Michael Hotz, D.C. Wyandotte High School Kansas City, Kansas Botany 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.

DateYearSchoolLocationPlot# Num. SweepsNymphs Other s Num. pinned Band winged 29-Sep1999 Junction City Hig h Sch ool Upland Nat ive Pra irieU Sep1999 Junction City Hig h Sch ool Upland Nat ive Pra irieU Sep1999 Junction City Hig h Sch ool Upland Nat ive Pra irieU Sep1999 Junction City Hig h Sch ool Upland Nat ive Pra irieU Sep1999 Junction City Hig h Sch ool Upland Nat ive Pra irieU 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.

STANDARDS National 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

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.)