michael hotz, d.c. wyandotte high school kansas city, kansas botany 10-12 pak 07

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.)