by Studying the Correlation Between Plants & Arthropods
#
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INQ UIRY & I N V ES T I GAT I ON
TEACHING STUDENTS ABOUT BIODIVERSIT Y
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PLANT/ARTHROPOD BIODIVERSITY
217
Table 1. Sample quiz administered before the plant-arthropod biodiversity activity to assess student knowledge, and following the activity to assess student learning.
1. What do you think would be an abiotic factor that attracts insects?
a. flowers
b. people
c. the color yellow
d. other insects
2. A habitat is …
a. the flow of energy through an ecosystem.
b. the place where an organism lives.
c. an organism that consumes plants.
d. the special role of an organism in its environment.
3. The largest population that an environment can support is called
its …
a. nutrient cycle.
b. range.
c. niche.
d. carrying capacity.
4. Population density is defined as …
a. the number of individuals of a population in a specific area.
b. the number of females guarded by a single male.
c. the local population.
d. the number of offspring that share a mother.
5. Biodiversity is …
a. the number of different organisms that occur in the same place.
b. a group of ecosystems with similar climates and organisms.
c. the set of conditions under which individuals of a species can
survive.
d. all the interacting parts of the physical and biological world.
Table 2. Instruction and data sheet provided to the students for the
take-home portion of the biodiversity activity.
1. Fill the bowl with one cup of water and add a couple drops of dish
detergent and two teaspoons of salt.
2. Place bowl anywhere outside of your house on Sunday night.
3. With the help of a parent, measure how many plants and plant species are within a string-length of the bowl. Parents hold one end of
the string at the bowl and students will hold the other end. Holding
the string taut, students will walk in a circle around the bowl and
count the number of individual plants and plant species the string
passes over. Record these data below.
4. Leave the bowl outside until late Monday night or Tuesday morning.
5. Pour the water, salt, and insects into the plastic container and bring
the container, bowl, string, and this instruction sheet to school on
Tuesday.
How many total plants are there? ______________________
How many different kinds of plants are there? ______________
Figure 1. Sample student graphs
a. Arthropod richness versus plant richness.
b. Arthropod abundance versus plant richness.
6. If you increase the number of different plant species around your
house, you will most likely…
a. decrease the number of arthropods found around your house.
b. not affect the arthropods found around your house.
c. increase the number of arthropods found around your house.
d. repel all arthropods to your neighbor’s yard.
*7. How much did you like this activity?
a. Loved it
b. Liked it
c. Not too much
d. Not at all
* This question was on the post-activity quiz only.
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218
THE AMERICAN BIOLOGY TEACHER, VOLUME 70, NO. 4, APRIL 2008
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COMMON NAME
ORDER
DESCRIPTION
Spiders
Araneae
Eight legs, no wings
Beetles
Coleoptera
Hard elytra
Springtails
Collembola
Minute & wingless
Earwigs
Dermaptera
“Pincer”-like cerci
Leafhoppers,
planthoppers
Hemiptera
Wings half hard, half
membranous
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Homoptera
Small, with cornicles
Flies, gnats, mosquitoes
Diptera
Only order with two wings
Wasps (many small
parasitoids), bees, ants
Hymenoptera
Usually with a constricted
“waist”
Moths, butterflies
Lepidoptera
Scale-covered wings
Lacewings
Neuroptera
Clear, vein-filled wings
Harvestmen
Opiliones
Like spiders, often called
“daddy longlegs”
Crickets, grasshoppers,
katydids
Orthoptera
Long hind legs for jumping
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PLANT/ARTHROPOD BIODIVERSITY
219
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