Review previous class. How many different kinds of tree can you recognize on campus? How many can you name? How many can you group into a genus? into a family? Have you thanked a tree lately? Have you shared any secrets with your partner tree?
See today’s plan.
Prepare today’s DSN entry.
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Check parent permission to leave campus during science for science activities.
Observe the sprouting seeds on the balcony. What differences do you see between the dicots and the monocots? How might this difference be explained by botanists interested in plant evolution?
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Finish remaining tree talks.
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Examine data on campus trees from previous years. Examine campus map (Zones only correct for 2017-2018).
- Period 1 and 3 2018 tree survey 2017-2018:
- A comparison spreadsheet: https://docs.google.com/spreadsheets/d/1L9Bw2YWuOh0AFXt6xPCj6IIzlPnsbtvzhPg2_N-vO_E/edit?usp=sharing
- 2016-17 Pd8: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10Cn1AfKkJyn9sw6CqiqEKldKlSElFLnGuILofRyMm-s/edit?usp=sharing
- 2016-17 Pd6: https://docs.google.com/a/aes.ac.in/spreadsheets/d/110bXByMlkl6xHnX2nOhG8T1SJKmix273nlffkzCVfNk/edit?usp=sharing
- 2016-17 Pd5: https://docs.google.com/a/aes.ac.in/spreadsheets/d/10RdXmdn9v1838NjucBgUKcAR1SCu8o4YSyjeEUhIPRg/edit?usp=sharing
- 2015-16 Period8 treelistperiod8 or https://docs.google.com/a/aes.ac.in/spreadsheets/d/1R3UemPGz8uowhkVtk43QhMRHLaIwWhMt4GyS2jsyaBc/edit?usp=sharing
- 2015-16 Period6 tree survey period6 or https://drive.google.com/a/aes.ac.in/file/d/0B4DPwlouN3dIeDdseWVUZEVWYTg/view?usp=sharing
- Tree list from FMO 2014-2015 school year (includes campus housing) Trees at AES 20142015 FMO
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See summative project on Tree Diversity from last year. Review carefully. We will discuss what the summative will be like for you this year.
Sci 7 17-18 Biodiversity Survey—Assessment Project (due beginning of class 5 March in print copy AND correctly labeled and uploaded in your DSN).
Criteria and standards
- Biodiversity Survey
- Students design and carry out a biodiversity survey in the schoolyard or in the neighborhood.
- Data is collected and analyzed.
- Analysis is made and conclusions drawn with respect to structures, behaviors, successful reproduction and /or population.
- Presentation of survey and analysis in standard or alternative report format decided by individual students in consultation with teacher.
- Planning and carrying out investigations
- Analyzing and interpreting data
- Structure and function
- Growth, development, and reproduction of organisms
- Natural selection and adaptations
Tree Biodiversity Summative (Field Study #1) 2018
Due: March 5 & 6 at the start of class.
The summative will have two parts:
Part 1 – Partner Tree book page
Design a page for a book on the trees of the campus(8.5”x11” paper), that could be printed, on your partner tree. Font = Calibri 11. No other unusual formatting. It should include:
- Scientific, common and local names of the tree
- Location of your tree on campus
- Location of other individuals of your species on campus
- Total number of individuals on campus
- Description of key features of your partner tree (height/diameter, leaf shape/size, bark, fruit, flowers etc.)
- Pictures of your tree, its flowers, fruits, bark and leaves over the course of the year and examples of other trees
- What the tree is used for. Is it eaten by people? Animals? Used as a medicine or for houses? Do animals nest in it? Is it poisonous?
- Is it native or introduced?
- References must be cited
Here is an example:
Submit your book page as a Google doc in your DSN and in paper copy. Font = Calibri 11. Include name, period, date, tree names on a separate title page. This part will be a 2 page document.
Part 2 – Tree Biodiversity Analysis
Dr. Frazier’s 2017-2018 school year Tree Survey–Periods 1 and 3:
You may check surveys from previous years for comparison to yours.
Using the database generated by your class and those generated by the other classes, complete the following in complete sentences:
- How many species of trees are on campus? What is the total number of individual trees on campus? What is the diversity index (#species/#trees) for the campus? For each area of the campus?
- How many plant families are represented by the trees on campus? What is the most abundant plant family? What is most widely distributed species? Which genus is most abundant? Which species is most abundant? Which species are represented by a single specimen? Of the single specimens which would be considered the rarest (need to consult reference for this question)?
- What is the predominant botanical origin of campus trees? (Native? Asian? Tropical America?) What is the proportion of campus trees that are native (to Aravalli, India, Asia)? How many species would be considered invasive? Which trees appear to have been established naturally (not planted on purpose by humans)? Just using native trees (to India), what is the diversity index for the school and for each area. Just using foreign or exotic species, what is the diversity index for the school and for each area? What related implications for the campus environment do you see? Be sure to consider “environment” from a wide point of view (natural, social, aesthetic, educational, etc.).
- Which 5 trees are the largest (girth @ 1.5m)? Are they from the same species or the same family? Are they in the same zone of the campus or different zones?
- Comment on the (scientific) confidence you have in the survey results? What variation do you see across the different databases? What do you think the source(s) of the variation are? Describe how your group collaborated? What challenges did you face? How did you meet those challenges? What could you have done individually and what could you have done as a group to have made your collaboration more efficient and effective?
Pick one of the following three questions to answer. Use complete sentences.
- A. Which trees are currently flowering/fruiting (February 24 -March 9)? Describe the trees, their flowers / fruits? How many other specimens of the same species are also flowering/fruiting? What patterns, if any, do you notice or suspect? Take time for any flowering trees to note insects or birds visiting the flowers. Which animal species visits which tree species? Try to decide if the animal is a pollinator.
- B. Which trees attract the greatest number of birds? Feeding? Nesting? Roosting?
- C. Which trees have cultural importance? Which trees have legends, myths, stories in which they have a major role or just even appear? Explain your answers. Find out how 10 species got their names (scientific, common English, local—where possible).
Submit the analysis as a Google doc uploaded and labeled correctly in your DSN AND in print. Be sure your name, period, and date appear on the document.
Preventing Plant Blindness (from Wandersee and Schussler). Describe how closely your experience corresponds to the following. To what extent are you becoming less “plant blind?” Explain.
Definition of Plant Blindness
- (a) the inability to see or notice the plants in one’s environment;
- (b) the inability to recognize the importance of plants in the biosphere and in human affairs;
- (c) the inability to appreciate the aesthetic and unique biological features of the life forms that belong to the Plant Kingdom; and
- (d) the misguided anthropocentric ranking of plants as inferior to animals and thus, as unworthy of consideration
Symptoms of Plant Blindness
- (a) thinking that plants are merely the backdrop for animal life;
- (b) failing to see, notice or focus attention on plants in one’s daily life;
- (c) misunderstanding what plants need to stay alive;
- (d) overlooking the importance of plants to one’s daily affairs;
- (e) failing to distinguish the differing time scales of plant and animal activity;
- (f) lacking hands-on experiences in growing, observing and identifying plants in one’s own geographic region;
- (g) failing to explain the basic plant science underlying nearby plant communities- including plant growth, nutrition, reproduction, and relevant ecological considerations;
- (h) lacking awareness that plants are central to a key bio- chemical cycle-the carbon cycle;
- (i) being insensitive to the aesthetic qualities of plants and their structures-especially with respect to their adaptation, coevolution, color, dispersal, diversity, growth, pattern, reproduction, scent, size, sounds, spacing, strength, symmetry, tactility, taste and texture