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Episode
Transcript
Pre-Viewing
Activities
BUTTERFLY INTRODUCTION
Develop interest in the topic of butterflies by showing students
pictures of butterflies and moths that live in their home state.
Share drawings of these insects, and, if desired, give the students
the chance to color pictures of butterflies and moths. Ask students
to compare butterflies to other insects they have seen, such as
bees, dragonflies, etc. Ask students if they are familiar with the
Fourth of July Butterfly Count. Discuss the results of this year's
count.
BUTTERFLY RECIPE
Try making this secret recipe to attract butterflies and moths:
Mash 2-3 slices of ripe bananas or strawberries in a shallow pan.
Add 2-3 teaspoons of sugar and 1/2 cup of a sport drink like Gatorade.
Set the pan outside and voila! Enjoy the butterflies.
FREE-WRITING/FREE-DISCUSSION PREPARATION FOR "BUTTERFLY
COUNT"
To assess the students' knowledge about butterflies, ask them to
answer the following questions in writing or through class discussion.
Clarify terminology as the need arises.
- What body parts do butterflies have? Quickly sketch what a butterfly
looks like, and list how it fits the definitions of "insect"
and "arthropod."
- Where do you see butterflies? What weather and habitat conditions
do you think are necessary for butterflies?
- Why do you think that butterflies might be counted? Who do you
think would do such a thing?
- How do you think butterflies in the environment affect your
life today?
Post-Viewing Activities
BUTTERFLY
OBSERVATION
Collect some caterpillars and house them to observe the stages of
their life cycle. Be sure to design their artificial habitat (and
provide food and water) according to their needs. Keep a journal
and use words and drawings to record your observations of their
life cycle. What conclusions can you draw about the special environmental
needs and benefits of these insects?
BUTTERFLY MODELS
Make a model of a butterfly found in your local area using pipe
cleaners, Styrofoam, clay, wire, paints, beads and other craft materials.
Display your butterfly model and label all of its bodyparts. If
possible, design your model so that the bodyparts (wings, mandibles,
ovipositors, etc.) can move to show how they work.
BUTTERFLY CURRENT ISSUE
What do you think of the current fad of releasing butterflies at
weddings and other special events? Visit www.naba.org/action.html
and review the pros and cons of this activity, and the proposal
currently being considered by the U.S. Department of Agriculture
to revise the permit process for the interstate shipment of live
butterflies (giant swallowtail, zebra heliconian, gulf fritillary,
mourning cloak, American lady, painted lady, red admiral and monarchs).
Write a letter to the USDA with your opinion on whether they should
go forward with the proposal to eliminate the interstate shipping
permits for American ladies, painted ladies and red admiral butterflies.
Transcript
VIDEO OVERVIEW AND SUGGESTIONS
As you view the video "Butterfly Count" with your students,
use the timecodes and video transcript as needed to stop and start
the tape, discuss the information and visuals, and guide your students
as they explore this topic. Ask them to write down any terms that
are unfamiliar to them and use the glossary after the program to
define the terms.
VIEWING
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0:13
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"Just go up and down the riparian on either side. Okay,
first one that catches a butterfly gets a milkshake!"
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0:16
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That's enough incentive for the dozen or so kids that are
participating in this year's Metolius Basin portion of the
annual Fourth of July Butterfly Count.
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0:25
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The chase is on! Look at 'em go!
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0:28
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They are not catching butterflies to collect them, but to
count the number they find of each species. "One Morning
Cloak! Okay!"
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0:37
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This month across most of America, as well as parts of Canada
and Mexico, people are doing just what we're doing today.
The purpose of the count is to provide butterfly population
data to agencies like the Forest Service, the Bureau of Land
Management and universities.
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0:56
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There's changes in the Forest Service right now and they're
looking at whole system management. And so they haven't really
addressed any of the insects on this kind of scale before,
only the pestiferous ones. And so they can take this kind
of data and say, okay, here's the lepidoptera: here's the
moths that the bats eat, or here's the butterflies that depend
on these kind of plants and there's not that many of them,
so we ought to set aside this area for this particular species.
So that's information they can draw from one butterfly count
one day a year.
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1:30
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There are several locations in Oregon that participate in
the count. Sue Anderson is the leader of the Metolius Group.
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1:41
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"Ah, Milbert's tortoiseshell. And he's brand new, look
at him! Look at the color, he's not faded yet, he's just emerged."
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1:48
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She has long admired what is perhaps our best-loved invertebrate.
Lepidoptery, the study of butterflies and moths, has become
a favorite pastime.
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1:53
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"I love it! It's educational. It's entertaining. It's
a wonderful family project. See how he can camouflage so easily?
When he lands he folds his wings up and you can't even see
him against the tree bark."
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2:10
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Perhaps it's the legendary beauty of the butterfly that
draws people to the count. Or maybe it's the joy of discovering
the names, habits and extraordinary markings of creatures
that usually only flutter by us for mere moments. Whatever
it is, this event has been enchanting people of all ages at
this event for almost 20 years.
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2:33
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"Dad, I caught a wood nymph!" "Oh, you did?"
"I got something!" "Sue!" "What?"
"I have a butterfly!"
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2:40
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"All right! Boy, she's beat up pretty bad. But this
is a female. That's why she's brown on top instead of blue."
"Oh, I see." "It's got a little orange on top
right here so it's going to be an Acmon blue. Her wings are
torn and it's not from Mary having caught her in the net.
She's, ya know, they only live for a couple of weeks and she's
probably been out a couple of weeks."
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3:10
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Lepidopterists say it's okay to catch and hold the butterfly
just long enough to identify it.
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3:16
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"As long as you don't mess with their wings too much
and you don't squeeze them too hard on the abdomen. If you
squeeze 'em just a little bit too hard, it does 'em in."
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3:20
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While trying not to have too much impact on the butterflies
herself, Sue does see signs of recent activity that could
affect the invertebrate's population.
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3:31
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"Well, one thing we did notice is that they've been
running a lot of sheep through this area right here and they've
destroyed a lot of butterfly habitat. A lot of butterflies
feed on grasses and the sheep just ate or trampled the grasses.
A lot of the flowering plants that the butterflies nectar
on were trampled under and that was a real disappointment."
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3:50
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The Sisters Ranger District says they plan to review sheep
allotment on federal land and work with flock owners towards
a more equitable arrangement between the two species. Organizations
like the North American Butterfly Association and the Xerces
Society hope so. The Xerces Society was the original sponsor
of the nationwide count.
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4:08
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The Xerces Society was formed because some people were concerned
about a little blue butterfly. Just a tiny, little, blue butterfly
that existed only in one special habitat. And when its habitat
was paved over, the butterfly was gone. And a lot of people
can throw up their hands and say well, so what, you know,
there are lots of other butterflies out there. Well, we've
learned by past mistakes that when you destroy something out
of its element, we may not think it has a reason to be there,
but it always has a reason to be there.
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4:40
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Besides their pollination duties, butterflies are a critical
part of the food chain. Now, believe it or not, caterpillars,
butterfly, and moth larvae are the largest vegetation consumers
in a forest! They eat more of the greenery than deer and other
herbivores! But, in turn, 90 to 95 percent of these caterpillars
are eaten by small predators like birds and squirrels. This
makes them one of the largest food suppliers to small predators
in the forest!
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5:24
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"Oh, two in one catch! He deserves a special award for
that!" "He got three!" "I got three!"
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5:31
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"Three in one swipe! What's the yellow? Okay, this is
a Nevallis copper first of all. This is a buckeye. We've never
had a buckeye on our count before. Congratulations! Good job!
The first one! Okay, you want to open it up and see what it
looks like inside? Let me do it with my little finger."
"My dad caught him!"
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5:57
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Along with delighting in the excitement of the chase, Sue
believes the kids are learning respect for the tiniest of
creatures.
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6:04
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Kids go out on the playground at school and if somebody
else takes a butterfly and starts messing with it or steps
on it or something like this, boy, they come down to fisticuffs!
You can't do that with insects! "Okay, you caught her.
Ben, you want to let her go? Lick your finger Ben and get
the butterfly to walk right up on your finger and then he'll
drink right up off your fingertip." "Sure."
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6:31
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"It's important to be in touch with what's going on
in your environment. And counting butterflies is a fun and
easy way to do this. And at the same time provides technical,
scientific information that's valuable in research and in
eco-planning. We can think of nothing we like to do better
on a sunny Saturday than go out and chase butterflies all
day long! It just feels great! That's it!" "Bye,
bye!"
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Introduction
and Resources
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