13 March Science 7 Begin Summative (2) on Tree Diversity; Preparation for Parent Student Teacher Conference

Mindful moment.

Please write these in today’s DSN.

  • What do you hope to gain from the Parent-Student-Teacher conference?
  • What do you hope your parents will learn about you and your learning?
  • What would you like me (Dr. F) to learn about you?

Questions about the summative–ask now.

Due date: 28 March at the beginning of class. Print copy and digital copy uploaded and shared properly in the DSN.


Tree Biodiversity Summative 2019 – Part 2

Use the database from this year’s Period 3 and Period 4

(note: You may also consult the databases from previous years. Links are in previous blogposts. Be sure to explain specifically what data you use if you compare this year’s results with previous years.)

Write in full sentences (you do not also need to include the question). When called for, give a complete explanation with examples and evidence.

I. Determine how many species there are on campus. How many of each species in each zone?

II. How many individual trees are on campus? How many in each zone?

III. What is the diversity index (#species/#trees) for the whole campus? For each zone of the campus?

IV. Observe the plant family for each tree species (This information has come from Trees of Delhi, Wikipedia or Flowers of India).

V. Determine the botanical origin for each species. Right now Old World, New World, Australia, and Islands with endemic species are listed. You will need to do more research to find out if any of the trees are native to the local area in Delhi.

Using the database generated by your class, answer the following (use complete sentences in questions that require more thoughtful answers, inference and reflection):

  1. Which zone has the largest number of species of trees?
  2. Which zone has the largest number of trees?
  3. Compare the diversity index for the whole school to each zone. Which zone is most diverse? Which is the least?
  4. How many plant families are represented by the trees on campus? Which is the most abundant?
  5. Which genus is most abundant (total number of trees)?
  6. Which genus is/are found in all 6 zones?
  7. Which species is most abundant (total number of trees)?
  8. Which species is found in all 6 zones?
  9. Are any species represented by only a single tree on campus?
  10. Which species do you think is the rarest and why?
  11. What is the predominant botanical origin of campus trees? Old World or New World or Australia?
  12. What is the proportion of campus trees that are native (North India/ Aravalli or India)?
  13. How many trees are considered invasive? What does that mean?
  14. 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.
  15. 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.
  16. Which trees do you think have grown naturally (not planted) on campus? Why?
  17. 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?
  18. What differences do you notice between trees found inside the campus and outside (zone 6)?
  19. 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.
  20. 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. Which trees are hosts for butterflies? See plant families. Look for plant species and butterfly species. < http://www.ifoundbutterflies.org/LHP/ >. What butterflies can be seen on campus?
  • E. Examine this list of Trees Suitable for Delhi. Why are they considered suitable? What advantages do they offer? Which trees do we have at AES? How would you compare the trees we have with the trees that are recommended? What are your reflections and suggestions? suitabletreesdelhi


Planning and carrying out investigations

Analyzing and interpreting data

Structure and function

Growth, development, and reproduction of organisms


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.

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