Tasks to complete today? Proofreading, checking links, spelling, information.
Suggestions for interpretive questions (choice) to add to summative.
Finishing common spreadsheet.
Introduce ideas for summative. Add new questions from students–see below.
Make sure you understand each question / task. (Ask if you do not understand something.)
Diversity index = number of species in an area / number of individual trees in the same area. Can also be used with regard to subgroups–such as–number of exotic species/total number of trees–and/or–number of exotic species / number of exotic individual trees.
What could you learn by seeing such ratios (indices)? How could these indices be useful in making a policy on which trees to plant?
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Tree Biodiversity Summative 2019 – Part 2
Working with the spreadsheet database together as a class, complete the following:
- Determine how many species there are on campus. How many of each species in each zone?
- How many individual trees are on campus? How many in each zone?
- What is the diversity index (#species/#trees) for the whole campus? For each zone of the campus?
- Find out the plant family for each tree species (This could come from “Trees of Delhi” or Wikipedia).
- Determine the botanical origin (Where is the tree from? India, Asia, Europe, The Americas, Oceania) for each species.
Using the database generated by your class, answer the following (use complete sentences in questions that require more thoughtful answers, inference and reflection):
- Which zone has the largest number of species of trees?
- Which zone has the largest number of trees?
- Compare the diversity index for the whole school to each zone. Which zone is most diverse? Which is the least?
- How many plant families are represented by the trees on campus? Which is the most abundant?
- Which genus is most abundant (total number of trees)?
- Which genus is/are found in all 6 zones?
- Which species is most abundant (total number of trees)?
- Which species is found in all 6 zones?
- Are any species represented by only a single tree on campus?
- Which species do you think is the rarest and why?
- What is the predominant botanical origin of campus trees? Old World or New World or Australia?
- What is the proportion of campus trees that are native (North India/ Aravalli or India)?
- How many trees are considered invasive? What does that mean?
- Use the diversity index and the species you categorized as native to calculate the diversity index of native trees in each zone and the school overall.
- Are most of the invasive species on campus from the Old World or New World ? What could be the implications for our campus environment? Answer in terms of natural, social, aesthetic and other impacts.
- Which trees do you think have grown naturally (not planted) on campus? Why?
- Which 5 trees have the largest girth (circumference) @ 1.5m? Are they from the same species, genus or family? Are they in the same zone of the campus or different zones?
- What differences do you notice between trees found inside the campus and outside (zone 6)?
- How confident are you in the results of your tree survey? Did you discover any errors? Point them out and explain why you think they are errors. How do you think the errors occurred? Reflect on what you personally have learned from this very ambitious project. Include your work and presentation on your partner tree.
- Describe how your group worked together during the survey. 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 questions to answer. Use complete sentences.
- A. Which tree species are currently flowering/fruiting (during the survey)? Describe the trees, their flowers/fruits. How many other individuals of the same species are also flowering/fruiting? What patterns, if any, do you notice or suspect? Are there birds or insects visiting the flowers? Do you think they are pollinators? Why?
- B, Which trees currently attract the greatest number of birds? Are they feeding, nesting or both? Describe, sketch, and/or identify the birds.
- 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).
- D. Question from period 3
- E. Question from period 4
Planning and carrying out investigations
Analyzing and interpreting data
Structure and function
Growth, development, and reproduction of organisms