Students are taken to the greenhouses and asked to explore them looking for a plant to adopt. The students have to explain why they have adopted that plant: food, water, camouflage, to protect, for protection, or to pollinate.
Materials Needed: Students, Greenhouses
- Docent leads students to the greenhouses.
- Docent explains activity and prompts students to think why a plant-insect relationship could be important.
- Students are told they have to 1)have a good reason why they want to adopt that plant: food, protection, shelter, etc. and 2) tell 3 people why they chose that plant. One person has to be a teacher or Docent.
- Students are told they have seven minutes to explore the greenhouses and choose a plant.
- Students are then sent into the greenhouses to explore.
Alabama Course of Study for Science
This activity meets goals specified for grades:
- K–#âs 1, 2, 3, 4, 5, 14, 15, 19
- 1st–#âs 1, 2, 3, 4, 5, 11, 19, 20, 21, 24, 25, 26, 27
- 2nd–#âs 1, 2, 3, 4, 5, 20, 23, 25, 26
- 3rd–#âs 1, 2, 3, 4, 32, 37
- 4th–#âs 1, 2, 3, 4, 43, 46
- 5th–#âs 1, 2, 3, 4, 30, 31, 39
Students will look at plant-insect relationships from a different perspective, from the perspective of the insect they have become and understand better why plants could be important to them as an insect and as a human.
Students will be able to:
- identify and discuss why plants are important to insects.
- distinguish at least three important relationships between plants and insects.
- verbalize why a plant is important to them as a specific insect.