the monarch mission by the national wildlife federation & lego community fund us

The Monarch Mission Empowering Students to Improve Habitat for Monarchs

A Next Generation Science Standards–based curriculum K-12

National Wildlife Federation

11100 Wildlife Center Drive

Reston, VA 20190

Copyright @ 2016 by National Wildlife Federation

All rights reserved

Educators may photocopy these materials for the

non-commercial purpose of educational enhancement.

Written by Jennifer Hammonds

Edited by Karen Bishop, Jennifer Dowd,

Marya Fowler and Elizabeth Soper

Contributions by Cathy Downs, Elizabeth Soper,

and Monarch Lab—University of Minnesota

Designed by Jennifer Hammonds and Elizabeth Soper

Cover photo: Marya Fowler

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Table of Contents Introduction ………………………………………………………………………………………………….….......1

About the partnership, About the Curriculum, Schoolyard Habitats and Citizen Science

Kindergarten—Second Grade ………………………………………………………………………………...A1.1

Lesson 1: The Monarch Butterfly

Activity 1: Insects I know

Activity 2: Is that Really an Insect

Activity 3: Butterflies are Insects

Lesson 2: What do Plants Need to Survive?..............................................................................A2.1

Activity 1: Living and Non-Living Parts of a Habitat

Activity 2: Observing Plant Life

Activity 3: Plants’ Needs

Lesson 3: Properties of Matter in a Monarch Garden………………….……….……………..…..A3.1

Activity 1: Observing the Weather

Activity 2: What’s the Matter in the Garden

Lesson 4: Building a Monarch Habitat ………………………………………...…………………..…A4.1

Activity 1: Habitat Diversity

Activity 2: Habitat Hunt

Activity 3: Monarch Recovery Garden Model

Third through Fifth Grade

Lesson 1: Structure and Function: Animals vs. Plants………………………………………...…….B1.1

Activity 1: What is Structure and Function?

Activity 2: Examples of Structure and Function in Plants and Animals

Activity 3: Names in a Flower System

Lesson 2: The Sun: Feeding Ecosystems Everywhere……………………………………………….B2.1

Activity 1: Food Chains

Activity 2: Energy in a Food Chain

Activity 3: Author of your Own Food Chain Story

Third through Fifth Grade continued...

Lesson 3: Cycling Matter and Habitat Loss…………………………………………………….…...B3.1

Activity 1: Building and Observing a Small Scale Ecosystem

Activity 2: Cycles in the Garden

Activity 3: Arguing in Class

Lesson 4: Community Change………………………………………………………………………….B4.1

Activity 1: Changing Cities

Activity 2: The Oyamel Fir Forest

Activity 3: Modeling Before and After

Middle School

Green STEM Project Design……………………………………………………………………………..C-1

Monarch Recovery Gardens……………………………………………………………………………..C-4

Activity 1: Entry Event

Activity 2: Driving Questions

Activity 3: Habitat Basics

Activity 4: The Monarch Butterfly and Its Habitat Needs

Activity 5: Soil and Water Health

Activity 6: Visioning, Action Planning and Habitat Team Roles

High School

Green STEM Project Design………………………………………………………………………….…..D-1

Monarch Recovery Gardens…………………………………………………………………….…….....D-22

Activity 1: Entry Event

Activity 2: Driving Questions

Activity 3: Habitat Basics

Activity 4: The Monarch Butterfly and Its Habitat Needs

Activity 5: Soil and Water Health

Activity 6: Visioning, Action Planning and Habitat Team Roles

High School continued...

Monarch Larva Monitoring Project……………………………………………………………….…….D-21

Site Information

Measuring Milkweed Density

Measuring Monarch Density

Rainfall Data

Estimating Monarch Survival

Monitoring Milkweed for Aphids

Appendix

Resources……………………………………………………………………………...…………….……..E-1

Field Guide-Monarch Caterpillars……………….……………………………………………….……..F-1

Journey North Data Collection Form………………………….……………………………………….G-1

The mission of the National Wildlife Federation is to inspire

Americans to protect wildlife and natural resources for our

children’s future. The National Wildlife Federation has been

a leader in developing high quality educational programming

focused on the study and observation of nature, earth sys-

tems and wildlife to advance science learning for nearly 50

years. Combined, our K-12 programs reach 8,300 schools,

approximately five million students and thousands of educa-

tors every year. For more about the National Wildlife Federa-

tion visit our website at www.nwf.org

The LEGO Community Fund U.S. (LCFUS) mission is to in-

spire and develop the builders of tomorrow to reach their po-

tential by supporting programs benefitting children 0-14, pri-

marily in the areas of learning, creativity or creative problem

solving. We will support programs in the U.S. communities

where the LEGO Group operates, and will give preference to

programs benefitting disadvantaged children.

Monarch Recovery Gardens THE MONARCH MISSION

2016© The National Wildlife Federation – Eco-Schools USA

Introduction: For many of us, one of our fondest memories of elementary school is

observing monarch butterflies in the classroom and learning about metamorphosis as these

remarkable creatures transformed from caterpillars to butterflies right in front of our eyes. As

educators, many of you have probably used the monarch butterfly to teach about life cycles

and migration. But this iconic species is in trouble and like many of our pollinator species is in

decline.

These brilliant orange and black butterflies are among the most easily recognizable of the butterfly species. Their migration takes them as far north as Canada and, during the winter months, as far south as Mexico City. A single monarch can travel hundreds to thousands of miles. Monarchs are truly spectacular migrants, because the butterflies know the correct direction to migrate even though they have never made the journey before. They follow an internal "compass" that points them in the right direction each spring and fall. The monarch migration is one of the greatest natural phenomena in the insect world.

But it is this migration and the habitat the monarch depends upon during this journey that has

resulted in the species decline. It was in 2014, when biologists and the US Fish and Wildlife

Service became concerned about the monarch butterfly’s population numbers. According to

scientists, the continent’s monarch population has declined by more than 80 percent from its

average during the past two decades—and by more than 90 percent from its peak of nearly one

billion butterflies in the mid-1990s.

Why is the Monarch Butterfly in Decline? The U.S. Fish and Wildlife Service is currently studying the status of the species to determine if it should be listed as a threatened species under the Endangered Species Act. The reason for the precipitous decline is primarily due to the loss of the monarch’s exclusive larval host plant and a critical food source – native milkweed. These plants have been eradicated and/or severely degraded in many areas across the U.S. due to the overuse of pesticides by commercial agriculture and conventional gardening practices in suburban and urban areas. The accelerated conversion of the continent’s native short and tall grass prairie habitat to crop production has had an adverse impact on the monarch, and climate change has intensified weather events which may also be impacting their populations. It is estimated that one million acres of milkweed must be planted annually simply to keep pace with new losses. Creating all of the habitat that monarchs need will require a massive habitat restoration program.



What is the National Wildlife Federation and our Partners Doing to Help? The National Wildlife Federation (NWF) recognizes the increased need for native milkweed to restore monarch habitat across large landscapes, suburban and urban gardens. Because, the lack of native milkweed is a limiting factor for the monarch butterfly, localized efforts to increase the supply of native milkweed is critical. This is especially important in Texas where the butterflies make their first stop after overwintering in Mexico before starting the annual migration north. Without sufficient habitat and milkweed in this region, the migration of the monarch stops. On a national level, NWF and U.S. Fish and Wildlife Service and many other partners have joined forces to help protect the monarch by working to bring back native milkweed and nectar producing plants that the species rely upon for breeding and feeding along its migratory route.

How Can Schools Help Monarch Butterflies? As monarchs lose more and more habitat on agricultural lands, backyards have become increasingly important. As part of a larger effort to protect pollinators, NWF and the U.S. Fish and Wildlife Service recently signed an agreement, calling on citizens to help monarchs by cultivating milkweed and native nectar plants. With a long history of creating habitat for wildlife, National Wildlife

Federation believes that individuals, schools and whole communities can play a key role in helping monarchs recover.

Studying pollinators and the monarch butterfly gives students the opportunity to become engaged in and empowered to help solve a current and tangible ‘real-life’ environmental problem. The monarch butterfly is a species that students can have a direct positive impact on; a species they see in their schoolyards, backyards and at their local parks. The study of the monarch butterfly also lends itself beautifully to project-based learning. Students learn the importance of pollinators, develop plans, and implement effective solutions—such as creating monarch gardens with native nectar and milkweed (host) plants—that can make a concrete difference for the species.

Here’s how your schools can play a role in this nationwide monarch-recovery effort:

Create a NWF Schoolyard Habitat® NWF’s Schoolyard Habitat™ Program (http://www.nwf.org/Garden-For-wildlife/Create/Schoolyards.aspx) now with 5,000 participating schools, is the single largest school garden program in America. It supports school and educator efforts to develop wildlife and ecosystem education programs directly on the school grounds and provides children with opportunities to learn in outdoor classrooms. Schools can also participate in NWF’s Eco-schools USA program and explore the Schoolyard Habitat pathway earning additional recognition and awards for your work. (www.eco-schoolsusa.org)

http://www.nwf.org/News-and-Magazines/National-Wildlife/News-and-Views/Archives/2015/NWF-Presidential-View-Action-for-Monarchs.aspx

http://www.nwf.org/News-and-Magazines/National-Wildlife/News-and-Views/Archives/2015/NWF-Presidential-View-Action-for-Monarchs.aspx

http://www.nwf.org/Garden-For-wildlife/Create/Schoolyards.aspx



Plant milkweeds native to your region. Because they coevolved with your region’s wildlife, native milkweeds are best. Sources of native milkweeds include Monarch Watch’s Milkweed Market and the Xerces Society’s Milkweed Seed Finder.

Cultivate native nectar plants. Nectar sources are especially important during spring and fall when monarchs migrate and need to fuel their flights, which can reach 2,000 miles during fall. Sources for native nectar plants include the Lady Bird Johnson Wildflower Center’s Native Plant Database and regional planting guides published by the Pollinator Partnership.

Avoid pesticides use. In particular, steer clear of systemic insecticides such as neonicotinoids. These are taken up by plants’ vascular systems, leaving caterpillars and butterflies that feed on leaves, nectar and pollen exposed to the poison long after it has been applied. A new study provides evidence that milkweed leaves treated with one neonicotinoid, Imidacloprid, kill monarch caterpillars that eat them.

Get your students involved in citizen science (see page _, appendix I). Biologists need volunteers to help study monarchs and students are great scientists. Programs such as Monarch Watch, the Monarch Larva Monitoring Project, and Journey North are great programs to involve your students in real science and support in helping monarchs.

About Monarch Mission

The lessons and activities that are part of The Monarch Mission, Empowering Students to

Improve Monarch Habitat were created to complement your NWF Eco-Schools USA and

Schoolyard Habitat® work and to accompany the construction of your school’s Monarch

Recovery Gardens and monarch observations.

The curriculum is only one component to the overall experience. The Monarch Recovery

Gardens project is not a short-term learning project. It is a long-term learning experience that

will allow students to:

1) Increase the available habitat needs of the monarch, subsequently leading to an

increase in monarch numbers,

2) Provide a variety of field experiences for students, allowing them to apply new learning

and practice critical science, engineering and 21st century skills, and

3) Build awareness in the community about a national environmental issue, while

providing local solutions that can help bring them together, resulting in positive impacts

for pollinator species, specifically the monarch butterfly.

Each of these lessons and activities were designed starting with the Next Generation Science

Standards (NGSS) standards for the following grade bands, K-2, 3-5, 6-8 and 9-12.

http://monarchwatch.org/milkweed/market/

http://monarchwatch.org/milkweed/market/

http://www.xerces.org/milkweed-seed-finder/

http://www.wildflower.org/plants/

http://www.wildflower.org/plants/

http://www.pollinator.org/guides.htm

http://www.xerces.org/neonicotinoids-and-bees/

http://www.mprnews.org/story/2015/02/10/butterfly-deaths-neonicotinoids

http://www.mprnews.org/story/2015/02/10/butterfly-deaths-neonicotinoids



As lessons and activities are being developed from the NGSS we are focusing on three key

components,

Project-Based Learning: using Monarch Recovery Gardens as the focus for place- and

project-based, learning experiences.

Green STEM: Using the natural world as the lens in which to integrate:

o science content,

o technology via web-based applications and online digital publishing tools

o engineering to create models, to demonstrate change over time and to solve

design challenges to creating sustainable monarch habitat, and

o Math to develop equations, measure plant growth, project progress, change

over time and the rate of population growth/decline.

Interdisciplinary Instruction: a scientifically literate student is able to communicate about

topics in science and understand the historical value or nature of an issue and to use art to

drive creativity and innovation.

Photo Credit: Harris Elementary

Photo Credit: Avelino Mateas

Common Milkweed: Discovery Hill AustinPhoto Credit: Marya Fowler


Introduction to Citizen Science

What is Citizen Science?

Citizen Science is the collection and analysis of data relating to the natural world by members of the

general public, typically as part of a collaborative project with professional scientists.

Goals and Objectives in the Classroom

The goal of Citizen Science in the classroom is to engage the student to not only learn about science

but to be the scientist. Through discovering new things and increasing their own knowledge of the

world students understand that science is not just memorizing a set of facts. By participating in

Citizen Science they are now empowered to contribute to the ongoing process.

Students will make use of a number of skills such as collecting and analyzing data, interpreting

results, making new discoveries, and developing and solving complex problems. According to the

National Science Foundation, the constructs of citizen science are knowledge, engagement, skills,

attitudes and behaviors. This creates a new science learning environment for students in the

classroom.

Validity and Success

Citizen scientists collecting and reporting data to Monarch Butterfly projects provide information that

contributes to the successful conservation of monarchs and their threatened migratory phenomenon.

For elementary grade level students Journey North’s Monarch Butterfly Migration Project is a great

place to start. According to its creators Journey North is “a global study of wildlife migration and

seasonal change.” Most students are familiar with this specie and the project is easy to participate in.

With the appropriate building blocks even kindergartners can ask questions about data-another skill

critical to building a scientific frame of mind. Students track the migration of the monarchs and learn

about animal behavior and adaptations as well as the life cycle of the monarch butterfly representing

key topics in life science. The project addresses content objectives through inquiry perspective which

provides students with a way to build scientific skills and habits of mind.

One school in Brookshire, TX has taken their Citizen Science participation to new heights. With a

new schoolyard Monarch Waystation garden in place they decided to embark on a sustained

program where the students would be part of a world community. They would learn about science

and conservation while helping the monarch population in their annual migration. They followed the

suggested lessons from the Journey North website and shared their sightings of adult monarchs,

eggs, chrysalides and caterpillars. Their students also participated in the Symbolic Migration and the

school was plotted on the map of participating schools. One key element of their sustained inquiry

was the Q/A with Dr. Karen Oberhauser where they learned important lessons about conservation

and citizenship.


A more advanced Citizen Science project suitable for secondary grade level students is the Monarch

Larval Monitoring Project (MLMP). The MLMP is a program in which volunteer citizen scientists

collect and report real scientific data on monarch egg and larval distribution and abundance from their

monarch breeding habitat(s).

The project involves youth and adult volunteers from across the United States and Canada in

monarch research. It was developed in 1997 by researchers at the University of Minnesota. Students

can begin the project by viewing the online training video series and the instructions provided on the

activity datasheets.

Citizen Science helps students to understand that science is a way of thinking about the world that

involves observing, questioning, analyzing, revising and collaborating. It exposes students to learning

opportunities relevant to the real world and allows integration of inquiry into the teaching of content.

Children learn science by actually doing science.

National Wildlife Federation, Journey North and the Monarch Larval

Monitoring Project are partners of the Monarch Joint Venture (MJV). The

(MJV) is “a partnership of federal and state agencies, non-governmental

organizations, and academic programs that are working together to

support and coordinate efforts to protect the monarch migration across

the lower 48 United States”. The MJV is committed to a science-based

approach to monarch conservation work, guided by the North American

Monarch Conservation Plan (2008).

Cathy Downs Monarch Watch Conservation Specialist Chair – Bring Back the Monarchs to Texas

LESSON 1: THE MONARCH BUTTERFLY

GRADE K-2

TIME (3-4) 30 minute periods of time

SUBJECTS Science, Math, Reading, Engineering, Writing

LESSON OBJECTIVES Students will

Identify and observe insects andtheir common characteristics.

Build an insect

Construct the monarch butterfly lifecycle

Act out the monarch butterfly lifecycle

Questions should be answered in the science notebooks and can be discussed in pairs, small groups and with the whole class. Building science literacy starts in Pre-K. Help students build their skills in reading, writing, listening and responding to science.

MATERIALS

Science notebook

Activity 2 Engineering: A variety of consumables materials

along with scissors and glue

Activity 2.1: Pictures of common insects via magazines, online resources or the checklist at BugFacts.net.

Activity 2.3 Book – On Beyond Bugs: All About Insects

Activity 3.1: Copies of Evidence-Monarch Butterflies. Make one copy per pair or per group of four, p. A1.8.

Activity 3.2 Life Cycle Cards: Make one set per students or pair

of students, pp. A1.6-A1.7. Activity 3.3: Determine which of the life cycles you will make

available to your students and gather the needed materials.

Optional: slides of insects and insect parts – create a center

where students can see insects in detail through microscope or

detailed microscope images from the internet.

THE MONARCH BUTTERFLY – FEATURES

Students are building content knowledge so that they are better able to design, build, study and maintain a Monarch Recovery Garden. Monarchs are among the most easily recognizable of the butterfly species which call the Americas home. Monarch butterflies are bright orange with black and white markings. The body of the

monarch is black. The head has a set of antennae. From the thorax come the wings are mostly orange with black

veins running throughout. The outer edge of the wings has a think black border. Within the black border are white

spots. The white spots can range in size and they decorate the wings. At the upper corner of the top set of wings

are orange spots. The underside of the monarch butterflies’ wings can be seen when the butterfly is at rest or

when it is feeding on a flower. Instead of bright orange, the underside is more drab and orange-brown.

Males and females can be told apart by looking at the top of their hind wings. Males have a black spot at the

center of each hind wing, while the females do not. While the spots on males were once thought to be scent

glands, they are actually vestigial and no longer serve that purpose. This is not the case for all butterfly species.

Left: Female monarch; note lack of hind wing patches (Photo: Candy Sarikonda)

Right: Male monarch; note dark spot on each hind wing (Photo: Carrie Benham)

Monarch Lab

A1.1

http://monarchlab.org/biology-and-research/biology-and-natural-history/vital-statistics-measuring/

http://www.bugfacts.net/checklist.php

THE MONARCH MISSION Empowering Students to Improve Monarch Habitat

A-1.2

2016©National Wildlife Federation – Eco-Schools USA

Size: Monarch butterflies have a wingspan of 3 ½ to 4 inches in length and weigh on average of 500 mg or 0.5g

(about .02 oz.).

Lifespan: Most monarch butterflies do not live more than a few weeks. There are about four generations born

each spring and summer and most of the offspring do not live beyond five weeks. The lone exception is the last

generation born at the end of the summer.

The last generation of each year is the over-wintering generation that must make the journey back to Mexico.

Rather than breeding immediately, the over-wintering monarchs fly back to Mexico and stay there until the

following spring. In the early spring, they fly north to the southern United States and breed. Over-wintering

monarch butterflies can live between 8 and 9 months.

STANDARDS

ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to

define a simple problem that can be solved through the development of a new or improved object or tool.

ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it

function as needed to solve a given problem.

2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. Emphasis

is on diversity of living things and not specific animal/plant names


A-1.3


ACTIVITIES

ACTIVITY 1 – INSECTS I KNOW

1. Investigating Question: What is an insect? What insects live in our schoolyard? Have students write or help

you write a list of every inset they can think of. Student can also make a picture list by drawing insects they

are familiar with. Have students begin this list in their science notebook, listing the traits or characteristics that

make insects, insects (for example: insects have eyes).

2. Take a nature walk. Go outside on a ten minute nature walk.

(Provide students with your outside expectations and safety

precautions.)

Define the boundaries for the investigation. Generate ideas

from the students about where they might find insects (where

they live and eat) and model finding and observing the physical

attributes and behavior of insects aloud. Instruct students to investigate what is living there and where they

are in the schoolyard. Encourage students to take mental notes, make a list or sketches in their science

notebook. After 5-10 minutes of independent or partner exploration, instruct students to pick an insect to

carefully observe and draw (5 minutes). Option: Provide student with a temporary notebook they can wear

outside. Just attach some note cards to their student lanyard and bring out a box of golf pencils for them to

use on the walk.

3. Debrief. Have students compare the drawing they created to the list of characteristics of insects. Did

everyone draw an insect or are some of them spiders, rolly pollies or centipedes?

ACTIVITY 2 – IS THAT REALLY AN INSECT?

Are insects and bugs the same thing? NO, a bug is a certain type of insect.

Insects have three body parts. This is not always the case for bugs.

Insects have a variety of different mouth parts, but true bugs have a

“stylet” used to suck juices, typically plants, but some species feed on

animals.

Insects hatch from eggs and most go through complete metamorphosis,

while true bugs go through incomplete metamorphosis; which means

they hatch as nymphs from their egg. A nymph is a miniature version of

the adult bug.1

1. Investigating Question: What is an insect? Have students look through

magazines, such as Ranger Rick Jr. or Ranger Rick. Your librarian may

also have some field guides with pictures of insects and bugs found in your

region or state. A very simple visual of insects can be found at,www.bugfacts.net/checklist.php What similarities and differences do they

notice?

2. Have a class discussion about the various traits students have found (this

can come from a mental or written list). As a class determine 5

characteristics that help scientists identify insects. Then ask them to compare

their list to an actual list of insect characteristics.

Exoskeleton

3 body regions: head, thorax and abdomen

1 https://askabiologist.asu.edu/explore/true-bugs

NOTE: Students may have

named or drawn spiders, rolly

pollies and/or centipedes and

that is okay. Later they will

understand why not all insects on

their list are true insects.

Question 2-1: Do the

insects in the images

share the same

characteristics from your

first list? Are there new

traits you want to add to

the list or are there traits

you want to take off your

list?

Questions 2-2: How do

you think scientists

determined or came up

with the one list all

scientist would use to

identify insects?

http://www.bugfacts.net/checklist.php


A-1.4


3 pairs of segmented legs

1 pair of antennae

Most have two pair of wings – Note: a few insects, such as ants don’t usually have wings; some

insects, such as flies only have one pair of wings.

3. Read: On Beyond Bugs: All About Insects by Tish Rabe, from the Cat in the Hat’s Learning Library.

ACTIVITY 3 – BUTTERFLIES ARE INSECTS

1. Investigating Question: How does a scientist prove

a claim? (How do they prove what they are saying

is true?) Have students Think-Pair-Share with a

partner. Be ready to defend the claim that a

monarch butterfly is an insect. Will they use their

notebooking, books, photographs? Although them

to gather (within a reasonable amount of time) what they need to defend their claim. See page 1.8 for

a set of monarch images students can use as a part of their evidence.

2. Now that students are confident monarchs are insects it’s time to look at them more closely. Pass out the sets of Life Cycle Cards, Activity 3-2 to students, p. 1.6-1.7. Have each student work alone to construct the cycle in the correct order. Next have them describe or tell their neighbor why they put the cycle in that particular order. When the student is ready check their work.

3. Students may now create the monarch butterfly life cycle using one of the methods below:

Draw the cycle in their science notebook.

Color, cut out, and put together the Monarch Life Cycle Wheel, pp.1.9-1.11.Color, cut out and glue into the science notebook, using the worksheet, Life Cycle of the Monarch Butterfly, p. 1.12.

Use a paper plate to create the monarch life cycle. See examples below.

Engineering Option: What purpose do wings serve on an insect? Provide students

with a variety of consumable materials and have them construct an insect that has

movable wings. Materials can include but are not limited to: pipe cleaners, egg

cartons, paper (a variety of types), Wiki Stix, buttons, beans, pebbles, googly eyes,

pom-poms, colored dots, straws, popsicle sticks, etc.

NOTE: There are limits to the

evidence the photos can provide,

for instance, students cannot tell

from the photo whether or not the

monarch has an exoskeleton.

Bu

tter

fly

Life

Cyc

le o

n P

inte

rest

https://au.pinterest.com/explore/butterfly-life-cycle/


A-1.5


4. Sing: The Butterfly Ballad to the tune of “Mary had a Little Lamb”. After learning the words teach students to

act it out.

Act It Out:

Verse 1: roll up in a ball on the

floor and cover your head

Verse 2: crawl like a caterpillar

Verse 3: act like you are eating

and gobbling up as much food

as possible

Verse 4: act like you are

growing, stretch long and tall

Verse 5: pull your knees up to

your chest and be as still as

possible

Verse 6: fly like a butterfly

Copyright SuperTeacherWorksheets.com, Used with Permission.

www.superteacherworksheets.com

THE MONARCH MISSION Empowering Students to Improve Monarch Habitat A-1.6


LIFE CYCLE CARDS – ACTIVITY 3-2

MONARCH BUTTERFLY EGGS

MONARCH

BUTTERFLY

CHRYSALIS



LIFE CYCLE CARDS – ACTIVITY 3-2

ADULT MONARCH BUTTERFLY

MONARCH BUTTERFLY LARVAE



Images courtesy of the U.S. Fish and Wildlife Service Midwest Regional Center

MonarchLab.org - Monarchs in the Classroom | Lesson 1: Activity 3 | p. 1

The Monarch Life Cycleby ______________


MonarchLab.org - Life Cycle Wheel | Lesson 1: Activity 3 | p. 2


MonarchLab.org - Life Cycle Wheel | Lesson 1: Activity 3 | p. 3




www.kidzone.ws/animals/monarch_butterfly.htm Used with Permission.

http://www.kidzone.ws/animals/monarch_butterfly.htm

LESSON 2: WHAT DO PLANTS NEED TO SURVIVE?

GRADE K-2




Identify and categorize living and non-livingelements in the schoolyard.

Observe plant surroundings and look forpatterns amongst a variety of plant life in theschoolyard.

Identify the four basic needs of plants.

Questions should be answered in student

science notebooks and can be discussed in

pairs, small groups and with the whole class.

Building science literacy starts in pre-k. Help

students build their skills in reading, writing,

listening, and responding to science.

MATERIALS

Science notebook

Sticky notes – each student needs four

Plant Needs’ game cards - each student will receive one

colored piece of paper for the game and then will receive

one of each color for their science notebook. Create your

own and laminate using construction paper or card stock.

Colors needed: yellow, blue, white, brown. Size: 3x5 or

smaller

At least one of the three books is needed:

o The Dandelion Seed by Joseph Anthony

o Oh Say Can You Seed? All About Flowering Plants by

Bonnie Worth

o From Seed to Plant by Gail Gibbons

BACKGROUND

Students are building background knowledge that will help them design, build, study and maintain a Monarch

Recovery Garden. Plants and animals each have specific needs that must be met in order to survive. Some of

those needs are similar and others are different. Building upon Lesson 1 where we made observations of insect life

in the schoolyard, students will now make observations of plants species in the same location.

For something to be considered living it requires food to get energy to carry out all functions. All living things grow

and follow a life cycle. All living things breathe; each plant or animal having specialized organs to complete this

function. All living things reproduce and have sensory responses, such as animals to extremes in hot and cold and

plants to the absence of light, water and air.1 Plants, as living things require four specific elements to survive, food

(in the form of nutrients found in the soil), water, air, and sun.

Air - During the process of photosynthesis, plants use carbon dioxide to make food and release oxygen, as a

result.

Water - Roots carry water and nutrients to the plant. Water is also used during the process of photosynthesis

by helping to release energy from stored food in the plant. Water pressure also helps to promote the growth

of stems and leaves.

Nutrients - Plants derive most nutrients from the soil. Nutrients can also come from fertilizers. Nutrients help

plants grow and function properly and act similar to vitamins for humans.

Sunlight - During photosynthesis, plants take energy from sunlight to produce sugars or food.2

STANDARDS

K-LS 1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.

1 Living and Non-Living 2 http://www.co.brown.wi.us/i_brown/d/uw_extension/plant_needs_6-22-2010.pdf

A2.1

http://schooltutoring.com/help/classification-of-living-and-non-living-things/

http://www.co.brown.wi.us/i_brown/d/uw_extension/plant_needs_6-22-2010.pdf


A2.2


ACTIVITIES

ACTIVITY 1 – LIVING AND NON-LIVING PARTS OF A HABITAT

1. Investigating Question: What do I see outside? Take

students outside, preferably to an outdoor learning space.

Ask students to think back to their nature walk where they

explored the schoolyard for insects. Reflect on what was

seen while investigating. List all the things that students

say in two columns on your whiteboard.

2. Ask the students the difference between the two columns.

Add the labels to the two columns you’ve created.

Explain by saying, a habitat provides all the tings needed for life to exist. The ecosystem is the relationship

between all the things that are living and nonliving.

LIVING

(BIOTIC)

NON-LIVING

(ABIOTIC)

3. Once back inside ask students to create their own chart in their science notebook or create a two-tab foldable.

Ask students to include at least 5 biotic and 5 abiotic elements in their notebook/foldable.

NOTE

Bring a whiteboard and

marker outside with you.

Be sure to use academic

vocabulary with your

students.


A2.3


ACTIVITY 2 – OBSERVING PLANT LIFE

1. Investigating Question: What is found around plants? Take your students back outside, if possible to

the same location and with their science notebook. Reflect with students about the last time they were

here. They learned about how living and non-living elements are a part of a habitat. Now students are

going to focus on one particular living aspect of a habitat, plants.

2. Ask students to make up-close

observations of the plants, grasses,

flowers and trees in the immediate

area. Pick one and then ask them to

make sketches in their notebook and

answer the following questions.

3. Next have students talk in groups of

four, sharing their sketches and

answers to the questions. Make sure

students know they can make changes to their original answers if they find they agree with someone else

in the group.

ACTIVITY 3 – PLANTS’ NEEDS

1. Investigating Question: What do plants need to survive? After the student’s recent plant observations,

we want to focus on what plants actually require to survive. Put up four large sticky (chart paper size)

notes. In the same groups as yesterday, ask one person from each group to place an answer on the sticky

note. Once completed, ask the students to take another look at the charts, look for patterns. Now ask them

what four things plants need to survive. See if the can come up with air, water, sun and soil.

Q1. How does it look and feel outside?

Q2. Where is the plant?

Q3. What is surrounding the plant?

Q4. What do you notice that is helping it grow?

Q5. Does how it looks and feels outside help plants grow?

What does it look and

feel like outside?

What is surrounding

the plant?

What do you notice

that is helping it grow?

Does how it looks and

feels outside help

plants grow?

YES NO

NOTE

Add images and/or print out text to help younger

students whose reading and written skills are not

as well developed as students in older grades.


A2.4


Parts 2 and 3 can be and is encouraged to be completed outside.

2. Read: Oh Say Can You Seed? All about Flowering Plants by Bonnie Worth and/or From Seed

to Plant by Gail Gibbons.

3. To reinforce the four elements that plants need to survive tell students they are going to play a

quick game.

To play give each student 1 of the following pieces of colored paper (yellow, blue, white, and

brown) no bigger than 3x5.

Without making any sounds they have to find the other three elements a plant needs to

survive. For example, if student one has a yellow strip of paper, then they have to find, a

students who has a blue, a students who has a white and a student who has a brown piece

of paper.

Then as a group they must tell each other what element they are without speaking.

When the group feels they’ve completed the task they are to immediately sit down where

they are, remaining silent.

Let one group member whisper to you the four elements plants need to survive.

Provide a reward for each group who is correct.

Optional: After confirming each group’s correct answers they must act out each element for

the rest of the class – all without talking. First ask all the “suns” to stand up, students will act

out the sun, then ask all the “soils” to stand up, students will act out the soil. Do the same for

water and air.

4. Once back in the class give each student one of each colored paper. Have them right what

element the colored paper represents and then create a page titled, What Plants Need to

Survive, in their science notebook. Students may cut the paper down and tape or glue them

into their notebook.

Engineering Option: Design a learning tool using LEGOs that teaches what plants

need to survive. After they have a concept, provide student pairs with LEGOs. Once

they have completed their first design ask them to test it on other students. Did it

work as they planned? Allow them time to go back to the drawing board and

redesign their model. Also allow students to take photos of their design. Print them

off and display them in the class.

LESSON 3: Properties of Matter in a Monarch Garden

GRADE K-2

TIME 120 minutes over a week’s time



Make weather observations;

Record data about the sun’s

impact on the Earth’s surface;

Record properties of matter

found in the monarch garden.

MATERIALS

Science notebook

2 outdoor thermometers

Copies of the data collection sheets, Sunlight Observations-Data

Collection and Discovery Box Data

Book: What Is It Made Of? Noticing Types of Materials, by Marth E.H.

Rustad (If you do not have this title in your library work with your librarian

to find a suitable substitute.)

Discovery Boxes with garden items. See Activity 2 notes for more

information

V-Model of Engineering Design, found in the appendix, E-2

BACKGROUND

Matter can be understood in terms of the types of atoms present and the interactions both between and within

those atoms. The states, properties and reactions of matter can be described and predicted based on the types,

interactions and motions of the atoms within it, both in living and nonliving systems.

By the end of grade two, students should be able to distinguish between different kinds of matter, and understand

that matter exists in many forms. Matter can be described and classified by its observable properties, by its uses

and by whether it occurs naturally or is manufactured. Also, by the end of grade two, students are expected to

recognize that types of matter with different properties are suited to different purposes, e.g. soil can be used for

planting plants or blocks are part of construction sets.

As students get ready to work on their Monarch Recovery Garden, it’s important they have a basic understanding

about how the sun warms the Earth. The sun’ energy and how it flows through matter is an important concept that

will be built upon now and through high school. K-2 students only need to know that the sun provides warmth and

when the sun is not visible, whether due to the Earth’s rotation or because it is covered by clouds, they do not feel

as warm as they did before. This is also a good opportunity to identify patterns in seasonal and daily weather.

While the study of properties of matter is typically reserved for students’ studies of physical science, it’s essential

they recognize matter exists all around us, even in a garden. Students will begin to identify properties of matter by

observing objects found in their garden. They will observe, color, state (solid, liquid gas), texture and flexibility of

matter.

STANDARDS

K-PS 3-1 Make observations to determine the effect of sunlight on Earth’s surface

2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their

observable properties. Observations: color, texture, hardness, and flexibility. Patterns: similar and different

properties.

2-PS1-2 Analyze data obtained from testing different materials to determine which materials have the

properties that are best suited for an intended purpose. Properties: strength, flexibility, hardness, texture,

absorbency.

A3.1


A3.2


ACTIVITIES

ACTIVITY 1 – OBSERVING THE WEATHER

1. Investigating Question: What’s the weather like outside?

Choose a time period over the next 5 days to take students outside with

their science notebooks for 5-10 minutes. Once outside prompt students

to collect their data on the Sunlight Observations data sheet in their

science notebook. Option: You can cut out each data collection sheet

and tape each page as a series, one underneath the other. This will

ensure all the collection sheets will be on one notebook page and more

easily flipped through.

2. In preparation for Activity 2 – What’s the Matter in the Garden?, have

students collect one item from the schoolyard each of the 5-days. These items can be placed into the

discovery boxes and used a part of the activity. This discovery box items can be reused again in Activity 4.

NOTE: This activity requires a 5-day observation period with at least one sunny day. In

preparation for this activity do each of the following:

a. Place two thermometers outside to measure temperature one in a location receiving full sun

and another in a location that is shaded. Do not wait until you are outside with students to

place the thermometers. Setting them up before school will allow the sun’s energy to flow

through them during the lunch hour before taking your students out to make observations.

b. Cut out the data sheet or have students cut out the data sheet and glue it in their science

notebook. Their data will serve as evidence for future discussions.

Engineering Option: Have students determine how they can use LEGOs to construct

a bar graph showing the data they collected over their 5-days of weather observation.

Use the V-Model Engineering Design as a model to guide students through the

engineering design process.


A3.3


ACTIVITY 2 – WHAT’S THE MATTER IN THE GARDEN?

1. Read: What Is It Made Of? Noticing Types of

Materials by Marth E. H. Rustad

2. This activity is best suited for the outdoors.

Provide each group of 2-4 students with a

discovery box. Ask students to record their

observations for each piece of matter in the box in

their science notebook. Option: If your discovery

boxes include several pieces of matter then you

may ask students to pick 4-5 to observe.

Explain: “There’s a lot of ‘matter’ in a garden.

When we work on our Monarch Recovery Garden,

it will be important to have an understanding of

the matter our monarchs and other wildlife will

encounter.”

Q1. How does it look and feel

outside?

Q2. Where is the plant?

Q3. What is surrounding the plant?

Q4. What do you notice that is

helping it grow?

Q5. Does how it looks and feels

outside help plants grow?

NOTE: Soon students will be working on

the creation, design, implementation

and maintenance for the school’s Monarch

Recovery Garden(s). The properties of

matter investigation is designed with the

garden(s) in mind.

Depending on the ages of your students, either

have your students create the data collection

pages in their science notebook or use the data

collection pages below. After collecting data

students can cut it out and glue it into their

science notebook.

Discovery Box – items listed are only

suggestions and remember students may have

collected discovery box items during their 5-day

weather observations from Activity 1.

Suggested Box Size: shoe size

Include magnifying glass(es), variety of mulches

(hardwoods of varying colors, recycled mulches),

pebbles, soil, lava sand, dried molasses, moss,

plant leaves, flowers, stems, sealed vials of water

and air, etc.


A3.4


SUNLIGHT OBSERVATIONS – DATA COLLECTION – ACTIVITY 1

Name: ___________________________________________________________________

Date: ____________________________________________________________________

Temperature in Full Sun: _________ °F Temperature in the Shade: ________ °F

Circle what it looks like outside.

Cloudy Partly Sunny Raining/Snowing Sunny

Circle how you feel when you stand in the SUN.

Hot Warm Cold Cool

Circle how you feel when you stand in the SHADE.

Hot Warm Cold Cool

Circle the day of the week.

Monday Tuesday Wednesday Thursday Friday


A3.5


SUNLIGHT OBSERVATION GRAPH – ACTIVITY 1

100°

95°

90°

85°

80°

75°

70°

65°

60°

55°

50°

45°

40°

35°

30°

25°

20°

15°

10°

5°

0°


Temperature in Full Sun

Days of the Week

Tem

pera

ture

in Fahre

nheit


A3.6



100°

95°

90°

85°

80°

75°

70°

65°

60°

55°

50°

45°

40°

35°

30°

25°

20°

15°

10°

5°

0°


Temperature in the Shade

Days of the Week

Tem

pera

ture

in Fahre

nheit


A3.7



What it Looks Like Outside

Place an “ X ” in the chart box that shows what it looks like for each day you

make observations.

Cloudy

Partly Sunny

Rainy/Snowy

Sunny

1 2 3 4 5

Observation Day

Type of W

eath

er

Write 1-2 sentences summarizing your graph.


A3.8



How I Feel When I Stand Outside

Full Sun

Shade

Hot Warm Cold Cool

How Many Total Students for the Week

Am

ount of S

un

When you think about the temperature outside during your week long observations, did the

temperature feel different in the sun versus in the shade?

YES NO

Give a reason for your answer.

Which statement best describes the sun?

________ Provides warmth to humans, wildlife, and plants.

________ Helps humans, wildlife and plants, cool down.

DISCOVERY BOX DATA – ACTIVITY 2

Properties of Matter

Word Bank:

Texture – hard, soft, smooth, rough, cold, sticky, prickly, bumpy

Flexibility – bendable, not bendable

Object Name Use Color

Solid, Liquid,

or Gas

Texture Flexibility

A3.9

LESSON 4: Building a Monarch Habitat – A friend in need is a friend indeed

GRADE K-2




Identify elements of a habitat

Observe a variety of different

habitats

Define diversity

Count the different types of plant

and animal life in each habitat

Talk about monarch butterfly

decline

Build a model of a Monarch

Recovery Garden.

MATERIALS

Science notebook

Copies of Habitats and Diversity, p. A4.5: 1 per student or pair of

students National Geographic Video:

http://video.nationalgeographic.com/video/news/140819-monarch-

butterfly-way-station-vin?source=searchvideo

Habitat Hunt, p. 6– 1 per student pair

Habitat Hunt Animal Cards, p.A4.7and A4.8: 1 card per student pair.

Cards can be repeated or you can create more Habitat Hunt Animal

Cards Monarch Recovery Model Boxes: 1 box per 2 students. To create your

Monarch Recovery Garden Model Boxes see the Engineering Option

in Activity 3.

Copies of the Monarch Recovery Garden Model Guide, p.A4.9: 1

per student pair

BACKGROUND

Pollinators are animals that move from plant to plant while searching for protein-rich pollen or high-energy nectar to

eat. As they go, they are dusted by pollen and move it to the next flower, fertilizing the plant and allowing it to

reproduce and form seeds, berries, fruits and other plant foods that form the foundation of the food chain for other

species—including humans. Pollinators are themselves important food sources for other wildlife. Countless birds,

mammals, reptiles and amphibians eat the protein and fat-rich eggs, larvae, or adult forms of pollinators, or feed

them to their young. Pollinators play a critical role in the food supply for wildlife and people!

Bees are well-known pollinators, but over 100,000 vertebrates – including butterflies, moths, wasps, flies and

beetles – and over 1,000 mammals, bird reptiles and amphibians, act as pollinators. The loss of any species

weakens the ecosystem that all species rely on for survival, including humans. Monarch butterfly decline is an

indicator that there is something wrong in our shared environment and a warning that we could be affected as well.

Do we really want to live in a world where the next generation has no chance of seeing a monarch butterfly on a

flower?

The Problem:

The North American monarch population has declined by more than 90 percent in the past two decades.

This is due to decline in summer breeding habitat in the U.S. and decline in winter habitat in Mexico.

1/3 of the monarch’s summer breeding habitat has been destroyed, largely in the Midwest. Expansion of row

crop agriculture and, to a lesser extent, development, has destroyed 90 percent of our nation’s native

grassland ecosystems, on which monarchs depend. Milkweed, the only host plant for monarch caterpillars,

has declined in the U.S. due to overuse of herbicides by commercial agriculture and conventional gardening

practices in suburban and urban areas.

Monarch overwintering sites are under threat, especially in Mexico where the forests used by monarchs are

under logging pressure.

Monarchs are being directly killed by insecticides both as adult butterflies and as caterpillars, in agricultural,

suburban and urban landscapes.

A4.1

http://video.nationalgeographic.com/video/news/140819-monarch-butterfly-way-station-vin?source=searchvideo



A4.2


STANDARDS

K-ESS 3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other

living things in the local environment.

2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats. Emphasis

is on diversity of living things and not specific animal/plant names.

ACTIVITIES

ACTIVITY 1 – HABITAT DIVERSITY

1. Investigating Question: What does “diversity” mean? Gather three books and/or three images from the

internet showing different ecosystems and the wildlife, plants and animals that are found there. Another option

would be to work with your librarian and/or art teacher to locate similar books and photographs or paintings

for this activity. Book choices include.

Author: Tony Fredericks

In One Tide Pool

Near One Cattail: Turtles, Logs and Leaping Frogs

Under One Rock

Author: Mary Quattlebaum

Jo MacDonald Hiked the Woods

Jo MacDonald Saw a Pond

Author: Marianne Berkes

Over in a Forest: Come and Take a Peek

Over on a Mountain: Somewhere in the World

Over in the Ocean: In a Coral Reef

Over in a River: Flowing Out to Sea

2. Students will use each of the three images or a page from three different books to take a closer look at the

diversity or difference in plant and animal life in each habitat. Use the Habitats and Diversity data sheet, found

on page A4.5. Then students will go outside to look at the diversity in plant and animal life in the schoolyard.

Students will organize their observations using box 4 of the Habitats and Diversity data sheet.

3. Talk about what they think diversity means in a habitat based on the data they collected. Complete this

activity by allowing students to share what they found and then write or draw in their science notebook what

diversity means.

ACTIVITY 2 – HABITAT HUNT

1. Investigating Question: What habitat elements are found in my schoolyard? Review the four basic elements

of habitat and the importance of each for an animal’s survival.

2. The Habitat Hunt will be completed outside. Give each pair of students a Habitat

Hunt data sheet, found on page 6, clipboard, and four different colored flags.

3. Then provide each student pair or allow students to choose a local/regional animal

from pages 7 and 8. Once they have their animal explain: “You are a

_____________________________, and in order to survive you need food, water,

cover and places to raise your young. Take a look around you. Do you see all the


A4.3


necessary habitat elements for you to survive here? Have students spend some time exploring the area of the

schoolyard you have defined for them, looking for all the characteristics of habitat that meet their specific

needs. Based on what they find, they will determine if the area could be considered “home” or if they need to

continue looking.

ACTIVITY 3 – MONARCH RECOVERY GARDEN MODEL

1. In preparation for making designing and planting their Monarch Recovery Garden model, have the following

discussion with your students.

How would you feel if one of our friends in class left? What if someone in class left every week? What

would our class eventually look like? (There’d be no more students.) What would you want to do? (I’d want

to know why they were leaving, and if there was anything I could do to help or keep friends from leaving.)

Well, this is what’s happening to monarch butterflies and they need our help. In the last 20 years, when

your parents were growing up, the monarch population in North America went down by 90 percent. Here’s

what 90 percent looks like. (Have 10 kids stand up – they are all monarchs. Now have 9 sit crisscross on

the floor where they were previously standing – there is only one monarch left.) We know what will help

their numbers go up; healthy diverse habitats that do not use pesticides or insecticides (no chemicals).

(Stop for a moment and ask students what the class could do to help monarch butterflies. Based on prior

learning, students should suggest a garden, a place to live, etc. Go with the garden idea and then watch

this National Geographic Video: http://video.nationalgeographic.com/video/news/140819-monarch-

butterfly-way-station-vin?source=searchvideo. Continue the discussion below.)

Habitats and Diversity

Q1. Look at each habitat. Why do

you think it is important to

have a variety of plants in a

habitat?

Habitat Hunt

Q1. Will you stay and set up home

for you and your family here?

Why or why not?

Q2. What other habitat elements

would you like to see here?

Q3. If habitat elements could be

added to meet your survival

needs could you stay and set

up home here?

NOTE

It will be necessary for students to

identify the habitat needs of their

individual animals prior to going

outside to complete their data sheet.

When students return to the

classroom, wrap up by allowing them

to share with another pair of students

our share out with the entire class.

Optional: Allow students to take photos

using their personal phones or school iPads

of each habitat element they find. Print those

images and have students place them on

the back of this page, with tape, and label

underneath the image what habitat element

is pictured. Students may find they have

anywhere from no elements to all four.




A4.4


Monarch butterflies need to kinds of plants, host plants and nectar plants. Host plants are considered the

“nursery”, while the nectar plants are where they “eat”. Butterflies do not sleep like you and me, they only

rest (butterflies are quiescent). When butterflies need to take shelter for the night they go to protected

places called “roosts”. Roosts may be tall grasses, perennial herbaceous plants, woody shrubs, and caves,

and in some cases, man-made structures.

Diversity is the key to a successful Monarch Recover Garden (MRG). The MRG location on the school

grounds will need to be in an area of full sun where it receives at least eight hours of direct sunlight. Also

consider, wet, sandy or muddy spots for butterflies to take in salts and other mineral nutrients. Using dark

stones or tiles for butterflies to perch on to warm up on cool mornings adds to the butterfly activity in the

garden.

2. Investigating Question: How can I design a model habitat suitable for monarch butterfly? Hand out the

Monarch Recovery Garden model box (see Engineering Option below for instructions on creating these boxes)

and Model Guide, found on page A4.9. This activity works best in pairs, as it’s easier to have both students fully

engaged working on their model. Go over your expectations for constructing the model and keep students

updated on the time they have to complete the design and construction process.

3. Once students have completed their model and the MRG Model Guide, have each pair of students take a

picture of their work. Provide students with an 8.5 x 11 piece of white cardstock or one-fourth of a white poster

board to serve as their base (put their names in one corner). If your school is developing a pollinator garden

this year, make sure to reference the students’ work during the planning phases and ask for their suggestions.

Whatever your plans, make sure students are actively involved in the garden process so they take

ownership and responsibility for its growth and success!

Engineering Option: Use a cardboard or clear plastic shoe box to store each group’s model materials.

Now it’s time to reuse the natural items from Lesson 3 to help construct a more robust Discovery

Box. You may want to raid your math manipulatives and consumables from the science lab. The

following list is only a suggestion. When you have gathered what you feel are adequate supplies for

your students to create their model of a Monarch Recovery Garden, be sure you keep an inventory

and count of what each box includes. Sometimes objects sprout legs and disappear.

pattern blocks sticks colored wooden blocks

leaves base ten blocks craft pom-poms

2-sided counters cotton balls pebbles

bark tangrams Cuisenaire rods

popsicle sticks pipe cleaners 1-inch cubes

Grass color tiles Tree seeds (acorns, pecans, etc.


A4.5


NAME: ______________________________________________________________________

HABITATS AND DIVERSITY


A4.6


NAME: ______________________________________________________________________

HABITAT HUNT

Directions: You are a _______________________________________, and in order to survive you

need food, water, cover and places to raise young. Take a look around you. Record the following

information and decide whether or not you will stay and set up home here.

Food Source: __________________________________________________________________

Water Source: _________________________________________________________________

Cover: _______________________________________________________________________

Places to Raise Young: __________________________________________________________

QUESTIONS

Could this be a home for you and your family? YES NO

Explain why or why not using words or drawings.

What other habitat elements would you like to see in the schoolyard?



RING-NECKED PHEASANT

The “ring-neck” is a

large bird with short

rounded wings and a

long, tapered tail.

Ring-necked

pheasants are

usually found in

fertile croplands and

cultivated grain fields scattered with fallow weed lots,

pastures, small wetlands and occasional woody

areas with underbrush.

Adult pheasants feed primarily on waste grains,

weed seeds, insects which are located by scratching.

Harsh winter conditions can make it difficult for these

ground feed birds to find food.

CHIPMUNK

The eastern

chipmunk is found in

deciduous forests,

shrub habitat, forest

edges and suburban

and urban areas

where there is a lot

of cover to protect it

from predators.

Chipmunks are omnivores (they feed on both plants

and animals). Their diet includes seeds, nuts,

berries, fruits, flowers, mushrooms, insects, worms,

snails, frogs, bird eggs and small birds.

They are most active in the early morning and late

afternoon. Although they climb trees, they spend

most of their lives on the ground or underground in

burrows.

COMMON MUSK TURTLE

Also know as a

“stinkpot” because

when it is captured

or disturbed it

secrets a smelly fluid

from its top shell.

This is a small

turtle, about 3-5

inches, has tan, brown, gray or black top shell that

may have dark flecks and be coated with algae.

This is an aquatic turtle and loves rivers, streams and

reservoirs. Shallow, slow-moving streams and rivers

with muddy bottoms and dense vegetation are

preferred. Musk turtles are less common in ponds

and lakes.

The diet of the musk turtle includes freshwater

mussels, snails, crayfish, aquatic insects, worms,

small fish, tadpoles, carrion and aquatic plants.

PRAYING MANTIS

The praying mantis

became the State

Insect on October 1,

1977. It is about 2-3

inches in length and

has shades of bright

green to tan.

The praying mantis can be found through out the

state from early May or June until the cold weather

sets in.

The praying mantis is not as common in hot humid or

very dry climates. Prefers sunny areas of green

growth dominated by shrubbery or herbaceous

plants.

The eat diurnal insects, including caterpillars, flies,

butterflies, bees and some moths.

A4.7

By Ontley - Own work, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=17062222

Credit: D. Gordon E. Roberstson

Credit: Ken TimothyCredit: Gilles Gonthier

https://en.wikipedia.org/wiki/Sternotherus_odoratus#/media/File:Stinkpot_Turtle.jpg

https://commons.wikimedia.org/wiki/File:Praying_Mantis,_Ontario.jpg

https://commons.wikimedia.org/wiki/File:Ring-necked_pheasant_in_Curlew_NG.jpg

https://commons.wikimedia.org/wiki/File:Tamias_striatus2.jpg



MONARCH BUTTERFLY

Monarchs are native

to North and South

America.

Monarch butterflies

use different habitat

in the warm months

versus the cold

months. They cannot survive freezing temperatures,

so they over-winter in the cool high mountains of

central Mexico and woodlands in central and

southern California. In the spring, summer and fall

they can be found wherever there are milkweeds.

They are always searching for milkweed and suitable

nectar plants.

These butterflies are like all butterflies, they change

their diet as they develop. During the caterpillar stage

they live only on milkweed plants. Adult monarchs

feed on nectar from a wide range of flowers. All the

monarch butterfly’s water needs are met through

nectar feeding.

PENNSYLVANIA LEATHERWING BEETLE

This beetle is the most

common of the

Goldenrod Solider

Beetle family. Both the

adults and larvae have

the ability to produce

“defensive chemicals

from the abdomens.

Commonly seen in groups in late summer and early

fall on goldenrod flowers where it feeds on nectar,

pollen and insects. This beetle has a big appetite for

aphids, so they are great to have in the garden—free

organic pest control!

They can be found in meadows, fencerows, gardens

and other areas with think, sunlit vegetation.

BUMBLE BEE

Bees are by far the

most important polli-

nators of native plants,

and the insects are

essential to producing

more than a third of

the foods and drinks

we consume.

Bumblebees are active during the day and are

non-aggressive bees.

Their nests can be found underground in abandoned

rodent burrows or mouse nests. Unlike honeybees,

they do not store large amounts of honey.

Bumblebees feed on nectar and pollen. Worker bees

collect the nectar and pollen and bring it to the hive

to feed the colony. All honey-producing bees need

access to water to cool the hive and help produce

honey.

LITTLE BROWN BAT

This bat is very small

ranging in size from

2.5 to 4 inches in

length. They are

brown in color and

they have ears which

are short and round.

The Little Brown Bat is typically found living around

swamp lands, but are also found in humid climates

close to water. Little Brown Bats have been found in

buildings and attics, trees under rocks, wood piles.

They sleep and groom during the day and hunt by

night. During the winter months they typically live in

caves and abandoned mines.

The humid habitat offers them access to plenty of

insects, such as mosquitoes, moths, wasps, beetles,

gnats and mayflies. In this environment they also

have access to plenty of water for drinking.

A4.8

Credit: Bat WorldsCredit: Tony Willis

https://www.flickr.com/photos/dgovoni/6120880891/

http://www.batworlds.com/little_brown_bat_hanging/

http://www.batworlds.com/little_brown_bat_hanging/

https://en.wikipedia.org/wiki/Bumblebee#/media/File:Bumblebee_05.JPG


A4.9


NAME: ______________________________________________________________________

Monarch Recovery Garden Model Guide

What do I have to have in the garden to help increase the Monarch population?

Key – What will each object in my model represent?

OBJECT WHAT IT REPRESENTS

EXAMPLE: an acorn tree

1.

2.

3.

4.

5.

6.

Extra:

Extra:

After you complete your key come to me for the base for your model. When you complete your model

take a picture of it, print it out and tape it to the back of this page.

1. 2. 3.

4. 5. 6.

BACKGROUND

Structure and function is a crosscutting concept within the Next Generation Science Standards (NGSS) and is

explained as, the way in which an object or living thing is shaped and its substructure determine many of its

properties and functions. Structure and function are complementary properties. The functioning of natural and

built systems alike depends on the shapes and relationships of certain key parts as well as on the properties of

the materials from which they are made. By this age students have had a lot of experience with their own

structures and functions, i.e. their five senses. What do they feel, hear, see, taste, and smell? What helps me

feel, hear, see, taste and smell? In this lesson students will take that knowledge and apply new learning about

the structure and function of basic plant parts. Students are not expected to memorize plant structures and the

associated function, but are expected to apply their understanding that both plants and animals have structures

with functions that aid them in survival.

A sense of scale is necessary in order to know what properties and what aspects of shape or material are

relevant at a particular magnitude or in investigating particular phenomena – that is, the selection of an

appropriate scale depends on the question being asked. For example, understanding how a bicycle works is

best addressed by examining the structures and their functions at the scale of, say, the frame, wheels, and

pedals. However, building a lighter bicycle may require knowledge of the properties of the materials needed for

specific parts of the bicycles. Think about the scale to which your students will be exploring structure and

function.

STANDARD

4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to

support survival, growth, behavior, and reproduction. Limited to macroscopic structures.


Compare and contrast the basic structure and

function between plants and animals.

Dissect two flowers, make observations and dialogue

with peers, looking for similarities and differences.

Create a graphic organizer to demonstrate

understanding

MATERIALS

Flowers – (2) varieties per student pair for dissection

Flowers – (1) variety per student pair for observation

only

Magnifying glasses, hand lens, or field microscope

Handout – Names of a Flower System

Notecards – 6 per pair of students

GRADE 3-5

TIME 60 minutes

SUBJECTS Science, Math, Reading, Writing, Engineering and Technology

Structure and Function: Animals vs. Plants

B1.1

THE MONARCH MISSION LESSON 1

B1.2


ACTIVITIES

ACTIVITY 1: WHAT IS STRUCTURE AND FUNCTION?

1. Investigating Question: What is meant by structure and

function of an object or living thing? Ask students to make

observations about the similarities and differences of their

classmates. Ask them to write down two similarities and

two differences. (Make them physically observable not

inferred observations.)

2. Discuss the fact that although each student in the class

is a unique individual with his or her own special

combination of characteristics, we all have certain

features in common. Now ask students to make a list, in

their science notebook, of 3 body parts and briefly

explain their function. For example: fingers- I use them

to grab, hold and pick up things and also to write and

type (text).

3. Pose this question: “Could we make the same

observations about plants and animals?” After a brief

discussion explain that students will have an opportunity

to make observations about a few plant species (Might

want to use flowers from the garden – look at the plant

parts prior to class to determine whether or not your garden’s flowers would be a good fit for this activity).

4. Have students work in pairs. Share your expectations and pass out the materials listed. Provide your

students enough time to make observations, sketches, notes, etc. in their science notebook. See Teacher

Facilitation below to help guide students through this part of the activity. Optional: Have students use their

phones or school iPads to take pictures that can be printed and placed in their science notebook alongside

their written notes.

Teacher Facilitation

Explain to students that they will carefully take each flower apart and group its similar parts together.

Suggest that they begin by looking the flower over carefully to see how many different kinds of parts

they can readily see. Caution them that toward the center of the flower the parts are smaller and harder

to distinguish. Remind them to use their hand lenses/glasses/scopes to check for slight differences.

Ask students to hold the flower upside down and carefully remove the parts, one at a time. Remind

them to work with one flower at a time, working from the outside toward the inside. Have them place

all the like parts together on one index card then count and record the number on the card. Do this for

each flower.

Next have students line these cards up in order from the outer most parts of the flower to the

innermost parts. Have available several of the same type of flowers that are not to be dissected so

students can refer to the original configuration of the parts.

NOTE:

Best scenario would be to provide each pair

or small group of students with two different

flowers. This will allow them to find

similarities and differences between their

flowers and answer the essential questions

with greater understanding.

Simple Flowers to Dissect

Tulips

Lilies

Magnolias

Iris

Rhododendrons and Azaleas

Complicated Flowers

Daisies

Chrysanthemum

Dandelions

Sunflowers

Black-eyed Susan


B1.3


Have students compare their results by observing the order, groupings of parts, and the number of parts

with other groups via a Gallery Walk. Do they notice any relationship between the numbers of parts?

ACTIVITY 2: EXAMPLES OF STRUCTURE AND FUNCTION IN PLANTS AND ANIMALS

1. Investigating Question: What are two examples of structure and function for plants and animals? Have

students create a two-tab foldable providing evidence that plants and animals have internal and external

structures that function to support survival, growth, behavior and reproduction. Use the example below as a

guide. The foldable can be finished for homework. Encourage students to provide:

2 examples for both plants and animals

Structures: students may draw, get pictures from the internet, take their own photos, and/or cut out

images from a magazine

Functions: students will neatly write or type, print out, copy and paste the function associated with the

structure.

Students will briefly explain in words what their images show. (four complete sentences; one sentence for

each example) (bottom strip-under the two- tabs)


B1.4


Activity 3: Names in a Flower System

1. Investigating Question: Do flowers have structures and functions they need to survive just like humans do?

Explain to the student that the different parts of the flower have names and specific functions in the plant. Give

each group a copy of Names of a Flower System. Use an information text group reading strategy to review

Names of a Flower System with students. Reminder: Students are not required to memorize or understand the

function of the plant parts, only to see that there are differences in structures and functions for plants and

animals. Optional: This text discusses parts of the flower. As you are reading with students also allow them to

use their hand lens and a fresh flower to observe the parts you are reading about.

Technology & Engineering Option: Student triads will use LEGOs to design 3 scenes

showing a pollinator picking up pollen and dropping it off at another flower in the garden.

Then students will use a smart phone to record a short “movie” of what’s happing.

Share each movie with the class.


B1.5


NAMES OF A FLOWER SYSTEM

Flowers come in many different shapes, sizes, and

colors. Although they may look very different, you have

learned they share similar structures that help them

function in the garden just like you have body parts that

help you function and survive each and every day.

Turn over a flower that’s not been dissected and

you will see a little skirt of green leaves around the

base (Instruct student pairs to make this observation).

This lower outermost layer is composed of SEPALS.

The whole group of them is called the CALYX. Before

the flower opens, the sepals protect the more delicate

flower parts inside. Sepals are usually green, but in lilies

and tulips they are colorful and look just like petals.

The PETALS stand out in a flower because their major

function is to attract specific animals to the flower for the

purpose of pollination (Ask students what pollinators

they know of). Petals have different adaptations, colors,

shapes and smells to insure frequent visits by these

specially invited guests, leading to pollination and

ultimately the production of seeds.

Look closely inside the petals and you’ll see a group of

yellow, fuzzy containers on thin stalks. Don’t look too

closely or you may end up with yellow dust on your nose.

That’s POLLEN from the STAMENS. The stamens are

made of a thin FILAMENT which holds up a bigger

structure, called the ANTHER. The anthers are full of

pollen and when open, they release dusty pollen to be

picked up by various pollinators (or your nose). The

pollinators take the pollen from flower to flower, usually

on their legs.

Last but not least, hidden among the stamens is the

PISTIL. There can be just one or many depending upon

the flower type. The pistil is often divided into three parts.

The enlarged base is the OVARY where the seeds

develop. At the end of the pistil is the stigma. It is sticky

making it easy for pollen to stick to it, and pollen on a

stigma leads to seeds in fruits and vegetables!

BACKGROUND

The sun reigns as the supreme energy source in habitats around the world. From the sun plants gather energy

needed to make their own food through the process of photosynthesis. Without the sun, the entire chain and

subsequent webs could not exist. Many times we see food chains that start with the producer and not the sun.

Leaving out this essential element can lead to student misconception at the very foundation of the food chain

concept.

Along with understanding the sun’s role in a food chain, it’s also important for students to understand the

symbols used to provide a visual model of these chains. Ask your students to explain what the arrows mean

between the elements of a food chain. Usually students are unable to tell you or they say it represents “eats”.

“Eats” usually works until you get to the producer and the sun, because the grass doesn’t eat the sun. Guiding

students to understand the true meaning of the “arrows” will deepen their understanding of the concept. The

arrows used in food chain models show how energy flows and how it is passed from one element to the next.

Now when students get to the producer and the sun’s energy within a food chain they will exchange the word

“eat” with the words “energy flows from”. For example, energy flows or is passed from the sun to the prairie

grass and then energy flows or is passed from the prairie grasses to the insects, etc.

STANDARDS

5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth and motion and to

maintain body warmth) was once energy from the sun.

LESSON OBJECTIVE Students will

Connect prior knowledge on habitats andfood chains with new observations from achildren’s book.

Create a food chain, placing habitatelements in order as energy flows fromone element to the next, placing strongemphasis on the sun’s role in a foodchain.

Research the monarch butterfly foodchain.

Write their own food chain story, modeledafter the story they read and focusing onthe monarch butterfly food chain usingnative plants and natural predators.

MATERIALS

Book: Pass the Energy, Please! by Barbara Shaw McKinney

Notecards cut in half, 7 halves per small group or pair ofstudents

6 pennies or plastic markers per small group or pair ofstudents

Books as student resources on butterfly habitat, specifically onmonarch habitats, such as:

o Monarch Butterfly, Gail Gibbonso National Geographic Readers: Great Migrationso Hurry and the Monarch, Antione O Flathartao Velma Gratch & the way cool butterfly, Alan

Madisono Monarch and Milkweed, Helen Frost

Science Notebook

GRADE 3-5

TIME 2 ½ hours

SUBJECTS Science, Reading, Writing

The Sun: Feeding Ecosystems Everywhere

B2.1


B2.2


ACTIVITIES

ACTIVITY 1: FOOD CHAINS

1. Investigating Question: What is a food chain?

2. Write the food chain found in number five below, large on a piece of

poster board. Roll it up and put a rubber band around it. You will use it

when you go outside.

3. Take students outside and have them bring their science notebook and

a pencil. Read, Pass the Energy, Please!, by Barbara Shaw McKinney.

Before you start reading, ask your students to find the ecosystems file in

their brain’s life science filing cabinet and do a quick scan. Tell them,

“Keep that content fresh in your mind as I read aloud.”

4. Ask, “What was the main idea of the story?” Depending on the age of your students and where you are in

your studies related to ecosystems, they will say things like, animals, food chains/webs, producers and

consumers. Make note of these words in your notebook and add them to the class word bank/wall.

5. Unroll your poster board and ask students to copy the “list” in their science notebook and describe what they

think it is.

Sun Grass Insect Mouse Snake

6. After discussing the questions, put a name to what students have been describing, if they do not already

know it’s a food chain. Encourage students to develop their own definition and then you can give them to

“book” definition. “A food chain is a linear network of links in a food web starting from the sun and producer

organisms such as, grass or trees and ending at top predators such as, grizzly bears or killer whales or

decomposers.” Along with their definition ask them to write a food chain they might find in their schoolyard.

Give students the opportunity to Think-Pair-Share their definition and schoolyard food chain.

NOTE

Create a word bank that’s

visible to the entire class of the

words used during your studies.

This can serve as a tool and

reminder to use their academic

vocabulary while writing.

Ask the following questions to students. Students can work in pairs or small groups and then open

it up to a class discussion.

Q1. Describe what you see.

Q2. What words could we use in place of the arrows? Why do you think that?

Q3. What would happen if the sun was taken out of the list? Why do you think that?


B2.3


ACTIVITY 2: ENERGY IN A FOOD CHAIN

1. Investigating Question: Why is energy important to plants and animals?

2. Give student pairs or small groups 7 half pieces of notecards and 6 pennies (or any place holder/marker). Ask

them to write one of the food chains from the story, Pass the Energy, Please!, on the notecards. One food

chain link per card, for example,

3. Next have students place their cards in the correct order. Use the coins to represent the passing or flow of

energy. Student pairs also need to answer these questions, 1) “What role does the sun play in the food

chain?” and 2) “Why is energy important to plants and animals?” Use a strategy that will allow students to

check each other’s food chains and discuss the answer to the question above.

PASS THE ENERGY, PLEASE! Food Chain options for students – feel free to add to or create your own

1. Kelp and sea-weed, sun, fish, sea urchin, otter

2. sun, grass, buffalo

3. manatee, sea grasses, sun

4. bamboo shoots, panda, sun

5. grasses and tree leaves, cheetah, sun, gazelle

6. milkweed pod (seeds), sun, snake, mouse, owl

7. phytoplankton, Arctic seal, sun, zooplankton, polar bear

8. dead animal carcass, sun, plants, vulture

4. Once students know their order is correct instruct them to write their food chain in their science notebook,

along with the question and their answer found in part three.

ACTIVITY 3: AUTHOR OF YOUR OWN FOOD CHAIN STORY

1. Investigating Question: What do I need to know to write my own

monarch food chain story?

2. It’s time for your students to become the author of their own Pass

the Energy, Please!, mini-story. See note for Activity 3 in the box

above.

3. Explain: All authors have to do research for the books they write.

We need to build our knowledge about the monarch butterfly and

the ecosystem it lives in. Assign groups of students to find

answers to the following questions or have students work together

in small groups to answer the five questions below. Depending on

the age of your students you may want to ask them to come up

with the questions they need answers to in order to write their

food chain story.

SUN GRASS INSECT MOUSE SNAKE

NOTE

It will be helpful for students to

have books, computers,

and/or other print and digital

resources to do a little

research for their story. There

are a few selected titles found

under the Materials, but work

with your librarian to find just

what you’d like your students

to access.


B2.4


4. Review the writing style in the story, Pass the Energy, Please! Are there any patterns to the author’s style?

Will you copy her style or will you create your own (You might like to provide students with a monarch

template/outline to write their final story in). As a class come with the expectations or use the ones listed

below.

Main character: monarch butterflies

Demonstrate how energy flows through the monarch ecosystem

Show the sun’s role in the monarch ecosystem

Use facts in your story, i.e., native plants and natural predators monarchs encounter

Age-appropriate grammar and academic vocabulary

5. Work with the Language Arts teacher to set up a writer’s workshop, giving the students an opportunity to work

through the writing process and illustrations. Students can use online digital storybook makers or even use

PowerPoint to create their story and record themselves reading the story aloud. Provide students with the

opportunity to read their stories aloud (this would be a great book buddy read aloud with younger students)

and post them in the hallways for students to read while they are waiting, or in the school library.

Q1. What is the life cycle of the monarch butterfly?

Q2. What do monarchs eat?

Q3. What does the monarch butterfly require to live; what are its habitat requirements?

Q4. What type of climate do they live in?

Q5. Where (geographically) can monarchs be found?

BACKGROUND

Students are playing an active and important role as conservation stewards by constructing a schoolyard

habitat specific to the needs of the monarch butterfly. The Monarch Recovery Garden is a large scale project

with many small working systems. To help students grasp the important role these systems play, they will be

creating a small scale biological ecosystem. This will allow them to examine and better comprehend how matter

cycles through a habitat. The water, carbon and nitrogen cycle are all critically important in a healthy functioning

habitat. It is important for students to have a basic knowledge of these biogeochemical cycles. For a review or

basic introduction to each cycle use:

USGS Interactive Water Cycle Diagram: http://water.usgs.gov/edu/watercycle-kids-beg.html. You can

download a printable copy for student to cut out and put in their science notebook.

http://pubs.usgs.gov/gip/146/pdf/gip_146_poster.pdf

University of Climate and Atmospheric Research-Carbon Cycle Diagram:

https://eo.ucar.edu/kids/green/images/carboncycle.jpg. An interactive game from Windows2theUniverse

can be found at, http://www.windows2universe.org/earth/climate/carbon_cycle.html.

And for the Nitrogen Cycle check out the video at https://youtu.be/xfwZV6rtnvw. A simple diagram can

be found at http://www.realtrees4kids.org/sixeight/cycles.htm

Please note students’ knowledge is basic and they are not required to understand all of the processes

within each phase of the cycles. For example, students should understand that when water droplets

evaporate from the undersides of leaves the droplets turn from a liquid to a gas through a process called

transpiration and the gas is released into the atmosphere. They are not required to understand the chemical

process, structure and function, and details associated with transpiration.

Another function of a healthy habitat is a place where multiple organisms get what they need to survive: food,

water, cover and a place to raise young. In other words, a habitat is home to plants and animals. But, when we

look closer, different living things have different and specific needs for food, water and cover. When two

organisms (any kind of living things) have very similar habitats, their needs and how they meet these needs

LESSON OBJECTIVE

Students will

Design a model of a closed ecosystem, by

constructing a three layer aquatic, terrestrial and

decomposition biological column

Make observations, collect data and draw

conclusions about the water, carbon and nitrogen

cycles

Determine the relationship between biochemical

cycles and living plants and animals.

Construct arguments from evidence

MATERIALS

Science Notebook

Take a picture of one of your school gardens and print

it out for each student.

Materials for groups of 3-4 students to create a

biological column – aquatic, terrestrial, and

decomposition systems – reference:

http://goo.gl/SfMQyS - note: please read through the

options provided in Activity 1 and be prepared to carry

out the terrarium project with your students.

A copy per student: Can You Back that Up? Preparing

an Argument from Evidence

GRADE 3-5

TIME (5) 50 min time blocks plus observation time

SUBJECTS Science, Math, Engineering, Language Arts

Cycling Matter and Habitat Loss

B3.1

http://water.usgs.gov/edu/watercycle-kids-beg.html

http://pubs.usgs.gov/gip/146/pdf/gip_146_poster.pdf

https://eo.ucar.edu/kids/green/images/carboncycle.jpg

http://www.windows2universe.org/earth/climate/carbon_cycle.html

https://youtu.be/xfwZV6rtnvw

http://www.realtrees4kids.org/sixeight/cycles.htm

http://goo.gl/SfMQyS


B3.2


may be distinct, allowing them to live in close proximity to each other without competition. Two birds for

instance, might live in the same tree but eat different foods, have different predators and have different

tolerances to sunlight. The birds live in the same place, but do not fill the same role (called a niche). If

organisms share the same niche, they may compete and limit the number of organisms that can live there.

Competition, over a long time, may lead to greater animal and plant diversity as organisms carve out distinct

niches. In the case of the monarch butterfly, they have very specific habitat needs to support their life cycle. If

your school already has a pollinator garden in place without the specific host and nectar plants for the monarch,

then students are unlikely to see monarchs in this garden.

As students go through the learning activities, work through the process of creating a Monarch Recovery

Garden, conduct monarch citizen science investigations, students’ thoughts and ideas will be challenged. One

strategy to help students effectively discuss their analyses and conclusions is by constructing arguments from

evidence. Constructing arguments from evidence is not a skill for older students. It’s a skill that takes time to

build and requires multiple learning opportunities with the same overarching core ideas. Without details to file

through in long-term memory students will have difficulty formulating an argument to support what they are

reading, writing or observing. Questions that require higher level thinking and push students beyond their

comfort zone, lead to evidence. Having an understanding of specific content is a process that’s rarely, if ever,

linear and happens over time. Students must have multiple opportunities to inquire, observe, ponder, discuss

and reflect. As students work through the learning activities, in the construction and monitoring of their garden

they will have numerous opportunities to gather evidence and defend their thoughts and ideas.

STANDARDS

3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well,

some survive less well, and some cannot survive at all. Needs and characteristics of organisms and habitats

involved. Systems thinking – interdependence of species. Students can construct arguments for the decline in

pollinators and habitat.

5-LS2-1 Develop a model to describe the movement of matter among plants, animals, and the environment.


B3.3


ACTIVITIES

ACTIVITY 1: BUILDING AND OBSERVING A SMALL SCALE ECOSYSTEM

1. Investigating Question: How can I build a terrarium that

supports plant and animal life?

2. You can provide students with the terrarium option on

page 8 or you can provide students with the following

investigative option:

Give your students with the following resources.

After reviewing these resources students are to

provide you with a materials list based on the type of ecosystem they are wanting to build.

o Pillbug Terrarium How To: https://www.youtube.com/watch?v=nqru5x3PP1I

o Teacher Vision: Soda Bottle Terrarium: link to pdf.

o NWF – Make a Soda Bottle Terrarium: http://www.nwf.org/activity-finder/crafts/terrarium.aspx

o Bottle Biology: http://www.bottlebiology.org/investigations/terraqua_main.html

o 2 Liter Bottle Ecosystem Project: https://www.youtube.com/watch?v=4d6W_eLisQk

o Indiana Expeditions: Bottle Biology: https://goo.gl/KiE08m

3. Instruct students to follow the directions on the method of terrarium instructions they have chosen. Encourage

students (or assign) realistic cooperative groupings, for example, instead of using the term Materials Manager

that student is instead the Lab Manager or instead of being the Recorder/Reporter that student is the

Communications Manager.

4. Upon completion of their terrariums have students answer, Questions Part A below in their science

notebooks.

5. Provide students with a regular and consistent time for them to continuing making observations and recording

the terrariums health status. Use, Questions Part B throughout this time.

NOTE

The terrarium project will take

several days to complete. Set aside

class time, recess, and/or before/after

school time to complete the terrariums.

QUESTIONS PART A

Q1. List living and non-living types of matter, including solids, liquids and gases.

Q2. How is your model ecosystem similar to and different from your garden ecosystem?

Q3. What are the limitations of your model?

QUESTIONS PART B

Q1. Explain how water is cycling in your terrarium.

Q2. Explain how carbon is cycling in your terrarium.

Q3. Explain how nitrogen is cycling in your terrarium.

Q4. Is your small scale ecosystem a suitable habitat from monarch butterflies? Explain your answer.

Q5. Using your terrarium as a model to visualize this scenario, choose one of the following events

and explain three impacts it would have on systems in your habitat: extreme drought, hurricane,

and wildfire.

https://www.youtube.com/watch?v=nqru5x3PP1I

http://www.nwf.org/activity-finder/crafts/terrarium.aspx

http://www.bottlebiology.org/investigations/terraqua_main.html

https://www.youtube.com/watch?v=4d6W_eLisQk

https://goo.gl/KiE08m


B3.4


ACTIVITY 2: CYCLES IN THE GARDEN

1. Investigating Question: How does matter cycle through my school garden?

2. Give each student one of the pictures you took of the schoolyard habitat. Have them tape it to the top of a

new page in their science notebook.

3. Take students outside to the garden with their science notebook and a pencil

4. Remind students about the observations they made in their terrariums regarding the water, carbon and

nitrogen cycle.

5. Underneath their picture, students will work in pairs to describe how water,

carbon and nitrogen cycles through the garden. Help students by

instructing them to focus on a specific part of the garden and not all the

plants and animals in the garden. Provide students with an example if

needed.

6. Now students will do an Inside-Outside Circle or Parallel Lines (also called

Tea Party, Face to Face or Ladder).

Have one partner from each pair move and form a circle with

students facing outward. This will be the inside circle.

Remaining students find and face their partners, forming the outer

circle.

Pose question 1 from the box below. Inside partner will answer and

outside partner will listen (Have students pause for “think time,”

then cue them to share).

Next, partners switch roles – outside partner talks, inside partner

listens. Use the same question allowing for each partner to share

their thoughts.

After that, outside circle will rotate clockwise, ending up with a new

partner.

Now with a new partner, ask question 2.

Repeat this process for question 3 – 5.

7. Follow up back in the classroom by asking students to answer the

questions in complete sentences in their science notebook.

Q1. Why is the water cycle

important to plants and

animals that live in the

garden?

Q2. Why is the carbon cycle


animals in the garden?

Q3. Why is the nitrogen cycle


animals?

Q4. What would happen if

precipitation was taken out

of the water cycle system?

Q5. What would happen to

monarchs in our garden if

the carbon cycle stopped

working?

Engineering Option: Have students use LEGO or natural items found outside to construct a model

demonstrating how matter cycles through the garden habitat. Use the V Model of Systems Engineering to

help students go through the process of design with clear direction.


B3.5


ACTIVITY 3: ARGUING IN CLASS

1. Investigating Question: How do I make a claim, supported

by evidence that some species survive better in a habitat

than others?

2. As students become more involved with their schoolyard

habitat and monitoring and evaluating the progress of their

monarch numbers, students need to be able to effectively

communicate what they know and what they want to

happen. One skill that will help them is the capability to

construct arguments from evidence.

3. Place students in groups of three or four. Provide students

with the scenario below and the worksheet, Can you Back that Up? Preparing My Argument from Evidence,

found on pages B3.6 and 3.7. Eventually students and student groups should be able to come up with their

own question, claims and evidence, but for this activity we are providing the scenario and the question they

will write on their worksheet.

Context: In habitats some organisms (like the hummingbird) can survive well, some survive less well (like the

monarch), and some cannot survive at all.

Question: Why are monarch butterflies not coming to our habitat? (This comes from the scenario below.)

SCENARIO – COMMUNITY AND SCHOOLYARD HABITATS

After learning about the importance of community habitats in class we wanted to investigate the types of plants

and animals we had on our school grounds so we could provide habitat for our local wildlife, we were

especially interested in what we could do to improve habitat for our local species.

During the next week we used the Eco-Schools USA Biodiversity Audit to identify the types and numbers of

plant species we had. Next we split into groups to conduct biodiversity audits for the types and numbers of

mammals, birds, reptiles and insects found around the school.

All the groups concluded that our school grounds are boring, very little biodiversity! We had very few trees,

shrubs and other vegetation and since we learned that animals need food, water, shelter and a place to raise

young, we knew we had a lot of work to do.

It was important to our class to provide these habitat elements at school. We wanted the local wildlife to return.

The school is surrounded by concrete sidewalks and asphalt. We actually have very little green space. When

we learned more about community and schoolyard habitats we discovered that lots of pollinators need our

help. So we developed an action plant and set out to provide a schoolyard habitat for the local pollinators.

After more research and working with members of our community we had our National Wildlife Federation

Schoolyard Habitat built – a beautiful pollinator garden! Now we were ready and on the lookout for increasing

numbers of certain pollinators, including the monarch butterfly and the ruby-throated hummingbird. After three

weeks of observations we noticed an increase in the number of hummingbirds that were visiting the gardens.

They were visiting several of our flowers including the Trumpet Creeper and Honeysuckle, Canada Lily and the

Red Columbine. What we didn’t notice were any monarch butterflies. We had a new question to investigate,

“Why are monarch butterflies not coming to our habitat?”

NOTE

Students’ arguments need to focus on:

the types of plants monarch butterflies,

need for all stages of their life cycle,

the school’s geographic location along the

monarch’s migratory path, and

the time of year students are making

observations.


B3.6


CAN YOU BACK IT UP? PREPARING AN ARGUMENT FROM EVIDENCE

NAME: _______________________________________________ DATE: ________________________

MY QUESTION IS? WHAT DO I ALREADY KNOW?

WHAT TESTS AND/OR INVESTIGATIONS DID I CONDUCT RELATED TO MY QUESTION?

THIS IS WHAT I FOUND FROM MY TESTS AND/OR INVESTIGATIONS?

WHAT IS YOUR CLAIM? (Claims are made based on the results of your investigations.)

Adapted from Question, Claims and Evidence, The SWH Template - May be photocopied for classroom use only.©2008 Lori-Norton-Meier, Brian Hand, Lynn Hockenberry and Kim Wise


B3.7


WHAT EVIDENCE DO YOU HAVE TO SUPPORT YOUR CLAIM?

PERSONAL:

INTERNAL RESOURCES (other students or groups)

EXTERNAL RESOURCES (any source that doesn’t come from a member of the class, i.e. books, community experts, internet, videos, etc.)

REFLECTIONS

My ideas have change because:

My ideas have not change because:

Adapted from Question, Claims and Evidence, The SWH Template - May be photocopied for classroom use only.©2008 Lori-Norton-Meier, Brian Hand, Lynn Hockenberry and Kim Wise

#272 Thematic Unit—Our Environment © Teacher Created Resources, Inc.

Soda Bottle TerrariumStudents can make their own mini-environments with plastic soda bottles, seeds, and small plants.Other materials and the directions are listed below. Small groups may work together on one terrariumor students can build their own individual gardens.

Note: The directions below can be copied and placed at a special center where all the necessarymaterials and equipment are available. Make a chart and assign center times to the students.

How to Make a Soda BottIe Terrarium

You will need: 1 plastic soda bottle with top cut off

potting soil

grass seed

small plants

gravel

water

spoon

plastic wrap

rubber band

What to do:• Make a layer of gravel on the bottom of the bottle.

• Spoon the soil into the bottle; fill it about 1/3 full (see picture above).

• Sprinkle the grass seed on top of the soil.

• Poke a hole in the soil with your finger.

• Put the roots of the plant into the hole.

• Smooth the dirt in and around the hole.

• Water the plants lightly.

• Cover the top of the bottle with plastic wrap.

• Place a rubber band around the plastic wrap to keep it in place.

Follow-up:• Draw a picture of your terrarium. Label it Day One.

• Observe your garden every day of the week. Draw a picture of any changes you see.Label each change with the day. Use the Changes worksheet for yourwork.

B3.8

© Teacher Created Resources, Inc. #272 Thematic Unit—Our Environment

Name ____________________________________________

Changes In each box draw a picture of the changes you observe. Be sure to write the day and date ineach box.

Day 1 Date: _________________ Day ______ Date: _________________

Day ______ Date: _________________ Day ______ Date: _________________

Day ______ Date: _________________ Day ______ Date: _________________

B3.9

BACKGROUND

Our land is changing. Land covered by forest is changing to farmland, land covered by farmland is changing to

suburbs; cities are growing. Shorelines are shifting; glaciers are melting; and ecosystems boundaries are

moving. As human population numbers have been rising, natural resource consumption has been increasing

both in our country and elsewhere. We are altering the surface of the Earth on a grand scale. Nobel Prize

recipient Paul J. Crutzen has said, “Humans have become a geologic agent comparable to erosion and volcanic

eruptions…”

Land cover change has effects and consequences at all geographic scales: local, regional and global. These

changes have enabled the human population to grow, but they also are affecting the capacity of ecosystems to

produce food, maintain fresh water and forests, regulate climate and air quality and provide other essential

functions necessary for life. As citizens, it is important for us to understand the changes we are bringing about

to the earth system, and to understand the impacts of those changes for life on our planet. To learn more about

the impacts associated with monarch habitat loss in the United States and Mexico refer to the introduction,

NWF’s numerous blogs on the monarch butterfly, http://blog.nwf.org/tags/monarch-butterfly/, and in the National

Wildlife magazine article, Battle for Butterflies, https://goo.gl/AZLj7j.

Please note: Providing effective educational content related to climate change, including the loss of habitat and

the peril or extinction of a species is best done in developmental stages that are grouped according to age

levels. These stages are vitally important to environment based education because of the subject’s deep

underlying complexity. The National Wildlife Federation along with the North American Association for

Environmental Education, NAAEE, recommend that content specific to climate change, habitat loss/destruction

and species peril and extinction be carefully taught according to age level. This allows for cognitive and problem

solving development of the human mind and also make sense because the subject inherently requires strong

and effective building blocks of knowledge and skill. Also keep in mind that the size and extent of environmental

problems can seem overwhelming to younger children who do not yet grasp all the possibilities for solutions.

Younger children also are less able to grasp the potential of collective societal scale and action or that


Analyze aerial photos to see how land use has changed over time

Make claims about the merit of a solution to address the decline inthe monarch population.

Explain how our extraction of natural resources impacts wildlifehabitat.

Develop a conceptual model that demonstrates monarch habitattoday and what it can look like in the future with community-widepollinator restoration habitats.

Design a physical model to be presented to a variety of communitymembers, both inside and outside the school building to buildsupport for the project.

MATERIALS

Science Notebook

One inch grid on transparency. At onefor the teacher to use or enough foreach pair of students to have.

Thin dry-erase markers, two colorsper student pair

Color copies of the two San Antonio,TX images. At least one for the wholeclass to view on the projector orenough copies for each pair ofstudents to have.

Access to recyclable materials.

GRADE 3-5

TIME (5) 50 minute class periods

SUBJECTS Science, Math, Engineering, Social Studies

COMMUNITY CHANGE

B4.1

http://blog.nwf.org/tags/monarch-butterfly/

https://goo.gl/AZLj7j


B4.2


individuals can make a useful contribution to such large scale challenges. The guidelines created by National

Wildlife Federation and NAAEE are found in the appendix.

STANDARDS

3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and

the types of plants and animals that live there may change.

4-ESS3-1 Obtain and combine information to describe that energy and fuels are derived from natural resources

and that their uses affect the environment.

5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the

Earth’s resources and environment.

ACTIVITIES

ACTIVITY 1: CHANGING CITIES

1. Investigating Question: How do our needs and wants

impact monarch butterflies?

2. Ask students the questions found in the green box to the

right. Have pairs of students come up with their ideas and

write them in their science notebook. Students should be

prepared to share with the whole class. Debrief as class

and write down students’ ideas on chart paper or other

space where students can view clearly. Don’t spend too

much time here. You will revisit this after more exploration

and investigation.

3. For this activity you will need a two line per inch grid

copied on a transparency. The grid paper is found on

page B46. Students will be looking at change over time.

You can do this as a whole class or if you have enough

resources allow each pair of students to have their own

photos and transparency grid. Share the pictures below.

NOTE

The goal of this activity is for students to see that as our communities grow we are making certain concessions.

Some knowingly and others unknowingly. As a community grows so does its reliance on natural resources. We

want students to begin to see the cause and effect between habitat loss and our use of energy resources, the

increase in air and water pollution and the increase in pesticide and herbicide use.

Q1. Why are monarch butterfly numbers

decreasing?” [habitat loss and

fragmentation, climate and weather

changes, pollution, pesticides/herbicides-

some of this was addressed in Lesson 3.]

Q2. “What is the relationship between our

natural energy resources and monarch

butterflies?” [Students should struggle

more with this question. Traditional

instruction tends to separate the physical

sciences from the life science. Here we

are wanting students to begin to see that

there are consequences, intended or not,

to our actions (needs and wants).]


B4.3


4. Create a grid on your transparency. Label the X-axis A-O and Y-axis 1-18. Line up the transparency and the

image and use a piece of tape to hold it in place. With a red marker choose 4 random squares to look at

more closely. You will do the exact same thing and mark the exact

same squares for both the 1991 and 2010 images. For example, if

you mark A5, B2, D9 and E4 on the 1991 map, then you will mark

A5, B2, D9 and E4 on the 2010 map.

5. Explain to students that San Antonio is a major “highway” for

monarch butterflies as they migrate into and out of Mexico. Ask,

“What has changed in your squares?” “What could such a significant

change in this city’s geography mean for the monarch”? [Habitat

loss due to loss of green space, loss of biodiversity/the plants the

monarchs rely on (Remember without native milkweed, monarchs

will not be able to make their migrations very far north). Monarchs are having to travel longer distances

to reach safety because of the fragmentation of their habitat.]

Continue to the Next Page - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -


B4.4


KEY

Greens: green space of some type, like park systems, darker greens tend to be forested undisturbed natural areas.

Blues: dark blue-deep waters, such as lakes, rivers and oceans out past the shore and drop offs, the lighter blues are

streams, creeks, and ponds

Whites: represent clouds or smoke if irregularly shaped, but if white and symmetrical then it is an urban structure

Grays: on the ground represent urban areas, including highways, streets, schools, businesses, etc., but if in the sky

above the surface the color represents haze and pollution

Yellows/Browns: represent soil, clear-cut forests and mountains and/or agriculture (crops)


B4.5


KEY

Greens: green space of some type, like park systems, darker greens tend to be forested undisturbed natural areas.

Blues: dark blue-deep waters, such as lakes, rivers and oceans out past the shore and drop offs, the lighter blues are

streams, creeks, and ponds

Whites: represent clouds or smoke if irregularly shaped, but if white and symmetrical then it is an urban structure

Grays: on the ground represent urban areas, including highways, streets, schools, businesses, etc., but if in the sky

above the surface the color represents haze and pollution

Yellows/Browns: represent soil, clear-cut forests and mountains and/or agriculture (crops)


B4.6



B4.7


ACTIVITY 2: The Oyamel Fir Forest

1. Investigating Question: What impact does logging have on the environment and how is logging impact

where monarch butterflies spend the winter?

2. Another example for students to look at is the spread of logging operations, around the overwintering

grounds for monarch butterflies overwinter. The Oyamel Fir Forests of the Mexican Sierra Madre Mountains

are some of the rarest habitat in the world. Students can watch a ten minute video

(https://youtu.be/Sw6Ug6RUPTQ) about the La Cruz Habitat Protection Project which highlights how the

forest has changed overtime, how community leaders are working together to make change to preserve

existing habitat and plant for the future in hopes of increasing monarch butterfly numbers all while preserving

the needs of the families who live there. While students will see the

obvious changes to the landscape, the habitat loss and

fragmentation along the monarch migratory path, what they don’t see

are the minute changes, such as in atmospheric pollution, pollution

to waterways and ground water, etc.

3. Talk about the environmental impacts of logging. For

background associated with logging impact see,

https://goo.gl/uMvSBw. Have students use a multi-flow

Thinking Map to show cause and effect related to the

relationship between the monarch butterfly and our natural

resources.

4. Ask students to reply again to the two questions asked in Activity 1, page B4.2. You could use this as a

post-assessment to see how their understanding has changed or to see what knowledge they have

added.

Continue to the Next Page - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

NOTE:

The multi-flow Thinking Maps

are found on pages B4.8 and

4.9. Thinking Maps and

other graphic organizers are a

great way for students to

demonstrate their

understanding and could be

used to better understand

your students’ line of thinking.

https://goo.gl/uMvSBw


B4.8


NAME: __________________________________________________ DATE: ____________________________


B4.9


ANSWER KEY GUIDE


B4.10


ACTIVITY 3: MODELING BEFORE AND AFTER

1. Investigating Question: What native plants need to be included in our Monarch Recovery Garden?

2. Review with students if needed, what the needs are for the monarch butterfly.

3. Have student pairs or groups conduct a basic site inventory found on pages B4.12 and 4.13. Students will

need their science notebook and a pencil, along with their smart phone or tablet to inventory their schoolyard.

4. Have student groups use Google Maps or Google Earth to pinpoint an area of the community they’d like to

focus on for their today and tomorrow model. Below are three examples. Students can pinpoint their

community or neighborhood focus and then dive in further for a more detailed look at specific points along

their pathway of choice. For example in the following communities where would the best habitat locations

be? What business or neighborhood associations could students engage in habitat restoration? For locations

or areas with impervious surfaces, what solutions can students come up with to create habitat?

5. Resources:

Monarch Way Stations

http://monarchwatch.org/waystations/

National Wildlife Federation Eco-Schools USA – Monarch Heroes

http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Pathways/Schoolyard-Habitats/Monarch-

Butteflies.aspx

Schoolyard Habitats

http://www.nwf.org/Garden-For-Wildlife/Create/Schoolyards/Resources.aspx

Community Wildlife Habitats

http://www.nwf.org/Garden-For-Wildlife/Create/Communities/Community-Stories.aspx

Pollinator Pathway

http://www.pollinatorpathway.com/about/

Urban Texas community between a local elementary school and high school.

Community population: 383,000

Engineering Option: Have student groups create a today and tomorrow model demonstrating how habitat loss is

contributing to the decline in monarch butterfly populations (today) and how engaging the community in habitat

restoration could help to reverse that decline (tomorrow).

Student Question: You know what plants and other habitat elements are needed for the monarch to have the best

chance at survival. What does this look like in your community? In your neighborhood? From your school to the

middle or high school?

http://monarchwatch.org/waystations/

http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Pathways/Schoolyard-Habitats/Monarch-Butteflies.aspx

http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Pathways/Schoolyard-Habitats/Monarch-Butteflies.aspx

http://www.nwf.org/Garden-For-Wildlife/Create/Schoolyards/Resources.aspx

http://www.nwf.org/Garden-For-Wildlife/Create/Communities/Community-Stories.aspx

http://www.pollinatorpathway.com/about/


B4.11


Officially listed as an urban city, this local elementary and high school sit on the

outskirts of Philadelphia, PA and could be considered more suburban.

Community Population: 1.57 million

This is a rural community housed on the Minnesota Chippewa Tribe Reservation.

Community Population: 580

6. Have student groups design a physical blue print of their

today and tomorrow model and develop a materials list. Use

the sketch from their site inventory to develop their “today”

blueprint. Encourage students to incorporate their LEGOs in

their design as well as natural materials from the schoolyard

and reuse recyclable materials.

7. Allow student groups to find materials they want to use for

their model at home and school and allow time in class,

before school and after school for students to have ample

time to go through the design process and have meaningful

discussions.

8. Display in the library or other common areas. Allow students

to present their projects and conclusions to a variety of

audiences, such as at a staff meeting, PTA meeting, school

and/or city board meeting.

Follow-Up Questions

Q1. What are the limitations of your model?

Q2. What can you do to make your model

come to life?

Q3. What or who do you need to make your

model come to life?

Q4. Besides restoring monarch butterfly

habitat, what other positive impacts will

your project have?


B4.12


BASIC SITE INVENTORY: MONARCH BUTTERFLY GARDEN

School Name: __________________________________________________________________________________

Students Names in Group: ________________________________________________________________________

Date Survey Conducted: ______________________

Latitude: _____________________________ Longitude: ____________________________

Talk as a group and come up with a vision for the garden. My Group’s Vision for the Monarch Garden?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Use this site to find your pollinator eco-region using your zip code. http://www.pollinator.org/guides.htm. Pages 18-20 list

plants and habitat hints. Find the milkweed and nectar plants that are native to your region for inclusion in your Monarch

Recovery Garden.

NATIVE MILKWEED FOR MY REGION

MILKWEED NAME WE HAVE WE DON’T HAVE

1.

2.

3.

4.

5.

Why is it important to have more than one variety of milkweed? _______________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

NATIVE NECTAR PLANTS FOR MY REGION

NECTAR PLANT NAME WE HAVE WE DON’T HAVE

1.

2.

3.

4.

5.

What month(s) is the best time to plant? _________________________________________________________

Why? _______________________________________________________________________________________

http://www.pollinator.org/guides.htm.%20Pages%2018-20


B4.13


What is puddling and why is it important for monarchs? https://goo.gl/7pfC7p

____________________________________________________________________________________________

____________________________________________________________________________________________

Sketch the garden or selected site as it looks now. Use symbols to represent trees, plants, walkways, rocks, etc.

Why does the group think this is a good site for the Monarch Recovery Garden? _______________________

____________________________________________________________________________________________

____________________________________________________________________________________________

SYMBOLS

https://goo.gl/7pfC7p

D-1

PROJECT NAME: Monarch Mission: Empowering Students to Improve Monarch Populations through the creation of a Monarch Recovery Garden(s)

DURATION: 7-10 class and field investigation hours + building the recovery garden

SUBJECT/CLASS: Science TEACHER(S): GRADE LEVEL(S): 9-12

OTHER CORE OR ELECTIVE CLASSES TO BE INCLUDED, IF ANY: Reading/ELA, Computer Science, Engineering, and/or Environmental Clubs

LEARNING STANDARDS: HS-LS2-6 Evaluate claims, evidence and reasoning that the complex

interactions in ecosystems maintain relatively consistent numbers and

types of organisms in stable conditions, but changing conditions may

result in a new ecosystem.

HS-LS2-7 Design, evaluate and refine a solution for reducing the

impacts of human activities on the environment and biodiversity.

HS-LS2-8 Evaluate evidence for the role of group behavior on

individual and species’ chances to survive and reproduce.

ETS 1-2 Design a solution to a complex real-world problem by breaking

down into smaller, more manageable problems that can be solved

through engineering

ETS 1-3 Evaluate a solution to a complete real-world problem based on

prioritized criteria and trade-offs that account for a range of constraints,

including cost, safety, reliability, and aesthetics, as well as possible

social, cultural, and environmental impacts.

ETS 1-4 Use a computer simulation to model the impact of proposed

solutions to a complex real-world problem with numerous criteria and

constraints on interactions within and between systems relevant to the

problem.

LEARNING OUTCOMES: Students will:

Use a variety of primary and secondary sources, from peer-reviewed media.

Construct graphs and other visuals to represent the present state of monarch

butterfly populations.

Propose solutions based on qualitative and quantitative evidence for the

decline in migrating monarch butterfly populations.

Conduct field investigations using the Monarch Larvae Monitoring Project,

MLMP.

Compose and adopt a vision statement.

Use technological applications to show simulations of how your solutions will

improve habitat and increase the number of migrating monarch sightings.

Use the engineering design process to evaluate, create and construct a

healthy, native and sustainable Monarch Recovery Garden.

Develop and execute a plan to engage the community in on-going monarch

recovery work.

21ST CENTURY COMPETENCIES (Model these skills. What will you need to teach and/or assess?)

collaboration X

creativity and innovation X

communication X

other

critical thinking X

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D-2

PROJECT SUMMARY (include student role, issue, problem/challenge, action to be taken, and purpose/beneficiary)

Students will take on the role of citizen scientists. They will work together to improve monarch butterfly habitat at

school and in locations within the community.

Along with their monarch monitoring, maintenance of their monarch habitat and outreach, students will participate in

the Monarch Larva Monitoring Project that focuses on the health of the monarch butterfly during this life cycle stage

through careful identification and observation.

Students’ goals are to inform and engage the community about the plight and solutions related to the monarch

butterfly and design a monarch habitat that can be used to study the monarch, serving as a teaching and learning

resource, to conduct citizen science around the monarch butterfly and to serve as a community resource; a model

example of native and sustainable monarch habitat.

ENVIRONMENTAL ENTRY EVENT (what is your hook – how will you engage students making it meaningful to their lives)

Students will analyze a monarch population graph to determine trend over time. Next students will be asked why this

insect is important; does it really matter if the population is threatened and eventually becomes extinct? Using

information from the Butterfly Conservation, http://butterfly-conservation.org/, students will start to answer this

questions.

ENVIRONMENT-BASED DRIVING QUESTION – will my students understand it-find it interesting? Does it require in-depth inquiry and higher-level thinking to answer? Is it open-ended with multiple ways to reach the goal? To answer, will students need to learn the important content and skills I’ve targeted? How can we, as citizen scientists:

Design a monarch habitat that can be used to conduct monarch larva and adult monarch monitoring investigations?

Inform the school and greater community about the important role the monarch butterfly plays in an ecosystem and what its decline means tooverall ecosystem health?

Build an application that all members of the community can contribute to and is specific to our location and will share qualitative data over time?

Encourage the community to build monarch habitat throughout the city?

STEM ELEMENTS

Science: ecosystem dynamics, populations, predator- prey relationships, human impact, limiting factors, fragmentation, sustainable development, habitat loss

Technology: graphic and web design, media outreach strategy, habitat simulation depicting change over time in monarch habitat for the community, data collection application specific to local community

Engineering: design and construction of monarch habitat and outdoor learning/observation space

Mathematics: number operations, communicate mathematical ideas, reasoning and use tools to problem solve, proportionality, equations, measurement and data analysis

http://butterfly-conservation.org/

D-3

PRODUCTS

Individual: science notebook, , graphic organizers, research questions, research summaries that include graphical representations of collected data, self and group reflections

Team: research symposium, infographic, write a blog and use social media and school media to share meaningful work, community engagement days (planning, building, maintaining, informing, etc.), and summary containing next steps and new inquiry questions

PUBLIC AUDIENCE (experts, audiences, or product users students will engage with during/at end of project)

Students should plan to present to the: (this is only an example – have students decide who they need on their side)

City Council: As the result of their research, data collection, interviews, discussions, etc., what do students wantthe city council to consider or do?

School Board: As the result of their research, data collection, interviews, discussions, etc., what do students wantthe school board to consider or do?

Community Development and Planning Department of the city of residence: As the result of their research, datacollection, interviews, discussions, etc., what do students want the department to consider or do?

Community leaders who are passionate about conservation, monarchs, education, STEM – can this personadvocate for you and help with outreach strategies.

RESOURCES NEEDED

Experts and/or Community Resources: Who are the people in the community who can help teams answer questions, design, build and volunteer? Who are the groups with expertise in the areas teams need to learn about?

Space: Besides the classroom what other space is needed to carry out student learning? Science/Computer Lab, outdoor space for pollinator gardens, place to hold presentations, field trips, etc.

Materials: What materials are needed for each phase of student learning? What do students need to be successful?

D-4

REFLECTION METHODS (individual, team, and/or whole class)

journal/notebooking focus group

whole-class discussion think/pair/share

survey Other

NOTES:

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BACKGROUND

The survival of individual species of animals and plants relies on the health of their habitat. Today, more than

1,000 types of plants and animals in North America have been designated as endangered. To prevent the

extinction of these species and to conserve the amazing diversity of living things on this continent, people must

work together to protect and restore habitat for wildlife. The Monarch Recovery Gardens provide the opportunity

for students, teachers, and community volunteers to act as wildlife biologists and restoration ecologists as they

work on a small scale habitat on their own school grounds.

Every living species has specific habitat requirements. Habitat is the arrangement of living and non-living things

which together supply an organism’s basic requirements for life. These essential components include sources

of food, water, cover, and safe places to raise young.

Each species’ habitat has a characteristic physical environment, including climate, and often a characteristic

type of vegetation. Eastern temperate forests tend to have cold winters and wet, hot summers. Broadleaf trees

like oak and maple live well in these conditions; Eastern forests are defined by the mix of oak, maple, birch, and

other trees that grow there. These trees create a canopy that shades the forest floor and provides habitat for

many creatures, such as gray squirrels, white- footed mice, white-tailed deer, blue jays, and more. Deserts, on

the other hand, receive little rain throughout the year and can only support plants able to tolerate dry conditions

such as cacti and sagebrush, which in turn characterize the habitat for many other plants and animals.


Use a variety of primary and secondary sources, from

peer-reviewed media.

Construct graphs and other visuals to represent the

present state of monarch butterfly populations.

Propose solutions based on qualitative and

quantitative evidence for the decline in migrating

monarch butterfly populations.

Conduct field investigations using the Monarch Larvae

Monitoring Project, MLMP.


Use technological applications to show simulations of

how your solutions will improve habitat and increase

the number of migrating monarch sightings.

Use the engineering design process to evaluate,

create and construct a healthy, native and sustainable

Monarch Recovery Garden.

Develop and execute a plan to engage the community

in on-going monarch recovery work.

MATERIALS Science Notebook

Field Guides

Soil thermometer

Infrared or digital thermometer

Soil and water collection containers

One copy of graph: Total Area Occupied by

Monarch Colonies at Overwintering Sites in

Mexico, p. D-8

V Model of Systems Engineering, p. D-9

Copies of the following:

o Habitat Hunt, p. D-10

o Science-Based Cooperative Group Task

Cards, p. D-11

o Taking Earth’s Vitals, p. D-12

o Monarch Recovery Garden Visioning

Worksheet, pp. D-13-16

o Habitat Team Planning Worksheet, p. D-17-18

o Eco-Action Monarch Recovery Garden

Planning Worksheet, p. D-19

GRADE 9-12

TIME 7-8 hours

SUBJECTS Science, Math, Reading, Writing, Technology, Engineering

Monarch Recovery Gardens

D-5

THE MONARCH MISSION Monarch Recovery Gardens

D-6


In forests and all other habitat types, plants and animals living there are adapted to their environment (they

have inherited characteristics that enable them to survive in that location). Most plants and animals have one

kind of habitat that suits them best, although they may be able to survive in several others. Other living things

can survive in only one kind of habitat.

Both teachers and students should read the blog and accompanying texts from National Wildlife Federation,

Battel of the Butterflies, http://www.nwf.org/News-and-Magazines/National-

Wildlife/Animals/Archives/2015/Battle-for-Butterflies.aspx

STANDARDS

HS-LS2-6 Evaluate claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively

consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new

ecosystem.

HS-LS2-7 Design, evaluate and refine a solution for reducing the impacts of human activities on the environment

and biodiversity.

HS-LS2-8 Evaluate evidence for the role of group behavior on individual and species’ chances to survive and

reproduce.

ETS 1-2 Design a solution to a complex real-world problem by breaking down into smaller, more manageable

problems that can be solved through engineering

ETS 1-3 Evaluate a solution to a complete real-world problem based on prioritized criteria and trade-offs that

account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social,

cultural, and environmental impacts.

ETS 1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem

with numerous criteria and constraints on interactions within and between systems relevant to the problem.

NOTE:

When working with your students to create monarch habitat, please refer to the introduction. The needs of the

monarch butterfly are specific. It is critical to their preservation to create and maintain a healthy and sustainable

habitat using a diversity of native species that will meet the needs of the monarch.

Go to, http://www.pollinator.org/guides.htm or download the app for Android or iOS, titled BeeSmart® Pollinator

Gardener and find your eco-region for a list of native pollinator plants. Search the list for milkweed and nectar plants

and ensure that they are incorporated into the garden.

http://www.nwf.org/News-and-Magazines/National-Wildlife/Animals/Archives/2015/Battle-for-Butterflies.aspx




D-3


ACTIVITIES

ACTIVITY 1 – ENTRY EVENT

1. Watch: The Art of Movement – Monarch Migration, 3:03

http://www.cnn.com/video/data/2.0/video/world/2015/02/23/spc-art-of-movement-monarch-butterflies.cnn.html

2. Share graph with students, Total Area Occupied by Monarch Colonies at Overwintering Sites in Mexico –

image found on page D-8.

3. Based on the data in the graph, ask pairs or small groups of students to come up with three possible reasons

for the decline, three possible solutions and three investigable questions (questions whose results can be

measured). Have students record their responses in their science notebook.

4. Have a class discussion around reasons, solutions, and

measurable investigations. Make 3 separate class charts

and record the top five for each category, agreed upon by

the students. Ask students to record these lists in their

science notebook.

ACTIVITY 2 – DRIVING QUESTIONS

Students will determine develop driving questions based on provided models and work together to

describe what will be measured.

1. Unveil the driving questions to the class.

How can we, as citizen scientists, design a monarch habitat that can be used to conduct monarch

larva and adult monarch monitoring investigations?

How can we, as citizen scientists, inform the school and greater community about the important role

the monarch butterfly plays in an ecosystem and what its decline means to overall ecosystem health?

How can we, as citizen scientists, build an application that all members of the community can

contribute to and is specific to our location and will share qualitative data over time?

How can we, as citizen scientists, encourage the community to build monarch habitat throughout the

city?

2. Go outside for 5-10 minutes. Ask students to think about the Driving Questions presented in class and just

make observations about the natural world around them.

3. Gather outside in a central location, such as the outdoor learning area, a garden, etc. Based on Activity 1

responses and the student’s recent walk around the school grounds, are their changes students want to make

to the driving questions? If yes, make changes and post the driving questions for all students to see. Also

encourage students to make note of these driving questions in their science notebook.

4. Have students work in small groups to develop how each driving question will be measured. What will

success look like? Come together as a class to finalize the measurements and post for all students to see.

Engineering Option: Give students the opportunity to design a habitat for the animal species they conducted

the Habitat Hunt. Their design should include the four habitat elements and maintain the characteristics of the

ecosystem the species is found. Students should also refer to the V Model of Systems Engineering as they

go through the design process.

Student Questions: Do you need to research species habitat? Will you be able to explain your

specie’s habitat needs and why it could or could not be found in and around your location?



D-4


ACTIVITY 3 – HABITAT BASICS Students will define habitat and differentiate between types of wildlife habitat.

1. What do wildlife need in order to survive? Have this discussion with students (This should be a review from

elementary school). Here are a few examples, but you are welcome to supply examples based on wildlife in

and around your location.

a. Cedar Waxwing: This sleek, brown, black-masked bird eats berries starting in late summer, and

insects during the warmer months. They need a clean water sources, such as puddles that return with

regularity, ponds, etc. Cedar Waxwings prefer the edge of a forest, and so find cover in think

undergrowth or amongst trees that grow along the edge. They often make their nests on the branches

of cedar or maple trees.

b. Fireflies: For food, fireflies eat soft-bodied insects, snails, slugs and mites (only in the larval stage;

many don’t eat anything in the adult stage). Water is from the food they eat, rain puddles, dew or

damp soil. Adult fireflies find cover in think grass, under leaves. They lay eggs in rotting wood or

damp debris on the ground, and larvae spend the winter just under the soil (this could be considered

a place to raise young).

2. Hand out the Habitat Hunt data sheet, p. D-10. You may either provide students with an animal species or

allow them to choose. For this exercise we are just talking about wildlife in general and not specific to any one

species or type of species. Provide your expectations for being outside including how

much time they have to complete the hunt and the boundaries in which to stay.

a. Optional: Divide students into groups of 2-4 and provide each group with a set

of 4 utility flags. Each group would receive a different color.

ACTIVITY 4 - THE MONARCH BUTTERFLY AND ITS HABITAT NEEDS

1. Just like the species in Habitat Hunt, the monarch butterfly

requires food, water, cover and places to raise young. Go out into

the schoolyard (into the gardens if you have any) and ask

students to observe the insect populations, keeping in mind the

four elements of habitat. In their science notebooks have them

answer this question as best as they can and then Think-Pair-

Share with a nearby partner.

2. Back inside ask students to pair up. It’s time for some friendly

competition.

COMPETITION 1: Using their phones, tablets, laptop, etc. you want students to provide you with the four

specific habitat needs for monarchs. What would allow them to successfully thrive at the school? No general

answers, specifics.

If they need some search help give them these keywords:

MJV NWF USFWS Monarch Habitat

[MJV: Monarch Joint Venture, NWF: National Wildlife Federation, USFWS: US Fish and Wildlife Service]

Q1: Draw the life cycle of the monarch

butterfly.

Q2: What are the specific habitat needs of

the monarch butterfly?


D-5


What you want students to supply:

Food: Milkweed and nectar plants (must have both) (native milkweed

and nectar plants = extra points)

Water: Moist ground, areas or rocks where puddling of small amounts

of water can collect

Cover: on trees or bushes

Places to Raise Young: Milkweed (native milkweed = extra points)

COMPETITION 2: Sketch and label the life cycle of a monarch butterfly.

ACTIVITY 5 – SOIL AND WATER HEALTH

1. Whether you and your students will be designing, building, and maintaining your first Monarch Recovery

Garden, have one on the school grounds already or are preparing to design and build somewhere in the

community it is important students understand the health of the soil and water play a vital role in the success

of a Monarch Recovery Garden. Test schoolyard soil at least three different areas. Test water from the

sources that will be used, i.e. outside facets and/or rain barrels, etc.

If you are a GLOBE school, conduct the following protocols and submit your data at

WWW.GLOBE.GOV:

Soil pH, Soil Temperature, Soil Infiltration and Soil Fertility

Water pH, Alkalinity

If you are not a GLOBE school, LaMotte soil and water testing kits are available for purchase through many of

the large K-12 science supply vendors.

For those who are not GLOBE schools will collect soil and water temperature at three sites and will use the

Taking the Earth’s Vitals data sheet, p. D-12.

Directions:

1. Divide your students into four groups and ask each group to elect task managers, p. D-11. Grouping option:

Students work in 3 groups of 4, meteorologists, soil technicians or geologists and environmental quality

technicians. Each group will be responsible for one of three Vital Signs on the data sheet.

2. Distribute materials to the Accountability Manager (student in

charge of materials pick-up, safe and appropriate use and

return of materials).

3. Each specialty group will answer the following two questions

based on the data they have collected.

4. After each specialty group collects their data and answers the

questions above, they will come back together as a group of

twelve to discuss and analyze their findings and their answers

to the questions.

5. One of the Communications Managers will be selected by the group to present a summary of their findings

and explaining how their data can support work to conserve the monarch butterfly.

Q1. Over time, if we continue collecting data

what conclusion might you be able to

draw related to wildlife and site

conservation?

Q2. How can this type of data help efforts to

increase monarch populations?

Constributions to mrsfickenscher.wikispaces.com are licensed under a Creative Commons Attribution Share-Alike 3.0 License

http://www.globe.gov/

http://bit.ly/2aooeSC

http://mrsfickenscher.wikispaces.com/The+Butterfly%27s+Life+Cycle


D-6


ACTIVITY 6 – VISIONING, ACTION PLANNING AND HABITAT TEAM ROLES

VISIONING STATEMENT

The first task of the Habitat Team is to define and set clear and attainable project goals. Use can use an

Eco-Schools Action Planning worksheet found on page 18 to support your planning. The construction of a

Monarch Recovery Garden may seem daunting, but it won’t be overwhelming if it’s developed in phases. First,

establish long-term goals; next, identify readily accomplished short-term goals to help move towards the larger

vision. Fundraising, solicitation of materials, curriculum integration, etc. are all ongoing projects. With each phase

of habitat development, important lessons are learned.

The overall long-term goal can be written as a vision statement. What does the school envision for this garden

space? Take the time to develop this vision with as many different groups of people as possible, including

students, teachers, administrators, parents, and community volunteers. This process will build support,

enthusiasm, and ownership for the project. Keep in mind that the vision is not set in stone; it will probably need to

be updated as the project progresses.

Use the worksheet on pages D-13-16 to think about the vision and sketch out both short and long-term goals as

well as an overall vision statement. The Monarch Recovery Garden Visioning Worksheet, pp. D-13-16, can be

completed by older students and the Habitat Team. Younger students’ thoughts and desires regarding the garden

can be captured through brainstorming, discussion and drawings.

THE HABITAT TEAM

No one should undertake a Monarch Recovery Garden alone. Generally, the more people involved and informed

about the project, the more sustainable the project will be over time. Of course, the greater the number of people

actively engaged, the greater the numbers who will learn and reap the education, community and conservation

benefits.

A dedicated team is necessary to tackle the planning, fundraising, publicizing, building, and planting involved in

the development of a Monarch Recovery Garden. This conservation team is the working committee that acts as

the driving force behind the development of the garden site. The habitat team is composed of members of the

Eco-Action Team and should include teachers, students, parents, maintenance personnel, administrators, and

community volunteers. The diverse skills and support each member of the team brings to the project are

invaluable to the habitats overall conception, construction, and maintenance. This team will have the important

task of determining how to include students in the creation and implementation of the project. Members of the

team will consider curriculum alignment with the goal of finding ways of using the Monarch Recovery Garden as

to assist in meeting the school’s curriculum objectives.

Most teams find that regular meetings, clear delegation of responsibilities, and frequent communication both

between team members, the Eco-Action Team and the wider school community, lead to effective progress.

Engineering Option: Soils performs vital functions. They can support plant life, regulate water and solute

flow, filter, buffer, decompose, and detoxify. Soils can store and cycle nutrients and provide support for

structures. Soils can be engineered to serve a specific purpose. Provide students with a scenario, such as to

engineer a soil that will support an outdoor learning center with harming the soil composition of the

surrounding soil that will be used for monarch recovery gardens. Students should also refer to the V Model of

Systems Engineering as they go through the design process.

Student Questions: How are soils different (look at their physical properties)? How does a soil’s properties

impact how they are used? What soils or combination of soils will help me solve this problem?


D-7


HABITAT TEAM ROLES TEAM ROLE IDEAL QUALITIES RESPONSIBILITIES

Habitat

Team Leader

Effective organizer, able to delegate

responsibilities and communicate effectively

Oversee development of the habitat plan and

coordinate other team members.

Budget

Coordinator

Well organized; comfortable using online

budgeting programs or software

Maintain receipts: keeping records of

purchases, donations, etc. Research possible

grants and sources of funding and donations.

Curriculum

Coordinators

Leadership skills, knowledge of state based

knowledge and skills required by state. At

least on educator should be on this team,

ideally one from each grade

Assist faculty to make effective use of the

Monarch Recovery Garden site to meet

academic standards. Compile resources and

activities for staff use.

Historian

Creative. Research and explanation skills

Help with student research into historical uses

of the school ground. Document project

progress using the Eco-Schools Dashboard,

the school website and by using a free online

scrapbook or chronicling site.

Maintenance Responsible; knowledgeable about the native

plants and watering restrictions and needs

Coordinate on-going maintenance of site.

Oversee delegation of tasks. Use online

scheduler in order to maintain a regular

schedule for the garden (Signup Genius).

Volunteer

Coordinator Good communication skills

Promotes volunteer involvement. Works with

maintenance team to provide volunteers on a

consistent basis. Send thank you notes to all

who contribute.

Communications

and Marketing Writing and social media skills

Coordinates publicity and updates to local

media and National Wildlife Federation’s Eco-

Schools USA. Contribute to the school

newsletter. Report to the PTA and school

staff. Provide continuous updates to the

community on the project progress.

Student Liaison Leadership skills and positive energy Ensure ongoing involvement of student body.

1. Read the Habitat Team Roles above. Using the planning sheet on pp. D-17-18 and work in groups or as a

class to start making suggestions. Think about the skills of your peers and adults you know at school and in

the community.

2. Make a master list of team members that can be kept and/or displayed for easy and quick access.

http://www.signupgenius.com/


D-8


ACTION PLANNING

1. Gather results from the Habitat Hunt and Taking Earth’s Vitals. Organize and summarize the findings in a

way that will plan for the Monarch Recovery Garden.

2. Decide how you will measure success in achieving your objectives. For example, will you measure monarch larvae*, number of monarch observations, numbers tagged, a combination, etc.

3. Negotiate a time frame for each action item. Is the target action to be achieved in the short, medium or

long term?

4. Decide who is to be responsible for each action. Students should take as much responsibility as possible.

5. Include a section for monitoring any financial costs you may incur or save based on your activities.

6. Make your Eco-Action Plan accessible to the whole school community through your website or post it in a

visible location, such as the school office or library. For examples of Eco-Action Plans, check out the sample

plan included in each Eco-Schools Pathway. A blank Action Plan can be found on page D-19.

* The Monarch Larvae Monitoring Project is conducted through the Monarch Lab at the University of Minnesota. Learn more about how you and your students can have a direct impact on understanding the various aspects related to monarch butterflies. The links and documents to participate in the field monitoring project start on page D-25.

http://www.nwf.org/Eco-Schools-USA/Become-an-Eco-School/Pathways.aspx

http://monarchlab.org/mlmp/monitoring/activities


D-9



D-10



D-11


HABITAT HUNT DATA SHEET

DIRECTIONS: You are a ____________________________________, and in order to survive you need

food, water, cover and places to raise your young. Take a look around you. Record the following


Create a graph in your science notebook to determine the number of food and water sources, and areas

of cover and places to raise young.

Once you have collected your data answer the following questions in your science notebook.

1. Will you stay and set up home here?

2. Why or why not?

3. What other habitat elements would you like to see here?

Food Source:

________________________________________________________

Water Source:

_______________________________________________________

Cover:

_______________________________________________________

Places to Raise Young:

_______________________________________________________


D-12


SCIENCE-BASED COOPERATIVE GROUP TASK CARDS

PRINCIPAL INVESTIGATOR

Reads all the directions aloud for the

group.

Keeps the group on task.

May clarify directions with other

principal investigators or the teachers.

Comes up with a new question(s) based

on current data

LAB TECHNICIAN

Use equipment and materials safely

and appropriately

Takes accurate measurements

Validates measurements

ACCOUNTABILITY MANAGER

Picks up materials.

Ensure safe use of materials.

Ensure appropriate use of materials

Returns equipment and materials

COMMUNICATIONS MANAGER

Records measurements

Keeps the questions and hypothesesfresh in the minds of the group. Whatare we trying to measure? Why thepurpose?

Summarizes data and conclusions.

Presents findings to the class on behalfof the team


D-13


TAKING EARTH’S VITALS DATA SHEET

Directions: Use the appropriate thermometer to check the air, water and soil temperatures. Be gentle

when pushing the thermometer into soils, sand or gravel.

SITE NAME: __________________________________________________________________________________

VITAL SIGN: WEATHER

GPS COORDINATES TIME

CLOUD COVER

TEMPERATURE PRECIPITATION IN

CENTIMETERS (cm)

N:

W:

Feet:

Meters:

F:

C:

Coordinates: provide North and West along with elevation in meters and feet.

Time: A.M. or P.M.

Cloud Cover: Full Sun, Partly Cloudy, Mostly Cloudy, Cloudy

Temperature: provide degrees Fahrenheit and Celsius

VITAL SIGN: SOIL CHARACTERISTICS

TYPE OF SOIL (explain)

SOIL TEMPERATURE SOIL pH

5cm depth:

10cm depth:

Describe the soil using your senses, what does it feel like, smell like, look like?

Do not taste the soil.

VITAL SIGN: WATER READINGS

WATER SOURCE WATER TEMPERATURE

WATER pH NITRATES

F:

C:

Water Source: where does the water you are testing originate? glacial, rain barrel, tap (municipal), etc.


D-14


Monarch Recovery Visioning Worksheet

Group members and their role in the project:

___________________________________________________________________________________________

___________________________________________________________________________________________

Please respond briefly.

1. Describe how your schoolyard currently looks. Take pictures and attach to this page if you prefer.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. How is the schoolyard currently used? _________________________________________________________

________________________________________________________________________________________

3. Describe your ideal schoolyard – what would it look like? Sound like? How would it be used? _____________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

In working towards creating a wildlife habitat area on the school grounds, consider these questions.

4. Where on the school grounds will the habitat be located and what evidence do you have to support this

location? ________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

5. What should the size and shape of the garden site be? ____________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

6. What will this habitat provide for the monarch butterfly? ___________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


D-15


7. What type of ecosystem are you restoring or recreating? __________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

8. What will the source of water be in your habitat? _________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

9. How will students be involved in the design and development of the habitat site? ________________________

________________________________________________________________________________________

________________________________________________________________________________________

10. How will classes use the completed site? What special features will the site need to accommodate these uses?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

11. Which community members, business and organizations might be of assistance, labor and financial, with this

project? _________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

12. Sketch how the site will look after it is constructed. After a year. In the summer. In the winter.

IMMEDIATELY AFTER PLANTING AFTER ONE YEAR


D-16


IN THE SUMMER IN THE WINTER

13. Use the above ideas and information to form a vision statement for the Monarch Recovery Garden. This

statement should include:

Wildlife for which this garden is designed

Location and reason for selecting that area

Size of the habitat project

Other details that will help the school and community understand and “see” the project better


D-17


Our Monarch Recovery Garden Vision

School ___________________________________________________________ Date __________________

Our Monarch Recovery Garden Vision is: ______________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


D-18


HABITAT TEAM PLANNING SHEET

This form lists the members of our Monarch Recovery Garden team. Each participant recognizes their role as a

member of this team. Many others will be involved in the project, but those below take responsibility for the specific

project areas listed below.

NAME HABITAT TEAM EMAIL

1.

2.

3.

4.

Habitat Team Leaders

1.

2.

3.

4.

1.

2.

3.

4.

Budget Coordinators

1.

2.

3.

4.

1.

2.

3.

4.

Curriculum Coordinators

1.

2.

3.

4.

1.

2.

3.

4.

Historians

1.

2.

3.

4.


D-19


1.

2.

3.

4.

Maintenance

1.

2.

3.

4.

1.

2.

3.

4.

Volunteer Coordinator

1.

2.

3.

4.

1.

2.

3.

4.

Communications and Marketing

1.

2.

3.

4

1.

2.

3.

4.

Student Liaison

1.

2.

3.

4.

I acknowledge and support the creation of the Monarch Recovery Garden, which will help guide the project

along the way.

NOTES: ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Principal/Director Signature ________________________________________________ Date ______________

Habitat Team Leader(s) ___________________________________________________ Date _______________


D-20


ECO-ACTION PLAN PLANNING WORKSHEET

What is the issue?

What action will we take?

Who will do it? When will it be

done?

How will we monitor

progress?

How will we know if we succeeded?

What will it cost?

Rev. 3-1-2010 Page D-21

PERSONAL INFORMATION

Name of Participant(s):

Primary Mailing Address:

Secondary Mailing Address:

E-mail Address, if available:

How many years have you collected data for the Monarch Larval Monitoring Project?

When was the last year you participated?

Are you participating as part of an organization (school, nature center, etc.)? If so, what organization?

Will anyone (family, friends, etc.) be helping you with the monitoring? If so, please list their names (and ages if they are students/children).

We like to know a little about our volunteers. If you would like, tell us about your profession, other interesting information about you, whether you have helpers while you monitor, or anything else you think we would like to know.

Rev. 3-1-2010 Page D-22

SITE INFORMATION

Information on your monitoring site will help scientists understand how the environment in and around your site influences monarch presence and abundance. If you cannot answer a question, it is okay to skip it.

1. If you have collected MLMP data in the past, is this the same site you monitored in previous years? If not,why not?

2. Where is your site located?City or Township: County: State: Geographical Coordinates, if known:

3. What type of site is it (only one):• CRP land (Conservation Reserve Program)• Other “old field” (not currently used for crops)• Pasture• Restored prairie• Natural prairie• Nature preserve• Roadside (ditch or strip next to a road)• Garden (planted milkweeds that are watered and maintained)• Agricultural area (cornfield, soybean field)• Other

4. On what date this year did the milkweed emerge?

5. We would like to know the size of your site. This means the entire contiguous area in which milkweed isgrowing, not just where you monitor. You may either give us the area, dimensions, or estimate the area.Please answer a or b.

a. What is the area of your site? (Indicate units – square meters, acres, hectares, etc. Measure the length and width of the site and multiply them, or use aquantity that you already know, such as 40 acres.)

b. Estimate the size by choosing one of the following: (only one)• Very small: 0-10 sq. meters (100 sq feet) – e.g. a small garden• Small: 11-100 sq meters (1000 sq feet) – up to the size of half a tennis court• Medium: 101-1000 sq meters (10000 sq feet)– a little smaller than a football field• Large: 1001-10,000 sq meters (2.5 acres)• Very large: Over 10,000 sq meters (large fields and bigger)

6. Please list all milkweed species at the site.

7. Was this milkweed planted by humans, or did it grow naturally?

Rev. 3-1-2010 Page D-23

8. Please check any forms of management that occur on your site: Mowed 1-2 times per year Mowed more than 2 times per year Fertilized 1 or more times per year Weeded Planted with an agricultural crop (milkweed is a “weed” in this site) Burned every year Burned every 2-3 years Burned with a frequency of less than once every 3 years

9. Which of the following are found within your site? This includes the entire contiguous area that containsmilkweed, not just the part of it that you monitor.

Flowering plants Native grass Lawn grass Shrubs (less than 3 m tall) Trees (more than 3 m tall) Natural body of water (pond, lake, or river) Human-provided water (birdbath, pond, etc.)

10. Which of the following border your site? This includes the entire contiguous area that contains milkweed,not just the part of it that you monitor.

Lawns Agricultural fields Residential buildings Industrial or commercial buildings Roads Body of water (lake, pond, river) Deciduous woods Evergreen woods Schoolyard Park Other

11. How would you describe most of the area immediately surrounding your site? (only one)• Undisturbed (forest, prairie, or other natural vegetation)• Rural agricultural• Small town• Suburban• Urban

12. If your site is in a city, suburb, or town, what is the population?• Less than 5,000• 5,001 – 25,000• 25,001 – 100,000• Over 100,000

Rev. 3-1-2010 Page D-24

13. Is either of the following within 1 km (0.6 miles) of your site?• Another small to medium area with milkweed (0-1000 sq meters)• Another large to very large area with milkweed (over 1000 sq meters)

14. What is the elevation of your site?• 0-750 m (0-2500 ft)• 751-1500 m (2501-5000 ft)• 1501-2250 m (5001-7500 ft)• 2251-3000 m (7501-10000 ft)• Over 3000 m (over 10000 ft)

15. Do you ever release adult monarchs at this site? If so, how often and how many?• Yes• No

If yes, how often? (only one) • Once• 2-3 times• More than 3 times

And how many? (only one) • 1-5• 6-10• More than 10

16. Do you collect monarchs at this site? If so, what stages and approximately how many?

Stage Check if this stage is collected

Check how often A few Every once in a while Most or all that I see

Egg A few Every once in a while Most or all that I see L1 A few Every once in a while Most or all that I see L2 A few Every once in a while Most or all that I see L3 A few Every once in a while Most or all that I see L4 A few Every once in a while Most or all that I see L5 A few Every once in a while Most or all that I see Pupa A few Every once in a while Most or all that I see Adult A few Every once in a while Most or all that I see

Rev. Jan 2016 Page D-25

MEASURING MILKWEED DENSITY

TIMING

Complete the “Milkweed Density Datasheet” once per year. Since the milkweed may not all be above ground at

the beginning of the season, wait to do the density measurements until the middle of the season.

PROCEDURE

If you can easily count all of the milkweed plants at your site, record the actual number of milkweeds at the site

and the size of your site.

If your site is too large to easily count all of the milkweed plants, you will randomly sample points to obtain plant

density data, counting the number of milkweed plants in several 1 meter squares. Follow these steps:

1. Start at any side of your site, randomly choose a direction, and walk one or more transects, or paths, through

the site. On a transect, stop every 5-10 paces, and use a meter stick to delineate a square that is 1 meter on

each side. The appropriate number of paces will vary with the size of your site (more paces for larger sites),

but must be consistent for all of your

samples. Use a consistent method for

delineating each meter square plot,

i.e. the square is always directly to

the right and in front of your right

foot when you stop.

2. Count all of the milkweed plants

within that 1 meter square, and

record the data on the Datasheet.

3. When you reach the edge of your site

while walking a transect, randomly

choose a new direction that takes

you back into the site, and continue

walking and recording data from the

1 square meter plots. It is possible

that some transects will cross each

other, but very unlikely that actual

sampling plots will overlap, so don’t worry about intersecting transects.

4. Continue with this method until you have sampled up to 100 squares (the more squares you sample the more

accurate your density estimate will be, but more than 100 is not necessary).

Tip: A good way to randomly select a direction is by throwing a pencil or ruler into the air. Walk in the direction

that it is pointing. The goal is to sample randomly and obtain data that are representative of the whole site. It is

important not to let the presence or absence of milkweed influence your choice of samples.

Sampling transects. Note that the sampling plots will be farther apart than shown here.


MILKWEED DENSITY DATASHEET

Year: Observers: Site Name: City, State:

You only need to do this activity once during the season (at middle of season)

If you can count all of the milkweed plants at your site, record the number of milkweed plants and area of your site

(you can record the area in square meters, square feet, or acres).

Number of milkweed plants: Area of site:

If your site has too many milkweed plants to count, use the sampling procedure described above and complete the

table below.

Point #

# of milkweed plants in 1x1 meter square

Point #


Point #


Point #


1 26 51 76

2 27 52 77

3 28 53 78

4 29 54 79

5 30 55 80

6 31 56 81

7 32 57 82

8 33 58 83

9 34 59 84

10 35 60 85

11 36 61 86

12 37 62 87

13 38 63 88

14 39 64 89

15 40 65 90

16 41 66 91

17 42 67 92

18 43 68 93

19 44 69 94

20 45 70 95

21 46 71 96

22 47 72 97

23 48 73 98

24 49 74 99

25 50 75 100


ACTIVITY #1: MEASURING MONARCH DENSITY

Objective: Obtain a count of monarch eggs and larvae at the site by examining a recorded number of milkweed

plants. The result will be a per plant density measurement of the monarch population at the site. We use this

measurement to see how densities vary within a year, between years, and among different sites and locations.

You can choose one of three different datasheets to record your monarch density data for Activity 1.

Datasheet #1A – (BASIC): this datasheet asks for the total numbers of plants and monarchs you observe at the

site—for example, 4 eggs on a total of 100 plants observed. If you use this datasheet, you will need to print a

new copy each time you monitor your site. It is the simplest datasheet for recording and is great for new

volunteers or working with kids.

Datasheet #1B – (For combining full season summary in one place) Like Datasheet #1A, this sheet asks for the

total number of plants monitored and monarchs seen. However, you can record data from multiple

monitoring events, and will only need one or two sheets for the entire monitoring season (although you will

be more limited for writing space). You can use this to record data in the field if you write small, or can use it

to combine all your weekly data in one place.

Datasheet #1C – (ADVANCED): this datasheet asks you to keep track of the number of monarchs you observe

on each individual plant you observe, instead of just reporting the total numbers of plants and monarchs that

you observe. For example, with Datasheet #1C, you could record seeing 2 eggs on 1 plant, 1 larva on another,

and zero monarchs on a third. This information will be useful in understanding potential impacts of crowding

on monarch survival. Because you will also record the milkweed species, we’ll be able to assess how female

monarchs make egg-laying decisions when they have more than one milkweed species in a single site. Your

data will be added to overall monarch densities, but will also be analyzed separately.

Method: Regardless of what datasheet you use, the basic monitoring method remains the same. You will examine

as many milkweed plants as possible, keeping track of the number of plants examined, and recording the number

of monarch eggs and larvae of each instar that you find. Follow the specific instructions below: Try to monitor on

the same day and at about the same time each week, throughout the time that milkweed is growing in your area.

It is okay if your timing is slightly off from one week to the next, or if you have to miss weeks.

1. Record the required basic monitoring event details. Record the date you monitored, the temperature in the

shade (indicate Fahrenheit or Celsius), start and stop times, etc.

2. Always record the number of milkweed plants that you examine. The result will be a weekly estimate of

monarch density at your site, measured as a proportion of milkweed plants with monarchs.

3. Examine as many plants as possible. If you can monitor every milkweed plant at your site, please do so. If

there are too many for you to monitor all of them, randomly select plants to monitor during each monitoring

session (it does not need to be the same subset of plants each week). It is important to monitor an unbiased

sample of milkweed plants. In other words, you should not just look at the milkweed plants that you think are

most likely to have monarchs on them because you will overestimate the monarch density at your site. You

can avoid bias by following the directions below.


For large sites where milkweed is more evenly distributed, walk one or more random, straight-line

transects, or paths, through your site. First, choose a random direction to walk. You can do this by

tossing a pencil or stick, and walking in the direction it points, or using some other random sampling

method. After choosing a direction, hold your arms out to your sides as you walk. Stop and examine every

milkweed plant that falls along your path between your fingertips. As you examine these plants, keep

track of the number of plants you look at, whether they have monarchs or not. Record the total number

of plants on one of the Activity 1 datasheets. When you reach the perimeter of your site, you can

generate another random direction to conduct the next transect, or simply turn 90 degrees back into your

site and continue monitoring. Continue running these transects through the site until you feel you have

adequately sub-sampled the site, or have run out of time.

For sites where milkweed density is patchy, a systematic approach to sub-sampling may be easier. To do

this, estimate the total number of milkweed plants at the site, and determine how many you are capable

of observing each week. You can use this number to calculate your sub-sampling method. For example, if

your site has 900 milkweed plants, and you have time to monitor 300 of them each week, your method

would be to observe and record every third milkweed plant that you observe. Again, be sure not to bias

your sample by choosing plants you feel are more likely to have monarchs present..

Note: you do not need to use the transect method if you are able to examine all of the milkweed plants at your site.

4. Search for monarch eggs and larvae on each plant that you examine. Remember that monarch eggs and

larvae can be hard to find! To examine a milkweed plant, look carefully at all parts of the plant, including the

bottoms of the leaves, the area within the very small leaves at the top of the plant, and buds and flowers if

they are present. Keep an eye out for caterpillar clues, such as chew marks on the leaves or frass. Handle the

plants carefully, to avoid knocking any larvae off the plant. Remember, not all eggs and caterpillars that you

find on milkweed are monarchs; use the pictures of each instar below and our Field Guide to Monarch

Caterpillars to help you distinguish monarchs from other insects.

Note: Sometimes it is difficult to distinguish one “plant” from another; many species of milkweed have different

growth forms. A rule of thumb is that if stems are separated by dirt, you can call them separate plants. We know

that they might not be separate plants; common milkweed stems all over a field might actually be from the same

“plant” and all be connected underground, and the stems in a clump of swamp milkweed (which is one plant) are

often separated by dirt. If there are uncertainties, please email us first for clarification. Always write what you are

doing in the notes section of your site information page, and be consistent from year to year.

5. Keep track of the number of milkweeds, monarch eggs, and larvae that you find, and the instar of each

monarch larva. Use one of the Activity 1 datasheets to record your observations of eggs, larvae, and

milkweed. Be sure to identify the larvae to instar (see photos below, MLMP Life Cycle cards, Field Guide to

Monarch Larvae, or illustrations on MLMP clipboard). Note that you can record the number and stage of any

dead monarch eggs or larvae that you see.

6. Scan for adult monarchs. Note any adult monarchs you observe, and their sex, if known. To avoid counting

individuals more than once, count the maximum number of adults that you observe at any one time by

scanning the entire site when you see an adult. Record this number on the datasheet, indicating how many

are males, females, or unknown.

7. Note what plants are blooming each week. This information will help us learn about the diversity of blooming

plants at your site and tell us if there were any nectar plants there to attract and feed adult monarchs. You do

not need to record how many of each kind of blooming plant,, just the species.

8. Note any disturbances at the site. Record the date and type of disturbance, which might include mowing,

herbicide spraying, haying, or anything else that might affect the milkweed plants or monarchs.

http://www.mlmp.org/Resources/LarvalFieldGuide/Default.aspx



9. Note Aphis nerii presence or absence (optional). Note if you saw any of the bright yellow Oleander Aphids

(Aphis nerii) while you were monitoring. You don’t need to record numbers of aphids or plants with aphids,

just whether they were there or not. If you didn’t look, just check “didn’t look”.

ADULT MONARCHS

Male and female monarchs can be distinguished easily. Males have a black spot (indicated by a red arrow) on a

vein on each hind wing that is not present on the female. The ends of the abdomens are also shaped differently in

males and females, and females often look darker than males and have wider veins on their wings.

Male Monarch Butterfly (photo courtesty of Michelle Solensky)

Female Monarch Butterfly (photo courtesy of Barbara Powers)

EGGS AND CATERPILLARS

Monarch egg on milkweed leaf — The egg is a little more than 1 millimeter tall.

(Photo courtesy of Lynda Andrews)

Close-up of monarch egg — Note the pointed shape, the glossy color, and the vertical striping.

(Photo courtesy of Michelle Solensky)


Monarch egg (left) and latex drop (right) (Photo courtesy of Anurag Agrawal)

Live monarch egg about to hatch (Photo courtesy of Valerie Evanson)

Dead monarch egg – Note the “puddle” of dead larva in the bottom of the egg.

(Photo courtesy of Valerie Evanson)

Monarch first instar consuming eggshell — Note the dull greenish-grey color, and the size

(not much bigger than the egg). (Photo courtesy of Mary Holland)

First instar feeding damage — This circular feeding pattern is an indication that a monarch first

instar was on the plant at some point. (Photo courtesy of Tom Collins)

Monarch second instar — Second instar larvae have a distinct pattern of black, white, and yellow band, and

the body no longer appears transparent and shiny. (Photo courtesy of Monarch Lab)


Monarch third instar — This third instar monarch has just molted. As monarch larvae develop, they increase

in size and their stripes become more distinct. Third instar larvae usually feed using a unique cutting motion

on leaf edges. (Photo courtesy of Monarch Lab)

Monarch fifth instar — Older monarch larvae have bright yellow, black and white striping and 2 pairs of

tentacles (on front and back ends). (Photo courtesy of Richard Hicks)

Monarch fourth instar — Fourth instar monarchs front tentacles extend beyond the tip of the head. Internal changes, including the development of reproductive

structure, begins to occur in late instar monarchs. (Photo courtesy of Monarch Lab)

Monarch instars — The entire larval stage in monarchs lasts from 9-14 days under normal summer

temperatures. The speed of monarch development is temperature dependent.

(Photo courtesy of Monarch Lab)


APHIS NERII (APHID)

Aphis nerii – the only bright yellow aphid found on milkweed.

(photo courtesy of Anurag Agrawal)

Aphis nerii – hundreds of aphids on one milkweed plant.

(Photo courtesy of Grant Bowers)


DATASHEET #1A: MONARCH DENSITY (WEEKLY SUMMARY)

Use this information to fill in Datasheet #1B Season Summary of Monarch Density.

Date: Observers: Site Name: City, State:

Start Time: Stop Time: Temp in Shade:

Eggs 1st

Instars 2nd

Instars 3rd

Instars 4th

Instars 5th

Instars

# of Adults (F = female M = male

U = unknown)

# Dead (egg or larval

stage)

# of Milkweed Plants Observed (use tick marks to represent 1, 5, 10, or 20 plants and record total at end

of session)

Plants in bloom at site (species, not numbers of plants!):

Note any disturbances that occurred at the site over the past week (mowing, herbicide spraying, haying, etc.):

Did you see any Aphis nerii at your site this week? Circle one: Yes No Didn’t look

Other Notes:


DATASHEET #1B: MONARCH DENSITY (SEASON SUMMARY)


Date

Temp in

Shade Start Time

Stop Time

Live Monarch Eggs & Larvae # Dead (&

larval stage)


U = unknown)

# of Milkweed

Plants Observed Plants in Bloom

Aphis nerii? (Yes / No /

Didn’t Look) Eggs 1st

2nd

3rd

4th

5th

Were there any disturbances (such as mowing) at your site during the monitoring period? Please describe the kind and timing of any disturbance.


ACTIVITY #1C: MONARCH DENSITY (WEEKLY DENSITY PER MILKWEED PLANT)

Objective: Activity #1C, like the simpler Activity #1A, results in an estimate of monarch density at your site. The

difference is that you will keep track of the number of monarchs you observe on individual plants, instead of just

reporting the total numbers of plants and monarchs that you observe. Whereas in the simpler activity you would

report seeing, for example, 4 eggs on a total of 100 plants observed, this protocol will allow you to report if these

eggs were on 4 separate plants, or if they were all on the same plant. This information will be useful in

understanding potential impacts of crowding on monarch survival. Because you will also be recording the

milkweed species, we’ll be able to assess how female monarchs make egg-laying decisions when they have more

than one milkweed species in a single site. Your data will be added to overall monarch densities, but will also be

analyzed separately.

Method: Follow the directions for Activity #1A, with these modifications. When you look at a plant with no

monarchs, place a tick mark in the box labeled “0 monarchs/plant.” When you see one monarch on a plant, write

“e,” “1st,” “2nd,” “3rd,” “4th,” or “5th” (depending on whether you see an egg or a first, second, etc. instar) in one

of the boxes under the words “1 monarch/plant.” When you see 2 monarchs on a plant, write “e,e” or “e,1st,” or

“1st,1st,” etc., depending on the stage of the two monarchs you see. Do the same in the boxes under the words “3

monarchs/plant,” “4 monarchs/plant,” and “>4 monarchs/plant” as needed. Note if an individual is dead; for

example, if you see a dead first instar and a live first instar on a plant, you would note “dead 1st

, 1st

”. At the end of

the session, add up the total number of plants (including those with and without monarchs), eggs, and larvae you

observed, and tally this in the appropriate section in the summary below below the table.

If you have only one species of milkweed on your site, you’ll use one table per monitoring session. If you have

more than one milkweed species, you should keep a separate table for each species you observe. There are two

tables per sheet.

Rev. Jan 2016 - Page D-35

DATASHEET #1C: MONARCH DENSITY (WEEKLY DENSITY PER MILKWEED PLANT) PLEASE SEE INSTRUCTIONS ABOVE


Key: e = egg | 1 or 1st

= 1st

instar | 2 or 2nd

=2nd

instar | 3 or 3rd

= 3rd

instar | 4 or 4th

= 4th

instar | 5 or 5th

= 5th

instar | p = pupae

Milkweed Species: Date: Start Time: Stop Time: Temp in Shade: _

0 monarchs/plant 1 monarch/plant 2 monarchs/plant 3 monarchs/plant 4 monarchs/plant > 4 monarchs/plant

Total plants: Total Eggs: Total 1st

s: Total 2nd

s: Total 3rd

s: Total 4th

s: Total 5th

s:

Total Pupae: Dead (list stages): Adults: _____ males, ______ females, ______ unknown




s: Total 2nd

s: Total 3rd

s: Total 4th

s: Total 5th

s:


Plant species blooming:

(Disturbance and Aphis nerii data collected on next page.)


Note any disturbances at your site this week:


Other notes or observations:

Rev. 2-24-2010 Page D-37

ACTIVITY #2: RAINFALL DATA

Objective: Obtain measurements of weekly or daily rainfall at the site.

Method: Mount a rain gauge at or near the site and record rainfall amounts.

We are interested in following the weather patterns at your site, especially rainfall. If possible, buy an inexpensive rain gauge and mount it at your site. Check the gauge regularly and record rainfall amounts on Datasheet #2 – Rainfall Data. Make sure to empty the gauge so it is ready to collect precipitation during the next rain event.

Rev. 2-24-2010 Page D-38

DATASHEET #2: RAINFALL DATA

Year: Observers: Site Name:

City: State:

Date Emptied Rainfall Date Emptied Rainfall Date Emptied Rainfall


Example of rearing set-up. Photo by Ilse Gebhard.

ACTIVITY #3: ESTIMATING MONARCH SURVIVAL

We are interested in learning about the natural enemies that may affect monarchs. Some of these enemies are

parasitoids, organisms whose young develop inside the monarch larvae, eventually killing them. This activity will

help us learn how common this kind of parasitism is at your site. Here, we provide information on how to collect

data on parasitoids and a protozoan parasite called Oe (Ophryocystis elektroschirrha). If you choose to participate

in the Oe study, you’ll need to contact the coordinators at the University of Georgia to obtain a sampling kit (see

instructions below).

Objective: Obtain an estimate of survival in monarch larvae collected at your site. These data will help us

measure the importance of mortality factors in populations of different densities and at different times and

locations.

Summary of Method: Collect any 4th or 5th instars each week as you complete Activity #1 Monarch Density. If

you would like to collect earlier instars as well, you can do this; just be sure to note that you are collecting earlier

instars on the online Site Information form. You may collect larvae from your monitoring site or other locations. If

you collect them from your site, enter their information under your monitoring site profile; if you collect them

from other locations, use the data entry form under the “Enter/Edit Data on Monarchs You Rear from Other

Locations” section. Rear larvae indoors and record whether they survive to adulthood, and, if not, what caused

their death (parasitized by flies, parasitized by wasps, dead for an unknown reason, etc.). If you choose to test

butterflies for the Oe parasite, do this before releasing them back at the site. Additionally, we would like to

identify parasitoids that you rear from monarchs (or other butterflies or moths); please see #8 below for

information on how to send the adult parasitoids to us.

DETAILED INSTRUCTIONS FOR REARING LARVAE TO ESTIMATE SURVIVAL

1. Larvae can be kept in an aquarium, large jar, ice creambucket, or another container. The container should beeasy to open, since you need to clean it every day. Itshould have a screen covering or holes for air flow andshould allow you to see the larva inside. Unless you planto move the pupae, the cage should be large enough forthe adult to expand its wings when it emerges. Keep thecage out of the sun or other hot places (like a car insummer). High temperatures can kill the larvae. It is bestif you keep only one larva in each container, as this willhelp combat disease and allow you to track individuallarvae accurately, since you’ll want to know the stage atwhich they were collected.

2. Cages must be cleaned daily. Empty out the caterpillar frass (poop) and old milkweed. Wash your containerfrequently (at a minimum every time a new larva is introduced) using a 20% bleach-water solution.

3. Give larvae fresh milkweed daily. You can pick several days’ worth of milkweed, wash it, and keep it in a plasticbag in a refrigerator. It stays fresher if you put a damp piece of paper towel on the bottom of your container.


4. The 4th and 5th instars that you collect will likely pupate within a week. When theyare ready to pupate, they’ll crawl to the top of their cage and form a pre-pupal “J”before shedding their skin for the last time. You can tell that they will shed their larvalskin soon (within minutes) when their tentacles hang very limply and their bodiesstraighten out a little. Be careful to not jostle the container while larvae are pupating.

5. The pupa stage lasts nine to fourteen days. Pupae turn darker the day beforebutterflies emerge, and look black on the day they emerge. At this point, the wingsare visible. The butterflies usually emerge in the morning. Their wings will be soft,flexible, and wet when they emerge, but they’ll be ready to fly in about 4 hours. If theyfall, carefully pick them up by holding the thorax, and hold their legs next to the topor side of the cage. They need to hang with their wings pointed down. A pupa thathas been very dark for more than a few days is almost always dead. Within a day ofan adult butterfly emerging, release it back at the site from which it was collectedafter recording information on the Activity 3 datasheet.

6. Larvae that have been parasitized by flies will often not pupatesuccessfully, but will hang limply and die, although some flies emergefrom the pupa. Fly maggots come out of the host larva or pupa on a silk-like thread, and pupate on the bottom of the container. The adult fliesemerge about 7-10 days later. Wasps emerge as adults from their hostpupa. In both cases, be sure to remove the wasps or fly pupae if thereare living monarch larvae in your rearing container; they may mate andparasitize new hosts. Please consider sending the specimens to us toidentify after the adults have emerged (see #8).

7. Remove diseased larvae from any container with other larvae to avoidspreading the disease.

8. Please send us adult parasitoid flies or wasps that come from monarchsyou rear. After the adult flies emerge from their pupae (7-10 days afterthey emerge from the monarch), put them in small containers (e.g. pillbottles, small boxes, Ziploc-style plastic storage containers), with acotton ball or tissue to prevent them bouncing around. Each containershould hold all of the parasitoids that emerged from ONE monarch. Putthem in a freezer until you have several or until the end of the season.Label each container so we can determine the date of collection of themonarch, the stage at which the monarch was collected, the milkweedspecies on which the monarch was collected, the location of collection,

and anything else you think is relevant. If you want, you can number thecontainers, and write this information on a separate table that you send with thecontainers. Contact [email protected] if you need assistance shipping the fliesto us, and notify us when a package of flies should be expected. Send thespecimens to:

Monarch Larva Monitoring Project University of Minnesota Dept of FWCB 2003 Upper Buford Circle, 135 Skok Hall St. Paul MN 55108

Above: Monarch pupae with silk-like thread from tachinid fly parasitoids. Photo by Sonia Altizer

Above: Parasitized monarch larva with three tachinid larvae (maggots). Below: Soon after emerging, the flies pupate, turning reddish-brown. Above by Jaap de Roode, below by Sonia Altizer.

Right: Adult tachinid fly. MonarchLab photo. Below: Example container label with fields needed.

Location collected: Date collected: Instar collected as: Date and # flies emerged: Date adult flies:

mailto:[email protected]

DATASHEET #3: ESTIMATING PARASITISM RATES


Year: Observers: Site Name: City: State:

Larva ID #

Location of Collection

(if different from site)

Date of Collection

Larval Instar at

Collection

Adult Monarch Date of Sampling for OE (if applicable) and

result (if known)

Result: parasitized by fly, parasitized by wasp, dead from

another cause (accidental or disease), adult

monarch

Number of parasitoids - date

emerged from monarch

Notes (e.g. cause of monarch death - accidental, disease or

unknown; did adult flies emerge from fly pupae; other

observations) Date Male Emerged Female

Date infected (yes/no)

# Date



INSTRUCTIONS FOR TESTING ADULTS FOR OE (OPTIONAL)

1. Obtain a sampling kit from Project MonarchHealth (see address below). You will send the sampling card plus a copy of your

data sheet to the University of Georgia. You will still enter your data on the MLMP website for the monarch larvae you

collected, and whether they died for an unknown reason, turned into monarchs, flies, or wasps.

2. Butterflies should not be handled for the first four or five hours after they emerge, and can be kept in the cage until the next

day. To sample adult monarchs for the Oe parasite, wear gloves to prevent contamination. While the parasite is not harmful to

humans, it is easily spread from one monarch to another.

3. Remove the butterfly from its rearing container. Hold firmly as shown in the picture below, using a gloved hand. Be sure not to

use your other hand to touch the butterfly because that hand will be used to hold the tape sticker and sample for Oe spores. It

is critical that your bare hand NOT touch the butterfly!

4. Pick up a piece of transparent tape or sticker with your other hand. Gently, but firmly place the sticky side of the piece of tape to

the abdomen of the monarch. Press down so that it wraps around and sticks to the sides of the abdomen.

5. Gently peel the tape off and stick it to the index card. You will remove scales in the process, but it will not harm the monarch.

Label the tape sample with a number that corresponds to the datasheet entry.

6. Sanitize your working surface with bleach solution. Thoroughly sterilize container with 20% bleach solution and clean all

supplies and tools with bleach before rearing another wild monarch.

7. After you’ve entered your MLMP data, send a copy of the MLMP Activity 3 datasheet and the index card to:

Project Monarch Health c/o Sonia Altizer

Odum School of Ecology University of Georgia

Athens, GA 30602

http://monarchparasites.org/

Rev. May 2016 Page D-42

ACTIVITY #4: COMPARING PLANTS OCCUPIED BY MONARCHS TO RANDOM PLANTS

Objective: To assess whether female monarchs choose milkweed plants randomly within a site, or if there are

characteristics of milkweed plants that make some more likely to be chosen as sites for oviposition. This will help

us to understand what characteristics make milkweed “good” host plants for monarchs.

Methods: Measure and compare the same characteristics (height, reproductive status, age, herbivore damage,

and the presence or absence of invertebrates) of plants with monarchs and randomly-selected plants. You will

measure all (or a subset if you find over 30 plants with monarchs) of the plants you observe with monarchs and a

random set of 30 plants at your site.

You will fill out Datasheets 4A and 4B every week if you do this activity. Complete datasheet 4A (milkweeds with

monarchs) while you are doing your weekly Activity 1 monitoring (Measuring Monarch Density). If you find more

than 30 plants with monarchs, you can stop recording when you get to 30 to save time.

Since it will be hard to record characteristics of random plants simultaneously, use one of the methods described

below AFTER you have completed your weekly monitoring activities to complete the 4B datasheet (random

milkweed plants).

It works well to copy the two datasheets below on two sides of one paper.

DIRECTIONS FOR FILLING IN PLANT CHARACTERISTICS ON BOTH DATASHEETS (4A AND 4B):

1. For datasheet 4A, record the stage of monarch(s) on the plant, then fill out the other characteristics as

described below. If monarch densities are very high at your site, you can stop recording plant characteristics

after the first 30 occupied plants. Keep looking for monarchs for Activity 1 (Measuring Monarch Density) and

recording the number of monarchs you observe and the total number

of milkweeds examined. For datasheet 4B, most plants probably won’t

have monarchs, but it’s okay if they do (as long as they are selected

randomly).

2. Look at the plant to determine what, if any monarchs or other

invertebrates are on it, and record what you see on the datasheet. It is

important to do this first, since your presence and plant manipulation

will disturb some of the invertebrates. The Milkweed, Monarchs, and

More Field Guide (available at: http://monarchlab.org/store) is helpful

for identifying invertebrates you are likely to encounter.

3. Record the species of milkweed. Here is a helpful webpage courtesy of

the Monarch Joint Venture (see Milkweed Resources category):

http://www.monarchjointventure.org/resources/downloads-and-links/

4. Measure the plant height in cm to the top of the top set of leaves; if

the plant is not standing straight, or if it is a recumbent species

(growing horizontally along the ground), measure its length. If it has

several branches, measure the height of the tallest branch (see photo).Photo courtesy of Janet Allen

Measure height to

this branch Not this branch

http://monarchlab.org/store



5. Note the presence/absence of buds, flowers, and seed pods.

6. Evaluate the percentage of leaf material that is yellowed and senescing (growing old). This is a subjective

measurement, but use the categories provided on the datasheet for percentages.

7. Evaluate the percentage of leaf material that is eaten by herbivores or infected by a disease or air pollution.

Use the categories provided on the datasheets for percentages.

8. For each milkweed plant you record, measure out a one meter square with that plant directly in the center of

the plot. Count the number of other milkweed plants inside the one meter square plot and record this on the

datasheet.

IF YOU HAVE A BIG FIELD WITH LOTS OF PLANTS YOU WILL NEED TO SAMPLE PLANTS

RANDOMLY TO FILL IN DATASHEET 4B:

Once you are done monitoring for monarchs, choose another random transect(s), and measure the characteristics

of 30 random plants. This can be done by standing at some point in the site or on the edge and tossing your ruler,

butterfly net, or pencil up into the air and walking in the direction it points. It is important to do this randomly so

that you don’t subconsciously start walking in a direction with good-looking or otherwise nonrandom plants.

Random milkweed plants that you record can have monarch eggs or larvae on them; the point is that they are a

random sample of the plants in your site.

Walk 10 paces (or 5 if your site is small) in your randomly selected direction, and follow steps 2-8 above for the

closest milkweed plant to your feet. Be sure to look for plants of all sizes, including very small plants, and not to

measure a more noticeable plant if an inconspicuous one is closer to your feet. Walk 10 (or 5) more paces and

repeat this process. Continue until you have measured up to 30 random plants (in addition to the ones you’ve

already recorded on Datasheet 4A). If you reach the edge of the field before you have measured 30 plants, then

randomly choose another direction and begin again, or simply turn 90 degrees back into your site and walk

another transect in that direction.

IF YOU HAVE A SMALL AREA FIELD WITH FEWER THAN 30 PLANTS, YOU SHOULD MEASURE

ALL OF THE PLANTS:

All of the milkweeds at your site should be measured if you have fewer than 30. In this case, your plants that are

occupied with monarchs will be part of the “random plant” survey, since you will measure all plants. You should

record the data on these plants on both datasheets – you don’t have to actually write the data down twice, but

enter them onto the web site for both 4A and 4B. We will then be able to determine if your “occupied” plants are a

non-random subset of all of the plants.


DATASHEET #4A: CHARACTERISTICS OF MILKWEED PLANTS WITH MONARCHS

Date: Observers: Site Name:

City: _____________________________________________ State: ___________________________________

#/stage of egg/larva on plant

Other invertebrates on plant

Plant Height (cm)

Buds (Y/N)

Flowers (Y/N)

Seed Pods (Y/N)

Condition (1 = <5%, 2 = 5-40%, 3 = 41-80%, 4 = 81-100% yellowed or dying)

Herbivory/Disease (1 = 0%, 2 = <5%, 3 = 5-25%, 4 = >25% damaged)

# other milkweeds

within 1 m

2

Milkweed Species

Example: 1egg, 1 4th

Aphids, spider, tussock moth caterpillars

52 Y N N 1 2 1 Asclepias syriaca


DATASHEET #4B: CHARACTERISTICS OF RANDOM MILKWEED PLANTS


City: State:

Plant #

Invertebrates on Plant

Plant Height (cm)

Buds (Y/N)

Flowers (Y/N)

Seed Pods (Y/N)

Condition (1 = <5% 2 = 5-40% 3 = 41-80% 4 = 81-100% yellowed or dying)

Herbivory/ Disease (1 = 0% 2 = <5% 3 = 5-25% 4 = >25% damaged)

# other milkweeds within 1 m

2

Milkweed Species

Ex: Monarch egg, lacewing egg, earwigs

30 N N N 1 1 12 Asclepias syriaca

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Rev. 4-24-2010 Page D-46

ACTIVITY #5: MONITORING MILKWEED FOR APHIDS

Objectives: We use data from this activity to document the seasonal and geographical spread of aphids and to test hypotheses about factors that affect aphid population growth, the extent to which they damage plants, and the ways the different aphids affect each other. There are three objectives associated with this activity. You may choose to record data for any or all of them.

Objective 1) For each species of milkweed at your site, identify the number of plants that support aphid populations of different species and sizes each week.

Objective 2) Record the number of plants of each species that are severely damaged due to aphids.

Objective 3) Estimate the number of mummies, ants, and insect predators found on each species of milkweed.

Methods: This activity is designed to complement Activity 1 (Monarch Density), so you may use the same sampling scheme and monitor the same plants at the same time. As with monarchs, please record both the presence and absence of aphids on the plants. Aphids feed on stems, on top of and especially underneath leaves, and on the new leaves at the very tips of the plants. You can identify the aphids present in your site using the aphid identification cards. Three types of aphids are commonly found on milkweeds: the bright yellow aphid called Aphis nerii, the greenish/brownish aphid called Aphis asclepiadis, and the translucent or orange-striped aphid called Myzocallis asclepiadis. If you find a species of aphid that is not listed here, that’s great! Please record as many observations as you can about this aphid species to share with us. If you can take a picture, we would also love to see that. The aphid identification cards also include pictures of some aphid predators, plants that are significantly damaged due to aphids (to help with objective 2) and parasitized aphid mummies (to help with objective 3).

DIRECTIONS FOR FILLING OUT DATASHEET #5

Write the name of the observers and site location at the top of your sheet. You will complete one column for each milkweed species at your site on each date. (So if you have only one milkweed species, you may use a single data sheet for 5 weeks, but if you have more than 5 milkweed species at your site, you will need more than one data sheet each week). At the top of the column, record the date and the temperature in the shade. In the next row, record the name of each milkweed species at your site, and the number of plants of that species that you observe at your site on that date. For each plant you observe, identify which species of milkweed it is, and record your data in the appropriate column.

Objective 1. Make one tally mark for every milkweed plant you observe. If there are no aphids on the plant, put a tally mark in the “0 aphids” box on the data sheet. If there are aphids on the plant, identify the aphid species and estimate the total number of living aphids. Do not count aphid exoskeletons, which are dry and gray or clear. Place a tally mark in the box with the appropriate range of aphid numbers on your data sheet. If there are more than one species of aphids on a single plant, write down the species names and abundance of each in the

Rev. 4-24-2010 Page D-47

“combinations” row of the data table. For example, a plant with 10-100 Aphis nerii and 1-10 Aphis asclepiadis would be recorded as “An 10-100+Aa 1-10”. If you have multiple plants with the same combination of aphid species, use tally marks to identify the number of plants with each aphid combination.

Objective 2. Make a tally mark if the plant is significantly damaged because of the aphids. A plant can be identified as significantly damaged because of aphids if there is shiny honeydew or mildew on at least 2/3 of the leaves, and if the plant appears to be wilting or losing leaves as a result of this damage.

Objective 3. Keep an eye out for aphid mummies, ants, and potential predators on the plants. Parasitized aphid mummies look like swollen, brown or tan, shiny aphids. If you observe any mummies on a plant, please estimate the number and record that number in the box on the data sheet. Some ants will “tend” aphids, meaning they eat the sweet honeydew that aphids produce and, in exchange, protect the aphids from predators. If you observe any ants directly on the plants tending the aphids, please estimate the number of ants and record that number in the box on the data sheet. Many insects eat aphids, including ladybeetles and lacewings. If you observe any predators on the plant eating aphids, please estimate the number of predators and record that number in the box on the data sheet. If you can identify the predators, please include their names in your list of observations at the bottom of the data sheet.

Record any interesting observations at the bottom of the data table. Observations may include the identity of any of the predators, other herbivore species you observe on the plants, descriptions of plant quality, or aphid behavior. When aphids get crowded, they often develop wings, so this is something interesting to look for. Finally, if you take any action to remove aphids from your plants, such as using a stream of water to disperse them or killing them, please record that information as well.

Thank you for contributing to the aphid monitoring effort!

Rev. 4-24-2010 Page D-48

DATASHEET #5: MONITORING MILKWEED FOR APHIDS

Observers: _________________________ Site: _______________________________

Codes: An=Aphis nerii; Aa=Aphis asclepiadis; Ma=Myzocallis asclepiadis.

Date/Temp

Plant Species (#)

Obj

ectiv

e 1

1) 0 aphids

1) An 1-10

1) An 11-100

1) An 101-1000

1) An >1000

1) Aa 1-10

1) Aa 11-100

1) Aa 101-1000

1) Aa >1000

1) Ma 1-10

1) Ma 11-100

1) Ma 101-1000

1) Ma >1000

1) Combinations(list both aphid species and abundance for each)

Obj

. 2 2) Plants with aphid

damage

Obj

. 3 3) Mummies

3) Ants

3) Predators

On which dates, if any, did you first find aphids of this species with wings: An? Aa? (Ma adults always have wings)

On which dates, if any, did you take action to control aphids at your site?

Observations (use back if necessary):

A B

C

B A

C D

Monarch Larva Monitoring Project


Three aphid species are commonly found on milkweed: A) the milkweed aphid (Aphis asclepiadis), B) the oleander aphid (Aphis nerii), and C) a light green aphid with no common name (Myzocallis asclepiadis). A.

asclepiadis is greenish-brown in color and often tended by ants. The ants consume the sugary honeydew that aphids secrete. A. nerii is bright yellow to warn predators that it has sequestered toxins from the milkweed. M. asclepiadis is almost translucent and sometimes has orange spots. All M. asclepiadis adults (but not the smaller nymphs) are winged, in contrast to the other aphid species where winged adults are rare. While A. nerii

and A. asclepiadis tend to clump together, M. asclepiadis tend to spread out across a leaf. A. asclepiadis and M. asclepiadis are thought to be native to North America, but A. nerii was introduced from Europe, along with its other host, oleanders. Oleanders and milkweeds are in the same family. Photos by K. Mooney and A. Agrawal.

A) In most aphid species, adults are females that give birth to nymphsthat are exact clones of themselves. This process is called parthenogenesis. In the fall, most aphids undergo a sexual reproductive phase, at which point they mate and lay eggs that overwinter. A. nerii, however, is an obligate parthenogen, so there are no males or eggs. B) Aphids molt 4 times between birth and their adult stage, leaving white exoskeletons behind on the leaf. This picture shows all 5 instars, or size classes, of aphids. C) As aphid nymphs mature, they must shed their old exoskeletons in a process called molting. This winged aphid emerges from its exoskeleton. D) Although all aphids have the genetic instructions for making wings, most adults do not have wings and stay on their original plant. When the population is overcrowded or the plant is stressed, more aphids develop with wings, allowing them to escape stressful conditions and colonize new plants. Photos by E. Mohl.


A B

C

B A


The native wasp parasitoid Lysiphlebus testaceipes is one of the most common natural enemies of Aphis nerii and many other aphids. A) A female parasitoid forages on the bottom side of a milkweed leaf for aphids to attack. B) A female “stings” an aphid by inserting her ovipositor into its

body. She lays one egg inside each aphid she stings. Photos by E. Mohl.

A) Over the course of about a week, the aphid’s body swells up as the

parasitoid wasp larva develops inside. B) The aphid dies and turns into a brown or tan “mummy” as the parasitoid completes its development. C) The

wasp emerges from the mummy through a round hole as an adult, usually about 10-14 days after the aphid was first stung. Pictured here is an empty soybean aphid mummy. The soybean aphid is another exotic host to L.

testaceipes. Photos by E. Mohl.

C

AB

BA



Aphis nerii reproduce prolifically, sometimes covering a plant. A) A. nerii

prefer new plant growth and often colonize the tips of plants. Shown here near actual size, these two leaves host approximately 750 aphids. As the aphids grow through 5 instars, they molt, leaving white exoskeletons scattered on the leaf. B) As their populations grow, A. nerii also colonize plant stems and the undersides of leaves. Photos by G. Bowers and E.

Mohl.

A) All aphids have mouth parts, called stylets, that allow them to feed onthe sugars flowing through the vessels in the plant. B) Just as a mosquito is unlikely to do much harm to a person, a lone aphid will have little impact on a plant. However, when aphid populations grow, they can cover the leaves and stems and deplete the plant of important resources. Aphids can also transmit diseases between plants. C) Aphids do not need all of the sugar that they suck out of a plant, so much of it is secreted as sugary honeydew. Honeydew can cover leaves, making them very sticky. Photos

by E. Mohl.

Many insect predators eat aphids. Some, like ladybeetles (A), consume the entire aphid. Ladybeetles often lay clusters of bright yellow eggs (B) on the underside of leaves on plants with aphids. Other predators, like fly larvae (C), pierce the aphids and suck out the juices. There are even some predators, like hunting wasps (D), that pick up aphids and carry them back to their nests to feed their young. Photos by E. Mohl.

Aphids can significantly damage plants when they reach high densities. They suck the sugary fluid out of plants and excrete a sticky substance called honeydew. When enough aphids do this, the tops of leaves can become coated with the sticky honeydew and the plant starts to wilt (A). White or black mold can grow on the honeydew, preventing light from reaching the leaves. This can cause leaves to curl and become discolored (B). Ultimately, plants begin to lose their leaves as a result of aphid herbivory (C). Predators can benefit plants by consuming aphids, which often results in new plant growth. Photos by E. Mohl.

AB

C

D

A B C



C-1

PROJECT NAME: Monarch Recovery Garden(s) DURATION: 7 class hours + building the recovery garden



LEARNING STANDARDS: MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations


Use graphs and other visuals to better understand the present state of

monarch butterflies.

Propose solutions based on qualitative and quantitative evidence.

Conduct field investigations for soil and water samples


Use the engineering design process to evaluate, create and construct ahealthy native and sustainable Monarch Recovery Garden.


collaboration X


communication X

other

critical thinking X


Students will take on the role of citizen scientists. They will work together to increase monarch butterfly populations in

their community. Students’ goals are to inform and engage the community about the plight and solutions related to

the monarch butterfly and design a monarch habitat that can be used to study the monarch, serving as a teaching

and learning resource, to conduct citizen science around the monarch butterfly and to serve as a community

resource; a model example of native and sustainable monarch habitat.


Inform the community about the importance of the monarch butterfly?

Design a monarch habitat that can be used to conduct monarch investigations and increase our local monarch populations?



Students will analyze a monarch population graph to determine trend over time. Next students will be asked why this insect is important; does it really matter if the population is threatened and eventually becomes extinct? Using information from the Butterfly Conservation, http://butterfly-conservation.org/, students will start to answer this questions.

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C-2

STEM ELEMENTS

Science: ecosystem dynamics, populations, habitat, predator prey, human impact, limiting factors, fragmentation, habitat loss

Technology: graphic design, blogging, web design


Mathematics: number operations, communicate mathematical ideas, reasoning and use tools to problem solve, proportionality, equations, measurement and data

PRODUCTS

Individual: science notebook, , Foldables, Thinking Maps, research questions, research summaries, self and group reflections

Team: oral presentation, infographic, participation in Young Reporters for the Environment, write a blog and use social media and school media to share, community engagement days (planning, building, maintaining, informing, etc.), and summary containing next steps and new inquiry questions






RESOURCES NEEDED




C-3




survey Other

NOTES:

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BACKGROUND




















Use graphs and other visuals to

better understand the present

state of monarch butterflies.

Propose solutions based on

qualitative and quantitative

evidence.

Conduct field investigations for soil

and water samples

Compose and adopt a vision

statement.

Use the engineering design

process to evaluate, create and

construct a healthy native and

sustainable Monarch Recovery

Garden.


Field Guides

Soil thermometer



One copy of graph: Total Area Occupied by Monarch Colonies at

Overwintering Sites in Mexico, p. C-11V Model of Systems Engineering, p. C-12Copies of the following:

o Habitat Hunt, p. C-13o Science-Based Cooperative Group Task Cards, p. C-14o Taking Earth’s Vitals, p. C-15o Monarch Recovery Garden Visioning Worksheet, pp. C-16-18o Habitat Team Planning Worksheet, p. C-20-21o Eco-Action Monarch Recovery Garden Planning Worksheet, p. C-22

GRADE 6-8

TIME 7-8 hours



C-4


C-5




STANDARDS

MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors

influence the growth of organisms. (food, light, space, water)

MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological

components of an ecosystem affect populations.

ETS 1-1 Define the criteria and constraints of a design problem with sufficient precisions to ensure a successful

solution, taking into account relevant scientific principles and potential impacts on people and the natural

environment that may limit possible solutions.

ETS 1-2 Evaluate competing solutions using a systematic process to determine how well they meet the criteria and

constraints of the problem.

ETS 1-3 Analyze data from tests to determine similarities and differences among several design solutions to

identify the best characteristics of each that can be combined into a new solutions to better meet the criteria for

success.

ETS 1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or

process such that an optimal design can be achieved.

ACTIVITIES





image found on page C-11.








science notebook.

NOTE

When working with your students to create monarch habitat, please refer to the introduction for specific and

detailed information. The needs of the monarch butterfly are specific. It is critical to their preservation to create

and maintain a healthy and sustainable habitat using a diversity of native species that will meet the needs of

the monarch.



C-6


ACTIVITY 2 – DRIVING QUESTIONS Students will determine develop driving questions based on provided models and work together to



How can we, as citizen scientists, inform the community about the importance of the monarch butterfly?


investigations and increase our local monarch populations?

How can we, as citizen scientists, encourage the community to build monarch habitat throughout the city?























2. Hand out the Habitat Hunt data sheet, p.C-13. You may either provide students with an animal species or













C-7











competition.



answers, specifics.



[MJV: Monarch Joint Venture, NWF: National Wildlife Federation,

USFWS: US Fish and Wildlife Service]




Water: Moist ground, areas or rocks where puddling of small amounts of

water can collect











WWW.GLOBE.GOV:






Taking the Earth’s Vitals data sheet, p. C-15.


butterfly.







C-8


Directions:

1. Divide your students into four groups and ask each group to elect task managers, p. C-14. Grouping

option: Students work in 3 groups of 4, meteorologists, soil technicians or geologists and environmental

quality technicians. Each group will be responsible for one of three Vital Signs on the data sheet.









to the questions.




VISIONING STATEMENT

The first task of the Habitat Team is to define and set clear and attainable project goals. Use can use an Eco-

Schools Action Planning worksheet found on page 18 to support your planning. The construction of a Monarch

Recovery Garden may seem daunting, but it won’t be overwhelming if it’s developed in phases. First, establish

long-term goals; next, identify readily accomplished short-term goals to help move towards the larger vision.

Fundraising, solicitation of materials, curriculum integration, etc. are all ongoing projects. With each phase of

habitat development, important lessons are learned.






Use the worksheet on pages C-16-18 to think about the vision and sketch out both short and long-term goals as

well as an overall vision statement. The Monarch Recovery Garden Visioning Worksheet , pp. C-16-18 can be



Q1: Over time, if we continue collecting data



conservation?

Q2: How can this type of data help efforts to





en gineer a soil that will support an outdoor learning center with harming the soil composition of the

surrounding soil that will be used for monarch recovery gardens. Students should also refer to the V Model

of Systems Engineering as they go through the design process.




C-9


THE HABITAT TEAM




benefits.













Habitat

Team Leader





Budget

Coordinator






Curriculum

Coordinators









Historian













Volunteer





who contribute.

Communications











C-10


1. Read the Habitat Team Roles above. Using the planning sheet on pp. C-20-21 and work in groups or as a


the community.


ACTION PLANNING



2. Decide how you will measure success in achieving your objectives. For example, will you measure

monarch larvae, number of monarch observations, numbers tagged, a combination, etc.


long term?



6. Make your Eco-Action Plan accessible to the whole school community through your website or post it in a visible location, such as the school office or library. For examples of Eco-Action Plans, check out the sample plan included in each Eco-Schools Pathway. A blank Action Plan can be found on page C-22.



C-11



C-12



C-13










2. Why or why not?


Food Source:

________________________________________________________

Water Source:

_______________________________________________________

Cover:

_______________________________________________________


_______________________________________________________


C-14





group.





on current data

LAB TECHNICIAN


and appropriately




Picks up materials.










C-15





SITE NAME: __________________________________________________________________________________

VITAL SIGN: WEATHER

GPS COORDINATES TIME CLOUD COVER


CENTIMETERS (cm)

N:

W:

Feet:

Meters:

F:

C:


Time: A.M. or P.M.






5cm depth:

10cm depth:




WATER SOURCE WATER

TEMPERATURE WATER pH NITRATES

F:

C:



C-16




___________________________________________________________________________________________

___________________________________________________________________________________________



________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________



location? ________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


C-17



________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


project? _________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________




C-18










C-19



School ___________________________________________________________ Date __________________


________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


C-20







1.

2.

3.

4.


1.

2.

3.

4.

1.

2.

3.

4.

Budget Coordinators

1.

2.

3.

4.

1.

2.

3.

4.


1.

2.

3.

4.

1.

2.

3.

4.

Historians

1.

2.

3.

4.


C-21


1.

2.

3.

4.

Maintenance

1.

2.

3.

4.

1.

2.

3.

4.


1.

2.

3.

4.

1.

2.

3.

4.


1.

2.

3.

4

1.

2.

3.

4.

Student Liaison

1.

2.

3.

4.


along the way.

NOTES: ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________




C-22



What is the issue?



done?

How will we monitor

progress?


What will it cost?

D-1

PROJECT NAME: Monarch Mission: Empowering Students to Improve Monarch Populations through the creation of a Monarch Recovery Garden(s)

DURATION: 7-10 class and field investigation hours + building the recovery garden



LEARNING STANDARDS: HS-LS2-6 Evaluate claims, evidence and reasoning that the complex

interactions in ecosystems maintain relatively consistent numbers and

types of organisms in stable conditions, but changing conditions may

result in a new ecosystem.

HS-LS2-7 Design, evaluate and refine a solution for reducing the

impacts of human activities on the environment and biodiversity.

HS-LS2-8 Evaluate evidence for the role of group behavior on

individual and species’ chances to survive and reproduce.

ETS 1-2 Design a solution to a complex real-world problem by breaking

down into smaller, more manageable problems that can be solved

through engineering

ETS 1-3 Evaluate a solution to a complete real-world problem based on

prioritized criteria and trade-offs that account for a range of constraints,

including cost, safety, reliability, and aesthetics, as well as possible

social, cultural, and environmental impacts.

ETS 1-4 Use a computer simulation to model the impact of proposed

solutions to a complex real-world problem with numerous criteria and

constraints on interactions within and between systems relevant to the

problem.


Use a variety of primary and secondary sources, from peer-reviewed media.

Construct graphs and other visuals to represent the present state of monarch

butterfly populations.

Propose solutions based on qualitative and quantitative evidence for the

decline in migrating monarch butterfly populations.

Conduct field investigations using the Monarch Larvae Monitoring Project,

MLMP.


Use technological applications to show simulations of how your solutions will

improve habitat and increase the number of migrating monarch sightings.

Use the engineering design process to evaluate, create and construct a

healthy, native and sustainable Monarch Recovery Garden.

Develop and execute a plan to engage the community in on-going monarch

recovery work.


collaboration X


communication X

other

critical thinking X

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D-2


Students will take on the role of citizen scientists. They will work together to improve monarch butterfly habitat at

school and in locations within the community.

Along with their monarch monitoring, maintenance of their monarch habitat and outreach, students will participate in

the Monarch Larva Monitoring Project that focuses on the health of the monarch butterfly during this life cycle stage

through careful identification and observation.

Students’ goals are to inform and engage the community about the plight and solutions related to the monarch

butterfly and design a monarch habitat that can be used to study the monarch, serving as a teaching and learning

resource, to conduct citizen science around the monarch butterfly and to serve as a community resource; a model

example of native and sustainable monarch habitat.


Students will analyze a monarch population graph to determine trend over time. Next students will be asked why this

insect is important; does it really matter if the population is threatened and eventually becomes extinct? Using

information from the Butterfly Conservation, http://butterfly-conservation.org/, students will start to answer this

questions.


Design a monarch habitat that can be used to conduct monarch larva and adult monarch monitoring investigations?

Inform the school and greater community about the important role the monarch butterfly plays in an ecosystem and what its decline means tooverall ecosystem health?

Build an application that all members of the community can contribute to and is specific to our location and will share qualitative data over time?


STEM ELEMENTS

Science: ecosystem dynamics, populations, predator- prey relationships, human impact, limiting factors, fragmentation, sustainable development, habitat loss

Technology: graphic and web design, media outreach strategy, habitat simulation depicting change over time in monarch habitat for the community, data collection application specific to local community


Mathematics: number operations, communicate mathematical ideas, reasoning and use tools to problem solve, proportionality, equations, measurement and data analysis


D-3

PRODUCTS

Individual: science notebook, , graphic organizers, research questions, research summaries that include graphical representations of collected data, self and group reflections

Team: research symposium, infographic, write a blog and use social media and school media to share meaningful work, community engagement days (planning, building, maintaining, informing, etc.), and summary containing next steps and new inquiry questions






Community leaders who are passionate about conservation, monarchs, education, STEM – can this personadvocate for you and help with outreach strategies.

RESOURCES NEEDED




D-4




survey Other

NOTES:

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uck In

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du

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Pro

ject D

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em

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©2016

Na

tio

na

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ildlif

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-Sch

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SA

BACKGROUND


















Use a variety of primary and secondary sources, from

peer-reviewed media.

Construct graphs and other visuals to represent the

present state of monarch butterfly populations.

Propose solutions based on qualitative and

quantitative evidence for the decline in migrating

monarch butterfly populations.

Conduct field investigations using the Monarch Larvae

Monitoring Project, MLMP.


Use technological applications to show simulations of

how your solutions will improve habitat and increase

the number of migrating monarch sightings.

Use the engineering design process to evaluate,

create and construct a healthy, native and sustainable

Monarch Recovery Garden.

Develop and execute a plan to engage the community

in on-going monarch recovery work.


Field Guides

Soil thermometer



One copy of graph: Total Area Occupied by

Monarch Colonies at Overwintering Sites in

Mexico, p. D-8

V Model of Systems Engineering, p. D-9

Copies of the following:

o Habitat Hunt, p. D-10

o Science-Based Cooperative Group Task

Cards, p. D-11

o Taking Earth’s Vitals, p. D-12

o Monarch Recovery Garden Visioning

Worksheet, pp. D-13-16

o Habitat Team Planning Worksheet, p. D-17-18

o Eco-Action Monarch Recovery Garden

Planning Worksheet, p. D-19

GRADE 9-12

TIME 7-8 hours



D-5


D-6






Both teachers and students should read the blog and accompanying texts from National Wildlife Federation,

Battel of the Butterflies, http://www.nwf.org/News-and-Magazines/National-

Wildlife/Animals/Archives/2015/Battle-for-Butterflies.aspx

STANDARDS

HS-LS2-6 Evaluate claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively

consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new

ecosystem.

HS-LS2-7 Design, evaluate and refine a solution for reducing the impacts of human activities on the environment

and biodiversity.

HS-LS2-8 Evaluate evidence for the role of group behavior on individual and species’ chances to survive and

reproduce.

ETS 1-2 Design a solution to a complex real-world problem by breaking down into smaller, more manageable

problems that can be solved through engineering

ETS 1-3 Evaluate a solution to a complete real-world problem based on prioritized criteria and trade-offs that

account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social,

cultural, and environmental impacts.

ETS 1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem

with numerous criteria and constraints on interactions within and between systems relevant to the problem.

NOTE:

When working with your students to create monarch habitat, please refer to the introduction. The needs of the

monarch butterfly are specific. It is critical to their preservation to create and maintain a healthy and sustainable

habitat using a diversity of native species that will meet the needs of the monarch.

Go to, http://www.pollinator.org/guides.htm or download the app for Android or iOS, titled BeeSmart® Pollinator

Gardener and find your eco-region for a list of native pollinator plants. Search the list for milkweed and nectar plants

and ensure that they are incorporated into the garden.





D-3


ACTIVITIES





image found on page D-8.








science notebook.

ACTIVITY 2 – DRIVING QUESTIONS

Students will determine develop driving questions based on provided models and work together to




larva and adult monarch monitoring investigations?

How can we, as citizen scientists, inform the school and greater community about the important role

the monarch butterfly plays in an ecosystem and what its decline means to overall ecosystem health?

How can we, as citizen scientists, build an application that all members of the community can

contribute to and is specific to our location and will share qualitative data over time?

How can we, as citizen scientists, encourage the community to build monarch habitat throughout the

city?

















D-4
















2. Hand out the Habitat Hunt data sheet, p. D-10. You may either provide students with an animal species or















competition.



answers, specifics.



[MJV: Monarch Joint Venture, NWF: National Wildlife Federation, USFWS: US Fish and Wildlife Service]


butterfly.




D-5





Water: Moist ground, areas or rocks where puddling of small amounts

of water can collect











WWW.GLOBE.GOV:






Taking the Earth’s Vitals data sheet, p. D-12.

Directions:

1. Divide your students into four groups and ask each group to elect task managers, p. D-11. Grouping option:

Students work in 3 groups of 4, meteorologists, soil technicians or geologists and environmental quality

technicians. Each group will be responsible for one of three Vital Signs on the data sheet.









to the questions.



Q1. Over time, if we continue collecting data



conservation?

Q2. How can this type of data help efforts to




http://bit.ly/2aooeSC



D-6



VISIONING STATEMENT

The first task of the Habitat Team is to define and set clear and attainable project goals. Use can use an

Eco-Schools Action Planning worksheet found on page 18 to support your planning. The construction of a

Monarch Recovery Garden may seem daunting, but it won’t be overwhelming if it’s developed in phases. First,

establish long-term goals; next, identify readily accomplished short-term goals to help move towards the larger

vision. Fundraising, solicitation of materials, curriculum integration, etc. are all ongoing projects. With each phase

of habitat development, important lessons are learned.






Use the worksheet on pages D-13-16 to think about the vision and sketch out both short and long-term goals as

well as an overall vision statement. The Monarch Recovery Garden Visioning Worksheet, pp. D-13-16, can be



THE HABITAT TEAM




benefits.















engineer a soil that will support an outdoor learning center with harming the soil composition of the

surrounding soil that will be used for monarch recovery gardens. Students should also refer to the V Model of

Systems Engineering as they go through the design process.




D-7



Habitat

Team Leader





Budget

Coordinator






Curriculum

Coordinators









Historian













Volunteer





who contribute.

Communications









1. Read the Habitat Team Roles above. Using the planning sheet on pp. D-17-18 and work in groups or as a


the community.




D-8


ACTION PLANNING



2. Decide how you will measure success in achieving your objectives. For example, will you measure monarch larvae*, number of monarch observations, numbers tagged, a combination, etc.


long term?



6. Make your Eco-Action Plan accessible to the whole school community through your website or post it in a

visible location, such as the school office or library. For examples of Eco-Action Plans, check out the sample

plan included in each Eco-Schools Pathway. A blank Action Plan can be found on page D-19.

* The Monarch Larvae Monitoring Project is conducted through the Monarch Lab at the University of Minnesota. Learn more about how you and your students can have a direct impact on understanding the various aspects related to monarch butterflies. The links and documents to participate in the field monitoring project start on page D-25.




D-9



D-10



D-11










2. Why or why not?


Food Source:

________________________________________________________

Water Source:

_______________________________________________________

Cover:

_______________________________________________________


_______________________________________________________


D-12





group.





on current data

LAB TECHNICIAN


and appropriately




Picks up materials.










D-13





SITE NAME: __________________________________________________________________________________

VITAL SIGN: WEATHER

GPS COORDINATES TIME

CLOUD COVER


CENTIMETERS (cm)

N:

W:

Feet:

Meters:

F:

C:


Time: A.M. or P.M.






5cm depth:

10cm depth:




WATER SOURCE WATER TEMPERATURE

WATER pH NITRATES

F:

C:



D-14




___________________________________________________________________________________________

___________________________________________________________________________________________



________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________



location? ________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


D-15



________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


project? _________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________




D-16










D-17



School ___________________________________________________________ Date __________________


________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________


D-18







1.

2.

3.

4.


1.

2.

3.

4.

1.

2.

3.

4.

Budget Coordinators

1.

2.

3.

4.

1.

2.

3.

4.


1.

2.

3.

4.

1.

2.

3.

4.

Historians

1.

2.

3.

4.


D-19


1.

2.

3.

4.

Maintenance

1.

2.

3.

4.

1.

2.

3.

4.


1.

2.

3.

4.

1.

2.

3.

4.


1.

2.

3.

4

1.

2.

3.

4.

Student Liaison

1.

2.

3.

4.


along the way.

NOTES: ____________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________




D-20



What is the issue?



done?

How will we monitor

progress?


What will it cost?

Rev. 3-1-2010 Page D-21

PERSONAL INFORMATION

Name of Participant(s):

Primary Mailing Address:

Secondary Mailing Address:

E-mail Address, if available:

How many years have you collected data for the Monarch Larval Monitoring Project?

When was the last year you participated?

Are you participating as part of an organization (school, nature center, etc.)? If so, what organization?

Will anyone (family, friends, etc.) be helping you with the monitoring? If so, please list their names (and ages if they are students/children).

We like to know a little about our volunteers. If you would like, tell us about your profession, other interesting information about you, whether you have helpers while you monitor, or anything else you think we would like to know.

Rev. 3-1-2010 Page D-22

SITE INFORMATION

Information on your monitoring site will help scientists understand how the environment in and around your site influences monarch presence and abundance. If you cannot answer a question, it is okay to skip it.

1. If you have collected MLMP data in the past, is this the same site you monitored in previous years? If not,why not?

2. Where is your site located?City or Township: County: State: Geographical Coordinates, if known:

3. What type of site is it (only one):• CRP land (Conservation Reserve Program)• Other “old field” (not currently used for crops)• Pasture• Restored prairie• Natural prairie• Nature preserve• Roadside (ditch or strip next to a road)• Garden (planted milkweeds that are watered and maintained)• Agricultural area (cornfield, soybean field)• Other

4. On what date this year did the milkweed emerge?

5. We would like to know the size of your site. This means the entire contiguous area in which milkweed isgrowing, not just where you monitor. You may either give us the area, dimensions, or estimate the area.Please answer a or b.

a. What is the area of your site? (Indicate units – square meters, acres, hectares, etc. Measure the length and width of the site and multiply them, or use aquantity that you already know, such as 40 acres.)

b. Estimate the size by choosing one of the following: (only one)• Very small: 0-10 sq. meters (100 sq feet) – e.g. a small garden• Small: 11-100 sq meters (1000 sq feet) – up to the size of half a tennis court• Medium: 101-1000 sq meters (10000 sq feet)– a little smaller than a football field• Large: 1001-10,000 sq meters (2.5 acres)• Very large: Over 10,000 sq meters (large fields and bigger)

6. Please list all milkweed species at the site.

7. Was this milkweed planted by humans, or did it grow naturally?

Rev. 3-1-2010 Page D-23

8. Please check any forms of management that occur on your site: Mowed 1-2 times per year Mowed more than 2 times per year Fertilized 1 or more times per year Weeded Planted with an agricultural crop (milkweed is a “weed” in this site) Burned every year Burned every 2-3 years Burned with a frequency of less than once every 3 years

9. Which of the following are found within your site? This includes the entire contiguous area that containsmilkweed, not just the part of it that you monitor.

Flowering plants Native grass Lawn grass Shrubs (less than 3 m tall) Trees (more than 3 m tall) Natural body of water (pond, lake, or river) Human-provided water (birdbath, pond, etc.)

10. Which of the following border your site? This includes the entire contiguous area that contains milkweed,not just the part of it that you monitor.

Lawns Agricultural fields Residential buildings Industrial or commercial buildings Roads Body of water (lake, pond, river) Deciduous woods Evergreen woods Schoolyard Park Other

11. How would you describe most of the area immediately surrounding your site? (only one)• Undisturbed (forest, prairie, or other natural vegetation)• Rural agricultural• Small town• Suburban• Urban

12. If your site is in a city, suburb, or town, what is the population?• Less than 5,000• 5,001 – 25,000• 25,001 – 100,000• Over 100,000

Rev. 3-1-2010 Page D-24

13. Is either of the following within 1 km (0.6 miles) of your site?• Another small to medium area with milkweed (0-1000 sq meters)• Another large to very large area with milkweed (over 1000 sq meters)

14. What is the elevation of your site?• 0-750 m (0-2500 ft)• 751-1500 m (2501-5000 ft)• 1501-2250 m (5001-7500 ft)• 2251-3000 m (7501-10000 ft)• Over 3000 m (over 10000 ft)

15. Do you ever release adult monarchs at this site? If so, how often and how many?• Yes• No

If yes, how often? (only one) • Once• 2-3 times• More than 3 times

And how many? (only one) • 1-5• 6-10• More than 10

16. Do you collect monarchs at this site? If so, what stages and approximately how many?

Stage Check if this stage is collected

Check how often A few Every once in a while Most or all that I see

Egg A few Every once in a while Most or all that I see L1 A few Every once in a while Most or all that I see L2 A few Every once in a while Most or all that I see L3 A few Every once in a while Most or all that I see L4 A few Every once in a while Most or all that I see L5 A few Every once in a while Most or all that I see Pupa A few Every once in a while Most or all that I see Adult A few Every once in a while Most or all that I see


MEASURING MILKWEED DENSITY

TIMING

Complete the “Milkweed Density Datasheet” once per year. Since the milkweed may not all be above ground at

the beginning of the season, wait to do the density measurements until the middle of the season.

PROCEDURE

If you can easily count all of the milkweed plants at your site, record the actual number of milkweeds at the site

and the size of your site.

If your site is too large to easily count all of the milkweed plants, you will randomly sample points to obtain plant

density data, counting the number of milkweed plants in several 1 meter squares. Follow these steps:

1. Start at any side of your site, randomly choose a direction, and walk one or more transects, or paths, through

the site. On a transect, stop every 5-10 paces, and use a meter stick to delineate a square that is 1 meter on

each side. The appropriate number of paces will vary with the size of your site (more paces for larger sites),

but must be consistent for all of your

samples. Use a consistent method for

delineating each meter square plot,

i.e. the square is always directly to

the right and in front of your right

foot when you stop.

2. Count all of the milkweed plants

within that 1 meter square, and

record the data on the Datasheet.

3. When you reach the edge of your site

while walking a transect, randomly

choose a new direction that takes

you back into the site, and continue

walking and recording data from the

1 square meter plots. It is possible

that some transects will cross each

other, but very unlikely that actual

sampling plots will overlap, so don’t worry about intersecting transects.

4. Continue with this method until you have sampled up to 100 squares (the more squares you sample the more

accurate your density estimate will be, but more than 100 is not necessary).

Tip: A good way to randomly select a direction is by throwing a pencil or ruler into the air. Walk in the direction

that it is pointing. The goal is to sample randomly and obtain data that are representative of the whole site. It is

important not to let the presence or absence of milkweed influence your choice of samples.

Sampling transects. Note that the sampling plots will be farther apart than shown here.


MILKWEED DENSITY DATASHEET


You only need to do this activity once during the season (at middle of season)

If you can count all of the milkweed plants at your site, record the number of milkweed plants and area of your site

(you can record the area in square meters, square feet, or acres).

Number of milkweed plants: Area of site:

If your site has too many milkweed plants to count, use the sampling procedure described above and complete the

table below.

Point #


Point #


Point #


Point #


1 26 51 76

2 27 52 77

3 28 53 78

4 29 54 79

5 30 55 80

6 31 56 81

7 32 57 82

8 33 58 83

9 34 59 84

10 35 60 85

11 36 61 86

12 37 62 87

13 38 63 88

14 39 64 89

15 40 65 90

16 41 66 91

17 42 67 92

18 43 68 93

19 44 69 94

20 45 70 95

21 46 71 96

22 47 72 97

23 48 73 98

24 49 74 99

25 50 75 100


ACTIVITY #1: MEASURING MONARCH DENSITY

Objective: Obtain a count of monarch eggs and larvae at the site by examining a recorded number of milkweed

plants. The result will be a per plant density measurement of the monarch population at the site. We use this

measurement to see how densities vary within a year, between years, and among different sites and locations.

You can choose one of three different datasheets to record your monarch density data for Activity 1.

Datasheet #1A – (BASIC): this datasheet asks for the total numbers of plants and monarchs you observe at the

site—for example, 4 eggs on a total of 100 plants observed. If you use this datasheet, you will need to print a

new copy each time you monitor your site. It is the simplest datasheet for recording and is great for new

volunteers or working with kids.

Datasheet #1B – (For combining full season summary in one place) Like Datasheet #1A, this sheet asks for the

total number of plants monitored and monarchs seen. However, you can record data from multiple

monitoring events, and will only need one or two sheets for the entire monitoring season (although you will

be more limited for writing space). You can use this to record data in the field if you write small, or can use it

to combine all your weekly data in one place.

Datasheet #1C – (ADVANCED): this datasheet asks you to keep track of the number of monarchs you observe

on each individual plant you observe, instead of just reporting the total numbers of plants and monarchs that

you observe. For example, with Datasheet #1C, you could record seeing 2 eggs on 1 plant, 1 larva on another,

and zero monarchs on a third. This information will be useful in understanding potential impacts of crowding

on monarch survival. Because you will also record the milkweed species, we’ll be able to assess how female

monarchs make egg-laying decisions when they have more than one milkweed species in a single site. Your

data will be added to overall monarch densities, but will also be analyzed separately.

Method: Regardless of what datasheet you use, the basic monitoring method remains the same. You will examine

as many milkweed plants as possible, keeping track of the number of plants examined, and recording the number

of monarch eggs and larvae of each instar that you find. Follow the specific instructions below: Try to monitor on

the same day and at about the same time each week, throughout the time that milkweed is growing in your area.

It is okay if your timing is slightly off from one week to the next, or if you have to miss weeks.

1. Record the required basic monitoring event details. Record the date you monitored, the temperature in the

shade (indicate Fahrenheit or Celsius), start and stop times, etc.

2. Always record the number of milkweed plants that you examine. The result will be a weekly estimate of

monarch density at your site, measured as a proportion of milkweed plants with monarchs.

3. Examine as many plants as possible. If you can monitor every milkweed plant at your site, please do so. If

there are too many for you to monitor all of them, randomly select plants to monitor during each monitoring

session (it does not need to be the same subset of plants each week). It is important to monitor an unbiased

sample of milkweed plants. In other words, you should not just look at the milkweed plants that you think are

most likely to have monarchs on them because you will overestimate the monarch density at your site. You

can avoid bias by following the directions below.


For large sites where milkweed is more evenly distributed, walk one or more random, straight-line

transects, or paths, through your site. First, choose a random direction to walk. You can do this by

tossing a pencil or stick, and walking in the direction it points, or using some other random sampling

method. After choosing a direction, hold your arms out to your sides as you walk. Stop and examine every

milkweed plant that falls along your path between your fingertips. As you examine these plants, keep

track of the number of plants you look at, whether they have monarchs or not. Record the total number

of plants on one of the Activity 1 datasheets. When you reach the perimeter of your site, you can

generate another random direction to conduct the next transect, or simply turn 90 degrees back into your

site and continue monitoring. Continue running these transects through the site until you feel you have

adequately sub-sampled the site, or have run out of time.

For sites where milkweed density is patchy, a systematic approach to sub-sampling may be easier. To do

this, estimate the total number of milkweed plants at the site, and determine how many you are capable

of observing each week. You can use this number to calculate your sub-sampling method. For example, if

your site has 900 milkweed plants, and you have time to monitor 300 of them each week, your method

would be to observe and record every third milkweed plant that you observe. Again, be sure not to bias

your sample by choosing plants you feel are more likely to have monarchs present..

Note: you do not need to use the transect method if you are able to examine all of the milkweed plants at your site.

4. Search for monarch eggs and larvae on each plant that you examine. Remember that monarch eggs and

larvae can be hard to find! To examine a milkweed plant, look carefully at all parts of the plant, including the

bottoms of the leaves, the area within the very small leaves at the top of the plant, and buds and flowers if

they are present. Keep an eye out for caterpillar clues, such as chew marks on the leaves or frass. Handle the

plants carefully, to avoid knocking any larvae off the plant. Remember, not all eggs and caterpillars that you

find on milkweed are monarchs; use the pictures of each instar below and our Field Guide to Monarch

Caterpillars to help you distinguish monarchs from other insects.

Note: Sometimes it is difficult to distinguish one “plant” from another; many species of milkweed have different

growth forms. A rule of thumb is that if stems are separated by dirt, you can call them separate plants. We know

that they might not be separate plants; common milkweed stems all over a field might actually be from the same

“plant” and all be connected underground, and the stems in a clump of swamp milkweed (which is one plant) are

often separated by dirt. If there are uncertainties, please email us first for clarification. Always write what you are

doing in the notes section of your site information page, and be consistent from year to year.

5. Keep track of the number of milkweeds, monarch eggs, and larvae that you find, and the instar of each

monarch larva. Use one of the Activity 1 datasheets to record your observations of eggs, larvae, and

milkweed. Be sure to identify the larvae to instar (see photos below, MLMP Life Cycle cards, Field Guide to

Monarch Larvae, or illustrations on MLMP clipboard). Note that you can record the number and stage of any

dead monarch eggs or larvae that you see.

6. Scan for adult monarchs. Note any adult monarchs you observe, and their sex, if known. To avoid counting

individuals more than once, count the maximum number of adults that you observe at any one time by

scanning the entire site when you see an adult. Record this number on the datasheet, indicating how many

are males, females, or unknown.

7. Note what plants are blooming each week. This information will help us learn about the diversity of blooming

plants at your site and tell us if there were any nectar plants there to attract and feed adult monarchs. You do

not need to record how many of each kind of blooming plant,, just the species.

8. Note any disturbances at the site. Record the date and type of disturbance, which might include mowing,

herbicide spraying, haying, or anything else that might affect the milkweed plants or monarchs.




9. Note Aphis nerii presence or absence (optional). Note if you saw any of the bright yellow Oleander Aphids

(Aphis nerii) while you were monitoring. You don’t need to record numbers of aphids or plants with aphids,

just whether they were there or not. If you didn’t look, just check “didn’t look”.

ADULT MONARCHS

Male and female monarchs can be distinguished easily. Males have a black spot (indicated by a red arrow) on a

vein on each hind wing that is not present on the female. The ends of the abdomens are also shaped differently in

males and females, and females often look darker than males and have wider veins on their wings.

Male Monarch Butterfly (photo courtesty of Michelle Solensky)

Female Monarch Butterfly (photo courtesy of Barbara Powers)

EGGS AND CATERPILLARS

Monarch egg on milkweed leaf — The egg is a little more than 1 millimeter tall.

(Photo courtesy of Lynda Andrews)

Close-up of monarch egg — Note the pointed shape, the glossy color, and the vertical striping.

(Photo courtesy of Michelle Solensky)


Monarch egg (left) and latex drop (right) (Photo courtesy of Anurag Agrawal)

Live monarch egg about to hatch (Photo courtesy of Valerie Evanson)

Dead monarch egg – Note the “puddle” of dead larva in the bottom of the egg.

(Photo courtesy of Valerie Evanson)

Monarch first instar consuming eggshell — Note the dull greenish-grey color, and the size

(not much bigger than the egg). (Photo courtesy of Mary Holland)

First instar feeding damage — This circular feeding pattern is an indication that a monarch first

instar was on the plant at some point. (Photo courtesy of Tom Collins)

Monarch second instar — Second instar larvae have a distinct pattern of black, white, and yellow band, and

the body no longer appears transparent and shiny. (Photo courtesy of Monarch Lab)


Monarch third instar — This third instar monarch has just molted. As monarch larvae develop, they increase

in size and their stripes become more distinct. Third instar larvae usually feed using a unique cutting motion

on leaf edges. (Photo courtesy of Monarch Lab)

Monarch fifth instar — Older monarch larvae have bright yellow, black and white striping and 2 pairs of

tentacles (on front and back ends). (Photo courtesy of Richard Hicks)

Monarch fourth instar — Fourth instar monarchs front tentacles extend beyond the tip of the head. Internal changes, including the development of reproductive

structure, begins to occur in late instar monarchs. (Photo courtesy of Monarch Lab)

Monarch instars — The entire larval stage in monarchs lasts from 9-14 days under normal summer

temperatures. The speed of monarch development is temperature dependent.

(Photo courtesy of Monarch Lab)


APHIS NERII (APHID)

Aphis nerii – the only bright yellow aphid found on milkweed.

(photo courtesy of Anurag Agrawal)

Aphis nerii – hundreds of aphids on one milkweed plant.

(Photo courtesy of Grant Bowers)


DATASHEET #1A: MONARCH DENSITY (WEEKLY SUMMARY)

Use this information to fill in Datasheet #1B Season Summary of Monarch Density.

Date: Observers: Site Name: City, State:

Start Time: Stop Time: Temp in Shade:

Eggs 1st

Instars 2nd

Instars 3rd

Instars 4th

Instars 5th

Instars


U = unknown)

# Dead (egg or larval

stage)

# of Milkweed Plants Observed (use tick marks to represent 1, 5, 10, or 20 plants and record total at end

of session)

Plants in bloom at site (species, not numbers of plants!):

Note any disturbances that occurred at the site over the past week (mowing, herbicide spraying, haying, etc.):


Other Notes:


DATASHEET #1B: MONARCH DENSITY (SEASON SUMMARY)


Date

Temp in

Shade Start Time

Stop Time

Live Monarch Eggs & Larvae # Dead (&

larval stage)


U = unknown)

# of Milkweed

Plants Observed Plants in Bloom

Aphis nerii? (Yes / No /

Didn’t Look) Eggs 1st

2nd

3rd

4th

5th

Were there any disturbances (such as mowing) at your site during the monitoring period? Please describe the kind and timing of any disturbance.


ACTIVITY #1C: MONARCH DENSITY (WEEKLY DENSITY PER MILKWEED PLANT)

Objective: Activity #1C, like the simpler Activity #1A, results in an estimate of monarch density at your site. The

difference is that you will keep track of the number of monarchs you observe on individual plants, instead of just

reporting the total numbers of plants and monarchs that you observe. Whereas in the simpler activity you would

report seeing, for example, 4 eggs on a total of 100 plants observed, this protocol will allow you to report if these

eggs were on 4 separate plants, or if they were all on the same plant. This information will be useful in

understanding potential impacts of crowding on monarch survival. Because you will also be recording the

milkweed species, we’ll be able to assess how female monarchs make egg-laying decisions when they have more

than one milkweed species in a single site. Your data will be added to overall monarch densities, but will also be

analyzed separately.

Method: Follow the directions for Activity #1A, with these modifications. When you look at a plant with no

monarchs, place a tick mark in the box labeled “0 monarchs/plant.” When you see one monarch on a plant, write

“e,” “1st,” “2nd,” “3rd,” “4th,” or “5th” (depending on whether you see an egg or a first, second, etc. instar) in one

of the boxes under the words “1 monarch/plant.” When you see 2 monarchs on a plant, write “e,e” or “e,1st,” or

“1st,1st,” etc., depending on the stage of the two monarchs you see. Do the same in the boxes under the words “3

monarchs/plant,” “4 monarchs/plant,” and “>4 monarchs/plant” as needed. Note if an individual is dead; for

example, if you see a dead first instar and a live first instar on a plant, you would note “dead 1st

, 1st

”. At the end of

the session, add up the total number of plants (including those with and without monarchs), eggs, and larvae you

observed, and tally this in the appropriate section in the summary below below the table.

If you have only one species of milkweed on your site, you’ll use one table per monitoring session. If you have

more than one milkweed species, you should keep a separate table for each species you observe. There are two

tables per sheet.


DATASHEET #1C: MONARCH DENSITY (WEEKLY DENSITY PER MILKWEED PLANT) PLEASE SEE INSTRUCTIONS ABOVE


Key: e = egg | 1 or 1st

= 1st

instar | 2 or 2nd

=2nd

instar | 3 or 3rd

= 3rd

instar | 4 or 4th

= 4th

instar | 5 or 5th

= 5th

instar | p = pupae




s: Total 2nd

s: Total 3rd

s: Total 4th

s: Total 5th

s:





s: Total 2nd

s: Total 3rd

s: Total 4th

s: Total 5th

s:


Plant species blooming:

(Disturbance and Aphis nerii data collected on next page.)


Note any disturbances at your site this week:


Other notes or observations:

Rev. 2-24-2010 Page D-37

ACTIVITY #2: RAINFALL DATA

Objective: Obtain measurements of weekly or daily rainfall at the site.

Method: Mount a rain gauge at or near the site and record rainfall amounts.

We are interested in following the weather patterns at your site, especially rainfall. If possible, buy an inexpensive rain gauge and mount it at your site. Check the gauge regularly and record rainfall amounts on Datasheet #2 – Rainfall Data. Make sure to empty the gauge so it is ready to collect precipitation during the next rain event.

Rev. 2-24-2010 Page D-38

DATASHEET #2: RAINFALL DATA

Year: Observers: Site Name:

City: State:

Date Emptied Rainfall Date Emptied Rainfall Date Emptied Rainfall


Example of rearing set-up. Photo by Ilse Gebhard.

ACTIVITY #3: ESTIMATING MONARCH SURVIVAL

We are interested in learning about the natural enemies that may affect monarchs. Some of these enemies are

parasitoids, organisms whose young develop inside the monarch larvae, eventually killing them. This activity will

help us learn how common this kind of parasitism is at your site. Here, we provide information on how to collect

data on parasitoids and a protozoan parasite called Oe (Ophryocystis elektroschirrha). If you choose to participate

in the Oe study, you’ll need to contact the coordinators at the University of Georgia to obtain a sampling kit (see

instructions below).

Objective: Obtain an estimate of survival in monarch larvae collected at your site. These data will help us

measure the importance of mortality factors in populations of different densities and at different times and

locations.

Summary of Method: Collect any 4th or 5th instars each week as you complete Activity #1 Monarch Density. If

you would like to collect earlier instars as well, you can do this; just be sure to note that you are collecting earlier

instars on the online Site Information form. You may collect larvae from your monitoring site or other locations. If

you collect them from your site, enter their information under your monitoring site profile; if you collect them

from other locations, use the data entry form under the “Enter/Edit Data on Monarchs You Rear from Other

Locations” section. Rear larvae indoors and record whether they survive to adulthood, and, if not, what caused

their death (parasitized by flies, parasitized by wasps, dead for an unknown reason, etc.). If you choose to test

butterflies for the Oe parasite, do this before releasing them back at the site. Additionally, we would like to

identify parasitoids that you rear from monarchs (or other butterflies or moths); please see #8 below for

information on how to send the adult parasitoids to us.

DETAILED INSTRUCTIONS FOR REARING LARVAE TO ESTIMATE SURVIVAL

1. Larvae can be kept in an aquarium, large jar, ice creambucket, or another container. The container should beeasy to open, since you need to clean it every day. Itshould have a screen covering or holes for air flow andshould allow you to see the larva inside. Unless you planto move the pupae, the cage should be large enough forthe adult to expand its wings when it emerges. Keep thecage out of the sun or other hot places (like a car insummer). High temperatures can kill the larvae. It is bestif you keep only one larva in each container, as this willhelp combat disease and allow you to track individuallarvae accurately, since you’ll want to know the stage atwhich they were collected.

2. Cages must be cleaned daily. Empty out the caterpillar frass (poop) and old milkweed. Wash your containerfrequently (at a minimum every time a new larva is introduced) using a 20% bleach-water solution.

3. Give larvae fresh milkweed daily. You can pick several days’ worth of milkweed, wash it, and keep it in a plasticbag in a refrigerator. It stays fresher if you put a damp piece of paper towel on the bottom of your container.


4. The 4th and 5th instars that you collect will likely pupate within a week. When theyare ready to pupate, they’ll crawl to the top of their cage and form a pre-pupal “J”before shedding their skin for the last time. You can tell that they will shed their larvalskin soon (within minutes) when their tentacles hang very limply and their bodiesstraighten out a little. Be careful to not jostle the container while larvae are pupating.

5. The pupa stage lasts nine to fourteen days. Pupae turn darker the day beforebutterflies emerge, and look black on the day they emerge. At this point, the wingsare visible. The butterflies usually emerge in the morning. Their wings will be soft,flexible, and wet when they emerge, but they’ll be ready to fly in about 4 hours. If theyfall, carefully pick them up by holding the thorax, and hold their legs next to the topor side of the cage. They need to hang with their wings pointed down. A pupa thathas been very dark for more than a few days is almost always dead. Within a day ofan adult butterfly emerging, release it back at the site from which it was collectedafter recording information on the Activity 3 datasheet.

6. Larvae that have been parasitized by flies will often not pupatesuccessfully, but will hang limply and die, although some flies emergefrom the pupa. Fly maggots come out of the host larva or pupa on a silk-like thread, and pupate on the bottom of the container. The adult fliesemerge about 7-10 days later. Wasps emerge as adults from their hostpupa. In both cases, be sure to remove the wasps or fly pupae if thereare living monarch larvae in your rearing container; they may mate andparasitize new hosts. Please consider sending the specimens to us toidentify after the adults have emerged (see #8).

7. Remove diseased larvae from any container with other larvae to avoidspreading the disease.

8. Please send us adult parasitoid flies or wasps that come from monarchsyou rear. After the adult flies emerge from their pupae (7-10 days afterthey emerge from the monarch), put them in small containers (e.g. pillbottles, small boxes, Ziploc-style plastic storage containers), with acotton ball or tissue to prevent them bouncing around. Each containershould hold all of the parasitoids that emerged from ONE monarch. Putthem in a freezer until you have several or until the end of the season.Label each container so we can determine the date of collection of themonarch, the stage at which the monarch was collected, the milkweedspecies on which the monarch was collected, the location of collection,

and anything else you think is relevant. If you want, you can number thecontainers, and write this information on a separate table that you send with thecontainers. Contact [email protected] if you need assistance shipping the fliesto us, and notify us when a package of flies should be expected. Send thespecimens to:

Monarch Larva Monitoring Project University of Minnesota Dept of FWCB 2003 Upper Buford Circle, 135 Skok Hall St. Paul MN 55108

Above: Monarch pupae with silk-like thread from tachinid fly parasitoids. Photo by Sonia Altizer

Above: Parasitized monarch larva with three tachinid larvae (maggots). Below: Soon after emerging, the flies pupate, turning reddish-brown. Above by Jaap de Roode, below by Sonia Altizer.

Right: Adult tachinid fly. MonarchLab photo. Below: Example container label with fields needed.

Location collected: Date collected: Instar collected as: Date and # flies emerged: Date adult flies:

mailto:[email protected]



Year: Observers: Site Name: City: State:

Larva ID #

Location of Collection

(if different from site)

Date of Collection

Larval Instar at

Collection

Adult Monarch Date of Sampling for OE (if applicable) and

result (if known)

Result: parasitized by fly, parasitized by wasp, dead from

another cause (accidental or disease), adult

monarch

Number of parasitoids - date

emerged from monarch

Notes (e.g. cause of monarch death - accidental, disease or

unknown; did adult flies emerge from fly pupae; other

observations) Date Male Emerged Female

Date infected (yes/no)

# Date



INSTRUCTIONS FOR TESTING ADULTS FOR OE (OPTIONAL)

1. Obtain a sampling kit from Project MonarchHealth (see address below). You will send the sampling card plus a copy of your

data sheet to the University of Georgia. You will still enter your data on the MLMP website for the monarch larvae you

collected, and whether they died for an unknown reason, turned into monarchs, flies, or wasps.

2. Butterflies should not be handled for the first four or five hours after they emerge, and can be kept in the cage until the next

day. To sample adult monarchs for the Oe parasite, wear gloves to prevent contamination. While the parasite is not harmful to

humans, it is easily spread from one monarch to another.

3. Remove the butterfly from its rearing container. Hold firmly as shown in the picture below, using a gloved hand. Be sure not to

use your other hand to touch the butterfly because that hand will be used to hold the tape sticker and sample for Oe spores. It

is critical that your bare hand NOT touch the butterfly!

4. Pick up a piece of transparent tape or sticker with your other hand. Gently, but firmly place the sticky side of the piece of tape to

the abdomen of the monarch. Press down so that it wraps around and sticks to the sides of the abdomen.

5. Gently peel the tape off and stick it to the index card. You will remove scales in the process, but it will not harm the monarch.

Label the tape sample with a number that corresponds to the datasheet entry.

6. Sanitize your working surface with bleach solution. Thoroughly sterilize container with 20% bleach solution and clean all

supplies and tools with bleach before rearing another wild monarch.

7. After you’ve entered your MLMP data, send a copy of the MLMP Activity 3 datasheet and the index card to:

Project Monarch Health c/o Sonia Altizer

Odum School of Ecology University of Georgia

Athens, GA 30602

http://monarchparasites.org/


ACTIVITY #4: COMPARING PLANTS OCCUPIED BY MONARCHS TO RANDOM PLANTS

Objective: To assess whether female monarchs choose milkweed plants randomly within a site, or if there are

characteristics of milkweed plants that make some more likely to be chosen as sites for oviposition. This will help

us to understand what characteristics make milkweed “good” host plants for monarchs.

Methods: Measure and compare the same characteristics (height, reproductive status, age, herbivore damage,

and the presence or absence of invertebrates) of plants with monarchs and randomly-selected plants. You will

measure all (or a subset if you find over 30 plants with monarchs) of the plants you observe with monarchs and a

random set of 30 plants at your site.

You will fill out Datasheets 4A and 4B every week if you do this activity. Complete datasheet 4A (milkweeds with

monarchs) while you are doing your weekly Activity 1 monitoring (Measuring Monarch Density). If you find more

than 30 plants with monarchs, you can stop recording when you get to 30 to save time.

Since it will be hard to record characteristics of random plants simultaneously, use one of the methods described

below AFTER you have completed your weekly monitoring activities to complete the 4B datasheet (random

milkweed plants).

It works well to copy the two datasheets below on two sides of one paper.

DIRECTIONS FOR FILLING IN PLANT CHARACTERISTICS ON BOTH DATASHEETS (4A AND 4B):

1. For datasheet 4A, record the stage of monarch(s) on the plant, then fill out the other characteristics as

described below. If monarch densities are very high at your site, you can stop recording plant characteristics

after the first 30 occupied plants. Keep looking for monarchs for Activity 1 (Measuring Monarch Density) and

recording the number of monarchs you observe and the total number

of milkweeds examined. For datasheet 4B, most plants probably won’t

have monarchs, but it’s okay if they do (as long as they are selected

randomly).

2. Look at the plant to determine what, if any monarchs or other

invertebrates are on it, and record what you see on the datasheet. It is

important to do this first, since your presence and plant manipulation

will disturb some of the invertebrates. The Milkweed, Monarchs, and

More Field Guide (available at: http://monarchlab.org/store) is helpful

for identifying invertebrates you are likely to encounter.

3. Record the species of milkweed. Here is a helpful webpage courtesy of

the Monarch Joint Venture (see Milkweed Resources category):


4. Measure the plant height in cm to the top of the top set of leaves; if

the plant is not standing straight, or if it is a recumbent species

(growing horizontally along the ground), measure its length. If it has

several branches, measure the height of the tallest branch (see photo).Photo courtesy of Janet Allen

Measure height to

this branch Not this branch

http://monarchlab.org/store



5. Note the presence/absence of buds, flowers, and seed pods.

6. Evaluate the percentage of leaf material that is yellowed and senescing (growing old). This is a subjective

measurement, but use the categories provided on the datasheet for percentages.

7. Evaluate the percentage of leaf material that is eaten by herbivores or infected by a disease or air pollution.

Use the categories provided on the datasheets for percentages.

8. For each milkweed plant you record, measure out a one meter square with that plant directly in the center of

the plot. Count the number of other milkweed plants inside the one meter square plot and record this on the

datasheet.

IF YOU HAVE A BIG FIELD WITH LOTS OF PLANTS YOU WILL NEED TO SAMPLE PLANTS

RANDOMLY TO FILL IN DATASHEET 4B:

Once you are done monitoring for monarchs, choose another random transect(s), and measure the characteristics

of 30 random plants. This can be done by standing at some point in the site or on the edge and tossing your ruler,

butterfly net, or pencil up into the air and walking in the direction it points. It is important to do this randomly so

that you don’t subconsciously start walking in a direction with good-looking or otherwise nonrandom plants.

Random milkweed plants that you record can have monarch eggs or larvae on them; the point is that they are a

random sample of the plants in your site.

Walk 10 paces (or 5 if your site is small) in your randomly selected direction, and follow steps 2-8 above for the

closest milkweed plant to your feet. Be sure to look for plants of all sizes, including very small plants, and not to

measure a more noticeable plant if an inconspicuous one is closer to your feet. Walk 10 (or 5) more paces and

repeat this process. Continue until you have measured up to 30 random plants (in addition to the ones you’ve

already recorded on Datasheet 4A). If you reach the edge of the field before you have measured 30 plants, then

randomly choose another direction and begin again, or simply turn 90 degrees back into your site and walk

another transect in that direction.

IF YOU HAVE A SMALL AREA FIELD WITH FEWER THAN 30 PLANTS, YOU SHOULD MEASURE

ALL OF THE PLANTS:

All of the milkweeds at your site should be measured if you have fewer than 30. In this case, your plants that are

occupied with monarchs will be part of the “random plant” survey, since you will measure all plants. You should

record the data on these plants on both datasheets – you don’t have to actually write the data down twice, but

enter them onto the web site for both 4A and 4B. We will then be able to determine if your “occupied” plants are a

non-random subset of all of the plants.


DATASHEET #4A: CHARACTERISTICS OF MILKWEED PLANTS WITH MONARCHS


City: _____________________________________________ State: ___________________________________

#/stage of egg/larva on plant

Other invertebrates on plant

Plant Height (cm)

Buds (Y/N)

Flowers (Y/N)

Seed Pods (Y/N)

Condition (1 = <5%, 2 = 5-40%, 3 = 41-80%, 4 = 81-100% yellowed or dying)

Herbivory/Disease (1 = 0%, 2 = <5%, 3 = 5-25%, 4 = >25% damaged)

# other milkweeds

within 1 m

2

Milkweed Species

Example: 1egg, 1 4th

Aphids, spider, tussock moth caterpillars

52 Y N N 1 2 1 Asclepias syriaca


DATASHEET #4B: CHARACTERISTICS OF RANDOM MILKWEED PLANTS


City: State:

Plant #

Invertebrates on Plant

Plant Height (cm)

Buds (Y/N)

Flowers (Y/N)

Seed Pods (Y/N)

Condition (1 = <5% 2 = 5-40% 3 = 41-80% 4 = 81-100% yellowed or dying)

Herbivory/ Disease (1 = 0% 2 = <5% 3 = 5-25% 4 = >25% damaged)

# other milkweeds within 1 m

2

Milkweed Species

Ex: Monarch egg, lacewing egg, earwigs

30 N N N 1 1 12 Asclepias syriaca

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Rev. 4-24-2010 Page D-46

ACTIVITY #5: MONITORING MILKWEED FOR APHIDS

Objectives: We use data from this activity to document the seasonal and geographical spread of aphids and to test hypotheses about factors that affect aphid population growth, the extent to which they damage plants, and the ways the different aphids affect each other. There are three objectives associated with this activity. You may choose to record data for any or all of them.

Objective 1) For each species of milkweed at your site, identify the number of plants that support aphid populations of different species and sizes each week.

Objective 2) Record the number of plants of each species that are severely damaged due to aphids.

Objective 3) Estimate the number of mummies, ants, and insect predators found on each species of milkweed.

Methods: This activity is designed to complement Activity 1 (Monarch Density), so you may use the same sampling scheme and monitor the same plants at the same time. As with monarchs, please record both the presence and absence of aphids on the plants. Aphids feed on stems, on top of and especially underneath leaves, and on the new leaves at the very tips of the plants. You can identify the aphids present in your site using the aphid identification cards. Three types of aphids are commonly found on milkweeds: the bright yellow aphid called Aphis nerii, the greenish/brownish aphid called Aphis asclepiadis, and the translucent or orange-striped aphid called Myzocallis asclepiadis. If you find a species of aphid that is not listed here, that’s great! Please record as many observations as you can about this aphid species to share with us. If you can take a picture, we would also love to see that. The aphid identification cards also include pictures of some aphid predators, plants that are significantly damaged due to aphids (to help with objective 2) and parasitized aphid mummies (to help with objective 3).

DIRECTIONS FOR FILLING OUT DATASHEET #5

Write the name of the observers and site location at the top of your sheet. You will complete one column for each milkweed species at your site on each date. (So if you have only one milkweed species, you may use a single data sheet for 5 weeks, but if you have more than 5 milkweed species at your site, you will need more than one data sheet each week). At the top of the column, record the date and the temperature in the shade. In the next row, record the name of each milkweed species at your site, and the number of plants of that species that you observe at your site on that date. For each plant you observe, identify which species of milkweed it is, and record your data in the appropriate column.

Objective 1. Make one tally mark for every milkweed plant you observe. If there are no aphids on the plant, put a tally mark in the “0 aphids” box on the data sheet. If there are aphids on the plant, identify the aphid species and estimate the total number of living aphids. Do not count aphid exoskeletons, which are dry and gray or clear. Place a tally mark in the box with the appropriate range of aphid numbers on your data sheet. If there are more than one species of aphids on a single plant, write down the species names and abundance of each in the

Rev. 4-24-2010 Page D-47

“combinations” row of the data table. For example, a plant with 10-100 Aphis nerii and 1-10 Aphis asclepiadis would be recorded as “An 10-100+Aa 1-10”. If you have multiple plants with the same combination of aphid species, use tally marks to identify the number of plants with each aphid combination.

Objective 2. Make a tally mark if the plant is significantly damaged because of the aphids. A plant can be identified as significantly damaged because of aphids if there is shiny honeydew or mildew on at least 2/3 of the leaves, and if the plant appears to be wilting or losing leaves as a result of this damage.

Objective 3. Keep an eye out for aphid mummies, ants, and potential predators on the plants. Parasitized aphid mummies look like swollen, brown or tan, shiny aphids. If you observe any mummies on a plant, please estimate the number and record that number in the box on the data sheet. Some ants will “tend” aphids, meaning they eat the sweet honeydew that aphids produce and, in exchange, protect the aphids from predators. If you observe any ants directly on the plants tending the aphids, please estimate the number of ants and record that number in the box on the data sheet. Many insects eat aphids, including ladybeetles and lacewings. If you observe any predators on the plant eating aphids, please estimate the number of predators and record that number in the box on the data sheet. If you can identify the predators, please include their names in your list of observations at the bottom of the data sheet.

Record any interesting observations at the bottom of the data table. Observations may include the identity of any of the predators, other herbivore species you observe on the plants, descriptions of plant quality, or aphid behavior. When aphids get crowded, they often develop wings, so this is something interesting to look for. Finally, if you take any action to remove aphids from your plants, such as using a stream of water to disperse them or killing them, please record that information as well.

Thank you for contributing to the aphid monitoring effort!

Rev. 4-24-2010 Page D-48

DATASHEET #5: MONITORING MILKWEED FOR APHIDS

Observers: _________________________ Site: _______________________________

Codes: An=Aphis nerii; Aa=Aphis asclepiadis; Ma=Myzocallis asclepiadis.

Date/Temp

Plant Species (#)

Obj

ectiv

e 1

1) 0 aphids

1) An 1-10

1) An 11-100

1) An 101-1000

1) An >1000

1) Aa 1-10

1) Aa 11-100

1) Aa 101-1000

1) Aa >1000

1) Ma 1-10

1) Ma 11-100

1) Ma 101-1000

1) Ma >1000

1) Combinations(list both aphid species and abundance for each)

Obj

. 2 2) Plants with aphid

damage

Obj

. 3 3) Mummies

3) Ants

3) Predators

On which dates, if any, did you first find aphids of this species with wings: An? Aa? (Ma adults always have wings)

On which dates, if any, did you take action to control aphids at your site?

Observations (use back if necessary):

A B

C

B A

C D



Three aphid species are commonly found on milkweed: A) the milkweed aphid (Aphis asclepiadis), B) the oleander aphid (Aphis nerii), and C) a light green aphid with no common name (Myzocallis asclepiadis). A.

asclepiadis is greenish-brown in color and often tended by ants. The ants consume the sugary honeydew that aphids secrete. A. nerii is bright yellow to warn predators that it has sequestered toxins from the milkweed. M. asclepiadis is almost translucent and sometimes has orange spots. All M. asclepiadis adults (but not the smaller nymphs) are winged, in contrast to the other aphid species where winged adults are rare. While A. nerii

and A. asclepiadis tend to clump together, M. asclepiadis tend to spread out across a leaf. A. asclepiadis and M. asclepiadis are thought to be native to North America, but A. nerii was introduced from Europe, along with its other host, oleanders. Oleanders and milkweeds are in the same family. Photos by K. Mooney and A. Agrawal.

A) In most aphid species, adults are females that give birth to nymphsthat are exact clones of themselves. This process is called parthenogenesis. In the fall, most aphids undergo a sexual reproductive phase, at which point they mate and lay eggs that overwinter. A. nerii, however, is an obligate parthenogen, so there are no males or eggs. B) Aphids molt 4 times between birth and their adult stage, leaving white exoskeletons behind on the leaf. This picture shows all 5 instars, or size classes, of aphids. C) As aphid nymphs mature, they must shed their old exoskeletons in a process called molting. This winged aphid emerges from its exoskeleton. D) Although all aphids have the genetic instructions for making wings, most adults do not have wings and stay on their original plant. When the population is overcrowded or the plant is stressed, more aphids develop with wings, allowing them to escape stressful conditions and colonize new plants. Photos by E. Mohl.


A B

C

B A


The native wasp parasitoid Lysiphlebus testaceipes is one of the most common natural enemies of Aphis nerii and many other aphids. A) A female parasitoid forages on the bottom side of a milkweed leaf for aphids to attack. B) A female “stings” an aphid by inserting her ovipositor into its

body. She lays one egg inside each aphid she stings. Photos by E. Mohl.

A) Over the course of about a week, the aphid’s body swells up as the

parasitoid wasp larva develops inside. B) The aphid dies and turns into a brown or tan “mummy” as the parasitoid completes its development. C) The

wasp emerges from the mummy through a round hole as an adult, usually about 10-14 days after the aphid was first stung. Pictured here is an empty soybean aphid mummy. The soybean aphid is another exotic host to L.

testaceipes. Photos by E. Mohl.

C

AB

BA



Aphis nerii reproduce prolifically, sometimes covering a plant. A) A. nerii

prefer new plant growth and often colonize the tips of plants. Shown here near actual size, these two leaves host approximately 750 aphids. As the aphids grow through 5 instars, they molt, leaving white exoskeletons scattered on the leaf. B) As their populations grow, A. nerii also colonize plant stems and the undersides of leaves. Photos by G. Bowers and E.

Mohl.

A) All aphids have mouth parts, called stylets, that allow them to feed onthe sugars flowing through the vessels in the plant. B) Just as a mosquito is unlikely to do much harm to a person, a lone aphid will have little impact on a plant. However, when aphid populations grow, they can cover the leaves and stems and deplete the plant of important resources. Aphids can also transmit diseases between plants. C) Aphids do not need all of the sugar that they suck out of a plant, so much of it is secreted as sugary honeydew. Honeydew can cover leaves, making them very sticky. Photos

by E. Mohl.

Many insect predators eat aphids. Some, like ladybeetles (A), consume the entire aphid. Ladybeetles often lay clusters of bright yellow eggs (B) on the underside of leaves on plants with aphids. Other predators, like fly larvae (C), pierce the aphids and suck out the juices. There are even some predators, like hunting wasps (D), that pick up aphids and carry them back to their nests to feed their young. Photos by E. Mohl.

Aphids can significantly damage plants when they reach high densities. They suck the sugary fluid out of plants and excrete a sticky substance called honeydew. When enough aphids do this, the tops of leaves can become coated with the sticky honeydew and the plant starts to wilt (A). White or black mold can grow on the honeydew, preventing light from reaching the leaves. This can cause leaves to curl and become discolored (B). Ultimately, plants begin to lose their leaves as a result of aphid herbivory (C). Predators can benefit plants by consuming aphids, which often results in new plant growth. Photos by E. Mohl.

AB

C

D

A B C



2016© National Wildlife Federation – Eco-Schools USA

The Monarch Mission Resources E-1

APPENDIX – RESOURCES

Who's Who in the Study of the Monarch Butterfly

Professor Dr. Lincoln Brower is an entomologist and research professor at Sweetbriar

College in Virginia. He has been “a student and admirer of the monarch butterfly for over 50

years." His current research is on the overwintering, migration and conservation biology of the

monarch butterfly. http://texasbutterflyranch.com/2015/02/16/q-a-dr-lincoln-brower-talks-ethics-

endangered- species-milkweed-and-monarchs

Chip Taylor, an insect ecologist, is Professor of Ecology and Evolutionary Biology at the

University of Kansas and the Founder and Director of Monarch Watch, an outreach program

focused on education, research and conservation relative to monarch butterflies. Watch this

short documentary, Saving the Migration https://www.youtube.com/watch?v=maM2gl30cJc

to learn more about his work and the plight of the Monarch.

Dr. Karen Oberhauser is Professor, Department of Fisheries, Wildlife and Conservation

Biology at the University of Minnesota. Karen has been studying monarch butterflies since

1984. She works with teachers and pre-college students in Minnesota and throughout the

United States using monarchs to teach about biology, conservation and the process of science.

http://monarchlab.org/about/staff-and-students/karen-oberhauser

Catalina Aguado Trail was a citizen scientist from the state of Michoacán in México, and part

of the original team who discovered the monarch’s over-wintering grounds. Under the guidance

of Dr. Urquhart, Catalina and her husband Ken Brugger spent two years searching the

mountains in Central México for the monarch’s winter destination. Their discovery graced the

cover of the National Geographic magazine in August 1976.

http://texasbutterflyranch.com/2012/07/10/founder-of-the-monarch-butterfly-roosting-sites-in-

mexico-lives-a-quiet-life-in-austin-texas

Xerces Society. The Xerces Society is a nonprofit organization that protects wildlife through the

conservation of invertebrates and their habitat. For over 50 years, the Society has been at the

forefront of invertebrate protection worldwide, harnessing the knowledge of scientists and the

enthusiasm of citizens to implement conservation programs. View or download their

comprehensive report on the Conservation and Ecology of the Monarch Butterfly in the United

States. http://www.xerces.org

U.S. Fish and Wildlife Service works to conserve, protect and enhance fish, wildlife, and

plants and their habitats for the continuing benefit of the American people. USFWS has

http://texasbutterflyranch.com/2015/02/16/q-a-dr-lincoln-brower-talks-ethics-endangered-species-milkweed-and-monarchs/

http://texasbutterflyranch.com/2015/02/16/q-a-dr-lincoln-brower-talks-ethics-endangered-%20species-milkweed-and-monarchs

http://texasbutterflyranch.com/2015/02/16/q-a-dr-lincoln-brower-talks-ethics-endangered-%20species-milkweed-and-monarchs

http://www.monarchwatch.org/about/direc.htm

https://www.youtube.com/watch?v=maM2gl30cJc

https://www.youtube.com/watch?v=maM2gl30cJc



http://texasbutterflyranch.com/2012/07/10/founder-of-the-monarch-butterfly-roosting-sites-in-mexico-lives-a-quiet-life-in-austin-texas/



http://www.xerces.org/

http://www.fws.gov/savethemonarch/



committed to work with its partners, including National Wildlife Federation to restore and enhance

more than 200,000 acres of habit for monarch whole supporting over 750 schoolyard habitats

and pollinator gardens. https://www.fws.gov/savethemonarch

National Wildlife Federation’s Butterfly Heroes campaign is part of NWF’s Garden for

Wildlife program. Butterfly Heroes seeks to bring awareness to the declining population and

connect gardeners, kids and families alike to help the monarch and other pollinators. To take

the pledge and create new habitat for monarch butterflies submit your photo pledge and become

a butterfly hero. www.nwf.org/Butterfly-Heroes.aspx

Million Pollinators Garden Challenge: A campaign to register a million public and

private gardens and landscapes to support pollinators. www.millionpollinatorgardens.org

Monarch Joint Venture. The Monarch Joint Venture (MJV) is a partnership of federal and

state agencies, non-governmental organizations, and academic programs that are working

together to support and coordinate efforts to protect the monarch migration across the lower 48

United States. The MJV is committed to a science-based approach to monarch conservation

work, guided by the North American Monarch Conservation Plan (2008).

http:/monarchjointventure.org/about-us

Resources for Developing your Monarch Garden

National Wildlife Federation How-To Guide for Schoolyard Habitats

Site selection is key to any successful gardening project. For a great class activity to help you

choose the right site while engaging your students in meaningful science and math applications

refer to the Site Inventory Activity in Part IV of the National Wildlife Federation How-To Guide

for Schoolyard Habitats. http://www.nwf.org/Garden-For-Wildlife/Create/Schoolyards.aspx

Monarch Joint Venture Schoolyard Butterfly Gardens

For tips on designing and installing your garden refer to the Monarch Joint Venture Schoolyard

Butterfly Gardens Fact sheet. You can download this fact sheet and many more wonderful

resources from Monarch Joint Venture. http://monarchjointventure.org

Monarch Lab at the University of Minnesota

For information on planting a monarch garden, creating and using a schoolyard garden, and

garden grants visit the Gardening for Monarch page.

http://monarchlab.org/education-and-gardening/gardening-for-monarchs

https://www.fws.gov/savethemonarch

http://www.nwf.org/Butterfly-Heroes.aspx

http://monarchjointventure.org/about-us/

http://monarchjointventure.org/about-us

http://www.nwf.org/Garden-For-Wildlife/Create/Schoolyards.aspx

http://www.nwf.org/Garden-For-Wildlife/Create/Schoolyards.aspx

http://monarchjointventure.org/resources/publications/



http://monarchjointventure.org/

http://monarchlab.org/education-and-gardening/gardening-for-monarchs



Curriculum Resources

Monarchs and More (Grades K-2, 3-6 and Middle School)

Free lessons from the Monarch Lab at the University of Minnesota. The comprehensive

curriculum guide includes lessons on monarch behavior, life cycle, a focus on features,

adaptations, and migration. Full curriculum is also available for purchase at their Monarch

Store. http://monarchlab.org/education-and-gardening/curricula

U.S. Fish and Wildlife Service

The U.S. Fish and Wildlife Service and Protección de la Fauna Mexicana A.C. (Profauna A.C.),

a Mexican non-governmental organization, developed The Monarch Butterfly Manual, Royal

Mail: A Manual for the Environmental Educator. This manual was developed for grades Pre-

K through 12 and offers activities that promote conservation of the Monarch Butterfly.

http://www.fs.fed.us/wildflowers/pollinators/Monarch_Butterfly/documents/royal_mail/monarch_

pu b.pdf

Journey North

Categorized by season, and then by topics such as Citizen Science, Background,

Conservation, migration, life cycle, video clips and food, Journey North’s educational

resources allows your study of the Monarch Butterfly to be relevant to the season you are in.

(http://www.learner.org/jnorth/tm/monarch/indexSpring.html)

Migration Rate Activities:

http://www.learner.org/jnorth/tm/monarch/MigrationRateMathIntro.html

Journey North's Symbolic Migration

A terrific way to engage your students and help create cross-cultural connections is through

Journey North’s Symbolic Migration. Each year over 60,000 students in the United States and

Canada create symbolic paper butterflies and send to them to Mexico for the winter. The children

who live in Mexico beside the monarch’s winter sanctuaries protect the butterflies and send them

north in the spring. http://www.learner.org/jnorth/sm/index.html

Rearing Monarchs in the Classroom

Rearing monarchs in the classroom can be a captivating and fun educational experience that

can encourage conservation actions, but in order to avoid the spread of disease and harming

the monarchs, it needs to be done responsibly. Monarch Joint Venture has a great fact

sheet on rearing Monarchs responsibly.

http://monarchjointventure.org/images/uploads/documents/Monarch_Rearing_Instructions.pdf

Monarch Watch

Practical tips for rearing Monarchs in the classroom. http://monarchwatch.org/rear

http://monarchlab.org/education-and-gardening/curricula/

http://monarchlab.org/store/



http://www.fs.fed.us/wildflowers/pollinators/Monarch_Butterfly/documents/royal_mail/monarch_pub.pdf





http://www.learner.org/jnorth/tm/monarch/indexSpring.html



http://www.learner.org/jnorth/tm/monarch/MigrationRateMathIntro.html

http://www.learner.org/jnorth/sm/index.html





http://monarchwatch.org/rear/

http://monarchwatch.org/rear



Citizen Science Programs

Citizen science involves everyday people - just like you and your students - who volunteer to

help scientists with their research. Using Citizen Science in your study of the monarch butterfly

is a meaningful way to involve students in data collection. Students realize that their

observations are contributing to real research that is being used to help scientists better

understand the behavior, biology and migration of the monarch butterfly.

Journey North: Help scientists learn more about monarchs. Track the monarch migration each

fall and spring. Record your observations on real time migration maps.

Download the Journey North app for Android or iOS from Annenberg Learner.

Live monarch updates throughout migration:

http://www.learner.org/jnorth/monarch/News.html

Monarch Larva Monitoring Project: The Monarch Larva Monitoring Project, MLMP was

developed by researchers at the University of Minnesota to collect long-term data on larval

monarch populations and milkweed habitat. This citizen science program is run by the monarch

Lab at the University of Minnesota.

Online Training: http://monarchlab.org/mlmp/training/online-training

Activities: http://monarchlab.org/mlmp/monitoring/activities

Monarch Watch – Migration and Tagging: Monarch Watch engages in research on monarch

migration biology and monarch population dynamics to better understand how to conserve the

monarch migration.

Funding your Garden

Funding your monarch garden can be a great way to connect to your larger school community

and spread the word about the work you are doing on your campus to help the monarch

butterfly while providing innovative learning opportunities for your students. Below are just a

few organizations that provide funding for school gardens.

Monarch Watch – grants for milkweed plugs.

https://docs.google.com/forms/d/1I9lFB

ZQYS9OCgjUkc8PtuncEUPWsXaHpNuVmeCtVI/closedform

Native Plant Societies - http://www.ahs.org/gardening-resources/societies-clubs-

organizations/native-plant-societies

Kids Gardening.org - Youth Gardening Grants http://grants.kidsgardening.org

http://www.learner.org/jnorth/monarch/index.html

http://www.learner.org/jnorth/monarch/News.html

http://www.mlmp.org/default.aspx

http://monarchlab.org/mlmp/training/online-training


http://monarchwatch.org/tagmig/index.htm

https://docs.google.com/forms/d/1I9lFB__ZQYS9OCgjUkc8PtuncEUPWsXaHpNuVmeCtVI/viewform?c=0&w=1

https://docs.google.com/forms/d/1I9lFB%20%20%20%20ZQYS9OCgjUkc8PtuncEUPWsXaHpNuVmeCtVI/closedform

https://docs.google.com/forms/d/1I9lFB%20%20%20%20ZQYS9OCgjUkc8PtuncEUPWsXaHpNuVmeCtVI/closedform

http://www.ahs.org/gardening-resources/societies-clubs-

http://www.ahs.org/gardening-resources/societies-clubs-

http://grants.kidsgardening.org/

http://grants.kidsgardening.org/



Keep America Beautiful - Check with your local Keep America Beautiful to see what grants

they have to offer. https://www.kab.org/resources/beautify-communities

Lady Bird Johnson Wildflower Center - LBJWC has partnered with Native American Seed

to provide seed grants to schools in Texas. http://www.wildflower.org/wildflowers

Real School Gardens - Tips for proposal writing and comprehensive list of school funders.

http://www.realschoolgardens.org

Whole Kids Foundation - School Garden Program -

https://www.wholekidsfoundation.org/index.php/schools/school-garden-grant-program)

Annies - Grants for Gardens – http://www.annies.com/giving-back/school-gardens/grants-for-

gardens

https://www.kab.org/resources/beautify-communities

http://www.wildflower.org/wildflowers/

http://www.wildflower.org/wildflowers

http://www.realschoolgardens.org/pdf/2010.01.16%20All%20Grant%20Files.pdf

http://www.realschoolgardens.org/

https://www.wholekidsfoundation.org/index.php/schools/school-garden-grant-program

https://www.wholekidsfoundation.org/index.php/schools/school-garden-grant-program

http://www.annies.com/giving-back/school-gardens/grants-for-gardens

http://www.annies.com/giving-back/school-gardens/grants-for-gardens

AFieldGuidetoMonarchCaterpillars(Danausplexippus)

Karen Oberhauser and Kristen Kuda Illustrations by Kristen Kuda

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© Karen Oberhauser 1997

All rights reserved. No part of this publication may be reproduced without prior written approval of the author (Department of Ecology, Evolution and Behavior; University of Minnesota; 1987 Upper Buford Circle; St. Paul MN 55108).

Produced with the support of the National Science Foundation. Opinions expressed are those of the authors and not necessarily those of the Foundation.

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F-3

INTRODUCTION

This guide will aid in recognizing eggs and distinguishing larval (caterpillar) instars of monarch butterflies (Danaus plexippus) in the field. We assume that readers have some familiarity with monarch larvae already, and will recognize their bold yellow, white and black stripes on or near their host plants.

Several clues will help you find monarch eggs and larvae. Look for them on plants in the genus Asclepias (milkweeds), or on the closely-related Cynanchum laeve (Sand Vine) found in the central U.S. Females usually lay eggs on the underside of young milkweed plants, and this is often a productive location to search. A characteristic sign of a new larva is a minute hole in the middle of a leaf, while older larvae tend to eat on the margins of leaves. Learning to recognize “monarch-eaten” leaves will increase your success at finding larvae. They can also be located by the presence of their frass, or fecal matter. If you see adult monarchs (butterflies) in an area with milkweed, there is a good chance you’ll find eggs or larvae as well.

Before going into the field to look at monarchs, we recommend reading the anatomy, molting, and distinguishing instars sections of this field guide. After these sections, there are detailed descriptions and drawings of eggs and each of the five instars.

Happy monarch hunting!

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ANATOMY

The diagram below shows a generic butterfly larva, with three parts to its bodythe head, thorax and abdomen. The thorax and abdomen each have several segments, which are numbered in the diagram. Many of these segments contain small holes called spiracles. The spiracles are connected to a network of airtubes called tracheae, which carry oxygen throughout the larva’s body. Monarch larvae have two sets of tentacles or filaments (front and back); these are not antennae, and are not found on all butterfly larvae. They function as sense organs. The thoracic segments each have a pair of jointed true legs, and there are five pairs of false legs, or prolegs, on the abdomen.

Figure 1. Larva anatomy

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The head has a pair of short antennae, mouthparts, and six pairs of very simple eyes, called ocelli. The spinneret produces silk that small larvae use when they drop off a leaf and hang suspended in the air. Larvae in all instars use the silk to anchor themselves during molting, and fifth instar larvae make a “silk button” to which the pupa is attached. The maxillary palps are sensory, and also help direct food into the jaws. These features can be seen with the aid of a hand lens, but are difficult to see with the naked eye.

Headcapsule

Figure 2. Butterfly Larva head

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MOLTING

Monarchs have five larval instars, or stages between shedding their cuticle (outer layer of skin). The cuticle is made of long protein chains and chitin. It is rigid and hard, and serves to support and protect monarchs and other arthropods. It also restricts water loss. However, the cuticle limits growth and must thus be replaced periodically. The process of replacing the old cuticle is called molting. Molting is controlled by a hormone called ecdysone produced in glands in the thorax. It actually involves a whole sequence of events, beginning with the separation of the old cuticle from the epidermal (skin) cells that underlie it, a process called apolysis, and ending with the shedding of the old cuticle, a process called ecdysis. The old cuticle is partially broken down by enzymes, and some of its constituents recycled. When it is first secreted, the new cuticle is protected from these enzymes by a layer of wax. The new cuticle is soft and flexible, thus permitting expansion before it undergoes sclerotization, or hardening.

Table 1. Sequence of events in molting

1. apolysis (separation of old cuticle)2. new cuticle production3. wax secretion (protects new cuticle)4. activation of molting enzymes

5. ecdysis (shedding of old cuticle)6. expansion of the new cuticle7. sclerotization (hardening of new cuticle)

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Monarch larvae remain very still during all the steps of molting, the older instars often move off the milkweed at this time. The first thing that you will notice, besides their motionlessness, is the separation of the part of the cuticle that covers their head from the rest of the cuticle. This head capsule is the first part of the old cuticle to be shed, and the larva then crawls out of the rest of the skin. The shed skin is called the exuvia. After molting, monarch larvae (and the larvae of many other insects) usually eat the exuvia, thus recycling useful nutrients that it still contains.

Oldheadcapsule

Figure 3. Third instar larva about to shed its head capsule.

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DISTINGUISHING INSTARS

While most of the cuticle is quite hard, larvae still grow quite a bit within each instar. This is possible because of the flexibility of the new cuticle, and because parts of the cuticle contain a rubber-like protein which permits it to stretch. Therefore, distinguishing instars by size is not very accurate. Look at the drawings of a first instar larva, all drawn to the same scale, to see how much it changed in size within an instar!

Figure 4. Three drawings of the same first instar larva over a period of 2 days (x25).

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The easiest way to distinguish larval instars is by head capsule and tentacle size, since these do not grow during an instar. For example, the front tentacles on a fourth instar larva are about half the length of those on a fifth instar. Also, the size of the tentacles relative to the head capsule and the rest of the body increases with later instars. We have included estimates of the sizes of head capsules and tentacles for each instar in the table on the next page. However, individual monarchs vary in size just like humans do, so the larvae you find may not be exactly the sizes given.

The drawings below compare head capsule sizes in the five instars. Of course, real larvae have much smaller heads! The lines above each drawing give the actual measurement of the real heads. We measured several larvae with a calipers accurate to 0.1 mm, then took the average size, to get these measurements. Note that the head capsules increase in size by a factor of from 1.3 to 1.6 between each instar.

0.6 mm 0.8 mm 1.5mm 2.2 mm 3.5 mm

Figure 5. Head capsules, of the five larval instars (all drawn to the same scale, x12.5).

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A note on measurement. We report the sizes of monarch eggs and larvae in millimeters (mm). There are 10 mm in a centimeter, so when something is 13 mm long, it is also 1.3 cm long. Sizes of body parts are most useful in distinguishing third and higher instars, since it is difficult to distinguish 0.6 from 0.8 mm (the sizes of head capsules on first and second instars) with the naked eye. It is best to use other characteristics described in the guide for the younger instars. The lines on the table below show the actual head widths and tentacle lengths for each instar. Whenever we show a drawing of a larva, we tell you how many times it has been magnified. For example, the heads shown on the previous page are 12.5 times larger than actual heads; we noted this by putting x12.5 in the figure caption.

Table 2. Comparison of head and tentacle sizes from the five instars. Lines show the actual length of these body parts, and numbers show how long the lines are (in mm). Starred spaces for the tentacles mean that these are too short to measure accurately.

Instar 1 2 3 4 5

Head (0.6) (0.8) (1.5) (2.2) (3.5) Front tentacle * (0.3) (1.7) (5.0) (11.0) Back tentacle * * (0.9) (2.0) (4.0)

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EGG

Height: 1.2 mm

Width: 0.9 mm

Appearance: Monarch eggs are usually attached to the underside of young milkweed leaves. They are laid singly, and it is uncommon (though not unheard of) to find more than one on a single plant. The eggs look off-white or yellow, and are marked with a series of longitudinal ridges. The hard outer shell, or chorion, protects the developing larva.

Figure 6. Scanning electron microscope (SEM) image of a monarch egg

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FIRST INSTAR Body Length: 2 to 6 mm

Body Width: 0.5 to 1.5 mm

Front Tentacles: Small bumps

Back Tentacles: Barely visible

Head Capsule: 0.6 mm in diameter Figure 7. Body and head of first instar (x20)

Appearance: A newly-hatched monarch larva is pale green or grayish-white, shiny and almost translucent. It has no stripes or other markings. The head looks black, with lighter spots around the antennae and below the mouthparts, and may be wider than the body. There is a pair of dark triangular patches between the head and front tentacles which contain setae, or hairs. The body is covered with sparse setae. Older first instar larvae have dark stripes on a greenish background.

After hatching, the larva eats its eggshell (chorion). It then eats clusters of fine hairs on the bottom of the milkweed leaf before starting in on the leaf itself. It feeds in a circular motion, often leaving a characteristic, arc-shaped hole in the leaf. First (and second) instar larvae often respond to disturbance by dropping off the leaf on a silk thread, and hang suspended in the air.

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SECOND INSTAR

Body Length: 6 mm to 9 mm

Body Width: 1 to 2 mm

Front Tentacles: 0.3 mm

Back Tentacles: Small knobs

Head Capsule: 0.8 mm diameter Figure 8. Body and head of second instar (x12.5)

Appearance: Second instar larvae have a clear pattern of black (or dark brown), yellow and white bands, and the body no longer looks transparent and shiny. An excellent characteristic to use in distinguishing first and second instar larvae is a yellow triangle on the head and two sets of yellow bands around this central triangle. The triangular spots behind the head do not have the long setae present in the spots on the first instar larvae. The setae on the body are more abundant, and look shorter and more stubble-like than those on first instar larvae.

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THIRD INSTAR Body Length: 10 to 14 mm

Body Width: 2 to 3.5 mm

Front Tentacles: 1.7 mm

Back tentacles: 0.9 mm

Head Capsule: 1.5 mm in diameter Figure 9. Body and head of third instar (x6)

Appearance: The black and yellow bands on the abdomen of a third instar larva are darker and more distinct than those of the second instar, but the bands on the thorax are still indistinct. The triangular patches behind the head are gone, and have become thin lines that extend below the spiracle. The yellow triangle on the head is larger, and the yellow stripes are more visible. The first set of thoracic legs are smaller than the other two, and are closer to the head.

Third instar larvae usually feed using a distinct cutting motion on leaf edges. Unlike first and second instar larvae, third (and later) instars respond to disturbance by dropping off the leaf and curling into a tight ball. Monarch biologist Fred Urquhart called this behavior “playing possum.”

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FOURTH INSTAR

Body Length: 13 to 25 mm

Body Width: 2.5 to 5 mm

Front Tentacles: 5 mm

Back Tentacles: 2 mm

Head Capsule: 2.2 mm in diameter

Figure 10. Body and head of fourth instar (x5)

Appearance: There is a distinct banding pattern on the thorax which is not present in the third instar larvae. The first pair of legs is even closer to the head, and there are white spots on the prolegs that were less conspicuous in the third instar.

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FIFTH INSTAR

Body Length: 25 to 45 mm

Body Width: 5 to 8 mm

Front Tentacles: 11 mm

Back Tentacles: 4 mm

Head Capsule: 3.5 mm in diameter Figure 11. Body and head of fifth instar (x2.5)

Appearance: The body pattern and colors are even more vivid that they were in the fourth instar, and the black bands look wider and almost velvety. The front legs look much smaller than the other two pairs, and are even closer to the head. There are distinct white dots on the prolegs, and the body looks quite plump, especially just prior to pupating.

Fifth instar monarch larvae often chew a shallow notch in the petiole of the leaf they are eating, which causes the leaf to fall into a vertical position. They move much farther and faster than other instars, and are often found far from milkweed plants as they seek a site for pupating.

Download the Journey North app for Android or iOS from Annenberg Learner

Journey North Data Entry


1. Enter the number of monarch butterfly observed. ____________

2. Comments. Here’s what information is needed.

a. Where are you? (Park, Schoolyard Habitat, Backyard, Walking Home)

b. What time is it?

c. What’s the weather like? (Cloudy, Full Sun, In the high 90’s)

3. Optional: If you have access, take a photo and use the photo editor to add the date and time.

4. What is the date for your observation? ______________________________________

5. What is the location of your sighting?

a. Country: ___________________________

b. State: ___________________________

c. City: ___________________________

d. Latitude: ___________________________ (round to the nearest hundredth)

e. Longitude: ___________________________ (round to the nearest hundredth)

To find your current latitude and longitude use your phone’s compass or go to

http://mynasadata.larc.nasa.gov/latitudelongitude-finder/ and insert your school’s full address,

including zip code.

6. What is your first name? ___________________________________________

7. What is your last name? ___________________________________________

8. If instructed, go to the Journey North app, login and enter and submit your data.

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http://mynasadata.larc.nasa.gov/latitudelongitude-finder/