Theme: Nurturing Young
Scientists
Cultivating Inquirers
The Plant-Pollinator Connection
"There's no question that teachers and students are equally
fascinated when they have ample time to observe and investigate
flowers and their pollinating partners," reports Lisa Wagner,
education coordinator at the South Carolina Botanical Garden.
The programs she developed for teachers and students emphasize
the approach to science teaching and learning that is central
to the National Science Education Standards: they are inquiry-based,
involving investigations into questions generated from learners'
interests and experiences. "Our approach encourages looking
closely at the natural world, promoting open exploration of
ideas and 'I wonder...' questions, allowing ample time for investigations,
and watching science discovery happen," explains Lisa. With
support, these kinds of experiences can help learners build
fundamental understandings about living systems, such as the
relationships between plants and their pollinators.
Getting Started
But where should an educator begin? After inviting students
to share what they know about flowers and pollinators, consider
having them spend time in a school garden, wildflower meadow,
or other context where flowers bloom. You might want to focus
observations with questions such as, What types of insects or
other animals are visiting which flowers? Are some flowers visited
more often or only by certain creatures? What kinds of paths
do the insects take as they move among flowers? "After giving
learners time for field observations, we've sometimes heard,
'I had no ideas that flowers or flower visitors were that interesting',"
says Lisa. "If I had simply presented information and handouts
on what might be seen in the meadow, I'm sure we wouldn't see
the same enthusiasm we see when learners discover flowers and
pollinator activities for themselves.
"I believe in using the same type of investigative approach
with indoor flower studies," says Lisa. "I'll start by having
learners explore blooms up close, rather than start with the
standard naming of flower parts." She might have students closely
examine and draw flowers, identify and discuss similarities
and differences, then choose a few to dissect. "From there we
try to make connections back to our pollinator investigations,"
explains Lisa. "For instance, we may brainstorm the characteristics
of insects that might visit a particular flower, then confirm
our theories back in the field," she adds.
To obtain a copy of the National Science Education Standards,
call the National Academy Press at 1-888-624-8373, or order
or download one from their Web site (www.nap.edu).
Flower/Pollinator Investigations
As students actively explore blooms indoors and out, consider
how to help them grasp the concept that every aspect of flowers
is vital to their mission: to spread pollen and produce seeds.
Students' observations will lead to fertile questions, some
of which they can answer through investigations. When appropriate,
consider infusing the following types of questions to prompt
further thinking about flower/pollinator alliances.
- What flower characteristics do you think would be attractive
to a pollinator with a short tongue? with no sense of smell?
- In a given flower, where are male parts in relation to
female parts? What might be the advantages of these arrangements?
- Why might some stigmas be sticky?
- Can you tell if a pollinator is gathering nectar or pollen?
What observations support your conclusion?
- What do you observe happening to flowers over time (e.g.,
petals wither, scent disappears)? How might this help the
plant (doesn't have to expend energy to attract pollinators
once eggs are fertilized)? What might these changes signal
to pollinators?
- Which pollinators hover and which perch? How do the flowers
they visit seem designed to support these habits?
Also consider collecting poetry, prose, or music with flower references.
What attributes are mentioned that are key to attracting pollinators?
What images or feelings are they meant to evoke?
Author: Eve Pranis
© 2008
National Gardening Association