Upload
nelson-eaton
View
213
Download
0
Embed Size (px)
Citation preview
Michael Hotz, D.C.
Wyandotte High School
Kansas City, Kansas
Botany 10-12
PAK 07
Rational
• This is a good introductory activity to: – the study of prairies– the methodology of science and how to
“design and carry out an experiment.” – preparing for this activity will get the students
into the field early in the semester for several activities
– create success and interest in studying prairies.
GOALS
.
Students will take measurements of the populations and diversity of grasses, forbs and woody species
Students will observe the effects of fire on the tall grass prairie.
•Students will measure the biomass of their samples.
Date Year School Location Plot#Num.
Sweeps NymphsOther
sNum.
pinnedBand
winged
29-Sep 1999
Junction City High
School
Upland Native Prairie U 100 8 0 2 0
29-Sep 1999
Junction City High
School
Upland Native Prairie U 100 0 3 6 0
29-Sep 1999
Junction City High
School
Upland Native Prairie U 100 21 0 9 1
29-Sep 1999
Junction City High
School
Upland Native Prairie U 100 2 0 1 0
29-Sep 1999
Junction City High
School
Upland Native Prairie U 100 5 1 1 0
Students will analyze their data and compare the data from several different fire treatments and locations within the state of Kansas.
•Students will make conclusions about the effects of fire on the tall grass prairie.
PRAIRIE BROCHURE
WYANDOTTE H.S.
BOTANY CLASS
PRAIRIE
EDUCATION
•Students will make educational brochures to communicate to other students what they have learned.
UNIT OUTLINE • Question—Is there a change in
biodiversity and biomass in prairies that have been burned vs those not burned?
• Purpose--assess the total aboveground biomass and inventory species per unit area in plots of native prairie in late September after peak primary production has occurred.
• Procedure--cut, identify, weigh plants in 0.1 m plot• Data/Analysis—put data into spreadsheets and analyze.• Conclusions---long-term evaluation of changes in
biomass production and diversity of species over time as well as from site to site across Kansas.
STANDARDSNational and Kansas State Science
Education Standards • Standard A- Science as Inquiry- As a result of
activities, all students should develop abilities to do scientific inquiry and understandings about scientific inquiry
• Standard C- Life Science- As a result of activities, students should develop and understanding of
• Regulation and behavior• Populations and ecosystems• Standard G- History and Nature of Science-
As a result of activities should develop understanding of:• Science as a Human Endeavor • Nature of Science
KANSAS STANDARDS
• Standard 1- Science as Inquiry- As a result of activities, all students will develop the abilities to do scientific inquiry, be able to demonstrate how scientific inquiry is applied, and develop understandings about scientific inquiry.– Benchmark 1: – Benchmark 2: – Benchmark 3:
Standard 3: Life Science- As a result of activities, all students will apply process skills to explore and understand structure and function in living systems, reproduction and heredity, regulation and behavior, populations and ecosystems, and diversity and adaptations of organisms.
Benchmark 3: Benchmark 4: Benchmark 5:
Standard 6: Science in Personal and Environmental Perspectives- As a result of activities, all students will apply process skills to explore and develop an understanding of issues of personal health, population, resources and environment, and natural hazards.
Benchmark 2: Benchmark 3:
Standard 7: History and Nature of Science- As a result of activities, all students will examine and develop an understanding of science as a historical human endeavor
Benchmark 1: Benchmark 2:
PRE-TRIP ACTIVITIES• Scientific method• Tools and measurements• Measurements• Metric system—length, weight, temperature.• Technology• Internet searches of data bases• Excel spreadsheets• Content• Ecology• Plant anatomy• Plant identifications and practice• Plant collecting techniques and practice• -collecting• -pressing• -preserving
Field Trip Logistics: • July—Visit ______________ Prairie site and talk to the site
manager.• August--- Get administrative approval • August--Field trip scheduled on school calendar and at the
__________ Prairie site.• August—Secure another teacher and volunteer.• August—Schedule bus.• August—Get all materials together.• September—Permission slips to students and get them back
signed.• September—Two weeks before trip – order lunches from cafeteria.• Week before trip—reconfirm bus, site, lunches, and permission
slips.• Day of trip—get equipment, lunches, turn in list of students to office.
Field Trip Activities:
• #
Biomass Biomass
Post-trip Activities: Plant diversity:
• Data into spreadsheet
• Make graphs and analyze data.
• Conclusions.
• Expand analysis of data to other data bases using spreadsheets to extrapolate and compare data
Post-trip Activities: Biomass
• Preparation of samples for drying
• Weighing of Biomass
• Entering data
• Conclusions of Biomass Activity
Future Expansion:
• Students from this class could conduct Plant Diversity Activity for other students at the F.L Schlagel Library Prairie site.
• Take camping trips to three different prairie type sites within Kansas doing activities to compare to our prairie site and the rest of the data in Kansas. (John may have his site up and going by then.)