8 ORGANISMS REQUIRE A SUPPLY OF ENERGY AND MATERIALS FOR WHICH THEY OFTEN DEPEND ON, OR COMPETE WITH, OTHER ORGANISMS

Task 6b

WORKSHEET

Materials and tools for a working group:

  • jar with lid, white bed sheet (for the whole class is enough 1pc), eventually insect nets, transparent containers, magnifiers, secondary sources (encyclopedia, internet), various kinds of food

The teacher can start the activity at the school yard: pupils are asked where they would find the most insects in the school yard and why they think so. They verify it (if possible). If they find insects in the marked places, they try to catch it with the help of the teacher into jars. The teacher should first advise the pupils how they should handle the insects so that they do not hurt them. If they have a problem finding or catching an insect, the teacher can use a white bed sheet and place it under a tree or shrub. Then he gently shakes the shrub or tree and observes with the pupils the insects that appear on the sheet. Pupils trap the fallen insects into jars that have been prepared to catch the insects (e.g. a jar with a lid). Insect nets can be also used. Teacher can construct them with help of pupils using for example an old tennis or badminton racket and fine fabric (the best is with small eyes, about 0.5 -1mm).

The trapped insects are brought into a class where pupils try to identify it. Optionally they can be focused on trapping only those insects they can immediately identify (e.g. ladybirds, ants, grasshoppers, winged figures, ants, etc.). They write down the name of the trapped insects (left column). The ideal number of insects to investigate is 5-6 pieces. Other insects can be released back to the school yard.

After marking the pictures of the captured insects on the worksheets, the teacher asks the pupils to mark their predictions about what each insect species feeds on. Once the pupils predictions have been recorded, the teacher also asks them to justify them, thus preventing pupils from just guessing their assumptions, while stimulating pupils‘ thinking of the problem being examined.

In addition, pupils should suggest a possible way of verifying their predictions. Each trapped insect should be placed in its own jar (preferably transparent so that pupils can observe it in detail). If all the insects were left in one jar until the next day, it could happen that the individual species will be attacked or consumed. If the teacher and pupils wanted to explore this site (insect food chain), the insects would have to be monitored for a long time. Subsequently, they will put the proposed types of food (one at a time) into the jars. The task of the pupils will be to observe how the insects react to the food, whether it will consume it or if it is not attractive to it at all. It is advisable for pupils to have a magnifying glass available for detailed observation – the teacher asks the pupils questions – how do you know that the insect consumes food? What‘s he doing to her? Is he noticing it now or after some time? In this way, it draws the pupils‘ attention to the details examined.

After verifying the predictions, the teacher repeats what was the goal of their examination, i. what kind of food the insects feed on. In addition, it may also ask about the way of consumption. Pupils should draw conclusions from their findings based on their findings. In addition to captured insects in the yard, they can focus on, for example, comparing the diet of the butterfly in its individual stages (caterpillar, butterfly). Pupils can compare the difference between caterpillar and butterfly food.