farming. Over at midsummer population peaks, 50% of wetlands in the lower 48 the drop was 82 percent... In the states have been cleared, drained, United States, scientists recently filled, or destroyed and more found the population of monarch than 90% of old-growth forests of butterflies fell by as much as 90 the Pacific Northwest have been percent in the last 20 years, a loss disturbed by development and of 900 million individuals. The logging.2 For pollinators, the loss rusty-patched bumblebee, which of habitat means fewer places to once lived in 28 states, dropped nest or lay eggs and fewer flowers by as much as 87 percent over for foraging. Pollution, pesticides, the same period [and is now an and climate change are also endangered species].”1 contributing to the decline of pollinators and many other As this research makes evident, classes of animals. pollinators are in crisis. The decline in populations and There is no doubt that, just as we biodiversity is attributed have created this crisis, we can to several factors, the main also help to remedy it. No matter one being habitat loss and where we live, we all have the

1 https://www.nytimes.com/2018/11/27/magazine/insect-apocalypse.html 2 https://www.nwf.org/~/media/PDFs/Eco-schools/SchoolyardHabitatsHowToGuide_Part2.pdf 3 Hall, Damon M. et al. 2016. The City as a Refuge for Insect Pollinators. Conservation Biology. 31, No. 1: 24–29. 4 http://greatpollinatorproject.org/ 5 https://www.naba.org 6 https://www.nationalgeographic.com/environment/2019/06/monarch-butterflies-dying-out-cities-could-help-save-them/

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POLLINATORS Pollinator Pathways (Continued) BACKGROUND

power to help pollinators in some public parks, community gardens, way—creating a schoolyard habitat school gardens, and greenways, is an excellent way. We often think cities can indeed become refuges of cities as biological deserts, yet for pollinators. By incorporating several new studies reveal that pollinator habitats into existing urban centers support a diverse urban green spaces and expanding community of bees and, depending the network of such spaces, we can on the species, sometimes greater address habitat fragmentation by than the surrounding countryside. creating a connected patchwork of Furthermore, the biodiversity of urban parks and gardens. If we can bees found in urban areas has link our isolated gardens to create been shown to affect the biodiver- green corridors, pollinators can sity in nearby agricultural lands.3 more easily forage, find shelter, and There are over 230 different species reproduce, ensuring the survival of of bees4 and 120 species of but- the species and fostering diverse, terflies5 in New York City alone. A resilient urban ecosystems. recent study concluded that cities can provide a significant 30% of the milkweed habitat needed to save the populations of Eastern mon- archs from decline.6

Therefore, cities have the potential to support pollinator biodiversity and overall populations. Compared to larger mammals, pollinators have relatively low functional requirements when considering their habitat range, life cycle, and nesting behavior. This is promising research given the expansion of urban areas worldwide.

Through education and proper land management of yards, rooftops,

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Lesson 17 ACTIVITY

Summary Materials Students learn how habitat Grades K–2 fragmentation affects n 17.1 Mapping Habitats animals and the importance of restoring and connecting Grades 3–5 n habitat for pollinators. Google Maps, hula hoops, cones or sidewalk chalk They will take a walk in the neighborhood to assess the potential of creating a larger network of interconnected Preparation pollinator habitats. Activity 1 n Set-up cones or hula hoops as described in activity. 90 minutes Objectives Activity 2 n Print 17.1 Mapping Habitats (one Students will: copy per student)

n develop mapping skills. n Grades K–2 n understand how habitat - Print Google map with school fragmentation affects animal address for your reference. populations. n Grades 3–5 n understand the importance of habitat - Print Google map with school connectivity. address. - Draw a one mile radius around n conduct a neighborhood habitat site the school, to scale. assessment.

Introduction the original wolf habitat may have looked Several centuries ago, when Lenape like. When a habitat becomes fragmented, people inhabited this land we now call it’s not possible for many species to find New York, many different wildlife species all their needs, especially if they normally also lived here. Wolves, foxes and bears have a large habitat range. That is why once roamed in the places that are now large mammals like wolves and foxes paved by streets. Why have they disap- disappeared from here, while the smaller peared? We now have parks and com- ones like gray squirrels remained. Why munity gardens in the city, but these are is that? Parks and green spaces provide only a small fragment or piece of what enough habitat resources to support a

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population of squirrels but not enough Round 1 for wolves. Pollinators like butterflies 1. Bees (students) must travel to at least and bees can fly between these “habitat three gardens (cones) in order to gath- islands,” but they also need places to er enough nectar to meet their needs. rest and gather food. What if the “habitat Younger students (K-2) may visit one or islands” are too far apart? two gardens. Do you think our schoolyard will provide 2. In round one, all students are small all of the habitat needs for pollinators? carpenter bees (Ceratina spp.) They Look at 5.1 NYC Bee Guide for bee ranges. have a small range of less than 500 Help them notice that the bee range yards. To travel to the gardens, they depends on its size. Smaller bees may can only take four leaps between each fly no further than 500 yards from the cone. Let them see if they can visit nest, while larger bees like bumble bees three gardens and return home. Once can fly more than a mile. Does this mean they all return home, ask for a show they need to make a nest right where of hands to see who was able to meet their food source is? What about an their needs (gather enough nectar)? ant? Do you think its habitat is as large 3. Add more cones to the area to repre- as the bee? Why not? What about the sent additional schoolyard habitats butterflies? Do you think they can meet or community gardens. Play another all of their habitat needs for food, water, round. Again take a show of hands to shelter, and a place to lay eggs in just find out which students (bees) were one garden? And what about butterflies Activity 1 able to gather nectar from three Discussion that migrate, like monarchs? Why is it gardens. Were they more successful important to look beyond our schoolyard with additional gardens? 1. How do more when creating a pollinator habitat? gardens help meet the foraging needs Round 2 of bees? 4. Start with the same number of cones Activity 1: as round 1, but move them further 2. Besides adding Connect-the-Habitat-Dots more gardens, what apart. Now students are large bumble- else was important? bees with a range of over 1 mile. They 3. Did the bees gather Set-Up need to visit five gardens to gather enough nectar 1. Place cones or hula hoops around enough nectar. They must take seven when the gardens the schoolyard or gym. If the school leaps between gardens. were clustered doesn’t have these supplies, you can together? What 5. Take a show of hands to find out which about when they use sidewalk chalk or rope. Place some students (bees) were able to gather were far apart? near each other and some far apart. nectar from five gardens. 2. Students can be divided into groups, 6. Add more cones to the area to rep- evenly distributed at all the cones. resent additional gardens but cluster 3. The cones represent gardens and some close together, while leaving parks in the city where the bees nest. others further away. 4. The students are bees. 7. Play again. Were they more successful with additional gardens?

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Activity 2: 2. Tell students that they will be taking Mapping Habitats a walk in the neighborhood to see if they can locate the green spaces on the map. They should indicate the following Grades K–2 on their maps using a legend. Let them 1. Tell students that they will be taking a decide what to include in the legend. walk around the school to see if they For example: can locate any sites that can serve as a pollinator habitat that will connect to a. Existing community gardens our schoolyard habitat. b. Existing parks 2. Print a Google map of your school lo- c. Existing school gardens cation. Decide on a radius or how many d. Vacant lots blocks to explore around the school e. Public property (schools, libraries, with students. Use this for your own street trees, public housing with open reference. space). 3. As they saw in the first activity, when habitats are connected, pollinators can 3. Take the maps and any necessary writ- travel and find what they need. The ing and drawing tools on a walk around neighborhood sites don’t necessarily the school to map the green spaces in need to have anything growing there the neighborhood using the legend. yet, but should have a sunny space that They can write the addresses of these may allow for a planted pollinator green spaces on 17.1 Mapping Habitats. garden. Give each student Worksheet 17.1 Mapping Habitats to record open Discussion space in the neighborhood. 1. How many of each type of open space exists in the neighborhood? How many Discussion community gardens? Vacant lots? 1. Are there any sites that may already 2. Look at 5.1 NYC Bee Guide to find the serve the habitat needs of bees? foraging range of bees. This tells us 2. Where are the opportunities to expand how far bees will fly from their nests for habitat other than our own schoolyard? food. Which bees, if any, would be satis- How can we help achieve that goal? fied by the habitat around the school? Remember pollinators prefer certain Grades 3–5 types of flowers and bees can visit one 1. Print a Google map of your school thousand or more flowers per day. Are location. If you are working with a set there any undisturbed areas where radius, you can print a Google Map of bees can nest? your location and use the scale to draw 3. How can we make our neighborhood a radius from your location (unfortu- more pollinator friendly? Where are the nately at the time of publication, Goo- opportunities to expand habitat other gle did not offer this tool so it needs than our own schoolyard? How can we to be done manually). Print a copy for help achieve that goal? each student.

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Extensions 1. Find out if your Mayor has signed on to the NWF Mayors’ Monarch Pledge (bit.ly/MayorsMonarchPledge). If not, Did you know? students can write to the Mayor’s office Some bees, like the bumble bee, and ask the Mayor to sign on, stat- are known to travel up to 3 miles ing why it is important and how their from their nest. school is leading the way. 2. Did you find an unused otl in the neighborhood? Contact Green Thumb (bit.ly/NYCGreenThumb) to learn about the process of starting a garden. How K-ESS3-3 Interdependent Relationships can students get involved? in Ecosystems: Animals, Plants, and Their 3. Create a pollinator habitat in the street Environment Communicate solutions that tree beds outside the school. Refer to will reduce the impact of humans on the (bit.ly/TreeBeds) for tips on planting in land, water, air, and/or other living things tree beds. in the local environment

4. Re ach out to a local community garden 3-LS4-3 Interdependent Relationships in to see if there are opportunities to cre- Ecosystems: Animals, Plants, and Their ate habitat or educate garden mem- Environment Construct an argument bers. Create a small pollinator patch or with evidence that in a particular habitat design signs or artwork about pollina- some organisms can survive well, some tors and the plants they prefer. survive less well, and some cannot sur- vive at all. Standards K-LS1-1 Interdependent Relationships 3-LS4-4 Interdependent Relationships in in Ecosystems: Animals, Plants, and Ecosystems: Animals, Plants, and Their Their Environment Use observations to Environment Make a claim about the describe patterns of what plants and merit of a solution to a problem caused animals (including humans) need to when the environment changes and the survive. types of plants and animals that live there may change.

5-ESS3-1 Earth’s Systems Obtain and combine information about ways Online Resources individual communities use science n NYC City Map ideas to protect the Earth’s resources gis.nyc.gov/doitt/nycitymap/ and environment. n Green Thumb Community Gardens bit.ly/NYCGreenThumb 3-5-ETS1-1 Engineering Design Define a simple design problem reflecting a need n The Welikia Project or a want that includes specified criteria welikia.org/ for success and constraints on materials, time, or cost.

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Books

Back from the Brink The Wolves are Back Nancy F. Castaldo Jean Craighead Geore Ages 9–12 Ages 4–8 Profiles of animals that have come Tells the story of how wolves nearly close to extinction and the passion- became extinct in the United States ate individuals who work to protect and were gradually reintroduced to them. places where they are thriving again.

Don’t Let Them Disappear The Curious Garden Chelsea Clinton Peter Brown Ages 4–8 Ages 5–7 Picture book that introduces young While out exploring one day, a little readers to a selection of endangered boy named Liam discovers a strug- animals from around the world. Pro- gling garden and decides to take vides a positive message on what we care of it. As time passes, the garden can do to help them. spreads throughout the city, trans- forming it into a lush, green world.

3-5-ETS1-2 Engineering Design Generate and compare multiple possible solutions Vocabulary to a problem based on how well each is likely to meet the criteria and constraints Fragment (n): A broken part or of the problem. piece of something.

Range (n): The area in which an animal or plant naturally lives.

Source: Merriam Webster Learner’s Dictionary

LESSON 17: POLLINATOR PATHWAYS | NWF.ORG 171 WORKSHEET 17.1

SIDE 1 Name:______Date:______MAPPING HABITATS Take a walk in the neighborhood. Use your map to help you find green spaces. Write the name of the property and its address. Check the box if it looks like a good habitat for pollinators or a potential site for a new pollinator habitat. Reminder: pollinators need food (nectar or leaves from plants), water, cover, and places to nest.

Potential Existing future Property Name and Address pollinator pollinator habitat? habitat? Community Garden

School Garden

Park

Public Property (library, community center, etc.)

Other

172 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 18

HABITAT Urban Schoolyard Habitat Audit

Background 18 SCHOOLYARDHABITAT AUDIT Students will apply what they have learned about pollinators to create their own urban schoolyard habitat, gaining a sense of stewardship and agency.

As outlined in the NWF School- location for your habitat project, yard Habitats® How-to-Guide, the investigate the school grounds creation of a schoolyard habitat and consider sunlight, traffic involves a team and a vision. If patterns, and accessibility. The in- you haven’t already, now is the ventory and analysis process will time to put together the Habitat make you aware of many school- Team, gain support from the staff, yard features which may not be and fundraise for the project. readily apparent. After the Habitat Team has been A site inventory is an important formed, and a vision for the educational step in the devel- urban schoolyard habitat project opment of an urban schoolyard has been developed, it’s time habitat site. In this first phase to engage students in an audit of the project, team members of the schoolyard in its present and students go outdoors to state. This assessment of the familiarize themselves with the schoolyard is called a “site inven- schoolyard. Subsequent mapping tory” because it includes taking activities will help students create an inventory of various physical a “big picture” of all the observa- and biological components of the tions and data collected during schoolyard. The purpose of the the site inventory. These activities site inventory and the analysis will create connections between of the information collected is students and will also provide in- to discover the opportunities valuable information to plan the and constraints of your site. A garden. Conducting a thorough thorough understanding of the site analysis requires spending a site conditions helps the Habitat good deal of time out on the site. Team make decisions about the design and use of the schoolyard habitat. Before you decide on a

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HABITAT

Urban Schoolyard Habitat Audit (Continued) BACKGROUND

In selecting the site for a school- if it’s near a busy street, you will yard habitat, there are several want to create some sort of buffer important considerations for the from car exhaust and street litter. Habitat Team: n Soil: make sure to get the soil n Traffic Patterns: study foot traffic tested before you begin planting on your site. While the habitat can to ensure it is safe. See Garden be incorporated into a play area, it Resources in the Appendix. should be protected from areas of As you conduct the audit, be sure active play and ball games. to document the process. Take n Water Accessibility: choose a site photos of the site before you begin that is near to a water spigot for work; people will be amazed how a hose. You may also choose a the space was transformed when sustainable method of watering they see what existed before. Keep by harvesting water off the school a record of the data and obser- building. vations students make. After the n Sunlight: many native pollinator habitat is established, the class can plants are wildflowers adapted to conduct a post-audit in the same a meadow habitat, meaning they season as the baseline audit, and prefer full sun (6-8 hrs./ day). compare observations. One of the Others are adapted to woodland goals of the audits are to document edges, meaning they prefer part- how the urban schoolyard habitat sun (3-4 hrs./day). increases the presence of wildlife, n Land Use: are you planning to especially pollinators. install raised beds on pavement You can also use these audits and or is there already a place on the photos to apply for an Eco-Schools school grounds that is unpaved award: www.nwf.org/Eco-Schools- for in-ground planting? Will you USA/Awards. be excavating pavement? Contact the custodian for blueprints to ensure that there are no under- ground utilities that will interfere with the garden creation. Addi- tionally, consider how the adja- cent land is being used. You want to avoid areas within 100 feet of dumpsters to prevent rodents;

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HABITAT

Lesson 18 ACTIVITY

Summary Materials

n Students survey their 18.1 Pollinator Habitat Survey schoolyard to determine n 18.2 Choosing a Site the best location for a n 18.3 Urban Schoolyard Habitat pollinator habitat. Once the Audit Worksheet Grades K–3 site is selected, they assess n 18.4 Urban Schoolyard Habitat its existing physical and Audit Worksheet Grades 4–5 ecological features. n 6.2 NYC Butterfly Field Guide

n clipboards, pencils, drawing materials.

Preparation 90 minutes Introduction n Students should have their worksheets from Lessons 1 on Objectives hand. Students will: Activity 1 n investigate how the school grounds n Print 18.1 Pollinator Habitat are used. Survey (one per student)

n collect, record, map, and analyze n Print 6.2 NYC Butterfly Field data about their schoolyard habitat Guide (one copy per table) site. Activity 2 n identify ways to improve pollinator n Print 18.2 Choosing a Site (one habitat and ways to increase overall per group of 3–4 students) biodiversity. Activity 3 n Grades K–3: Print 18.3 Urban Schoolyard Habitat Audit Worksheet K–3 (one per student)

n Grades 3–5: Print 18.4 Urban Schoolyard Habitat Audit Worksheet 4–5

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HABITAT ACTIVITY

Introduction Adaptations for K–2 Discuss the animals and wildlife that are 5. Students may simply choose the type observed in both the natural and built of pollinator by order: Bee, Butterfly, environments. If available, review the data or Hummingbird rather than the genus collected from Lesson 1: Habitat Hunt. or species level (i.e. type of bee or Why do you think we observed more butterfly). You may also conduct the biodiversity (variety of living things) in survey as a class or in larger groups. the park or garden than on the street? Why might parks and gardens be a better habitat for wild animals than a city street? Activity 2: Why are parks and gardens important in a Site-Inventory city? How can small community gardens, backyards, and even school gardens help 1. Tell students to close their eyes and wildlife and pollinators? Do you think our imagine their schoolyard; ask them schoolyard provides a good habitat for to imagine where they can create a pollinators? Why or why not? Today we’re schoolyard habitat. Let them share going to investigate these questions. their reasons. If necessary, discuss some of the considerations outlined in the Background like traffic patterns Activity 1: and land use. Think Like a Pollinator 2. Bring students out to survey the schoolyard with the goal of selecting a 1. Let each student or group choose a site for the habitat. Whether or not the pollinator to focus on. They may choose site has been chosen by the Habitat any of the pollinators they studied in Team, it’s important for the students to previous lessons or butterflies listed feel a part of the process. on 6.2 NYC Butterfly Field Guide. They 3. Break students into groups of 3-4 and may also choose the ruby-throated let each group choose one spot that hummingbird, a species that has been would make a good site for the school- observed in New York City. yard habitat, and another that would 2. Using 18.1 Pollinator Habitat Survey, not be a good site. Review the compo- ask students to complete Part 1 using nents of habitat. guides listed in the Appendix or 4. Ask them to write or explain a reason materials from previous lessons. Ask why they chose their locations on the them to be as detailed as possible 18.2 Choosing a Site worksheet. The when answering the questions. For groups can share with each other. example, name the species of flowers that their pollinators prefer for food? 5. Share your feedback. For example if a group selects a sunny site near the 3. Take a walk around the schoolyard dumpster, point out why that may not or a specific site where you plan to be ideal and ask students to think of create the pollinator garden and ask how that problem might be resolved. students to complete parts 2 and 3 of the worksheet. 4. Back in class, discuss answers to Part 3.

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Activity 3: Grades 4–5 Urban Schoolyard Habitat Audit 1. Once the final site is chosen, students will create a baseline map of the site. Now you are ready to conduct the As a precursor to the mapping activity, baseline audit. The baseline audit can you may want to show students exam- be completed anytime of the year when ples of aerial maps and ask them to the ground is not frozen. Whether you make an aerial map of their classroom are conducting a baseline audit before as practice. the urban schoolyard habitat is estab- 2. Students can develop maps by mea- lished or a post audit years later, the suring the schoolyard habitat site; worksheets can be used for both pur- then they can use these measure- poses and the data can be analyzed and ments to draw baseline maps to scale compared. back in the classroom. Or if you want a shortcut, you may ask if the school Grades K–3 already has a copy of the schoolyard 1. Once the final site is chosen for the plan. Photocopy these baseline maps urban schoolyard habitat, let each so students have several copies for student individually complete work- different plans. sheet 18.3 Urban Schoolyard Habitat 3. Explain how landscape designers use Audit, describing what they observed. symbols and legends to map features What living and non-living features like vegetation and buildings. Let them already exist in the schoolyard? Let take their baseline maps on clipboards them inventory any animals and plants and colored pencils back out to the they saw under the “living section.” How site. Ask them to add details such as many trees? How many birds? Etc? See existing trees, vegetation, water, and if they can be specific. Let them draw the built environment on their map. what they observe in the appropriate Let them add a legend and the cardi- spaces. nal directions using a compass. 2. Back in the classroom, ask students to draw what they imagine their urban Discussion schoolyard habitat will look like in the future once the garden is created. 1. Does our urban schoolyard habitat site currently support pollinators? 3. The entire process can be documented with photos of the schoolyard sites 2. What wildlife, if any, does it support and displayed alongside the students’ now? work. 3. What steps can we take to attract more pollinators to our schoolyard? 4. What challenges might we encounter in creating this schoolyard habitat? How might we work around those?

LESSON 18: URBAN SCHOOLYARD HABITAT AUDIT | NWF.ORG 177 LESSON 18

HABITAT RESOURCES

Extensions land, water, air, and/or other living things 1. Plants need specific conditions to in the local environment. thrive; soil quality plays a big part. K-2-ETS1-1 Engineering Design Ask ques- Conduct a soil test for pH, nitrogen, tions, make observations, and gather in- phosphorus, and potassium—elements formation about a situation people want needed for healthy plant growth. LaM- to change to define a simple problem that otte makes safe soil tests for elementa- can be solved through the development ry students. of a new or improved object or tool. 2. Students can also check soil texture by performing the “ribbon test.” Squeeze 3-LS4-4 Interdependent Relationships in a handful of soil and see if it sticks Ecosystems Make a claim about the merit together (clay soil) or falls apart (sandy of a solution to a problem caused when soil). Loam soil, which is ideal for gar- the environment changes and the types dening, will stick together but crumble of plants and animals that live there may when tapped with a finger. If the garden change. has sandy conditions, you can select 3-5-ETS1-1 Engineering Design Define a plants that prefer drier conditions. Or simple design problem reflecting a need conversely, if your soil is mostly clay, or a want that includes specified criteria it means that it will hold water well for success and constraints on materials, and suits plants that thrive in moist time, or cost. conditions. Soil can be amended with compost and topsoil to achieve loamier 3-5-ETS1-2 Engineering Design Generate texture. and compare multiple possible solutions 3. Sunlight is essential to the growth of to a problem based on how well each is plants. Many native pollinator plants likely to meet the criteria and constraints are wildflowers adapted to a meadow of the problem. habitat and prefer full sun (6–8 hours/ day). Others are adapted to woodland edges and prefer part-sun (3–4 hours/ Resources day). Conduct a study of how the sun n NWF Schoolyard Habitats® moves across the sky. Where does it How To Guide rise, where does it set? What direction bit.ly/SchoolyardHabitatsGuide is the sun at midday (due south at 12pm, which is one way to tell direction n Soil Science Resources and time)? You can also observe how soils4teachers.org/ the shadows change with a stick plant- ed outdoors or even a flag pole.

Standards K-ESS3-3 Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Communicate solutions that will reduce the impact of humans on the

178 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 18.1 SIDE 1 Name:______Date:______POLLINATOR HABITAT SURVEY

Part 1: Urban Habitat Needs of Your Pollinator: Choose a Pollinator and imagine you are that pollinator. If you live in a city, what habitat needs do you have? Answer the questions below.

Your Pollinator’s Name (Common):

Your Pollinator’s Name (Latin/Scientific):

Describe or draw your preferences in the spaces below.

Food Source Water Source

Place to Seek Cover Nest or Place to Raise Young

LESSON 18: URBAN SCHOOLYARD HABITAT AUDIT | NWF.ORG 179 WORKSHEET 18.1

SIDE 2 Name:______Date:______POLLINATOR HABITAT SURVEY Part 2: Habitat Rating Rate the schoolyard on a scale or 1–10 for its value to your pollinator. 1 means there is nothing in the schoolyard that supports your pollinator; 5 means there is something that could provide this need, but it can be improved; and 10 means that your schoolyard would fully support this need and nothing needs to be improved.

Food: Cover: (all types: nesting, wintering, resting, and protection) 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Poor Excellent Poor Excellent

Water: Places to Raise Young:

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Poor Excellent Poor Excellent

Total Habitat Score: /40

Part 3: Assessing Your Site:

1. Will your pollinator stay and make your home here? Why or why not?

2. Does your schoolyard provide any of your habitat needs for food, water, cover, or a place to raise young? If yes, which needs were met and describe how.

3. What can be improved in order for you to make your home here?

4. Numbers of pollinators observed: Which ones?

5. Other wildlife observed, if any:

Adapted from NWF Schoolyard Habitat® How To Guide, Section IV

180 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 18.2

SIDE 1 Group:______Date:______CHOOSING A SITE With your group, find two sites on the schoolyard:one that would make a good schoolyard habitat site and one that would not make a good habitat site. Give at least three reasons why or why not.

1. Location of site:

Why is this a good site for our urban schoolyard habitat?

1.

Total Habitat Score: /40 2.

3.

2. Location of site:

Why is this not a good site for our urban schoolyard habitat?

1.

2.

3.

LESSON 18: URBAN SCHOOLYARD HABITAT AUDIT | NWF.ORG 181 WORKSHEET 18.3 SIDE 1 Name:______Date:______SCHOOLYARD HABITAT AUDIT

What exists in our urban schoolyard habitat site?

List the living and non-living things in the appropriate boxes below.

Living: Non-Living:

Sketch the site, include all of your observations: (GRADES K-3)

182 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 18.4

SIDE 1 Name:______Date:______SCHOOLYARD HABITAT AUDIT Visit your schoolyard habitat site and closely observe plants and animals. Write down your observations in the table.

Existing Plants

Species Name How Many?

Trees

Total

Shrubs

Total

Grasses

Total

Herbaceous Plants

(no woody (GRADES 4-5) stem)

Total

Grand Total

How many of the above plants are flowering?

LESSON 18: URBAN SCHOOLYARD HABITAT AUDIT | NWF.ORG 183 WORKSHEET 18.4

SIDE 2 Name:______Date:______SCHOOLYARD HABITAT AUDIT Visit your Schoolyard Habitat site and closely observe plants and animals. Write down your observations in the table.

Wildlife

Species Name How Many?

Birds

Total

Insects

Total

Mammals

Total

Other (GRADES 4-5)

Total

Grand Total

184 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 19

HABITAT Schoolyard Habitat Action Plan

Background 19 HABITAT ACTION PLAN After the urban schoolyard habitat audit has been completed, it is time to design the schoolyard habitat.

Similar to the audit, you can n Overlap the blooming time of decide to what extent you want to the flowering nectar plants to involve the students in the design provide nectar sources through- of the habitat and selection of out the growing season. plants. The goal of the lesson is n Do not use chemical pesticides to engage students in the process on or around the plants in the and help them feel ownership of garden, as these can be fatal to the garden. butterflies and their larvae. Or- In addition to the baseline audit, der plants from nurseries that the NWF Schoolyard Habitats® also do not use pesticides (see How-to-Guide can help guide appendix for recommendations the design process. Consider of local nurseries). the following questions when n Group plants according to their finalizing the garden details: similar needs for sunlight and What is our vision for the space? water to make maintenance What existing resources do we easier. have and what do we need to create? What additional partners Water or members or our school n Minerals are an essential part of community can help? a butterfly’s diet and are readily available in water, especially Keep in mind the needs of polli- water from puddles. The large nators and wildlife when creating surface area-to-volume ratio a schoolyard habitat. of shallow water allows for greater evaporation, which Food (Plants) concentrates the dissolved n  When selecting plants for a minerals in the remaining water. pollinator garden, be sure to Butterflies do not need a large choose native plants that pro- amount of water; in fact they vide both nectar for pollinators quickly expel most of the water and food (leaves) for caterpil- they uptake but retain the lars. Use the plant guides in the dissolved minerals. Students Appendix for reference as well can make one or more butterfly as the other online resources puddles by creating a small listed in the lesson. depression in the ground and

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HABITAT Schoolyard Habitat Action Plan (Continued) BACKGROUND

allowing them to fill with rainwa- to eat. You can use the planting ter. As part of ongoing site main- guides listed in the appendix to tenance, students should check find a list of these host plants. on the puddle during dry periods, n For bees, you ideally want to and spray periodically with a keep some bare ground available, hose. Another way to provide wa- or mulch with compost or leaves ter is to dig a hole in the ground rather than wood chips which to accommodate a container. make it difficult for the ground Place the container in the hole, nesting bees. For the cavity nest- level the ground to the top of the ing bees and overwintering bees, container, and fill with rocks and you can leave your garden a bit soil, as well as water.. Be sure to messy at the end of the season. check for water periodically. Leave some old tree stumps and n For bees and hummingbirds, a dead twigs on the plants. See simple bird bath can be filled more tips on creating the nesting with rocks for bees to land on. habitats for bees in the material section of Lesson 10. Places for Cover and Sun n  To take refuge from the weather Other Design Considerations and from predators, bees and n When designing planting beds, butterflies need plants of differ- place the tall plants in the back ent heights. Consider this when or center of the bed and the selecting plants and incorporate shorter plants toward the edges. a variety of trees, grasses, and n Make sure planting beds and shrubs. pathways are accessible to n To provide sunning spots for students and are clearly defined. butterflies,place large, flat stones Raised beds or planters can be in the schoolyard. If necessary, installed to accommodate stu- remove a little soil to stabilize dents who use wheelchairs. the rock. Also make sure the n Make sure the habitat is at a safe selected vegetation is planted distance from any ball play. in an area that receives sun for n Designate places for students to most of the day. sit or classes to gather. Places to Raise Young n Install signs to let people know n For butterflies, this means having that the twigs, leaves, branches, some host plants for caterpillars or mulch piles are bee habitats and not debris to be swept away.

186 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 19

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Lesson 19 ACTIVITY

Summary Materials Students create a vision for n Art materials for poster or diorama their schoolyard habitat by n Online plant resources, 6–8 plant reviewing the elements of a catalogs from the suggested list habitat and selecting plants under “Resources” that will provide nectar to n 19.1 Plants for the Schoolyard pollinators across the seasons. Habitat Worksheet

Preparation Activity 2 n Grades K–2 120 Objectives - 6–8 plant catalogs from the minutes suggested list under “Resources” Students will: (allow several weeks for these n review the habitat requirements for to arrive). Remove pages with bees and butterflies. pollinator plants.

n understand the importance of n Grades 3–5 closing nectar gaps throughout the - Print 19.1 Schoolyard Habitat growing season (spring through fall) Planning Worksheet (one copy to support pollinators during their per group of 3–4 students) life cycle. - 6–8 plant catalogs from the sug- n plan a three season garden for gested list under “Resources”, pollinators.

Introduction on one axis and the habitat needs (food, Review the 18.4 Schoolyard Habitat Audit. water, cover, places to raise young) on the Is our schoolyard a good habitat for other axis. pollinators? Why or why not? What would Tell the class that they will begin select- make it better? Review the four elements ing some of the plants that will go in the of a habitat: food, water, cover, and places garden. Review what part of the plant to raise young; ask students for examples the pollinators visit and why? What are of each for pollinators. As you review, some things we need to think about when you may want to create a chart during choosing plants for the garden? the class discussion with a list of animals

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Explain to the class that just like the polli- of its bloom period. They should aim nators themselves, plants also have a life to find a few flowers for each season to cycle. Some may flower in spring, some create a vibrant and healthy pollinator in summer, and some in fall before they habitat. are pollinated and make seeds. Ask them 4. When the chart is complete, they can to think about flowers they have seen in either draw or collage the rest of the early spring, in the summer, and in the poster, including pollinators visiting fall. Why is it important to think about flowers if they choose. this when planning a pollinator garden? Why do we need to include plants that Grades 3–5 flower in different months in our pollina- 1. Divide students into small groups. tor garden? 2. Using plant catalogs and the online plant resources listed below, ask groups Activity 1: to complete the 19.1 Plants for the Designing a Pollinator Habitat Schoolyard Habitat Worksheet. 3. Students will select plants according 120 1. Students can draw or create a three to their bloom times, flower color, and minutes dimensional diorama of what they indicate the pollinator that it benefits. imagine their schoolyard habitat for Their goal is to include plants in their pollinators might look like. chart so there are: 2. Challenge them to include all factors a. At least one type of flower in bloom of the habitat: food, water, cover, and during each season. a place to raise young. Older students b. No more than 10 plants in total with might also create this on top of their a mix of trees, shrubs, or flowering baseline map. perennials. c. A variety of flower colors in each Activity 2: season. Closing Nectar Gaps Activity 2: d. Plants that attract your assigned Discussion pollinator. Grades K–2 1. Why did you choose 4. Students use the reverse of Worksheet some plants over 1. Divide students into several groups. Give 19.1 Plants for the Schoolyard Habitat others? Did you have each group a poster and ask them to Worksheet to award themselves points your own selection make three sections on the bottom of for each of the above criteria. criteria? the poster: spring, summer, and fall. 2. What was Extensions challenging? 2. Give each group one or more plant catalogs; sections of the catalogs can be 1. Consider the other elements that are 3. What other pre-cut and divided among the group. necessary in a pollinator habitat: considerations need to be made besides 3. Students will cut out flowers and place a. Water: Find out where bees and but- closing nectar gaps them in their respective season by terflies get their water. See www.nwf. when planning a referring to their bloom period. If the org/Garden-For-Wildlife/Water.aspx. pollinator garden? plant blooms over several seasons, they How can we provide additional water can place it according to the beginning sources for them? What is the best design solution?

188 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 19

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b. Cover: How can we provide extra Standards cover for the pollinators to avoid K-ESS3-3 Interdependent Relationships predators and escape from wind and in Ecosystems: Animals, Plants, and Their rain? For insects, this simply means Environment Communicate solutions that dense plantings with different will reduce the impact of humans on the heights. Are there any types of land, water, air, and/or other living things grasses that are also host plants to in the local environment. butterfly larvae? Are there any trees and shrubs that also provide food or K-2-ETS1-1 Engineering Design Ask ques- a host to butterflies? tions, make observations, and gather in- formation about a situation people want c. Places to Raise Young: Look at the to change to define a simple problem host plants of common butterflies that can be solved through the develop- in your region using the NWF ment of a new or improved object or tool. Native Plant Finder www.nwf.org/ NativePlantFinder/Plants. Which 3-LS4-4 Interdependent Relationships in ones support a variety of butterflies? Ecosystems Make a claim about the merit Are any also nectar plants? Review of a solution to a problem caused when Lesson 10: Bee Homes; how can the environment changes and the types we make nesting sites available to of plants and animals that live there may native bees? change. Resources d. Other considerations: Butterflies 3-5-ETS1-1 Engineering Design Define a like warm sunny places to absorb n simple design problem reflecting a need NWF Schoolyard warmth — like flat rocks in the sun. Habitats® How-to or a want that includes specified criteria Guide 2. Consider adding fruits and vegetables for success and constraints on materials, www.nwf.org/ to the garden such as squash, basil, time, or cost. Garden-for-Wildlife/ and fruit trees, especially those listed Create/Schoolyards/ on 4.1 List of Animal Pollinated Crops. 3-5-ETS1-2 Engineering Design Generate Resources This will reinforce how pollinators and compare multiple possible solutions are part of our food system and also to a problem based on how well each is Online Plant demonstrate the role they play in the likely to meet the criteria and constraints Resources plant life cycle. of the problem. 3. Plants also have habitats. Once the n National Wildlife final plant list is determined, assign Federation Native Plant Catalogs Plant Finder students a plant and let them research n www.americanmeadows.com/ www.nwf.org/ its native habitat (meadow, wetland, nativeplantfinder/ n forest edge, etc.). What is its tolerance www.johnnyseeds.com/ n Xerces Society: n www.prairiemoon.com/ for light (shade, part-shade, or sun) Pollinator Plants and water (dry, moist, or wet)? Find n www.prairienursery.com/ for the Northeast another plant that has a similar n www.selectseeds.com/ bit.ly/ tolerance to help plan the garden PlantsForPollinators beds. Community Science n www.nyphenologyproject.org/ n www.usanpn.org/natures_notebook

LESSON 19: SCHOOLYARD HABITAT ACTION PLAN | NWF.ORG 189 WORKSHEET 19.1 SIDE 1 Name:______Date:______PLANTS FOR THE SCHOOLYARD HABITAT

Using plant resources and catalogs, select plant species for each season of your schoolyard habitat. Write the plant type and plant name in the appropriate box and write a check mark for each pollinator it benefits.

Plant Type: - Tree (T), Shrub (S), Flowering Flower

Perennial (F) Plant Name Color Bees Butterflies Humming birds Other Pollinators Spring Blooms

F Wild Columbine Red X X

Summer Blooms

Fall Blooms

190 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM WORKSHEET 19.1

SIDE 2 Name:______Date:______PLANTS FOR THE SCHOOLYARD HABITAT Schoolyard Habitat Scorecard Give your schoolyard habitat a score! You get points for making sure the schoolyard habitat has plants that bloom in spring, summer, and fall and benefit pollinators.

What’s in the Habitat? Points

At least one type of flower in bloom in each season.

One point

No more than 10 plants in total with a mix of trees, shrubs and flowering perennials.

One point

A variety of color in each season (more than one).

One point

Plants that benefit pollinators.

One point

Add one point for each plant that benefits more than one pollinator.

Bonus

Total Score

LESSON 19: SCHOOLYARD HABITAT ACTION PLAN | NWF.ORG 191 LESSON 20

HABITAT Celebrating the 20 Urban Schoolyard Habitat CELEBRATING HABITAT Background

It’s time to break ground on the schoolyard habitat and celebrate the community effort that helped create it!

Once you have created an action everyone to feel invested and plan with the help of the Habitat engaged in the project by encour- Team and students, and once you aging pride of place and a larger have the resources and mate- sense of purpose. rials in place, it is time to put it This work day should be followed all together and break ground by an official ribbon cutting to to create the urban schoolyard develop broader community habitat. Since the first step is to awareness of the project and to create the garden beds, pathways, celebrate all the work and the and general infrastructure to individuals who made it happen! house this habitat, it is essential This event could include students to recruit experienced community sharing poems, songs, brochures, members—parents, teachers, or and artwork inspired by the custodians—who can help with urban schoolyard habitat proj- the landscaping. The Appendix ect. We also encourage schools also offers a list under “Garden- to invite elected officials, future ing Resources” of local organiza- potential funders, community tions that can support schoolyard partners, parents, custodians, habitats by donating materials or and anyone who had a hand in offering design and build services. creating–or will have a role in Once the beds are ready for maintaining–the garden. National planting, involve the wider Pollinator Week, the third week community, including students, of June, is a great opportunity to teachers, parents, and staff. Stu- host a ribbon cutting event. dents can get involved by adding Once the urban schoolyard compost to the soil, digging holes habitat provides at least a few for trees and shrubs, planting types of food, water, cover and bulbs, seeds, and seedlings and places to raise young on your then adding mulch, watering, and school grounds, and when the making garden signs. The involve- site is being used for teaching, ment of the wider community not then you are ready to apply only builds community but helps

192 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 20

HABITAT

Celebrating the Urban Schoolyard Habitat (Continued) BACKGROUND

for National Wildlife Federation certification. You can find out more by visiting: www.nwf.org/Garden- for-Wildlife/Create/Schoolyards/ Certify

Lastly, it’s important to have a maintenance plan—including summer watering and harvesting— in place to ensure continued success of the urban schoolyard habitat.

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ACTIVITY Lesson 20

Summary Materials Students brainstorm activities n Bag of potting soil or compost, for the opening ribbon cutting modeling clay, water, wildflower event and make preparations seeds, large tub, cardboard box, markers, pencils, paper, envelopes. for those activities. They write letters to community members and organizations describing the purpose of their urban schoolyard habitat and design invitations to send for the Preparation event. Activity 1 90 n Purchase or order necessary minutes materials to make seed balls. Activity 2 Objectives n Brainstorm a list of community Students will: members you would like the class to contact and gather their n think of creative ways to share their addresses (or let students be urban schoolyard habitat with the involved in this). community.

n practice letter writing skills.

n gain awareness of the broader community outside of their school through community outreach.

Introduction ideas to plan activities and an agenda Ask the class to brainstorm some fun for the schoolyard habitat opening. ways that they can celebrate the opening Encourage creativity. Celebrate all of the of their pollinator garden. How can they hard work that went into creating the teach people about the purpose of the schoolyard habit and be sure to have garden? How can they educate guests fun! Additional ideas are listed under about the value of pollinators? Use their Extensions below.

194 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM LESSON 19

HABITAT ACTIVITY

Activity 1: Activity 2: Making Wildflower Seed Balls Community Outreach

This is a fun activity for children and 1. This is a good opportunity to review or adults. Seed balls can be created in introduce letter writing skills. Ask the advance or set up as an activity at the students to create a list of members event. Seed balls (sometimes called “seed of the community to whom they would bombs”) are a mix of clay, soil or com- like to notify about their urban school- post, and wildflower seeds. The seed balls yard habitat. They can include local can be tossed or planted in a garden, elected officials, community boards, street median, or even in a vacant lot. schools, libraries, parks departments, Follow these steps: etc. Anyone who might have a vested interest or could be a potential partner Materials: in expanding the network of pollinator • 2 parts potting soil or compost gardens in the neighborhood should be • 5 parts clay from your local art store considered. • 1–2 parts water 2. Students can choose one person from the list to send a letter. Discuss what • 1 part wildflower seeds might be important to include in the • Large tub to mix ingredients letter: the purpose of the habitat, why • Cardboard box to dry and store you are contacting them, and how they seed balls can support the project, etc. Once you have a date set for the ribbon cutting, 1. Mix the soil, clay, and 1 part water you can include an invitation to the thoroughly. There should be no lumps. event in the letter. Slowly add more water until the mixture 3. Students may also make an impression is the consistency of the toy store by enclosing seed packets in the enve- molding clay that comes in a can. lope or an illustration of the garden. 2. Add seeds. Keep kneading the dough until the seeds are well mixed in. Add more water if necessary. 3. Take small bits of the clay mixture and roll into a ball about one inch in diam- eter. The balls should hold together eas- ily. If they’re crumbly, add more water. 4. Dry seed balls for 24–48 hours in a shady place before sowing or storing. They store best in a cardboard box; do not use plastic bags. 5. Plant or gently toss the seed balls on top of soil. They do not need to be bur- ied or watered. 6. Watch the wildflowers grow!

Source: www.gardeningknowhow.com/special/children/making-seed-balls.htm

LESSON 20: CELEBRATING THE URBAN SCHOOLYARD HABITAT | NWF.ORG 195 LESSON 20

HABITAT ACTIVITY

Extensions 1. National Pollinator Week—scheduled during the third week of June—is a great way to build awareness and Did you know? celebrate your project with some Make it official! If your schoolyard suggested activities below. Find out habitat provides wildlife and more by visiting: pollinators with food, water, cover, www.pollinator.org/pollinator-week. and places to raise their young, 2. Coordinate with GrowNYC or Greenbelt register it as a National Wildlife Nursery for plant give-aways. Federation Certified Wildlife Hab- 3. Look for seed donations and let itat®. Not only will this connect students design pollinator mixes and the garden to to a network of seed packets. thousands of certified habitats 4. Students can offer tours of their urban across the U.S., but it will provide schoolyard habitat, create their own the garden with official signage scavenger hunts, or design plant and to help build awareness. To learn insect field guides. more about the benefits of certi- fication and apply, visit: www.nwf. 5. Students can create brochures with org/Garden-for-Wildlife/Create/ information about the schoolyard Schoolyards/Certify. habitat. 6. Students can perform skits, songs, or poems about pollinators or even organize a pollinator parade 7. Students can make recipes using with pollinator costumes or small ingredients that pollinators helped puppets. produce.

Congratulations and thank you for taking action to help pollinators!

196 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM Appendix APPENDIX

SIDE 1 Curriculum Appendices CURRICULUM APPENDICES

Community Science Projects n  Make observations within a designated n Bumble Bee Watch amount of time (how many animals www.bumblebeewatch.org/ do we see in five minutes, how many sounds do we hear?). n Butterflies and Moths of North America www.butterfliesandmoths.org/ n  Make observations in a designated area—on a particular plant, part of the n The Great Sunflower Project plant, or area of the garden. www.greatsunflower.org/homepage n  If an insect is moving quickly, take a n  iNaturalist photo and let students make a sketch www.inaturalist.org/ from the photo. n Monarch Watch n  Use a guide to identify the animal or www.monarchwatch.org plant and label it next to the sketch. n Nature’s Notebook n  Press flowers or make leaf rubbings. www.usanpn.org/natures_notebook

n The New York Phenology Project Field Equipment and Supplies www.nyphenologyproject.org/ n  Acorn Naturalists www.acornnaturalists.com

Curricula and Educator Resources n  BioQuip Products n Kids Gardening www.bioquip.com/ www.kidsgardening.org/lesson-plans/

n NWF Monarch Mission Field Journal Resources www.nwf.org/Eco-Schools-USA/ n  Make a Field Guide To Your Yard Resources/Curriculum/Monarch- www.blog.nwf.org/2010/06/make-a- Mission field-guide-to-your-yard/

n Pollinator Partnership n  Ranger Rick Nature Notebook www.pollinator.org/learning-center/ www.rangerrick.org/magazines/ranger- education#cr rick/classroom-resources/nature- notebook/

Field Journals n  No Student Left Indoors: Field Journal Ideas Creating a Field Guide to Your A field journal will help your students Schoolyard by Jane Kirkland closely observe the natural world and n  How to Keep a Naturalist’s Notebook by translate their observations into words Susan Leigh Tomlinson and drawings. At the same time, they will build communication skills, deepen Field Trips to New York City their science understanding, and enjoy Pollinator Habitats spending time outside. n  The Battery n Choose a particular plant to observe www.thebattery.org/ through the seasons, or an animal n  Brooklyn Botanic Garden home. www.bbg.org/learn/schools

198 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 2 Curriculum Appendices (Continued) CURRICULUM APPENDICES n  Brooklyn Bridge Park n Whole Kids Foundation www.brooklynbridgepark.org/ www.wholekidsfoundation.org/ n  Central Park (North Meadow Butterfly programs/school-gardens-grant Garden) n Wild Ones www.centralparknyc.org/attractions/ www.wildones.org/seeds-for-education/ north-meadow-butterfly-gardens Materials and Resources n  City Growers n Big Reuse (lumber and building www.citygrowers.org/ materials) n  Greenbelt Native Plant Nursery www.bigreuse.org/ www.nycgovparks.org/greening/ n GrowNYC School Gardens (school garden greenbelt-native-plant-center/education resources) n  The High Line www.grownyc.org/grow-to-learn www.thehighline.org/ n McEnroe Farms (soil and compost) n  Jamaica Bay Wildlife Refuge www.mcenroeorganicfarm.com/ www.nps.gov/gate/planyourvisit/index. composting htm n NYC Compost Project (compost) n  New York Botanical Garden www1.nyc.gov/assets/dsny/site/our- www.nybg.org/learn/schools-teachers/ work/reduce-reuse-recycle/community- class-trips/ composting n  Queens Botanical Garden n NYC Parks GreenThumb (community www.queensbotanical.org/group- gardens) programs-for-kids-and-schools/ www.greenthumb.nycgovparks.org/ n  Snug Harbor Cultural Center and n New York Restoration Project Botanical Garden (community gardens) www.snug-harbor.org/ www.nyrp.org/ n Trees New York (tree care) Gardening Resources www.treesny.org/ Grants for School Gardens n Urban Soil Labs at Brooklyn College n  Annie’s (soil testing) www.annies.com/giving-back/grants-for- www.brooklyn.cuny.edu/web/academics/ gardens centers/esac/services/soil.php n  Grow to Learn Plant Nurseries www.growtolearn.org/grow-learn-mini- n Gowanus Nursery (Brooklyn) grant/ www.gowanusnursery.biz/ n  Kids Gardening n Greenbelt Native Plant Center (Staten www.kidsgardening.org/garden-grants/ Island) n  Lowe’s www.nycgovparks.org/greening/ www.toolboxforeducation.com/ greenbelt-native-plant-center n  NYC Youth and School Garden Network n Grow NYC Annual Plant Sale (multiple www.nycschoolgardens.wordpress.com/ NYC locations) www.grownyc.org/gardens/plant-sale

APPENDIX: CURRICULUM APPENDICES | NWF.ORG 199 APPENDIX

SIDE 3 Curriculum Appendices (Continued) CURRICULUM APPENDICES

n Long Island Natives (Long Island) n  Pollinator Partnership www.longislandnatives.com/ www.pollinator.org/ n Lowlands Nursery–Gowanus Canal n  Wild Bees of New York Conservancy (Brooklyn) www.sharpeatmanguides.com/ www.gowanuscanalconservancy.org/ n  Xerces Society for Invertebrate nursery/ Conservation n North Creek Nursery (Pennsylvania) www.xerces.org/ www.northcreeknurseries.com/ Plant and Pollinator Habitat Guides n Sunset Farmstead (New Jersey) n  Ecoregional Plant Guides www.sunsetfarmstead.com/ www.pollinator.org/guides n  National Wildlife Federation’s Butterfly Wildlife, Insect, and Plant Guides Heroes™ Field Guides Series www.nwf.org/Butterfly-Heroes For Adults: n  National Wildlife Federation Native n  Butterflies of New York City by Jeff Plant Finder Fengler www.nwf.org/NativePlantFinder/Plants n Butterflies Through Binoculars by n  NYC Parks Wildlife Gardens Species List Jeffrey Glassberg www.nycgovparks.org/sub_about/ n Golden Guide Series parks_divisions/gnpc/garden_species_ lists/garden_wildlife.html n Kaufman n  Pollinator-Friendly Native Plant Lists n National Audubon Society www.xerces.org/pollinator- n Peterson’s conservation/plant-lists/ For Children: n  Pollinator Habitat Guide www.earthpartnership.wisc. n Peterson’s First Guides edu/2018/06/20/new-pollinator- n Peterson’s Young Naturalist Series habitat-guide-from-earth-partnership- n Pocket Naturalist Guides (Waterford) available-now-online/

n Insect Field Guides (Online)  Pollinator Nesting Resources www.xerces.org/providing-nest-sites- n Animal Diversity Web for-pollinators/ www.animaldiversity.org n Bug Guide Videos www.bugguide.net n  Disney’s Wings of Life (2013) n Butterflies and Moths of North America n  Flight of the Butterflies (IMAX, 2016) www.butterfliesandmoths.org/ n  The Incredible Journey of the Butterflies n Discover Life (PBS, 2009) www.discoverlife.org/ n  The Incredible Story of the Monarch n Insect Identification orf the Casual Butterfly: Four Wings and a Prayer Observer (Primitive Entertainment, 2007) www.insectidentification.org/

200 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 1 Name:______Date:______MY NATURE JOURNAL Location:______Weather:______

What I See: What I Smell:

What I Hear: What I Feel: (GRADES K-2)

APPENDIX: MY NATURE JOURNAL | NWF.ORG 201 APPENDIX

SIDE 1 Name:______Date:______MY NATURE JOURNAL Location:______

Temperature:______Time:______

Plant Observation

Choose a plant to sketch: (GRADES 3-5)

Describe what you observed. What is something interesting you observed about this plant?

202 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 2 Name:______Date:______MY NATURE JOURNAL Location:______

Temperature:______Time:______

Animal Observation

List the animals you observed, and how many of each.

How How Animal many? Animal many?

Choose an animal to sketch: (GRADES 3-5)

Describe what you observed. What is something interesting you observed about this animal?

APPENDIX: MY NATURE JOURNAL | NWF.ORG 203 APPENDIX SIDE 1 ACKNOWLEDGEMENTS Acknowledgements

This curriculum was the product of collab- Heritage Program; Matthew J. Lundquist, orations with many outstanding staff, con- Ph.D., Assistant Professor in the Department sultants and advisors. Our deepest thanks of Natural Sciences at Marymount to New York State certified elementary Manhattan College; Kelly L. O’Donnell, Ph.D., teacher and environmental educator Nina Director of Science Forward at Macaulay Salzman, M.Ed. for her in-depth research Honors College; Erik Mollenhauer, Director and writing of this curriculum. Nina’s of the Monarch Teacher Network; and passionate love of nature, ecology, and her Jennifer Palmer, urban naturalist at Brook- experience creating and delivering outdoor lyn Nature Club. We were also so very nature-based education experiences for grateful to have the guidance of experi- K-8 students has resulted in an authentic, enced NYC public elementary school hands-on curriculum that will help urban teachers and passionate pollinator children observe, appreciate and protect gardeners: Tina Aprea-Reres, Mina nature and biodiversity where they live, Landriscina Campanie, and Diane Corrigan. learn and play. A very special thank you to Emily Fano, This curriculum would not have come Senior Manager NYC Eco-Schools. Emily together without the extraordinary proj- brought together all the partners, ect management of NWF’s NYC School- educators, scientists, and pollinator yard Habitats Manager Sarah Ward. Sarah enthusiasts who created this curriculum. worked tirelessly to copy edit the curricu- Her commitment to children’s lum, find and secure permissions for the environmental education, vision for hundreds of beautiful images in this book, pollinator recovery, and determination to and coordinated all aspects of layout and build a just, resilient future for people and design with Leslie Kameny and Denise wildlife was the driving force of this project. Eardman of Kameny Design. Leslie and Finally, and most importantly, we would Denise spent months meticulously design- like to thank our funders, whose generous ing this curriculum and creating the playful support made this project possible: bee, bird, butterfly and flower characters, as well as the graphic elements, that appear The Greenpoint Community Environmental throughout. Fund (GCEF), created in 2011, is a joint program of the New York State Office of We would like to thank the numerous pho- the Attorney General and Department of tographers for the beautiful images repro- Environmental Conservation. The GCEF duced in this book. Your passion for your program is an environmental grant program craft and your sharp observations inspire created by the State of New York with awe of wildlife and the natural world. monies obtained through a settlement with We are endlessly grateful to our scientific ExxonMobil over its Greenpoint oil spill. advisors who answered our many ques- The Seth Sprague Educational and tions about pollinator species, taxonomy, Charitable Foundation is a private biology and nesting habits, among other foundation that supports the arts, things: Sarah Kornbluth, Ph.D., bee housing, basic needs, the environment, biologist at the American Museum of and education including professional Natural History; Matthew Schlesinger, Ph.D., development and school-day enrichment Chief Zoologist at the New York Natural programs operating in public schools.

204 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 1 Photo Credits PHOTO CREDITS

Many thanks to all the dedicated Whitney Crenshaw, Bugwood.org, Mark photographers who donated their Brinegar, Forest and Kim Starr, Sturgis photographs to the National Wildlife McKeever, Bugwood.org, Jerry A. Payne, Federation or whose photos were used John Bishop, Frank Mayfield, Melissa with permission. McMasters, Betty Hall, Judy Gallagher, Katja Schulz, Amy Golden, Charles T. Lesson 1 Bryon, Bugwood.org, Sarah Campbell, Worksheet 1.1: Sarah Keates, Renee Cook, Mary Keim, Judy Gallagher, Nancy John Bishop, Ewa Kutylowska, Sharon Martin, Andy Reago & Chrissy McClarren, Hirsch, Natalie Eddy Pihlaviita, John Capinera, bugwood. org, Berry Nall, Holly Jennings, Ansel Lesson 2 Oommen, Bugwood.org, M. Nicolai, Worksheet 2.1: Linda Swentzel, Carol Tammi Elbert Senske, Don Bland, Zak Bazzel, Mark Brinegar, Thomas McClanahan, Martha Lesson 7 Roberts, David Crance, Judy Gallagher Worksheet 7.1: Linda Swentzel, George Ritchey, Michele Eisele, Victoria Williams, Lesson 3 Thomas McClanahan, Judy Gallagher Worksheet 3.2: Annette Johnson, Mark Arthur Chapman, Peter Gorman, Mary Brinegar Keim, David Eickhoff, Andy Kraemer, Lesson 4 Peter Gorman, Diann Steward, Jeff Worksheet 4.2: Marco Verch, Dale Cruse, Maslin, Connie Taylor, Doug McGrady, Phil Natalie Maynor, Scott Bauer, Zechariah Sellens, David Ohmer Judy Lesson 8 Lesson 5 Worksheet 8.1: www.allispossible.org. Worksheet 5.1: Joe Wilson, Jean and Fred, uk, Maja Dumat, Jacqueline Houle, Mike Karen Chase, JerryL2008, Adam Reinstein, Lewinski, Malcolm Manners, University of Lynn Craska, Melissa McMasters, Gail Delaware Carvel REC, Malcolm Manners, Hampshire, Rob Cruikshank, Radu Anneli Salo, Tim Sheerman-Chase, Edgar Privantu, James Diedrick Pierce, Peter Stevens, Melissa McMasters, Tianne Strombeck, tubafil, Rachel Tayse, Worksheet 5.2: Melissa McMasters, Leka Paul Albertella, Putneypics Huie, Katja Schulz Lesson 9 Lesson 6 Worksheet 9.1: Susan Miller, Judy Worksheet 6.2: Peter Gorman, Vicki Archibald, Andy Reago & Chrissy Peterson, Laura Pickett, Susan McClarren, Judy Gallagher, Dr.Thomas G. Miller, juicyverve, Nancy Palmstrom, Barnes/University of Kentucky, Angela woodleywonderworks, C. Watts, Katja Malther, bugwood.org, D. Robichaud, Schulz, Francine Ouellette, Judy Gallagher, C. Watts, cotinis, Melissa L. Jones, Sarit Wanda Zehr Anderson, Amedaj Trnkoczy, Richerson,Andy Reago and Chrissy Katja Schulz, David Cappaert, Bugwood. McClarren, woodleywonderworks, Andrew org, Ian Preston, Chrissine Cairns, Cannizzaro, USFW Midwest Region Judy Gallagher, Ian Preston, Linda Roy,

APPENDIX: PHOTO CREDITS | NWF.ORG 205 APPENDIX

SIDE 2 Photo Credits (Continued) PHOTO CREDITS

Lesson 10 Lesson 16 Worksheet 10.1: Jessica York, Nikk, Sally Worksheet 16.1: Staci Antonelli, Teri Jennings, Jean and Fred, Rachel Bonoan, Brennan, Brian Lensch, Karen Chase, Loi Pheylan Sanjoin Ann Martin, Christian Holland, James Shrouds, Leponard Tompos Lesson 11 Worksheet 11.1: Robert Claypool, Amy Lesson 19 Golden, Ryszard, Greg Schechter NWF Worksheet 11.2: Courtney Celley, William Lee, Helena Jacoba, Michele Eisele Worksheet 11.3: Bibek Sharma, Holly Jennings, Renee Grayson, Greg Gilbert, Tim Ray, Lewis Szymanski, Sara Levin, Caroline E. Brown, USFWS Mountain Prairie, Gabriel Merkel

Lesson 12 Worksheet 12.1: Renee Cook, Sally Stone

Lesson 13 Worksheet 13.1: Courtney Celley USFWS, Vicki Peterson, Jennifer Wohletz, Martha Hitchiner, Mark Brinegar, Dawn Marie Staccia, Mark Brinegar, Jennifer Strom Worksheet 13.2: Courtney Celley USFWS, Vicki Peterson, Jennifer Wohletz, Susan Miller, USFWS, Rachel Kramer

Lesson 14 Worksheet 14.1: William Lee, Paul Van Der Werf, Thomas Shahan, Katja Schulz, Patrick Carney, Amy Prentice, Judy Gallagher, Judy Gallagher Worksheet 14.2: J.R. Graham, Sally Stone, Judy Gallagher, William Lee, Carol Senske, Patrick Carney, Thomas Shahan, Katja Schulz, Judy Gallagher, Amy Prentice

206 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 1

NativeNative WildflowersWildflowers forfor WILDFLOWERS FOR POLLINATORS PollinatorsPollinators TheseThese plant plant species species provide provide nectar nectar for for a a variety variety of of pollinators pollinators—native—native bees,bees, flower flower flies,flies, butterflies,butterflies, andand hummingbirds.hummingbirds. ManyMany speciesspecies are are alsoalso larval larval host host plants plants for for butterflies. butterflies. BestBest suitedsuited for for sunnysunny locations, locations, plantplant some some of of these these wildflowers wildflowers in in youryour SchoolyardSchoolyard HabitatHabitat® ®to to ensure ensure aa full full season season of of blooms blooms for for pollinators. pollinators. SPRING BLOOMS SPRING BLOOMS

WildWild Geranium Geranium WildWild Columbine Columbine GoldenGolden Alexanders Alexanders GeraniumGeranium maculatum maculatum AquilegiaAquilegia canadensis canadensis ZiziaZizia aurea aurea LATE SPRING TO SUMMER BLOOMS LATE SPRING TO SUMMER BLOOMS

EasternEastern Bluestar Bluestar FalseFalse Blue Blue Indigo Indigo SundialSundial Lupine Lupine AmsoniaAmsonia tabernaemontana tabernaemontana BaptisiaBaptisia australis australis LupinusLupinus perennis perennis

BeardtongueBeardtongue NoddingNodding Onion Onion PurplePurple Coneflower Coneflower PenstemonPenstemon digitalis digitalis AlliumAllium cernuum cernuum EchinaceaEchinacea purpurea purpurea

APPENDIX: WILDFLOWERS FOR POLLINATORS | NWF.ORG 207 APPENDIX

SIDE 2 SUMMER BLOOMS WILDFLOWERS FOR POLLINATORS

Wild Bergamot Butterfly Milkweed Swamp Milkweed Monarda fistulosa Asclepias tuberosa Asclepias incarnata

Garden Phlox Tickseed Pearly Everlasting Phlox paniculata Coreopsis tripteris Anaphalis margaritacea

Mountain Mint Anise Hyssop Blackeyed Susan Pycnanthemum muticum Agastache foeniculum Rudbeckia fulgida FALL BLOOMS FALL

Blue Mistflower Goldenrods Asters Conoclinium coelestinum Solidago spp. Aster or Symphyotrichum spp.

208 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 1 POLLINATOR GARDENING

Pollinator Gardening

Pollinators are animals that move from plant to plant while searching for protein-rich pollen or high-energy nectar to eat. As they go, they are dusted by pollen MORE THAN 85% OF FLOWERING PLANTS and move it to the next flower, fertilizing the plant and REQUIRE INSECT allowing it to reproduce and form seeds, berries, fruits POLLINATION WHICH RESULTS IN FRUITS, and other plant foods that form the foundation of the NUTS AND SEEDS THAT food chain for other species—including humans. 25 PERCENT OF BIRDS RELY ON FOR FOOD. Pollinators are themselves Bees are well-known pollinators, NATIVE BEES POLLINATE important food sources for other but over 100,000 invertebrates— 15 PERCENT OF U.S wildlife. Countless birds, mammals, including butterflies, moths, wasps, FRUIT, NUT, VEGETABLE reptiles and amphibians eat the flies, and beetles—and over 1,000 AND FIELD CROPS. protein and fat-rich eggs, larvae, or mammals, birds, reptiles and adult forms of pollinators, or feed amphibians, act as pollinators. them to their young. Pollinators play a critical role in the food supply for wildlife and people! Learn

NATIONAL WILDLIFE FEDERATION / 11100 WILDLIFE CENTER DRIVE, RESTON, VA 20190 / NWF.ORG/GARDENFORWILDLIFE more

APPENDIX: POLLINATOR GARDENING | NWF.ORG 209 APPENDIX

SIDE 2 POLLINATOR GARDENING Tips & Info Pollinators worldwide are in decline. Habitat loss, invasive species, parasites, and pesticides Don’t Use Pesticides

are largely to blame. Here’s how to help. Insects are a sign of a healthy garden, and an important food source for Pollinator Gardens Tips birds. No need to spray!

1. Plant native flowering plants in your garden. Get a list for your zip code at nwf.org/nativeplants. Attract ladybugs, predatory wasps and other natural enemies of pests. Native 2. Reduce the size of your lawn and replace with native plants attract these beneficial pest blooming plants. predators. 3. Provide water for pollinators by filling a shallow birdbath with gravel or creating a muddy patch in a corner of your yard. Hand-pick pests if you have an infestation or wash them off with a 4. Attract hummingbirds by planting dense shrubs for nesting stream of water from a hose. and native plants with bright red and orange tubular flowers for food. Supplement as needed with a nectar feeder.

5. Most native bees are solitary and lay eggs in tiny tunnels Use only use organic or natural pest in dead trees, fallen branches, hollow stems, or in sandy soil. deterrents such as soap, garlic and Leave standing dead trees, fallen logs, and bare patches of chili pepper. sandy soil. You can even put out a bee house filled with nesting tubes. Avoid chemical pesticides, especially 6. Butterflies need special “host plants” as food for their neonicotinoid insecticides and “weed caterpillars. Monarchs, for example, rely on only one host killers” that eliminate the pollen and plant, milkweed, so planting it will provide essential habitat. nectar plants pollinators need. Find host plants for butterflies and moths native to your area Learn more at at nwf.org/nativeplants. nwf.org/organicpractices

Join the Garden for Wildlife Movement!

Join the growing movement of people making a difference for wildlife where they live, work, learn, worship, and play! Get more tips on creating wildlife habitat gardens that benefit pollinators and how to get your garden recognized as a Certified For more information, visit Wildlife Habitat by the National Wildlife Federation. Every nwf.org/gardenforwildlife certified garden counts towards reaching the goal of the Million Pollinator Garden Challenge.

Photo Credits: Page 1: Background Photo - Cheryl Bonkowske, American Lady Butterfly - Lauren Hull; Bee - Mark Brinegar; Hummingbird - Saija Lehtonen Page 2: Tiger Swallowtail - Linda Matteo

210 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 1 GARDEN FOR WILDLIFE

Garden ™

for Wildlife ™

Attracting birds, butterflies and other wildlife is a wonderful way to make a difference right outside 5 SIMPLE TIPS TO GET STARTED your door. It all starts with the things you plant. 1. Plant a shrub that flowers for polli- nators and produces berries for birds When you create a wildlife-friendly garden, you’ll be rewarded by and other animals. knowing you’re doing your part to help restore habitat. Imagine looking out the window into a landscape teeming with singing birds, colorful 2. Put out a birdbath. Even small water butterflies and beautiful plants and water features that attract wildlife. features will be used by wildlife. It’s easier than you might think. 3. Provide cover with dense shrubs, National Wildlife Federation has been helping people restore wildlife wildflower gardens, rock walls and habitat where they live, learn, work, play, and worship since 1973. Just evergreens. provide the basic components of habitat and the birds and other wildlife 4. Mount a nesting box for birds, plant will show up! It’s that simple! host plants for butterfly caterpillars or install a frog pond as places to Visit our website for more expert tips on creating a wildlife habitat raise young. garden at nwf.org/garden. 5. Put away the chemicals. Natural gardens are better for you and your family as well as the wildlife.

NATIONAL WILDLIFE FEDERATION / 11100 WILDLIFE CENTER DRIVE, RESTON, VA 20190

APPENDIX: GARDEN FOR WILDLIFE™ | NWF.ORG 211 APPENDIX

SIDE 2 GARDEN FOR WILDLIFE Create a Sustainable Get Certified! Garden That Helps Any place where you can create a wildlife-friendly garden Wildlife can be recognized as a Certified Wildlife Habitat® by All wildlife need the following National Wildlife Federation. Your yard, a local park, a four things to survive: container garden, urban rooftop, a schoolyard or corporate landscape, regardless of size, can serve as important wildlife habitat.

Certifying is as simple as providing the four habitat WATER components—food, water, cover, and places to raise PLACES TO All animals need young—and practicing sustainable gardening techniques RAISE YOUNG water to drink, bathe such as eliminating pesticides, conserving water and Wildlife needs places to or as a place to planting native species. reproduce and breed. for their young Why Certify? to grow.

Aside from the rewards of offering wildlife a place to thrive, COVER when you certify you get the following benefits: Wildlife need shelter FOOD • Inclusion in the National Wildlife Federation’s Certified from bad weather and Native plants provide seeds, Wildlife Habitat® national network hiding places—for berries, nuts, nectar as food both predators and • A personalized certificate for your wildlife habitat and support insects which are prey. • An optional press release to share with your local eaten by other wildlife. Bird media about your achievement feeders can supplement these • A subscription to the National Wildlife Federation’s natural food sources. Garden for Wildlife™ newsletter • A free one-year membership to the National Wildlife Federation which includes a subscription to National ™ Wildlife® magazine Ready to Start? • A 10% discount on nesting boxes, feeders, birdbaths and other products from National Wildlife® catalog Certify now with our new mobile friendly • Eligibility to purchase and post an attractive yard online application at nwf.org/garden. sign to display your commitment to wildlife and the There you’ll find expert advice, tips, environment projects, videos, books and more that will tell you everything you need to know

PHOTO CREDIT (from left to right): to create an amazing wildlife-friendly Certified Courtyard by Sally Vance (pg 1) garden habitat and to get it certified. Ruby Throated Hummingbird by George Brehm (pg 1) Monarch Butterfly by Marie Serrazina (pg 1) Bubble Bee by Robin Lee-Thorp (pg 1) Already Certified?

You’re eligible to post one of our yard signs to share your accomplishment. To log in and purchase a sign, please visit nwf.org/yardsign.

212 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 3 GARDEN FOR WILDLIFE Certified Wildlife Habitat® Application

Use this form to certify your wildlife-friendly habitat garden in your yard, school grounds, place of worship, or anywhere in your community. If the habitat meets the basic requirements, you’ll join the growing movement of Wildlife Gardeners and receive a personalized certificate suitable for framing, a National Wildlife Federation membership, a subscription to the award-winning National Wildlife® magazine, a 10% discount on National Wildlife Federation catalog products, and opportunity to display a yard sign. You can also submit this application online at nwf.org/garden.

Property owner or organization ______If you are filling out this application for someone else, please write their name in the space provided above.

If organization, contact person ______

Name(s) to Appear on Certificate ______Maximum 30 characters, spaces included. (Personalized certificates are final, all future change requests will result in a $5 change order fee. Please apply online to preview your personalized certificate)

Address of Habitat ______

City ______State/Province ______Zip Code ______™

Telephone ______Email Address ______

Mailing Address (if different from above) ______

______

Check the option that best describes your habitat. o Home o Pre-K-12 School o Organization / Institute (Choose type below) o Business / Corporation o Place of Worship o College / University o Museum o Farm o Nature Center / Educational Setting o Roadside / Right-of-Way o Park / Forest / Refuge o Community Garden o Other o Government Building / Property

BW17V2A

APPENDIX: GARDEN FOR WILDLIFE™ | NWF.ORG 213 APPENDIX

SIDE 4 GARDEN FOR WILDLIFE

Food Sources Places to Raise Young Plants provide the basic foods for wildlife. Feeders can be In order to provide complete habitat, you must provide used as a supplemental source of food. Remember that places for wildlife to engage in courtship behavior and some creatures will become food for others in a balanced to mate, and then to bear and raise their young. How do habitat. Encourage a natural diversity of wildlife in your you provide places to raise young for wildlife? yard to ensure a healthy ecosystem. How do you provide (Minimum requirement: 2) food for wildlife? (Minimum requirement: 3) o Mature Trees o Dead Trees/Snags PLANT FOODS: o Meadow/Prairie o Dense Shrubs/Thicket o Seeds o Nuts o Pollen o Nesting Box o Water Garden/Pond o Berries o Fruits o Foliage/Twigs o Wetland o Burrow o Nectar o Sap o Host Plants for o Cave Caterpillars SUPPLEMENTAL FEEDERS: o Seed o Suet o Squirrel Sustainable Gardening Practices o Butterfly o Hummingbird How you manage your garden or landscape can have an effect on the health of the soil, air, water and habitat for Water Sources wildlife—as well as for the people. Some practices are Wildlife need a clean water source for drinking and more environmentally-friendly and sustainable. How do bathing. How do you provide water for wildlife? you garden sustainably? (Minimum requirement: 1) (You need to employ practices from at least two of the o Birdbath o Water Garden/Pond three categories below to help manage your habitat in o Shallow Dish o Butterfly Puddling Area a sustainable way—to better help wildlife, we advocate o Lake o Rain Garden employing one or more practices from each category.) o Stream/River o Spring SOIL AND WATER CONSERVATION o Seasonal Pool o Ocean o Limit Water Use o Collect Rain Water Places for Cover o Rain Garden Wildlife need shelter from bad weather and hiding places— o Plant Buffer Around Bodies of Water

™ for both predators and prey. How do you provide cover for o Xeriscape (water-wise landscaping) wildlife? (Minimum requirement: 2) o Drip or Soaker Hose for Irrigation o Use Mulch or Ground Cover to Retain Soil Moisture o Wooded Area o Dense Shrubs/Thicket and Limit Erosion o Bramble Patch o Evergreens o Reduce or Eliminate Lawn o Ground Cover o Brush/Log Pile o Rock Pile/Wall o Burrow CONTROLLING EXOTIC ORGANIC PRACTICES o Cave o Meadow/Prairie SPECIES o Eliminate Chemical o Roosting Box o Water Garden/Pond o Practice Integrated Pest Pesticides Management o Eliminate Chemical o Remove Invasive Exotic Fertilizers Species o Create Compost Pile o Keep Cats Indoors o Use Native Plants

To apply, please send: o This Completed Application - REQUIRED o $20 Application Fee* (non-refundable) - REQUIRED *Applications Fee Waived for Pre-K-12 School Habitats

National Wildlife Federation • P.O. Box 1583 • Merrifield, VA 22116-1583 Allow 4-6 weeks for processing. Please keep a copy of this application for your records.

214 ©NATIONAL WILDLIFE FEDERATION | GROWING A WILD NYC: A K-5 URBAN POLLINATOR CURRICULUM APPENDIX

SIDE 1 GARDEN FOR WILDLIFE

Garden Certification Walk-through Checklist It’s easier than you think to create your own wildlife garden! Use this walk thr- ough checklist to confirm you have all the elements necessary to be certified:

*Note: this checklist is only a tool to prepare your garden, please certify online at www.nwf.org/certifiedwildlifehabitat

FOOD: Your habitat needs three of the following types of plants or supplemental feeders:

Seeds from a plant Fruits Bird Feeder Butterfly Feeder Berries Sap Squirrel Feeder Nuts Nectar Pollen Hummingbird Feeder Foliage/Twigs Suet

WATER: Your habitat needs one of the following sources to provide clean water for wildlife to drink and bathe:

Birdbath Seasonal Pool River Rain Garden Lake Ocean Butterfly Puddling Water Garden/Pond Stream Spring Area

COVER: Wildlife needs at least two places to find shelter from the weather and predators:

Wooded Area Cave Brush or Log Pile Dense Shrubs/Thicket Bramble Patch Roosting Box Burrow Water Garden or Pond

Ground Cover Evergreens Meadow or Prairie ™

Rock Pile or Wall (CERTIFICATION CHECKLIST)

PLACES TO RAISE YOUNG: You need at least two places for wildlife to engage in courtship behavior, mate and then bear and raise their young:

Mature Trees Wetland Dead Trees or Snags Water Garden/Pond Meadow or Prairie Cave Dense Shrubs/Thicket Host Plants for Nesting Box Burrow Caterpillars

SUSTAINABLE PRACTICES: You need to employ practices from at least two of the three categories below to help manage manage your habitat in a sustainable way- to better help wildlife, we advocate employing one or more practices from each category: Soil and Water Conservation: • Riparian Buffer • Limit Water Use • Capture Rain Water from Roof • Reduce Erosion • Xeriscape (water-wise landscaping) • Use Mulch • Drip or Soaker Hose for Irrigation • Rain Garden

Controlling Exotic Species: • Practice Integrated Pest Management • Use Native Plants • Remove Non-Native Plants and Animals • Reduce Lawn Areas

Organic Practices: • Eliminate Chemical Pesticides • Compost • Eliminate Chemical Fertilizers

APPENDIX: GARDEN FOR WILDLIFE™ CHECKLIST | NWF.ORG 215215 Visit NWF.org/ SchoolyardHabitats to learn how your school can create habitat for wildlife and take learning outside!

LESSON 1: HABITAT HUNT HABITAT 1: LESSON