Pollination ecoSTEM Kit: QuickStart Guide
This is the online-accessible version of the Pollination ecoSTEM kit QuickStart guide. This guide is also accessible as a PDF below.
What can you do with the Pollination ecoSTEM kit?
Each kit contains supplies to engage a class of 32 students in exciting science and engineering practices as they solve real-world problems and learn about pollinators. Here are some of the things students will do, in teams of four:
- Observe phenomena; ask questions about pollinators
- Design and plant a three-season, native plant garden
- Grow milkweed seeds in a corridor from school to students’ homes, to provide habitat for monarchs
- Plan and carry out an experiment to identify ideal
conditions needed for plant growth
- Participate in the Great Sunflower citizen science project,
reporting pollinators observed
- Contribute data to Yardbird; Project FeederWatch
- Engineer, build a bee hotel, bat box or bird feeder
- Raise and release painted lady butterflies
- Assess species richness and evenness in schoolyard and develop a project to increase biodiversity
- Investigate ways that plants disburse seeds
- Explore pollination value to humans; wildlife; plants
- Examine monarch butterfly abdomens for evidence of protozoan parasites, and submit samples to UGA
- Envelope with vouchers for cedar raised bed kit; compost
- Folding cargo wagon
- Flower seed packs, asst’d
- Milkweed seed pack, lg
- Milkweed seed packs, sm
- Pairs of Gloves
- Bug viewers (lumiloupes)
- Field Microscopes
- Butterfly Rearing House with caterpillar voucher
- Monarch Health Project
- Soccer cones
- Measuring Tapes
Teaching With Your ecoSTEM Kit
Read more about how you can use your ecoSTEM kit along with this QuickStart guide to teach Next Generation Science Standards!
Tips and Tricks for Teaching Outdoors
Eight tips for how to effectively conduct your classroom in the great outdoors!
S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.
b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.
S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
c. Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification statement: Include living and non-living factors in the scenario.)
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
a. Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.
S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.
a. Construct an explanation for the patterns of interactions observed in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem. (Clarification statement: The interactions include, but are not limited to, predator-prey relationships, competition, mutualism, parasitism, and commensalism.)
c. Analyze and interpret data to provide evidence for how resource availability, disease, climate, and human activity affect individual organisms, populations, communities, and ecosystems.
High School Biology
SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
a. Plan and carry out investigations and analyze data to support explanations about factors affecting biodiversity and populations in ecosystems. (Clarification statement: Factors include population size, carrying capacity, response to limiting factors, and keystone species.)
c. Construct an argument to predict the impact of environmental change on the stability of an ecosystem.
d. Design a solution to reduce the impact of a human activity on the environment. (Clarification statement: Human activities may include chemical use, natural resources consumption, introduction of non-native species, greenhouse gas production.)
High School Environmental Science
SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth’s ecosystems.
d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.
SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.
a. Construct and revise a claim based on evidence on the effects of human activities on natural resources. Human Activities Natural Resources Agriculture Forestry Ranching Mining Urbanization Fishing Water use Pollution Desalination Waste water treatment Land Water Air Organisms.
SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems.
d. Design and defend a sustainability plan to reduce your individual contribution to environmental impacts, taking into account how market forces and societal demands (including political, legal, social, and economic) influence personal choices.