5 March Science 7 Finish the Tree Diversity Survey; Work on Parent-Student-Teacher conference preparation

Mindful moment.

Last year’s results of the campus tree survey:

See spreadsheet for this year below. Copy and create a version for your zone (share with editing rights with Dr.F.).

Eventually, we will want to consolidate data from all zones.

These are the data fields for each tree. Can you think of other information we should add?

Scientific name

Local name

Common English name

Plant Family



Map with trees marked

Specimen with largest girth (cm)

Flowering notes

Fruiting notes

Animal notes

Host to butterflies or moth species

Links to additional information (created by group)

Link to Flowers of India

Link to Wikipedia

Show progress on your group’s spreadsheet. Describe each group member’s role.

Period 3–What is left?

Period 4–What is left?


Preparation for Parent Student Teacher conference.

  1. Show document with scoring for DSN. Number of entries / Number of classes up to 8 March.
  2. Show document with scoring for completeness for each completed entry (from #1 above) Number of items / 7.
  3. Show document with scoring for number of substantial or significant reflections included in each entry.
  4. A personal statement on how much thought and effort you have put into using the DSN as a tool for learning and growth of understanding.
  5. Show essay on Plant Blindness and be ready to discuss what that means with respect to your learning.
  6. Be prepared to talk about your partner tree, how your talk to the class went, what you learned from other class members and their talks. How well do you know your partner tree species? Do you recognize it in other places? Describe.
  7. Be prepared to discuss and share (pictures, notes, etc.) your experience and learning with flowers, fruits, seeds.
  8. Be prepared to discuss the two parts of our semester (now = establishing and experiencing the fact(s) of biodiversity; coming next = learning how scientists explain these facts).
  9. Be prepared to discuss the progress and findings (to date) of the tree diversity survey. Discuss how surveys differ from experiments. What challenges did your group overcome and how did they do this?
  10. Show your best DSN entries and explain why they are your best.
  11. What have you noticed about living things (on campus; elsewhere) so far this semester, that you never noticed before?
  12. How have your matured in your learning in science so far this year? Or have you leveled off or regressed? Give examples. How do you keep your effort high? Or has your effort fallen? Give examples. What can you do to make the rest of the year the best in terms of your learning science? What things have you done and what things can you do? Give examples.


This should give you an idea of some questions for the summative. This is from last year:

Using the database generated by your class and those generated by the other classes, complete the following in complete sentences:

  1. 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?
  2. 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)?
  3. 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.).
  4. 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?
  5. 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.

About rfrazier

AES profile = http://aes.ac.in/viewprofile.php?u=6946
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