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The Fig Tree Wasp

Unit Plan

The Fig Tree Wasp

Objectives

 

In this unit, students learn about the symbiotic relationship between fig trees and fig tree wasps. Students will:

  • describe the life stages and reproduction of fig trees.
  • describe the life stages and reproduction of fig tree wasps.
  • compare various types of symbiotic relationships.
  • explain the scientific evidence for the co-evolution of fig trees and fig tree wasps.

Essential Questions

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

  • Figs and Fig Wasps

www.figweb.org/Figs_and_fig_wasps/index.htm

Formative Assessment

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    Multiple-Choice Items:

    1.      What is the function of a syconium in a fig tree?

    A

    It is the site of sexual reproduction.

    B

    It stores water during dry periods.

    C

    It contains a poison for protection from herbivores.

    D

    It is the location where photosynthesis takes place.

    2.      Which is a part of asexual propagation of a fig tree?

    A

    Planting a cutting

    B

    Planting a syconium

    C

    Pollination by male fig tree wasps

    D

    Pollination by female fig tree wasps

    3.      How are fig trees pollinated?

    A

    By the wind

    B

    By birds

    C

    By wasps

    D

    By mammals

    4.      How are female fig tree wasps important to fig tree reproduction?

    A

    Females bring food to wasp larvae.

    B

    Females pollinate fig tree flowers.

    C

    Females tunnel their way out of figs.

    D

    Females lay eggs inside of figs.

    5.      What is one difference between the functions of male and female fig tree wasps?

    A

    Males usually live longer than females.

    B

    Males carry pollen in special pockets on their bodies.

    C

    Males chew a hole through the fig wall so females can escape.

    D

    Males lay eggs inside of the female flowers of fig trees.

    6.      Which of the following best describes mutualism?

    A

    Both species benefit from the relationship they share.

    B

    One species benefits and the other species is harmed.

    C

    One species benefits by killing and eating another species.

    D

    One species benefits and the other species is unaffected.

    7.      Which of the following is an example of commensalism?

    A

    A tick lives on a deer and eats its blood to survive. The tick carries a disease that makes the deer sick.

    B

    A clownfish lives in the mouth of a sea anemone. The clownfish protects the sea anemone and eats leftover food from its mouth.

    C

    A lion hunts a giraffe. It captures the giraffe, kills it, and several lions eat it.

    D

    The cattle egret lives in fields with cattle and eats insects near the cattle. The cattle are not affected.

    8.      What does fossil evidence suggest about the relationship between fig trees and fig tree wasps?

    A

    They have had a mutualistic relationship for millions of years.

    B

    They used to have a commensalistic relationship, but now it is mutualistic.

    C

    Fig tree wasps have existed for much longer than fig trees have.

    D

    Fig tree wasps look very different today than they did millions of years ago.

    9.      Strangler figs grow around a host plant, slowly enclosing it and taking its nutrients. The strangler fig damages the host tree as it grows. What type of relationship does the strangler fig have with its host tree?

    A

    Parasitism

    B

    Mutualism

    C

    Commensalism

    D

    Pollination

     

    Multiple-Choice Answer Key:

    1. A

    2. A

    3. C

    4. B

    5. C

    6. A

    7. D

    8. A

    9. A

     

     


    Short-answer Items:

    10.  What is pollination and how do fig tree wasps pollinate fig trees?

     

     

     

     

     

     

     

     

    11.  Give a specific example of mutualism. Describe the relationship and how it affects both species.

     

     

     


    Short-Answer Key and Scoring Rubrics:

    10. What is pollination and how do fig tree wasps pollinate fig trees?

     

    Points

    Description

    2

    The student completes all of the following:

    • explains that pollination is the transfer of pollen from male plant reproductive structures to female plant reproductive structures.
    • explains that fig tree wasps carry pollen from male to female flowers.
    • explains that fig tree wasps have special structures for carrying pollen.

    1

    The student completes two of the following:

    • explains that pollination is the transfer of pollen from male plant reproductive structures to female plant reproductive structures.
    • explains that fig tree wasps carry pollen from male to female flowers.
    • explains that fig tree wasps have special structures for carrying pollen.

    0

    The student completes one or none of the following:

    • explains that pollination is the transfer of pollen from male plant reproductive structures to female plant reproductive structures.
    • explains that fig tree wasps carry pollen from male to female flowers.
    • explains that fig tree wasps have special structures for carrying pollen.

     

     

    11. Give a specific example of mutualism. Describe the relationship and how it affects both species.

    Points

    Description

    2

    The student:

    • correctly gives an example of mutualism.
    • explains that a mutualistic relationship benefits both species.
    • describes how this specific example benefits both species.

    1

    The student:

    • correctly gives an example of mutualism.
    • explains that a mutualistic relationship benefits both species.
    • does not describe how this specific example benefits both species.

    0

    The student:

    • does not correctly give an example of mutualism.
    • does not show an understanding of the concept of mutualism.


    Performance Assessment:

    Symbiosis between Acacia Trees and Acacia Ants

    Acacia trees and acacia ants share a symbiotic relationship. Acacia trees grow in the southern hemisphere and tropical parts of the northern hemisphere, and acacia ants live on and in them. In this assessment, students research this symbiotic relationship. This task is designed to take students approximately 40–50 minutes to complete.

    Materials:

    • Symbiosis Between Acacia Trees and Acacia Ants (see S-7-3_Performance Assessment Handout and KEY in the Resources folder)
    • poster paper, one per student or pair of students

    Objective: Students will be able to classify and describe the symbiotic relationship between acacia trees and acacia ants.

    You may choose to have students work alone or in pairs to complete the assessment. In advance, make copies of the handout.

    Extension:

    • You may wish to challenge students who are performing above and beyond the standards to research a symbiotic relationship among three organisms, such as the mutualism among Abert’s squirrels, ponderosa pines, and ectomycorrhizal fungi. Information on this relationship can be found at

    o   http://www.nps.gov/band/naturescience/aberts-squirrel.htm

    • Students who may need opportunities for additional learning can print copies of Internet resources or books on acacia trees and acacia ants. Have students locate facts about the symbiotic relationship and highlight them, using one color for “How Acacia Trees Help Acacia Ants,” and another color for “How Acacia Ants Help Acacia Trees.”

     

    Resources:

    • Acacia Ants

    www.marietta.edu/~biol/costa_rica/animals/acacia_ants.htm

    • Video: Acacia Ants

    http://video.kids.nationalgeographic.com/video/player/kids/animals-pets-kids/bugs-kids/ant-acacia-kids.html


    Performance Assessment Scoring Rubric:

    Points

    Description

    5

    The student completes all of the requirements:

    • correctly answers all five of the questions.
    • creates a detailed T-chart that includes at least three ways each organism helps the other, using complete sentences.
    • includes the terms nectaries and Beltian bodies in the T-chart and clearly describes what they are.

    4

    The student:

    • correctly answers four of the questions.
    • creates a detailed T-chart that includes at least three ways each organism helps the other, but does not use complete sentences.
    • includes the terms nectaries and Beltian bodies in the T-chart and describes what they are.

    3

    The student:

    • correctly answers three of the questions.
    • creates a T-chart that includes two ways each organism helps the other.
    • includes one of the terms nectaries or Beltian bodies in the T-chart and describes what it is.

    2

    The student:

    • correctly answers two of the questions.
    • creates a T-chart that includes one way each organism helps the other.
    • includes the terms nectaries and Beltian bodies in the T-chart but does not describe what they are.

    1

    The student:

    • correctly answers one of the questions.
    • creates a T-chart, but it does not clearly show the relationship between the acacia tree and acacia ants.
    • does not include the terms nectaries and Beltian bodies in the T-chart.

    0

    The student demonstrates lack of understanding or does not attempt to complete the assessment. 

     

DRAFT 05/11/2011
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