A common eastern bumble bee male on a flower. Photo by Brett Forsyth.
There’s been a buzz in the air about bees lately, and for good reason: Bees are major pollinators of both wild plants and agricultural crops, and some species are declining because of threats like habitat loss, climate change, and agricultural intensification. Many people assume the honey bee is the top pollinator among bees. But bumble bees, the honey bee’s bigger, hairier, and louder cousins, are just as important for pollination*. (For some plants, bumble bees are even better pollinators than honey bees.) North America is home to 46 bumble bee species that collectively visit hundreds of types of plants. Also, a few bumble bee species are commercially reared and sold to growers to pollinate certain crops, like blueberries and greenhouse tomatoes. Unfortunately, some bumble bee species are declining or endangered, and the status of many other species is unknown. Bumble bees are historically understudied, and so for some areas, there aren’t many bumble bee records (documented sightings of individual bumble bees with associated reference information, like sighting location, date, and species name). Without good records, it’s difficult to know how many individuals of certain bumble bee species there are now and how large their geographic range is, and how their population sizes and ranges may have changed over time. Brett Forsyth, a photographer and naturalist from Guelph, hopes to help address this problem and raise awareness about bumble bees with his new online project, Photographing Bumble Bees for Identification.
A pinned rusty-patched bumble bee, an endangered species in Ontario. Photo by Brett Forsyth.
Originally from British Columbia, Brett became interested in bumble bee conservation when he moved to Ontario. Currently, there are three bumble bees on the Species at Risk in Ontario list: the rusty-patched bumble bee (Bombus affinis, endangered), the gypsy cuckoo bumble bee (Bombus bohemicus, endangered), and the yellow-banded bumble bee (Bombus terricola, special concern). Brett decided to figure out how to photograph these at-risk species, and in the process, he discovered that there are relatively poor records of many Ontario bumble bees, especially in the northern and central areas of the province.
Brett saw a way to improve our knowledge of Ontario bumble bees** via iNaturalist, an existing online citizen science project aimed at documenting and sharing observations of global biodiversity. Users create free profiles and upload photos of their biodiversity finds, where they can then be viewed by other users and identified by experts. iNaturalist educates people about the natural world, but it also can provide scientists with valuable data that can be used to track changes to species’ geographic distributions and population sizes. For those data to be useful, the species in the uploaded photos must be identifiable, which requires high-quality images that contain key body structures needed to identify the organism. But as anyone who’s ever tried will tell you, getting a bumble bee to sit still for a picture is tricky. As a photographer, Brett saw an obvious solution to that problem: simply teach people to take good pictures of bumble bees with their mobile devices, and in turn, get better data on Ontario bumble bees.
Pocket guide to photographing bumble bees by Brett Forsyth.
In a series of videos on the Photographing Bumble Bees website, Brett takes viewers step-by-step through the process of taking pictures of bumble bees and uploading their photos to the Bumble Bees of Ontario project on iNaturalist. He also provides a free, printable pocket guide that outlines the most important tips for photographing bumble bees and gives descriptions of the three at-risk species in Ontario. Brett has four general tips for getting great pictures of bumble bees. First, get as close as you can to the bumble bee. (Don’t be scared of that stinger–bumble bees really aren’t very aggressive!) Second, get separate shots of the bumble bee’s back, side, and face. These areas contain features that are important for identifying bumble bees. Third, slow motion video can be used to get good images of fast-moving insects: It produces a bunch of still images that you can sort through later to find the perfect shot. And fourth, find an app that will allow you to manually focus your phone’s camera.
Brett hopes his project will inspire 250 people to join the Bumble Bees of Ontario project on iNaturalist and generate at least 1,000 new bumble bee records from central and northern Ontario. More generally, he wants to get more people interested in bumble bees and the underappreciated world of insects. So help scientists help bumble bees: Grab your phone, get outside, and start snapping photos.
*This article is focused on bumble bees, but there are many other types of bees. In fact, there are around 4000 species of bees in Canada and the US. All of those bee are also very important pollinators, and many of them may also be at risk. (We know even less about other bees than bumble bees.) So please learn about other bees too!
**Maybe you’re not in Ontario, but don’t let that stop you from using these tips to photograph bumble bees in your area. Information on any bumble bee species from anywhere is important!
http://esc-sec.ca/wp-content/uploads/2019/04/B_impatiens_close.jpg10671600Angela Gradishhttp://esc-sec.ca/wp/wp-content/uploads/2017/01/ESC_logo-300x352.pngAngela Gradish2019-04-03 11:22:442019-04-03 11:34:38Say Bees! How Not to Bumble Your Bee Photography
I will admit that the headline was thoroughly and completely “click bait”. That’s because I was worried that “The new ESC Science Policy Committee and its mandate” would have you move along to the next article. And I hope that giving you the goods now on what this article is about doesn’t cause that right… now.
For those of you who are still with me, and I hope that is a majority of our members, I am aware that policy is not generally considered an exciting topic. But in this era of climate change, environmental degradation, increasing population pressure on our agricultural and silvicultural output, emergent and spreading vector-borne diseases, research funding challenges, and rapidly shifting politics in Canada and many of our largest trading partners, we as entomologists cannot merely sit back and let policy happen. We need to engage with policy makers to encourage careful decision making with the long view in mind.
Our diverse Society membership has an equally diverse set of skills and perspectives to offer to Canadians and the rest of the world. But engagement can only happen if we are willing to put fingers on the pulse of various issues, and to collaboratively marshal responses to issues as they begin to emerge. In other words, we can only be effective if we are able to anticipate in time and react with collective care and wisdom.
Over the past many years, the ESC has maintained a Science Policy and Education Committee. That committee has been effective in many areas including over the past several years:
expressing concern to the federal government about travel restrictions on federal scientists wishing to attend ESC meetings,
encouraging the continued support of the Experimental Lakes Area,
responding to NSERC consultations, and
drafting the ESC Policy Statement on Biodiversity Access and Benefit Sharing which was later adopted by our Society.
However, because the combination of both public education and public policy was a substantial and growing mandate, the ESC Executive Council Committee decided in 2015 to split the committee into two, each part taking care of one of the two former aspects.
In October 2016 I was asked to chair and help to formulate the new ESC Science Policy Committee. Your committee now consists of (in alphabetical order):
Patrice Bouchard (ESC First VP, Agriculture and Agri-Food Canada)
Crystal Ernst (appointed member, postdoctoral fellow at Simon Fraser University)
Neil Holliday, (ESC President, ex officio committee member, University of Manitoba)
Dezene Huber (appointed member as academic representative, Chair 2016/2017, University of Northern British Columbia)
Fiona Hunter (ESC Second VP, Brock University)
Rachel Rix (appointed member and student and early professional representative, Dalhousie University)
Amanda Roe (appointed member as government representative, Natural Resources Canada – Canadian Forest Service)
Each executive member’s term is specified by their ESC executive term. Each appointed member is a member for up to 3 years. The Chair position is appointed on a yearly basis. The terms of reference specify that the committee should contain members “who (represent) the Student (and Early Professional) Affairs Committee, and preferably one professional entomologist employed in government service and one employed in academia.”
We are officially tasked “(t)o monitor government, industry and NGO science policies, to advise the Society when the science of entomology and our Members are affected, and to undertake tasks assigned by the Board that are designed to interpret, guide, or shift science policy.”
We are now working on putting together an agenda, and have started to work on a few items. For instance, you may recall an eBlast requesting participation in Canada’s Fundamental Science Review that was initiated by Hon. Kirsty Duncan, Minister of Science. We hope that some of you took the opportunity to send your thoughts to the federal government.
As we develop an agenda, we would like to consult with you, the ESC membership. Please tell us:
What policy-related issues do you see emerging in your area of study, your realm of employment, or in the place that you live?
How might the ESC Science Policy Committee integrate better with your concerns and those of the rest of the membership?
How can our Society be more consultative and responsive to the membership and to issues as they arise?
Who are the people and organizations with which ESC should be working closely on science policy issues?
How can you be a part of science policy development, particularly as it relates to entomological practice and service in Canada and abroad?
Please email me at firstname.lastname@example.org with your thoughts, questions, and ideas. We know that many of you are already involved in this type of work, and we hope that we can act as synergists to your efforts and that you can help to further energize ours.
Dr. Dezene Huber
Chair, ESC Science Policy Committee
This article also appears in the March 2017 ESC Bulletin, Vol 48(1).
I have always thought of myself as extremely fortunate and blessed to have made a career in entomology. The main reason is that 99.9% of all entomologists I have met and come to know over the years have been extremely nice people. Like most entomologists, I was interested in animals (which in my case included insects and spiders) at a young age. Many of my friends probably considered me a bit odd, but that’s as far as it went as far as I recall. Unfortunately, that is not always the case as this story reveals.
The other day I (along with a large number of people on Twitter) got to witness this kindness in action in a way that warms my heart. Nicole Spencer, a concerned mother, sent a request to the Entomological Society of Canada (ESC) regarding her young daughter, Sophia, who happens to love insects and wants to become an entomologist when she grows up. Sophia’s interest has somehow led to teasing and outright bullying in school, however. Fortunately Sophia’s mom understands the importance of nurturing her daughter’s interest, as did my mother even though I kept spiders in jars in my bedroom. Nicole’s and Sophia’s heartfelt letter was passed on to Morgan Jackson (@BioInFocus), who promptly posted a tweet on behalf of the ESC (@CanEntomologist) asking entomologists to help out. This tweet, which displayed the letter, included the hashtag #BugsR4Girls, and it quickly went viral.
On the one hand this is a story about a little girl who has big dreams. On the other hand it is a story about the future of women in STEM. Sophia has dreams about becoming a scientist, but both she and her mother are uncertain of what possibilities are out there. Many other young children are in the same boat, I’m sure. But the journey starts at home with parents encouraging children to believe that they can be or do whatever they set their minds to. Last Friday I listened to a CBC Radio show with Maria Issa, a Canadian scientist who started in life just like Sophia by daydreaming and watching lady bugs. In spite of the odds being stacked high against her success, she made it, but many are discouraged, which later affects their self-confidence. My experience is that there is no gender difference in ability – in fact women mature sooner and are more focused than men IMHO. And the increasing number of brilliant female scientists in entomology is a case in point. Luckily for Sophia, she has an encouraging mother. Whether or not she becomes an entomologist is not the point. The point is that she believes in the possibility.
For me, Sophia’s story is a wonderful, multifaceted teachable moment. With all her new friends, Sophia will do just fine. I wish her all the luck in the world.
Beyond the effects of the actual physical construction on the park environment, the monument will potentially increase tourist traffic to the area. How will these changes affect the biota (both animal and plant) of the immediate area? Exactly how well known is that fauna? How was the effect on the sites and the adjacent park environment determined?
A detailed impact analysis was completed by Stantec Consulting Limited who concluded that the effects of the development are, “generally predicted to be negligible to moderate in magnitude”. Conclusions regarding the effect of the construction and development on the “wildlife” of CBHNP were based on a single terrestrial field survey of the locality and a consultation of a CBHNP sightings database. (Stantec is actually listed as a Partner and Supporter of the development). In the Stantec impact analysis, “wildlife” is exclusively mammals and birds. As an ecologist whose professional and personal life is replete with instances of being overwhelmed and delighted by the diversity of arthropods living coincidentally (and cryptically) with their better-studied vertebrate relatives, this raised some concerns.
So what can I offer? Well in 2009, I spent a wonderful time collecting arthropods in CBHNP as part of the BioBus program out of the Biodiversity Institute of Ontario at the University of Guelph. In fact, four colleagues and I spent a night collecting insects at a site only 3 km away from the proposed development (Black Brook and the nearby Jack Pine Trail). The Jack Pine trail was particularly beautiful! The trail goes through a forest of Jack Pine that is more than 200km away from the rest of its range and has survived fire and spruce budworm infestation. At any rate, since all the data is publicly available online (dx.doi.org/10.5883/DS-ASCBHNP), I thought this would be an opportune time to explore those records in light of the planned “Mother Canada” development.
Figure 1: A high resolution GigaPan panorama taken at the Black Brook collection site (http://gigapan.com/gigapans/29312).
Figure 2: The collection team earlier in the trip in Terra Nova National Park Newfoundland.
It was a beautiful night in 2009 (Jul-21) at Black Brook where we collected arthropods using two common methods (UV light (which means lots of moths!) and free-hand active search using insect nets). That night, in about four hours of collecting, we came away with 363 specimens from nearly 200 species (191 named and provisional species based on their DNA barcodes). To put this number in context, CBHNP has 200 species of bird – a total nearly matched for arthropods by our single nights work at one location! This diversity is only a small fraction of the diversity of arthropods currently protected by CBHNP. Via these DNA barcodes, (public on BOLD (www.barcodinglife.org, dx.doi.org/10.5883/DS-ASCBHNP) we can compare them to the > 4 million DNA barcode records representing >400,000 species worldwide on this database.
What we find from this comparison is that some of these species may be exceedingly rare. Despite concentrated collections in this and other National Parks before and since this night* there are four species which have been found only once out of these millions of records. While this diversity is currently protected by Parks Canada, it is within 3 km of the proposed “Mother Canada” development. It is unclear how the changes in traffic and construction from the development will affect this protected diversity.
Why bring this up now? What use is a rapid analysis of a single night’s collections? I decided to bring it up to call attention to numerous small and cryptic species in and around the location of the proposed development about which we know very little. Going ahead with an enormous private development within a National Park is a mistake that flies in the face of the mandate of Parks Canada – and does so without good evidence that it would not have negative effects on the diversity of animals that it was created to protect.
Figure 3: This neighbor-joining tree is a graphical representation of the diversity of nearly 200 species of arthropods collected at Black Brook in July 2009. The taxa are colour coded and are followed by the number of specimens we caught.
Not simply a monstrosity – but one contrary to of the principle mandate of Parks Canada, “to protect, as a first priority, the natural and cultural heritage of our special places and ensure that they remain healthy and whole”. Ultimately, this is the essence of the problem. This issue is more than a simple discussion regarding the aesthetics of a >$25 million, >25-metre tall conglomeration of private and corporate citizens (in apparent partnership with our federal government). If a private group wants to erect a memorial on private grounds and can raise the money for their monument – it is certainly their prerogative. This is a critical discussion about the mandate of Parks Canada and specifically how well they protect the natural heritage resident within that Park.
To place this monument in a National Park is not the right of any private group. To consider placing such a monument in a National Park without careful consideration of the most diverse Park residents (insects, spiders and their kin) is not simply poor planning; it’s poor management and should be stopped.
* -Since that evening in 2009, the BioBus has continued to collaborate with Parks Canada in Cape Breton Highlands National Park and now even more is known about the vast diversity of small and important insects from other areas within this National Park. Collections of arthropods have now been made for 3000 species! For more information about those collections visit the reports section at www.biobus.ca. The author has no current association with the BioBus program. All specimens analysed here are publically available via the public data portal of the Barcode of Life Data System (dx.doi.org/10.5883/DS-ASCBHNP).
Bloghttp://esc-sec.ca/wp/wp-content/uploads/2017/01/ESC_logo-300x352.pngBlog2015-07-06 14:15:002017-10-19 20:27:10Missed Mandate, Missed Biology: The ongoing “Mother Canada” debacle in Cape Breton Highlands National Park
I used scissor to cut my pant into short. A jarring opening sentence, I know. It is how I use to feel when someone dropped the “s” in “thrips”; it is a plural noun, don’t you know? If you see a solitary individual of these animals it is still referred to as a “thrips”. I have been quick to correct people that have made this mistake. But lately on this issue, I have become tired of being the grammar pedant.
Art work done by Michael McLeish and Andrew Chaulk.
I don’t mean to be insulting to the readers of this blog, I am assuming you are knowledgeable and enthusiastic about insects, but just maybe you haven’t heard much of thrips. They are members of the insect Order Thysanoptera, and world wide there are at least 5000 species. They are small; in fact, they are typically the size and colour of the commas in this very sentence. These slithering punctuation marks do not commonly attract the attention of insect enthusiasts. However, for a small number of economically important species there is a large and vibrant community of researchers. These scientists routinely gather together to describe and discuss their research outcomes, with their next big event to be held in California (2015, Xth International Symposium on Thysanoptera & Tospoviruses). Among the dominant applied work that will be presented at this meeting, and those of the past nine meetings, will also be more curiosity driven research. This group of non-applied thrips-focused researchers could book a table at most restaurants. No more or less important, just a more private club. A club I joined as a PhD student.
Professor Bernard Crespi, in his early career, did a stint in Australia as a Research Associate. His motivation to travel to the antipodes was to answer the challenge, are there social thrips? The evolution of altruism (sub-fertility in part of a population) in the insects was and remains an outstanding conundrum for evolutionary theory. Theoretical attempts made in the sixties and seventies to explain these incidences of self-sacrificing castes appeared to also predict that somewhere within the diversity of thrips species we should also find sociality. There were no ready examples. Crespi had a hunch that social thrips would be found among the gall-inducing thrips on Australian Acacia. In brief, he was right! Subsequently (Again, drastically shortening the story. Hey, I am not trying to write Crespi’s biography here.), Crespi took a position at Simon Fraser University where his research began with a focus on Australian social thrips. I was the first graduate student he recruited.
I will admit that the thrips played no part in attracting me to the program. Instead, it was Crespi’s strong scientific reputation and the chance to do field work in Australia that was the lure. However, it was several years of working in Canada with preserved and frozen specimens of thrips before I saw their full charm in their native habitat. I was hosted in Australia by Crespi’s major collaborator with the thrips work, Dr. Michael Schwarz, at Flinders University. In this prominent social insect lab I met three students with the same taxonomic focus as me. Like Tigger in The Tigger Movie, I had started to fear that I was the only one. We connected quickly, and one of the pivotal bonding events happened during a trip to a Nursery outside the city of Adelaide. We needed native Australian plants for an experiment and the Nursery that could provide them was located inside a national park. On the way in we saw a sign warning visitors that they were not permitted to bring in plants or soil for fear of introducing pests. The list of pests included “thrip”. On our way out of the park, we stopped our truck; one of us jumped out with a permanent marker and added an “s”. Having scored one for thrips, we cheered and drove away.
It has been almost twenty years since we vandalized that sign (I hope that is longer then the crime’s statute of limitation). Since then I have continued research on social thrips, and I have given lectures in undergraduate and graduate classes, job interviews, conferences, public lectures and even dinner parties. Many people have engaged me after these events to express further interest in the work. If they said “thrip”, I corrected them. I thought educating people outweighed the potential risk of embarrassing them. My behaviour has certainly lost me a few acquaintances, some people have skin that is thin, but is there any evidence that I have been successful in educating people? I think the answer is no. A student of mine was interviewed a little while ago on the national radio science show, Quirks and Quarks. She corrected the host when he dropped the “s”. Two students and I submitted a paper to an entomological journal, and one reviewer pointed out to the editor the poor grammar of our presentation. The example they used to illustrate our incompetence was our failure to drop the “s”. I am co-writing a book chapter with a longtime friend and colleague, he edited my part by dropping a few of the “s”s. I give up. Not research or a fascination with thrips, just the “s” thing. It is now my opinion that the thrips research community is better off without this plural noun. To the uninitiated it sounds weird to use “thrips” in the singular, and to insist on its proper use is alienating. I don’t know how to change this. Who is in charge? How do you start a revolution? In the mean time, to those that naturally say “thrip” I am sorry I have offended you, let’s be friends.
http://esc-sec.ca/wp-content/uploads/2016/12/10th_annual_21.jpg10231280Bloghttp://esc-sec.ca/wp/wp-content/uploads/2017/01/ESC_logo-300x352.pngBlog2015-03-16 11:35:152017-10-19 20:32:27“Thrips” should die
This year, the ESC and the ESO will be holding 3 workshops which we invite entomologists and insect-lovers alike to register for, and which will be held before, after and during the ESC-ESO JAM 2013 in Guelph, from October 19 to 24, 2013.
UP CLOSE: Insect Photography with Alex Wild – Oct. 19, 2013 – University of Guelph Arboretum Centre ($65 registration fee)
Come spend the day learning how to improve your insect macrophotography skills with Alex Wild. This full day workshop (9:30a-4:30p, lunch provided) will help you take better photos of insects, both in the lab and in the field. For more information, and to learn how to register, please visit the workshop website here. Space is limited, so register today!
CFIA Regulated Plant Pests Identification Workshop – Oct. 22, 2013 – University of Guelph, Graham Hall Rm 3309 (Free Registration!)
Come learn about the 69 plant pests whose movement is legally regulated by CFIA. First, a brief introduction to what such regulation means for people who move insects and goods. Then, most of the workshop will be a hands-on session with microscopes (20), specialists (3), and specimens of species of: mites (2), beetles (18), flies (4), Hemiptera (5), Hymenoptera (2), moths (29), and snails (9). This is meant to get participants the information that they most need: we will help you get
to know the regulated pests that are most relevant to your work. Please register with email@example.com to secure your space. More information is available on the ESC-ESO JAM website, but space & microscopes are limited so register early.
Emerald Ash Borer Workshop – Oct. 24, 2013 – University of Guelph Arboretum Centre (Free Registration!)
This workshop is intended for all those interested in the management of emerald ash borer.
The morning session will review current tools and techniques for the management EAB, including a presentation on the risk assessment process in Canada. Other speakers will provide case-studies of their response to EAB in municipalities in Southern Ontario, and on the management of wood from infested trees.
The afternoon session will be round-table discussions among all participants. These discussions will include: what future research is needed to manage emerald ash borer, what questions about the beetle are still unanswered, and what are the challenges to implementing current management techniques. The goal of the afternoon session is for you to provide feedback to the research community on where effort needs to be directed as the emerald ash borer enters its second decade in Canada. There is no charge to attend this workshop, but space is limited. For more information, and to register, please see the workshop flyer on the ESC-ESO JAM Website (PDF).
Grant Writing: Success in Preparation – October 20, 2013 – University of Guelph Rozanski Hall
This workshop is still in development (check back soon for details), but will be held Sunday, Oct. 20 from 9:30a-11a, before the Opening Ceremonies and Plenary Session. Designed for entomologists at all stages of their careers, from students to post-docs, and early career researchers to tenured professors, we hope this workshop will help get you all set for your next grant writing session. Free & open to all meeting registrants!
We’ll also be hosting several other workshops over the course of the meeting for registered attendees, including workshops on bringing social media into your lab, teaching in entomology, and how to prepare a CV or Resume. These workshops are for meeting attendees only, and will be held daily over lunch break (your lunch is provided with meeting registration this year).
http://esc-sec.ca/wp/wp-content/uploads/2017/01/ESC_logo-300x352.png00Morgan Jacksonhttp://esc-sec.ca/wp/wp-content/uploads/2017/01/ESC_logo-300x352.pngMorgan Jackson2013-10-03 17:58:132017-10-19 20:57:33More than a meeting - Workshops at JAM 2013
By Jeff Skevington, AAFC & President of the Entomological Society of Ontario
Today was the first ESO Bug Day. Thanks to Sophie Cardinal for organizing it all and to our many members and other volunteers who came out to help. I think it was an unparalleled success. We had hundreds of participants (my guess is slightly over 1000, but it was hard to track numbers). All of the volunteer leaders came with fabulous stuff – everything from Giant Swallowtails and Tomato Hornworm larvae to huge scarab larvae to hissing cockroaches and a whip scorpion. Andy Bennett did a brilliant job with the cockroach races with his home made Duplo race track. We had a tank of aquatic insects, ran at least 15 public hikes, had a biological control display, face painting, a butterfly exhibit, a craft table. The building was bursting at the seems to thankfully the rain held off and we were able to do a lot of it outdoors.
All in all, it was fabulous exposure for the ESO and the Ottawa Field-Naturalists’ Club (who provided many volunteers as well as their clubhouse and gardens).
Thanks again to all who helped and to the ESC for their help with funding. I hope that we can do it again next year – maybe in more than one city now that we have tried it out!
A year ago, an exciting new collaboration was initiated between the ESC and the Royal Canadian Mint. This collaboration grew from a letter sent by then President, Michel Cusson, and myself as chair of the Scientific Policy and Education committee, to the Mint commending them for the inclusion of insects on Canadian coins and offering the services of the ESC as a resource for the development of future insect coins. The response from the Mint was very warm and they immediately invited the ESC to be involved in the Animal Architects coin series.
The Animal Architects coin series celebrates the “exceptional architects of Canada’s animal world and their unique constructions”. I was thrilled to see that the first coin in this new series has recently been released, depicting an iconic insect architect, the honeybee, with its hive.
The Mint also decided to recognize the involvement of the ESC in this series and, in 2013, to commemorate the Sesquicentennial of the ESC on the certificates of authenticity that accompany the coins.
The Bee & Hive coin has proven to be extremely popular and is selling rapidly. The depiction of insects on coins helps to increase appreciation for nature in general, and insects in particular, among the Canadian and coin-collecting public. I hope you will consider supporting this endeavour by treating yourself or a loved one to one or all of the coins in this series.
http://esc-sec.ca/wp/wp-content/uploads/2017/01/ESC_logo-300x352.png00Morgan Jacksonhttp://esc-sec.ca/wp/wp-content/uploads/2017/01/ESC_logo-300x352.pngMorgan Jackson2013-05-30 17:12:072017-10-19 20:59:28The Royal Canadian Mint’s “Animal Architects” Coin Series Celebrates Insects and the ESC!
Last week, Chris Buddle and Paul Manning posted the first of a two-part series on outreach activities in elementary schools. That post focused on the ‘why’ – this one (also written by Chris and Paul) is about the ‘how’.
How to talk to kids about bugs:
First thing about talking to elementary school kids is stay calm and don’t worry! If you have any University-level training in Entomology, you are qualified – Now, this doesn’t mean you have to be able to speak about all aspects of entomology: play to your strengths! If you are a taxonomists working on Syrphidae flies, bring in your flies and talk about them these magnificent animals. If your experience is broader and less specialized, browse some notes, look on-line, or peek at a textbook: do a short overview of the main Orders of insects and their characteristics. Although most kids get some entomology in elementary schools, it’s not usually very much (although ALL kids do seem to learn about monarch butterflies!).
One great way to speak to kids about bugs is to make the session thematic. In addition to bringing in a drawer or two of insects, link the specimens to biology. For example, one of us (Paul) has recently used ‘metamorphosis’ as a focal point for discussion. The transition from larvae to adult is a biological wonder, and acts as an excellent focal point for discussion. It brings together different facets of biology, from hormones, to physiological development, behavioural adaptations, through to discussion about life history strategies. Paul brought galls into the classroom, and demonstrated that there were larvae living inside. The students screamed with excitement when they saw the larvae living within the gall. One student described it as a ‘cute white blob‘. Several students asked if they could bring the larvae home (wouldn’t Mom and Dad just LOVE that!).
Kids like bugs. And they like to draw them.
Don’t be afraid to say “I don’t know”. In fact, kids find it refreshing to hear that an ‘expert’ doesn’t know all the answers. Turn it around to illustrate that the world of entomology is so vast that there are a lot of unknowns out there, and many questions still to be answered.
Have patience. With younger grades, asking kids questions, or having them answer questions, can quickly turn into ‘stories’ from young, enthusiastic students. For example:
Q: Does anyone know what kind of insect a ladybug is?
[Hand shoots into the air…]
A (from a 6 year old): Um, yes, I know a lot about those things. Once, when I was 4, I remember that I saw a beautiful bug flying by my garden – it was really big and black and I think it was a ladybug and my granddad told me about how ones like that eat trees and kill the trees and that makes me sad because we have a big tree in our front yard that I really like but sometimes my little bratty brother hides behind it and scares me when I am walking by. But I really like all bugs especially ladybug ones that are red but they smell funny sometimes and my mom said they can bite – will they bite me if I play with them? why do they smell funny? why are there so many spots on them? do their spots get bigger when they grow….
Give kids a chance to tell you these stories, but know that it will take patience…. but heck, if bugs get them talking and excited, that can’t be a bad thing!
(as an aside, most elementary school teachers will typically coach students so that they will ask/answer question instead of tell stories)
Bring a few props: If you can do an event outdoors, try to bring a few sweep nets and vials. We will often bring extra vials from the lab and give students the vials to keep (heck, plastic vials cost very little!). For MONTHS afterwards, parents will often tell us about how their child packed that vial full of insects and carried it around obsessively for weeks. That’s a great way to inspire entomology.
Beetle galleries are easily found in wood, and can be a great prop to bring to an entomology session with school kids.
If you are doing an indoor talk, make sure to have a lot of photographs of interesting insects, and whenever possible, discuss/show or use examples from your local fauna – this will allow kids to connect to things they have seen on the playground or in their own yards – this connection between the content you are discussing and the insects they are seeing on their own, is very powerful. With a smaller group, you can certainly bring in a few drawers of insects – if you don’t have any, this becomes a great excuse to make a little synoptic collection of your own to use for educational purposes. Or, ask your local entomology museum, or local naturalist club, about borrowing some specimens.
Don’t dumb down the material: Too often we think kids need to be talked down to, but nothing is further from the truth. As mentioned above, kids are sponges for information and in our experience they want to hear the details. You will want to avoid jargon, but other than that, provide the details whenever you can. Again, doing a ‘thematic’ talk with school kids becomes quite important because you just won’t have time to cover anything in-depth if you try to cover too much.
Finally, and most importantly, be passionate and enthusiastic. Kids will feel your positive energy and love of entomology; they will feed off of this, take it home with them; they will start asking more questions, start to dream, and fall further in love with the world around them. Spending a bit of time in a classroom is perhaps one of the most important kinds of outreach activities to do.
Spending time talking to kids about Entomology is ALWAYS worth it. If ever invited to speak at an elementary school about insects, always say “yes”, and in this post, we’ll expand on why it’s worth your time. In a second post on this topic, we’ll provide some tips on how to talk to kids about bugs. Although these posts are focused primarily at elementary school events, the ideas and tips could be expanded to community nature walks, events at an ‘earth day’ celebration, hosting a bug day in your backyard, etc.
Part 1: Why talk to kids about bugs?
Most kids aren’t afraid of nature. In our experience, elementary school kids (especially the younger grades) still have a fascination with entomology and are still curious and excited by ‘bugs’. Later in life, it seems that many kids will follow one of several paths: (a) disinterest, (b) disgust, or (c) delight. As entomologists, in a field that is so important, getting kids to be delighted is very important.
Kids like bugs.
Kids already know a lot but they like an expert to verify their findings and support their interests. In our experience, kids can get especially excited about insects because they see them all the time – they have played with them in their yards, tasted them (perhaps), and probably spend time trying to burn them with a magnifying glass. Bugs are accessible, small, curious, and catchable, and thus kids learn about them – an entomologist can keep facilitating this learning.
Kids are truly amazed that you can ‘get a job‘ studying insects. This is unfathomable to them, since they don’t typically get much exposure to biologists. They are exposed to limited career options (“I want to play in the NHL“, “I want to be a doctor“, “I want to be a firefighter“) in part because our school systems often exclude the cool jobs like “stream ecologist”, “geologist”, or “entomologist”. The idea that you can spend time (as an adult!) collecting and curating insects (i.e., FUN STUFF) can be quite extraordinary. In our experiences, it’s so painfully obvious that working outdoors with insects is simply not noticed as a real job by many people; entomologists must work to correct this. Giving kids exposure to wonderful careers (like entomology) can help encourage future scientists that there are truly enjoyable careers that involve getting ones hands dirty, and spending time outside.
Entomologists have a responsibility to dispel myths about arthropods, and this should start at an early age. Invariably, we get statements from kids such as “My Dad told me to stay away from spiders ’cause they will bite you“, or “My aunt told me that earwigs go into your ear, so I hate them“, or “I am allergic to bees because my cousin is allergic“, etc. We can bring clarity to these kinds of statements, and by offering an ‘expert opinion’ on these topics, can help kids understand the real facts about entomology.
Kids are sponges: it is satisfying to speak to an audience who is fully engaged and willing to soak up as much as you can provide. Bugs are a very exciting topic for kids, and they will remain interested, excited and enthused if you continue to provide good content.
Kids ask great questions. As an example, one of us (PM) recently talked about insects to an elementary school class. The class was asked to guess what was living within a gall, and to make guesses as to what they thought the gall was, and how it was formed. After one student quickly suggested that an insect was living within the gall, a flurry of wonderful questions began. Students asked questions like:
How did the insect get inside the gall?
How does the insect survive the winter?
What does the insect eat when inside the plant?
Why doesn’t the insect kill the plant?
All of these questions prompt interesting, and relevant discussions that fit well within learning objectives in science curriculum. Providing a concrete example that is applicable to students, might also result in a better understanding of the concept.
Finally, it’s nice to talk to kids about bugs because they genuinely appreciate it. Being thanked for spending time doing this kind of outreach is really, really nice. And, sometimes you might receive some nice thank-you cards or posters to put up on your wall. To us, these are as important as a diploma on your wall, or a favourite butterfly poster. Thank-you notes from kids are some of the most wonderful things to read, and they often include delightful, creative, and colourful drawings.