• Check
http://ebutterfly.ca and http://www.butterflie-
sandmoths.org for moth and butterfly identification and information.
• The free easy-to-use app
ebird.ca is specific to bird iden- tification, species distribution, and conservation. The data collected from individuals using a simple framework documents bird distribution, abundance, habitat use, and trends.
Another great way to help with species identification is to
invite a volunteer naturalist or biologist to your school as the “official ID expert” for your NatureBlitz. Contact your local naturalist club, park, or conservation area to see if they can recommend anyone. Finally, you need not be an expert in biology to lead a
NatureBlitz. The best part about this activity is the student- led discovery. Do not underestimate the value of learning about biodiversity alongside your students!
Suggested activities Here are a few activities you may consider incorporating into the NatureBlitz: • Set a challenge for your students to guess how many dif- ferent plant species can be found on the lawn/field; then find out through observation.
• Use hula-hoops to define “sample areas,” and have the students compare numbers of plant species, percentages of plant cover, numbers of insects, etc. between different sample areas around your schoolyard.
• Look closely for all the flowering plants in your schoolyard, not just dandelions. See how many different colors of flowers you can find. Compare and contrast each of the flowers and discuss their unique characteristics. Are the flowers only visible during certain periods? How might they be pollinated? Why might they differ?
Dogbane Beetle on Hemp Dogbane
• Talk about why the plants you find might be well-adapted to your schoolyard. Why might other plants have diffi- culty living there?
• Determine which plant species (and what percentage of the total) are invasive/non-native and discuss why that might be. Hint: Invasive species are typically much bet- ter adapted to marginal and disturbed habitats and are not as susceptible to competition and herbivory as native species.
• Look for different types of birds overhead, in nearby shrubs, or on buildings. How many different types are there? Can you hear more types of birds than you can see? Are the birds using more than one type of habitat? What are they doing? Why?
• Compare your observations to the bird species observed at local birding hotspots using
ebird.ca.
• Look for different types of insects in the grass, on the ground, on buildings/structures, on trees/shrubs, and on other plants. How many different types of insects are there? Are the insects using more than one type of habi- tat? What are they doing? Why?
• Observe the different types of plants in playing fields (e.g., grasses vs. broad-leaved plants). Note which ones are in flower. Compare growth patterns and sizes. What por- tion of the ground in a given area is covered by each type of plant? Count the dandelions in a 1-metre-square and determine how many would be in the entire schoolyard. This is an opportunity to incorporate math concepts like fractions and percentages.
Yellow Toadflax (also known as Butter-and-eggs) is a common flower at roadsides and other disturbed areas.
• Look closely at the different types of flowers around your schoolyard. Are the petals similar? Are the colors similar? How are the leaves organized on the stem? Does the flower look complex or simple? Is it hardy or delicate to the touch? Observe the different patterns (connections to math and visual art). Discuss what these differences might mean. Follow up with research in the classroom.
Green Teacher 119 Page 23
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