We’re going on a bug hunt!

What you will need

• AGooglemapofyourschoolgrounds• Clipboards• Pencils• Spottersheets(seelinksattheendofthis

document)• Recordingsheet• Collectingjars/potswithlids• Magnifyingglasses• Ifavailable–sweepnets,trays,whitesheet

Before you start

1. UsingaGooglemapoftheschool,identifyareasthatcanbesurveyedandlabelthemA,B,C,Detc.

2. Decidehowlongyouwillspendsurveyingeacharea(dependsonhowmuchtimeisavailableandhowmanyareasarechosen).We’dadviseatleast15minutesperarea.Identifyalogicalordertosurveythemintoreducelossoftime.Explaintothestudentsthatthisistomakeitasclosetoafairtestofwhichareaisthebestforinsects.

3. Decidewhatlevelofidentificationyouaregoingtodo–intogroupsordowntospecies(timeandaccuracyareworthconsidering).

4. Brieflydescribethetechniquesanddeterminewhichoneswillbeused(seebelow).Dividethetaskstospecificgroupsifnecessary.Ensureeachgrouphastherelevantequipmentandrecordingsheets/clipboard/pencil.

5. Askstudentstopredictwhattheywillfind,andwhichareawillbebestorworstfornumberandvariety.

Abug hunt is an excellent way of building skills around scientific enquiry. The following guide

gives some pointers on how to run one on your school grounds.

We’re goingon a

bug hunt!

Figure 1 Pitfall trap

Techniques

1. Habitatsurvey–identifythetypeofhabitatthatismostcommoninthearea(refertoresource1)

2. Log/stoneturn–studentsturnoverlogs/stonescarefullyandrecordwhatisseenunderneath.Ensurethatthelog/stoneisputbackasthese are our insects homes.

3. Tree/hedgebeating–thisisausefultechniqueforseeingwhatlivesinatreecanopy.Layoutawhitesheetortraybeneaththetreeorhedge.Onestudentbeats/shakesabranchtoseewhatfallsontothesheet.Othersidentifyasquicklyaspossible–theinsectsarelikelytoflyorrunawayfast!

4. Sweepnets–theseareagreatwaytosurveylonggrasses.Youcanbuythemormakeyourownwww.lostladybug.org/files/SweepNet09.pdf Studentsmovethroughlonggrasssweepingthenetbackwardandforwardtoseewhatfallsin.Usepotstogentlycollectandidentifywhatisinthenet.

5. Pitfalltrap–ifyouwanttocreateatrapforcrawlinginsects,thesecanbedonethedaybefore(butnotleftlonger).Digasmallpotintotheground(yoghurtpot)andthenplaceacoupleofstonesandaraisedlidoverthetoptostopraingettingin.Passinginsectswillfallintothetrapandcanbeidentified(andreleased)thenextday.

Conducting a Bug Hunt

During the survey

1. Studentsrecordtheareaontheirsheetsandthemainhabitatinit.

2. Startthetimerandsetthestudentstorecordwhattheyfindontheirrecordingsheets.

3. Givetimewarnings.Moveonandrepeat.

After the survey

1. Studentsreflectonwhattheyhavefoundandhowitcomparestowhattheyhadpredicted.

2. Usedatatocreategraphs/resultsanddrawconclusionsaboutinsectstypes,number,varietyandlocation.Whatdoesittellusabouttheschool?

3. Wherearethebestandworstplacesonsite?Howcantheybeimproved?

Phot

o: R

edak

tar

Phot

o: L

ynds

ey Y

oung

Safety considerations

Itisalwaysimportanttocheckthesitebeforeidentifyingareasyouwillsurvey.Doawalkoveronthedaytoremovehazards.

Risk assess the areas for hazards such as water, sharps or stinging plants. Be aware that some of the “bugs” bite and sting!

Weatherwillaffectresultssignificantly–warm,drydayswillproducemorethancoldwetdays,soconsiderthisintheplanning.

Use the Wildlife Trust’s handy spotter sheets herewww.wildlifewatch.org.uk/spotting-sheetsandsearchfor:

• Bees• Beetles• Caterpillars• Damselfliesanddragonflies• Ladybirds• Moths• Shieldbugs• Snails• Spiders• Woodlandbutterflies• Otherunidentifiedminibeasts

Conducting a Bug Hunt

Ants Beetles Butterflies,caterpillars&moths

Bees&wasps

Millipedes Centipedes Grasshoppers&crickets

Flies

Bugs Worms Mites Earwigs

Snails Woodlice Spiders Damselflies&Dragonflies

Slugs Other

Survey Recording Sheet

Area Habitat