1 February Science 7 Partner tree research and presentation; Checklist so far; PIP proposal and feedback

Today is not a group work today. Stay focused individually. Check in with Dr. F frequently. Do not be distracted by others. Do not distract others.

Mindful moment: Read about and watch videos of Greta Thunberg. Offer her thanks for her courage and for speaking up for your future and the future of your children. She is 16 years old. There are videos linked in the articles. Watch them.

Past class(es).

Checklist of things that should be in your DSN. When they are complete, see Dr. F.

  • A complete entry for every day we have had class in 2019. Match your entries with links to blogposts. Include all 7 items.
  • Particular notes–Notes and questions in preparation for Tomato article(s) quiz. Notes on flowers and flower parts. Notes on schoolyard diversity walk(s) (including sketches, photos, maps). Information and questions from A Confusion of Names and Sexual Encounters of the Floral Kind. Mindful moment meal.  Verbal description of dissections. Labeled sketches. Labeled photos. Counts. Measures. Ideas/questions about classification. Ideas/questions about structure and function. Ideas/questions about growth, development, reproduction. Ideas/questions about flowers, fruit, seeds, germination.
  • A DSN with 5 folders.
  • PIP folder should have a PIP proposal. See Dr. F about your proposal today.
  • Additional documents in GDR/Biodiversity folder include displays of flower dissections and fruit dissections. With interpretive captions/labels.
  • A document with a chart of partners, projects, dates, notes. Is your list of partners and projects complete and up to date? If not, do your best to complete it. Are you keeping records of useful collaboration experiences? What makes a collaboration better than working alone? How can collaboration in diverse groups prepare you for future life/work experiences? How do you see your own roles, responsibilities, contributions, experiences?


  • * * * * *

Visit your partner tree and also work on research and preparation for your tree talk formative assessment. We’ll begin with volunteers in our next class. If there are no volunteers, we will choose randomly who goes first, second, etc. Be prepared. (See previous blogposts/previous DSN entries) for guiding information for observing trees.)

Useful resources:

Krishen, Pradip–Trees of Delhi


Wikipedia for your particular tree species

  • Gather information about the leaves–size, shape, structure, arrangement. (Could you build a scale model of the leaf?) (Is your leaf simple, compound, or double compound? How will you tell?) (Sketches and photos) (Rubbing?)
  • Find out about the branching pattern. (Sketches and photos)
  • Examine and describe the bark. (Sketches and photos) (Rubbing?)
  • For your particular specimen, what is the circumference 1.5 meters above the ground? What is your estimate for the height? (Method?) What is the width of the crown?
  • Flowers–where do the flowers appear? If your is in flower, describe, sketch, photograph. If not in flower, find photos and sketches from reliable sources.
  • Fruits (and seeds). If your is in fruit, describe, sketch, photograph. If not in fruit, find photos and sketches from reliable sources. How are the seeds arranged in the fruit? What do the seeds look like? (sketches, photographs)
  • How many individuals of your species can be found on campus? Where are they? How do you recognize individual specimens of your partner species? Describe your “search image.”
  • Find out about the names of your partner species: Scientific, Local (Indian–probably Hindi), Local English. What is the meaning of the name(s)? What is the origin–how did the species get named? The study of the origin of words is called etymology–not to be confused with entomology which is the study of insects.
  • What changes have you observed in your specimen since you started the partner tree project? What are the times/dates for flowering and fruiting?
  • What particular ecological or scientific importance can you find out about your species?
  • Where is your species from botanically speaking? North India, other part of India, Asia, Eurasia, Europe, Africa, the New World–America (N or S), tropical America? If your species is not originally from North India, what can you find out about how it got here?
  • What cultural / religious significance does your species have, if any?
  • What uses have humans found for your species?
  • Make a list of any references that you use. You must include full bibliographic information.

Examples–ask for help if you need it:


Krishen, Pradip. 2006. Trees of Delhi: A Field Guide. London: DK.

Chapter in Book

Krishen, Pradip. 2006. “Saptaparni.” Trees of Delhi: A Field Guide. London: DK. pp. 142-143.

Website-specific article

Tabish and Thingnam Girija and others. 2005. “Scholar Tree.” Flowers of India. <http://www.flowersofindia.net/catalog/slides/Scholar%20Tree.html>. Accessed 1 February, 2019.

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