Chapter 6: Arthropods in Their Microhabitats

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124 Biodiversity Counts1. Review students’ prior knowledge of some basic concepts of ecology.Focus the discussion on some of these questions:• What is a biome? (Refer to Chapter 2 in which students determinedtheir biome.) What are the characteristics of our biome? How far doesit extend?• What is an ecosystem? Give an example. How does it relate to a biome?What do ecologists study?• What is a habitat?• Encourage your students to brainstorm on the different microhabitatsthat they have observed in their plots. Ask them to consult their fieldjournals for specific examples. Record the list of examples. It mayinclude some of the following:Microhabitatssoilleaf littergrassroot layerherbaceous plantswoody plantsrotting logbarkunder rocksacorns and acorn capsin and under trash lying on the groundin the waterQuestionsWhat is abiome?What is anecosystem?What is ahabitat?Possible ResponsesA biome is a land surface of Earth. Biomes are classifiedinto broad vegetation types. Major biomes include tundra,coniferous forest, deciduous forest, tropical forest,temperate grassland, savannah, and desert.An ecosystem is a unit in the living world focused on aparticular set of plants and animals in a given habitat.A habitat is the natural home of a plant or animal, in whichit lives and finds the resources needed to survive. Studentsmight also explore the idea that smaller habitats may befound within larger ones.
Teacher’ eacher’s s Guide 1252. Next to each microhabitat that students list, ask them to predict whatkinds of arthropods they might find there. They can make some of theirpredictions by reviewing previous field study arthropod sightings.Record students’ predictions. Have them explain and give reasons fortheir predictions based on their previous investigations.3. Discuss the trapping and collecting techniques that would be mostproductive for each microhabitat. In the previous chapter, students mayhave had experience with some of these techniques, such as the Berlesefunnel and the pitfall trap (for arthropods that live in soil, leaf litter, androtting wood), the yellow pan trap (for some types of flies, wasps, andbeetles), beating (for arthropods that live in trees and bushes), andnetting (for flying or hopping arthropods).Have students review the on-line resources listed above that refer tocapturing arthropods, if necessary.4. Then, based on their predictions of what they expect to find in theirmicrohabitats and on their discussion and research about trapping andcollecting techniques, have students develop a plan for their field study.Encourage them to make decisions about which microhabitats at thesite they will study in detail and to get or invent the appropriatetrapping and collecting equipment.
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Page 3 and 4: Teacher’ eacher’s s Guide 121BA
Page 5: Teacher’ eacher’s s Guide 123LE
Page 9 and 10: Teacher’ eacher’s s Guide 1271.

Chapter 6: Arthropods in Their Microhabitats

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