[ILLUSTRATION OMITTED] During many backyard barbecues, nature walks, and other outdoor activities, we are often approached by people fascinated by an odd bulb-like structure they have found on a nearby plant. They ask, What is this? These bulbs are actually specialized growths, galls, that have been caused by insects. Since so much natural curiosity surrounds these phenomena, why not use them to educate students about plant insect interactions? We've developed a lesson to investigate basic principles of ecology, more specifically niche partitioning, while using a jigsaw activity that explores galling insects' interactions with goldenrods. Not only does this lesson capture secondary students' interest and keeps them engaged in hands-on activities, the content addresses two Content Standards (of the National Science Education Standards) for 9-12 life sciences: (1) Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years (NRC, 1996, p. 186). (2) Living organisms have the capacity to produce populations of infinite size, but environments and resources are finite. This fundamental tension has profound effects on the interactions between organisms (NRC, 1996, p. 186). Organisms often must compete for food and resources access in natural communities in order to survive. This is true especially for insects that live on the tall goldenrod (Solidago altissima). Hundreds of insects have overcome resource limitations by out-competing other herbivores and making use of the same plant in various ways. These ecological interactions take place at the level of the individual, the population, the community, and the ecosystem. We offer an introduction to principles of ecology, plant insect interactions, and provide a classroom activity that highlights niche partitioning by galling insects to help provide secondary science educators with a way to share and explore these interactions with their students. Investigating trophic relationships among goldenrod plants and gall inducing insects offers rich learning opportunities for high school life science classes (Heinrich et al., 2001; Sandro & Lee, 2006). Our investigation focuses on gall collection, gall identification, measurement skills, and observation. These skills support the development of content knowledge as well as scientific process skills such as prediction, developing and testing hypotheses, gathering empirical data, and inference. Understanding variation in resource use is directly related to resource partitioning. Using wildlife in classroom experiments improves content retention, problem solving, and decision making (Millenbah & Millspaugh, 2003). Because a single goldenrod plant often has multiple insects associated with it, and is common within most of the United States, goldenrods are an optimal choice for investigating niche partitioning. One way multiple species are able to interact in a single environment and limit competition is a strategy called niche partitioning (Albrecht & Gotelli, 2001). Ecologists approach the problem of quantifying niches by focusing on one or more aspects of competition between species. For example, there may be many different food sources, growth resources, or habitat regions available in the environment; yet, a particular species may only use a narrow range of the environmental resources available. There are two different descriptions of a species' niche, the fundamental and the realized. These can be thought of as the and realistic niches. The fundamental niche of a species includes all of the conditions in which it could live, all of the geographic regions it could occupy, and all of the potential food sources it could consume. This type of niche is typically very broad, because many species are capable of being generalists. More specifically, a fundamental niche is determined by the morphological and physiological capacity to deal with variation in the environment, in the absence of antagonists. …
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