"Faculty workshops in field
ecology at Archbold:
an opportunity to enrich the
teaching of ecology for your
undergraduate students"
| UF FIELD PROJECT | |
|---|---|
| Teaching project title | Evolutionary adaptations to contrasting environmental stresses |
| Institution | University of Florida |
| Faculty (1) Name | Kaoru Kitajima |
| Faculty (2) Name | Stephen Mulkey |
| Faculty (3) Name | Mike Binford |
| Faculty (4) Name | Mark Brenner |
| Abstract | The object of the study is demonstrate evolutionary adaptations to
contrasting environmental stresses. Adaptation to environments,
specifically contrasts between xeric and mesic environments. Inquiry-based
learning through Socratic exchanges about functional adaptations in
contrasting environments. Students will design two plants, one from a defined moist environment and one from a defined xeric environment (including light, moisture, etc.) even going beyond scope of this exercise such as seasonality (wet and dry). |
| Identify target student audience and courses | BOT 2010: Introductory Botany; PCB 3043 introductory Ecology; and Harvard ESPP 90c: Ecology and Land use Planning at Archbold |
| Biological principals | Demonstration of evolutionary adaptations to physiologically stressful environments. |
| Objectives | To demonstrate evolutionary adaptations to contrasting environmental stresses. Conduct field observation of specific adaptations to the environment; relate form and function to environment; integrate concepts, theories, and facts for development of hypotheses. Team approach to problem-solving, Develop presentation skills and experience. |
| Key words | Physical environment
Adaptation Plant physiology Plant morphology Light, energy, moisture, transpiration |
| Period of study | Full day. Field observations, measurements, and sample collection in the morning, laboratory and data analysis in the afternoon. Swim Lake Annie at 5:00. |
| Location | Burn area 46 (west of HQ) Habitat Heterogeneous - flatwoods scrub, swale, seasonal ponds. |
| Project design | 1. Introduce topic: Ask about water availability; discuss aspects of physical environment. 2. Ask what kinds of adaptations the students can predict should in xeric and relatively mesic environments. There are hypotheses. 3. Break into groups of 3-4 people (team for study and presentation later). 4. Observe adaptations, make notes, and collect material for examples of adaptations. |
| Field/Lab methods | Epidermal peel Soil moisture measurement |
| Supplies and materials | Pruning shears, trowel, small shovel cm ruler, meter stick Notebook, pens, pencils Magnifying glass/hand lens Zip lock bags, clear fingernail polish |
| Instrumentation Field: | Soil moisture meter (Delta-T devices, Theta meter) In lab: low-power dissecting microscope with micrometer stage. |
| Taxonomy and systematics | Morphospecies only. |
| Teaching approaches | Inquiry-based learning |
| Final products anticipated | Presentation to class of specific question investigated, hypotheses posed, results obtained, and discussion. |
| Evaluation methods | Concept-map type evaluation: Students will be given, at the beginning of this exercise, information about specific environments by the instructor and asked to design a plant that is well adapted to the environment. |
| Measures of success | Students successfully design plants for environments. |
| Problems anticipated | Twisted ankles on rough ground. Chiggers, snakes, spiders. |