Wisconsin Fast Plants Investigating Animal Behaviors and...

Wisconsin Fast Plants®:Investigating Animal Behaviors

and Plant Interactions with the Brassica Butterfly

TEACHER’S MANUAL AND STUDENT GUIDE

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Table of Contents

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Correlations to Science Standards . . . . . . . . . . . . . . . . . . 3

Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

STUDENT GUIDE*

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S-1

Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S-1

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S-5

Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S-5

Pre-lab Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S-7

Lab Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S-7

Post-lab Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .S-7

Brassica Butterfly Observation . . . . . . . . . . . . . . . . . . .S-8

Wisconsin Fast Plants® Observation . . . . . . . . . . . . . . .S-9

©2014 Tetrad Inc./Printed in USA.

Published by Carolina Biological Supply Company.

2

NOTESWisconsin Fast Plants®: Investigating Animal Behaviors and Plant Interactions with the Brassica Butterfly

OverviewIn this lab, students examine the life cycle of the brassica butterfly and the life cycle of Wisconsin Fast Plants®. Over approximately 50 days, they observe the interactions between these two species and how those interactions change over time. During their observations of the butterfly and plant life cycles, students learn about the anatomy of both the plant and the butterfly at the various stages of each organism’s development.

ObjectivesStudents will

• study the life cycles of both brassica butterflies and Wisconsin Fast Plants.

• identify the external anatomy of both brassica butterflies and WisconsinFast Plants.

• observe and classify the interactions between the brassica butterfly andbrassica plants.

Correlation to Science StandardsTo view the national and local standards met by this kit, visit www.carolina.com/correlations.

Science and Engineering Practices

• Planning and carrying out investigations

• Constructing explanations and designing solutions

• Engaging in argument from evidence

• Obtaining, evaluating, and communicating information

Crosscutting Concepts

• Patterns

• Cause and effect

• Systems and system models

• Energy and matter

• Structure and function

• Stability and change

Teacher’s Manual

3

NOTES

4

Teacher’s Manual Wisconsin Fast Plants®: Investigating Animal Behaviors and Plant Interactions with the Brassica Butterfly

©Tetrad Inc.

Time RequirementsTeacher preparation for this exercise takes approximately 60 minutes. The first lab period requires approximately 15–20 minutes. Subsequent days require longer periods of time; see the Procedure section of this manual for more details. The entire lab will take approximately 50 days, with students making observations every other day. The lab can be extended if you and the class decide to raise additional generations of butterflies and/or plants.

Note that the activity schedule given on page 6 describes ideal conditions. Adhere to it as closely as possible, but be prepared to modify the schedule if need be (e.g., if the caterpillars seem too tiny and delicate to move on day 9, wait two or three days).

Materials

Included in the kit:

Wisconsin Fast Plants® Materials:

Standard Wisconsin Fast Plants seeds

watering trays

watering mats

anti-algal squares

growing quads

potting soil

quad wicks

slow-release fertilizer pellets

plant labels

pipets

plant support stakes

plant support rings

Wisconsin Fast Plants® Growing Instructions

Brassica Butterfly Materials:

Brassica Plant Mix seeds

black plastic growing tray set for Brassica Plant Mix

2 small plastic containers with lids

2 cotton wicks

8 medium-size plastic containers with lids

2 paintbrushes

Carolina Living Materials Order Form, for butterfly eggs

Teacher’s Manual and reproducible Student Guide

NOTES

5

Wisconsin Fast Plants®: Investigating Animal Behaviors and Plant Interactions with the Brassica Butterfly Teacher’s Manual

©Tetrad Inc.

Needed, but not supplied:

continuous lighting system with butterfly enclosure (Carolina’s Plant Light House® 158994 is recommended)

broccoli or cabbage

automatic light timer (not essential)

sugar

yellow food coloring

honey

paper towels

wax paper

double-stick tape

permanent markers

water

microscopes or hand lenses

SafetyEnsure that students understand and adhere to safe laboratory practices when performing any activity in the classroom or lab. Demonstrate the protocol for correctly using the instruments and materials necessary to complete the activities, and emphasize the importance of proper usage. Use personal protective equipment such as safety glasses or goggles, gloves, and aprons when appropriate. Model proper laboratory safety practices for your students and require them to adhere to all laboratory safety rules.

BackgroundSee Student Guide for background information.

Note: Be aware that the plant life cycle information pertains to Fast Plants (and many others) but not to all flowering plants. For example, some flowers may have only one ovule and thus one seed per fruit. Some are self-fertile (meaning that pollen from a flower is capable of fertilizing a flower on the same plant), whereas brassicas are self-infertile, or self-incompatible (pollen from one plant can pollinate flowers only on another plant of the same species).

Likewise, the brassica butterfly information is specific and yet is widely applicable to butterflies in general. For example, the sequence of life cycle stages is universal, but there are some differences in the mode of chrysalis formation and attachment among species.

Introduction

You will plant brassica seeds (Wisconsin Fast Plants), and you will raise brassica butterflies from eggs. Then, you will observe the interaction between these plants and animals.

Background

Plant Life Cycle

Many plants reproduce by seeds. Seeds may remain dormant until certain environmental conditions bring about germination and the embryos inside develop into plants. Wisconsin Fast Plants® seeds germinate under conditions of warmth and moisture.

Germination begins a day or two after the seeds are planted. The seeds take up water and swell until the seed coat cracks. The food energy stored within the seed powers the emergence of the radicle (embryonic root), then the hypocoytl (stem) and two cotyledons (seed leaves). The hypocoytl pushes upward through the soil and drags the cotyledons with it. Once the cotyledons emerge, the seedling begins producing its own food.

Later, the true leaves, stems, and flowers form, originating at a point at the top of the plant called the shoot meristem (growth tip). The roots continue their growth underground. The stem elongates in the internodes. The elongation allows the plant to grow taller and spread out the leaves and flowers. Food, water, and minerals are transported through the stem.

The leaves are the main food producers of the plant. Tiny pores called stomata allow gas exchange between the air and the plant. Leaves contain chlorophyll, a green pigment that captures energy from light. This energy is used to combine carbon dioxide (CO2) from the air with water (H2O) from the soil to produce the plant’s food (C6H12O6). Free oxygen (O2) is a by-product released to the air.

The roots anchor the plant in place, preventing it from being easily washed or blown away. The roots are also primarily responsible for the uptake of water and minerals from the soil.

Student GuideNAME

DATE

Wisconsin Fast Plants®: Investigating Animal Behaviors and Plant Interactions with the Brassica Butterfly

S-1©2014 Tetrad Inc.

Mature Wisconsin Fast Plants

internode

Wisconsin Fast Plants seedling on graph paper

Photosynthesis

bud

flower

stem

true leafcotyledon

cotyledons

hypocotyl

seed coat

radicle

Wisconsin Fast Plants®: Investigating Animal Behaviors and Plant Interactions with the Brassica Butterfly Student Guide

S-2

Flowers are the reproductive organs of flowering plants. Flower buds form at the growth tip of the plant. In Wisconsin Fast Plants®, each bud is protected by four green sepals. Once the flowers open, the sepals are hidden beneath the bright yellow flowers. A Fast Plants flower contains male and female parts. The female part, the pistil, consists of the stigma, style, and ovary. The male parts surrounding the pistil are the stamens, each consisting of an anther and a filament. Pollen is produced in the anthers.

The top of the pistil, the stigma, typically contains a sticky substance for collecting pollen. The style is the stalk of the pistil. The ovary, at the base of the pistil, contains the ovules, which develop into seeds after fertilization.

Flowers attract pollinators in a variety of ways. Bright colors, patterns, and scents advertise the availability of the nectar deep inside the flower. To reach the nectar, pollinators pass by the anthers. As they do, some pollen sticks to their bodies. As they move from flower to flower feeding on nectar, they transfer this pollen.

When pollen from one plant sticks to a stigma on another plant, the pollen grain produces a pollen tube down the style. The sperm contained in the pollen travels down this tube to an egg in an ovule and fertilizes it. A seed begins to develop. Individual ovules are fertilized by separate pollen grains. The pistil gradually swells to become the seedpod (or fruit) that encases the seeds. When these seeds are dispersed, they produce a new generation of plants.

©2014 Tetrad Inc.

anther

filament

petal

sepal

stamen

stigmastyleovary (not shown)

pistil

Wisconsin Fast Plants® flower anatomy

pistil (female)

petal

stigma

style

ovary

sepal

pedicel

anther

filament

ovule

nectary

receptacle

stamen (male)

compatible pollen

sperm

incompatible pollen

pollen tube

ovule

egg


S-3

Brassica Butterfly Life Cycle

Like other butterflies, brassica butterflies tend to lay eggs on plants that their offspring will be able to eat. In their case, the food plants are brassicas, such as cauliflower, broccoli, turnip, collard, cabbage, brussels sprout, mustard, and Wisconsin Fast Plants. The hatching caterpillars chew their way out of the eggs and immediately look for food. If they do not readily find any other food source, the caterpillars cannibalize any unhatched eggs nearby.

The young caterpillars immediately begin growing. At intervals during its growth, a caterpillar must molt its confining exoskeleton and produce an expanded one. To molt, a caterpillar finds a dry site, produces a pad of silk, and secures itself. A new exoskeleton forms within the old. The old one splits open, and the caterpillar crawls out. With air or water, it expands it body as much as possible before the new exoskeleton begins to harden. Each molt begins a new stage of the larva’s growth, called an instar. A brassica butterfly larva has five instars (it molts four times) before becoming a chrysalis.

Fifth-instar caterpillars stop eating and search for a suitable place to form their chrysalises. Once settled, a caterpillar produces a silk pad and a silk belt. It attaches to the pad with tiny hooks at its posterior end, and the belt holds its body against the attachment site. The chrysalis begins forming just inside the exoskeleton, which finally splits open and slips off of the chrysalis, which is the new exoskeleton.

The chrysalis hardens and turns from a soft green to a translucent brown. As time goes on, the outlines of small wings appear on the sides of the chrysalis. When dark wing spots appear on each side, the butterfly is within 24 hours of emergence.

After emerging, the butterfly pumps its new wings, which expand and dry. Then, the butterfly begins to forage, using its long proboscis to suck nectar from flowers. As it feeds, the butterfly plays a role in pollination, picking up pollen from one plant and transferring it to another.

©2014 Tetrad Inc.

Brassica butterfly emerging

Brassica butterfly chrysalis (side view)cremaster: attaches the chrysalis to the silk pad

abdominal segments

cremaster

head

developing wing

Brassica butterfly caterpillar, moltingocelli: simple eyes that detect lightmandibles: cut food into manageable piecestrue legs (thoracic legs): the six “regular” insect legs; function in locomotionprolegs: 4 pairs of abdominal prolegs and one pair of anal prolegs; function in grasping and locomotion.setae: hairlike protrusions are sensory; also may discourage some preators.spiracles: openings of the insect respiratory system

Brassica butterfly eggs

micropile: small hole that allows sperm to enter to fertilize the egg

chorion: hard outer covering that protects the developing embryo


S-4

A few days after their emergence, the butterflies begin to mate. They join together, in the air and on plants, for minutes at a time. After a few more days have passed, the females deposit their eggs onto suitable food plants and the cycle continues.

Adult brassica butterflies

Feeding on the nectar of brassica flowers Laying eggs

proboscis: used like a drinking straw

antennae: sense of smell and touch; help with balance

compound eye: provides vision and UV light perception

wings: function in flight; colors and patterns also function in mate recognition and attraction

legs: locomotion, grasping, and sensing taste

Ecological Interactions

Organisms interact in many ways. These interactions include competition, predation, herbivory, parasitism, mutualism, and commensalism.

Competition involves a struggle for resources, such as food, water, light, or a mate. Competition may be interspecific (for example, lions and cheetahs competing for the same food supply) or intraspecific (for example, several white oak seedlings sprouting in the same small spot and competing for water and minerals and light).

In predation and herbivory, one organism benefits, while another is negatively impacted. A predator, such as a snake, kills and eats prey, such as a rat. The snake benefits from the interaction. An herbivore, such as a caterpillar, eats a plant. The caterpillar benefits, while the plant is damaged or even killed.

In parasitism, one organism (the parasite) takes nutrients from another organism (the host). The parasite benefits at the expense of the host, which may be weakened or in some cases even killed. A flea or a tick gets its meal from a dog, which loses some body fluids in the process. Even some types of plants are parasites, living on or in other plants from which they get their nutrients.

©2014 Tetrad Inc.

forewing

hindwinglegs

antennae

compound eye

proboscishead

thorax

abdomen

female

male

Brassica butterfly forewing patterns

proboscis

wings: function in flight; colors and patterns also function in mate recognition and attraction

legs: locomotion, grasping, and sensing taste


S-5

Mutualism is an interaction in which both species benefit. Clownfish living among the venomous tentacles of sea anemones present an example. The clownfish are given some protection from larger fish, while the clownfish themselves chase away butterfly fish (one of the few fish that nibble anemones’ tentacles). Mutualism between tree roots and certain fungi is critically important for the health of forests.

In commensalism, one species benefits, while the other is neither helped nor harmed. An example is the relationship between grazing animals such as rhinoceroses and the cattle egrets that stay close by them. As the grazers move through tall grass, startled insects that hop or fly out of the way are easily noticed and caught by the cattle egrets. The cattle egrets benefit from this interaction, but the grazers are not affected.

Overview

In this lab, you will examine the life cycles of brassica butterflies and Wisconsin Fast Plants®. You will observe how the interactions between these two species change during the course of their life cycles. You will also observe the anatomy of the two organisms and note developmental changes that occur during the life cycles. The days given for activities are approximate. Your teacher may need to adjust the schedule.

ProcedureDay 0: Starting Day

1. Answer the Pre-lab Questions.

2. Without touching the eggs, observe them using a hand lens or microscope. Draw a picture of an egg on your observation page, making sure to label any structures that you see. Finish filling out your Brassica Butterfly Observation page.

3. Place the egg strip, with the eggs facing down, on top of the plants in the plant tray.

Days 1–9: Egg Hatching

1. Every other day, observe your eggs for signs of hatching. Observe the tiny hatchling caterpillars carefully, noting their location on the plant.

2. Draw a picture of one of the eggs or of a newly hatched caterpillar and label any structures you see. Finish filling out your Brassica Butterfly Observation page.

3. On Day 2: Answer the Questions: Eggs.

4. On Day 9: Answer the Questions: Caterpillar.

Day 9: Transfer of Caterpillars

1. Construct a habitat for your caterpillars using the following directions.

a. Set your clear plastic cup on a paper towel and trace the bottom of the cup with a pencil.

b. Cut just inside the pencil line so that the paper circle will fit inside the cup.

c. Put the circle in the bottom of the cup and place one piece of broccoli or other brassica plant on top of it.

2. With a soft paintbrush, gently move caterpillars onto the plant matter in the cup.

3. Replace the lid, which should have 8 to 10 small airholes.

4. Draw a picture of a caterpillar and label any structures you see. Finish filling out your butterfly observation page.

5. Draw a picture of a Fast Plants seed, and label any structures you see. Finish filling out your plant observation page.

©2014 Tetrad Inc.


S-6

Day 12: Planting Wisconsin Fast Plants Seeds

1. Plant one quad of Wisconsin Fast Plants as follows:

a. Place a wick in each cell so that it extends halfway out of the hole at the bottom.

b. Fill each cell half-full with soil.

c. Add three fertilizer pellets to each cell.

d. Finish filling the cells loosely with soil.

e. With a fingertip, make a shallow depression on the soil in each cell and place two seeds there.

f. Sprinkle just enough soil into each cell to cover the seeds. Water each cell with a pipet until water drips from the wick.

g. On a plant label, write your group number or initials. Insert the label into your quad. You may want to number the cells of your quad to identify each plant.

Figure: Planting procedure

2. Place the quads on the watering system under the lights.

Days 13–19: Monitoring and Cleaning

1. Replace the paper towel every 2 or 3 days to keep the container clean.

2. Monitor the broccoli in the caterpillar habitat. If any broccoli begins to rot or the larvae need more food, replace the broccoli with a new piece. (Be sure not to dispose of any caterpillars.)

3. Observe the Wisconsin Fast Plants and add water to the watering system if needed.

4. Fill out your Brassica Butterfly and your Wisconsin Fast Plants® Observation pages.

Days 20–22: Transfer of Chrysalises

1. Three to five days after the formation of the chrysalises, gently remove them from their attachment sites in the caterpillar habitat.

2. Place each chrysalis on a piece of double-stick tape that has been placed on a strip of paper and labeled with your group members’ names. Your teacher will hang the class’s strips in the plant light house.

3. Fill out your butterfly and plant observation pages.

4. Answer the Questions: Chrysalis.

©2014 Tetrad Inc.

wicks

a. b. c. d.

e. f. g.


S-7

Days 23–50: Adult Butterflies and Continuing the Cycle

1. If Wisconsin Fast Plants are not yet blooming when the first adult butterflies emerge, your teacher may have placed a nectar feeder with sugar water in the light house.

2. Observe the butterflies and plants every other day. Fill out your butterfly and plant observation pages.

3. On day 28, answer the Questions: Butterfly.

4. On day 50, answer the Post-lab Questions.

Pre-lab Questions1. Give an additional example of each of the following types of relationship: mutualism, predation,

herbivory, competition, parasitism, commensalism.

2. What type of relationship do you think the brassica butterfly and brassica plants have?

3. How will you determine what type of relationship the two organisms have?

Lab QuestionsQuestions: Egg

1. What type of relationship do brassica butterfly eggs and brassica plants have? Explain.

2. Draw a butterfly egg. Label any parts that you can and explain their function.

Questions: Caterpillar

1. What type of relationship do the caterpillars and brassica plants have? Explain.

2. Draw a caterpillar. Label its structures and explain their function.

3. How is this stage of the life cycle different from the previous one? How has the change affected the relationship between the brassica butterfly and the brassica plants?

Questions: Chrysalis

1. What type of relationship do the chrysalis and brassica plants have? Explain.

2. Draw a chrysalis. Label its structures and describe their function.

3. How is this stage of the life cycle different from the previous one? How has the change affected the relationship between the brassica butterfly and the brassica plants?

Questions: Adult Butterfly

1. What type of relationship do the adult butterflies and brassica plants have? Explain.

2. Draw a butterfly. Label its structures and explain their function.

3. How is this stage of the brassica butterfly life cycle different from the previous one? How has the change affected the relationship between the brassica butterfly and the brassica plants?

Post-lab Questions1. Did the relationship between the brassica butterfly and brassica plants change during the life cycles of

the two organisms? Explain.

2. How do you think that the number of butterfly eggs on a brassica plant affects the ability of these organisms to coexist?

3. How do you think the relationship between the brassica butterflies and plants may differ in nature from in your model system?

©2014 Tetrad Inc.


S-8

Brassica Butterfly Observation

©2014 Tetrad Inc.

Name:

Observation Dates:

What did you do to tend to the butterflies this week?

1. Draw one of your brassica butterflies here to scale (this can be egg/caterpillar/chrysalis/butterfly). Label the parts or structures.

Size: __________ cm

2. At this stage in the life cycle, what resources do the butterflies need to live?

3. At this stage in the life cycle, what might limit the growth of the butterflies?

4. Describe the brassica butterfly’s behavior (eating, growing, mating, sleeping, excreting, moving, etc.). What stimuli may be responsible for the behaviors that you observe?

5. How are the plants and butterflies interacting at this stage in the life cycle? What type of interaction can you observe?


S-9©2014 Tetrad Inc.

Wisconsin Fast Plants® Observation

Name:

Observation Dates:

What did you do to tend to the Fast Plants this week?

1. Draw one of your Wisconsin Fast Plants® or seeds here to scale. Label the parts or structures.

Height: __________ cm

2. At this stage in the life cycle, what resources do the Fast Plants need to live?

3. At this point in the life cycle, what might limit the growth of the plants?

4. What external stimuli might the plants be responding to, and how might the stimuli be affecting them?

5. What other things can you observe about the plants?

Wisconsin Fast Plants®: Investigating Animal Behaviors and Plant Interactions

with the Brassica ButterflyTeacher’s Manual and Student Guide

158986

Carolina Biological Supply Company

2700 York Road

Burlington, North Carolina 27215

Phone: 800.334.5551

Fax: 800.222.7112

Technical Support: 800.227.1150

www.carolina.com

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