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    <pre style="white-space:pre-line"><code>6. Invertebrates of a field and meadow         series publishing house Mindok), 20 wooden pegs,
              Learning task context: Invertebrates are strong-  2× ball of jute rope, 4× scissors)
              ly represented in meadow communities and with
              the help of simple catching techniques it is easy  Procedure:
              to get enough representatives for observation   1   In the delimited space on the meadow, we place
              Subsequently, they can be determined at different   pegs with fixed pictures of steppe vertebrates
              taxonomic levels with the help of simple identifica-  2   Students are divided into two groups and form
              tion keys  Due to the number and diversity of rep-  two lines  The task of the first student from the
              resentatives, the basic characteristics of individual   line is to run to the area where the pins are, and
              taxonomic groups are fixed, but also the role of in-  find the representative appointed by the teach-
              vertebrates in meadow communities is realized     er  Only one of the groups always gets a pin with
                                                                a picture of the given animal
              Aids: For group—3× sliding net, 3× net for catch-  3   Once all the pegs have been collected, the stu-
              ing flying insects, 10 epruvete, 3× entomological   dents are given the task to make a circle, then
              tweezers, 3× The key to identifying meadow inver-  they stick the pegs, with their animals, into the
              tebrates (Dvořáková, K  (2018)  Klíč k určování lučních   ground and using the information on the back
              bezobratlých živočichů  Rezekvítek ); together for all   of the cards they connect the individual animals
              groups—2× rearing cage for butterflies            together into a food web
                                                             4   Students from both groups look at each oth-
              Procedure:                                        er’s food networks and discuss the concept of the
              1   We start the learning task by giving instructions   food network and the number of interconnections
                 about the catch with the help of sliding net and  5   At the end, we ask students what would happen if
                 net for catching flying insects  We will also demon-  one of the animals in their food web disappeared /
                 strate the safe and gentle transfer of caught ani-  became extinct  We pull out the pin with the animal
                 mals into the epruvete and into the rearing cage   and this part of the food web begins to collapse
              2   Subsequently, we will give students enough    Gradually we pull out more and more pins with an-
                 time to try catching techniques using both     imals  Together, we conclude that the loss of one or
                 types of nets and to obtain samples for further   two links in the food chain may not be a problem,
                 determination                                  but the more organisms from the chain, the more
              3   With some short instructions, we will remind them   fragile and vulnerable the food chain itself is
                 of the determination procedure with the help
                 of the identification key and give the students   Notes for the organization: If there is no mown grass
                 enough time to determine their caught samples   in the meadow, we can carry out the learning task in
              4   At the end of the learning task, students present  another locality, for example on the grassy areas in
                 their caught samples and briefly discuss the fre-  the camp, in order to avoid unnecessary damage to
                 quency and diversity of invertebrates in the mead-  the grasslands in front of the haymaking
                 ow community and compare species diversity be-
                 tween the meadow habitat and the field habitat   8. Human interventions in the field and meadow
                                                             Learning task context: In connection with the activi-
                Notes for the organization: Also, in case of rainy  ties in the field, meadow or garden, various machines
              weather, it is possible to implement the learning task,  and tools are used, which the pupils usually identify
              but only with the use of sliding nets          and often also know their purpose  The learning task
                                                             uses the depiction of these machines and tools to
              7. Animals in fields and meadows               evoke a discussion of human intervention in steppe
              and food relations between them                communities
              Learning task context: In the case of vertebrates,
              it is very difficult to observe large numbers of verte-  Aids: 2× set of lids from baby food with the names
              brates when moving in the open landscape of field  of machines and tools used in the field (spade, hoe,
              and meadow habitats, as they tend to escape to safe-  sickle, scythe, plough, rake, tractor, blade, harrow,
              ty quickly in front of a larger group  For this reason,  harvester, baler), playing board depicting mentioned
              the learning task uses pictures of animals of steppe  machines and tools
              communities, with a list of their food provided on
              the other side                                 Procedure:
                                                             1   In a defined area, for example on a dirt road, sets
              Aids: Set of 20 images of selected steppe animals   of lids are laid out in separate places with text
              (you can use pictures from the Expedition Nature   facing the ground



                                                                                                       43   |</code></pre>
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