llevy@belchertown.org
Our textbook is Oxford Press' Sustaining Life: How Human Health Depends on Biodiversity, edited by Eric Chivian of Harvard University's Center for Health and the Global Environment
For information http://chge.med.harvard.edu/index.html and go to Classroom Education
Honors Ecology students: view the update to An Inconvenient Truth
http://www.think-differently.org/2008/04/al-gore-gives-update-to-inconvenient/
1-Classification
Vocab: species, population, fitness,
adaptation, cladogram, derived character, prokaryotic, eukaryotic, consumer,
producer, porifera, cnidaria, nematoda, platyhelminthes, annelida, arthropoda,
echinodermata, chordata
a)Classification
hierarchy is kingdom, phylum, class, order, family, genus, species
b)living things
respond, use energy, change, reproduce, are made of cell
c)species
is a group of organisms capable of successful reproduction
d)the 6 kingdoms
are Eubacteria, Archea, Protista, Plantae, Fungi, Animalia
e)eubacteria and
archea are prokaryotic, the rest of the kingdoms are eukaryotic
f)eubacteria and
archea are all single-celled & prokaryotic, they can be producers or
consumers
g)Protista are
single-celled, the rest of the kingdoms have multicellular species
h)Protista can
be producers (phytoplankton) or consumers(zooplankton)
i)Plantae are
capable of photosynthesis, they are the main producers in terrestrial
ecosystems
j)fungi are heterotrophic
consumers that serve ecosystems as decomposers
k)animals are motile
and are consumers
2-Chordates
Vocab: agnatha,
chondrictheyes, osteichtheyes, amphibia, reptilia, aves, mammalia
a)the 4 characteristics of chordata
… notochord, dorsal nerve cord, gill slits, post-anal tail
b) vertebrae and the spinal cord
permit rapid motion and support of large bodies in the water and on land
3-Fish
Vocab: gills, lateral
line, operculum, swim bladder, indeterminate growth, marine, brackish, benthic,
pelagic, intertidal
a)Jawless fish are the most
primitive
b)chondrichtheyes have cartilage
skeletons, are sharks and rays
c)osteichtheyes have bony skeletons,
are the most familiar of fish, tuna, trout, seahorse
d) water regions are defined by
depth (benthic vs pelagic) and salt-content(aquatic vs marine vs brackish)
4-Amphibians
Vocab: congress, cloaca, metamorphosis, vernal pool,
amphiplexus
a)Anura are the frogs and toads
b)Urodela are the salamanders and
newts
c)Apoda are legless and not native
to New England
d)all amphibians depend on two
habitats and so need to migrate
e)the balance of energy output for
egg production vs parenting, most amphibians spend more energy on egg production
and less on parenting
f)the frog tongue – attached to the
front of the mouth
g)salamander larvae have gills
5-Reptiles
Vocab: ectothermic, amniotic, squamata, chelonian, crocodilian,
scutes, plastron, carapace, venom
a)Adaptations for terrestrial life
include lungs, strong bones and hip joint, watertight skin and the amniotic egg
b)double-loop circulation =
separate circulation for the blood to the lungs and to the rest of the body
c)Jacobson’s and pit organs for smell
and infrared detection
d)ranges of species are limited on
the northern edge by temperature and on the southern edge by water
6-Birds and mammals
a)birds
1. are the last
living descendants of the dinosaurs
2. birds have
hollow bones
3.bird bodies and
feathers are aerodynamic
4. bird eggs are
amniotic and calcified
b)mammals
1.have fur and
mammary glands to produce milk
2.mammal offspring
develop internally (most with a placenta) and require lots of parental care
3.monotremes
(platypus) lay eggs; marsupials (opossum, kangaroo) develop in a pouch
7-Pond life
a)the organisms in a body of water
depend just as much on the land surrounding the water as on the water itself
b) frogs and salamanders lay their
eggs near the surface of the water
c) frog and salamander larvae eat and
are eaten by insect larvae
d)amphibian populations can’t
easily thrive where there are fish
8-Biodiversity and stewardship Vocab:
IUCN, endangered, threatened, hotspot, dead zone, genetic variety
a)Earth realms = Nearctic,
Neotropical, Palearctic, African, Pacific, Australian
b)plants are primary producers
c)biodiversity is insurance against
guaranteed changes in the ecosystem
d) ecosystem services (ie water and
air filtration, carbon sequestering, rain and flood management) …may be
exceedingly difficult to impossible for humans to replace/reproduce
e)aquatic dead zones = areas where
overload of fertilizer and petroleum-based chemicals has reduced the oxygen in
the water so much that there is no life there
f) optimal conditions mean extra
energy can be devoted to reproduction (and parenting)
f)bioindicator species are
sensitive to disturbance and pollutants and therefore markers of the
quality/health of an ecosystem
9-Buds, Leaves and Global Warming
a) the
new leaves of the spring are already housed in the buds that overwinter on
deciduous trees
b) timing
of budburst depends first on a cold-bank, then on the right amount of light
c) buds get puffy before they open up
d) budburst
in Maples happens after the sap runs and the flowers are done blooming
e) young oaks don’t lose their leaves in the fall
f) budburst
and the emergence of bugs happens at the same time and that’s when the
migratory pass through and the resident birds come back
10-Belchertown Ecotourism Council
a)Belchertown has unique habitats,
people from other parts of the country/world would enjoy visiting and seeing
our sites
b) landforms and soil types and
water availability control what plants can grow in an area
c) the plants in a habitat
determine what animals are likely to live there
d) edges between two different
types of habitats are places where you’re likely to find more species
11-Endangered Species Project
a)there are a variety of animals
that are considered endangered, threatened, and of special concern in New
England, as well as extinct, extirpated and introduced pests
b)not all of those animals in
trouble in Mass. are endangered elsewhere
c) each endangered animal
represents a (set of) habitat(s) and is a call to us to preserve the land where
we find those habitats, not just the animals themselves = stewardship
d)the “message” of your public
service message differed from 2 of your classmates’
Herps (Reptiles and Amphibians) Vocab Quiz is on Thursday
Apoda the legless amphibians (not local), caecilian
Cloaca the combined digestive, urinary and reproductive opening of fish, amphibians, reptiles and birds
Congress a group of salamanders that has returned to the water for mating
Amplexus male grasps the female while she releases eggs and he releases sperm into the water, aka pseudocopulation
Tympanum the circular structure behind the jaw of a frog for hearing
Double-loop the circulation pattern that separates blood traveling to/from the lungs from that traveling to/from the rest of the body
Metamorphosis the transformation from one form to another, as from tadpole to frog
Sphenodontia Tuatara, the most ancient living lineage of the reptiles
Amniotic the type of egg that is fully capable of protecting the embryo as it develops on land, young are born as miniatures of the adult with no metamorphosis
Scutes and Plastron the sections of a turtles carapace (upper shell) and its lower covering
Venom paralyzing poison that a snake injects into its prey or threat
Obligate species an organism whose populations depend absolutely on a particular quality of the habitat or specific ecosystem
Facultative species an organism whose populations benefit from a particular quality of the habitat, but not absolutely
Specialist a species that relies on a narrow range of environmental conditions or has restrictive dietary/nutrient requirements, opposite of generalist
Symbiosis 2 species living together in mutualism, commensalism and parasitic relationships
Vernal pool temporary pools of water that dry up completely at some point in the year, devoid of fish, prime habitat for invertebrates and amphibians
Chytrid a fungal parasite for frogs, likely responsible for the decline and/or extinction of 30% of frog species worldwide in the last 20 years
Pit organ in snakes, the structures that can detect thermal (heat) radiation
Jacobsons organ super smell-sensitive organ, used by snakes during tongue-flicking
TSD Temperature-dependent sex determination, high temperatures in reptile nests cause embryos to develop as females
Hey, there, sorry I missed you today!
If you still want to turn your project in for +5 Friday, here's the grading rubric
Endangered
Species Project grading guidelines and self-assessment name
Required – check off list
____ name of animal in
title
____ a good “hook”
that will entice your
readers to read
____ picture of the
animal
____ picture of the animal’s habitat
____ map of the animal’s range
____ 4 panels of info,
pictures are balanced
with
information, not dominating
____ your name
____ 3 to 6 facts/quotes
with internal documentation
____ sources
fully=check
+ mostly=check somewhat=check ~ not really=check -
Outline section
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Self-evaluation
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Peer evaluation
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Quality grade
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*warning … if you judge your work to
be 10+ points higher quality than it actually is, you lose 5 points … so be
realistic!!
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based on outline below
Endangered Species Project
start at this link to pick an animal
http://www.mass.gov/dfwele/dfw/nhesp/species_info/mesa_list/mesa_list.htm
Public Service Message
What we all should know about our troubled
neighbors … endangered, threatened, or of special concern animals of New
England … in Brochure, Flyer or Poster form
Cover:
Identify the Endangered/Threatened Species topic
What was your inspiration
for choosing this animal? (Give your
reader a reason to open it up!) Is it endangered,
threatened or recently extinct or extirpated, recently in decline, or a major
success story? Include a picture of the
animal and its habitat (and cite the sources).
Clearly state the thesis/essential question you’ll seek to answer in
this project.
Inside: 4
panels with headings bold and underlined
1-
Background: Who, when, where, how…
a) describe the animal, its
habitat/type of community, its niche, habits, challenges and importance in the
ecosystem
b) Why should people know
how to live with this animal? Is it a
symbol for its habitat?
c) What are the major
threats to its survival? Is it
threatened, endangered, or special concern?
Is its listing limited to Massachusetts or does it show up on other
state/federal/international lists? Is it suffering most from habitat loss,
pollution, competition with invasive species, emergent diseases brought on by
stressors, climate change, fragmentation of habitat, something else or a
combination?
2-Where does it live?
a) Range Map, including
Massachusetts *Clearly show any international connections
b) Does it migrate? If so, what’s its migration/dispersal rate? How big is its home range? How far does it move from its home range in a
day? In a year?
c) What type of habitat does
it prefer? What does it eat? What eats it?
Where does it sleep?
d) Identify one LTER,
biosphere preserve, national/state park, national/state wildlife refuge or
other wild space being managed to help sustain the population numbers or
genetic diversity. Are there adequate greenways for dispersal or does urban
habitat fragmentation threaten the population’s diversity?
e) Is there a captive
breeding program? Any zoos involved?
3-What if the animal were to
decline and/or disappear …
a) What invasive species may
take its place?
b) What are the expected
changes in the ecosystem? What potential undesirable changes may take place in
the ecosystem?
c) Potential effects of
decline on
Humans : 1st order and 2nd order effects
Ecosystem services
4-Wrap-up: What does the future hold?
a) What are the specific
problems or limitations to be overcome?
b) How might the
preservation of the species help to improve living conditions for people around
the state/region?
*Illustrations
… small enough to just compliment the text, big enough to enhance the brochure
Back Cover
1-Validation: reputation of the sites/books where you found
the ideas
2-Sources
List, including all sources used for
quotes, paraphrases, and/or major inspiration used to form your ideas…
in correct format.
3-Credit: your name
This is Where I Live
350-500 word article – essay – letter - prose – poetry – lyrics – graphic novel – illustrated children's book
celebrating/reflecting on what it is like to grow up/live here in Belchertown, now in the years since the millennium. Describe the place to someone who lives in Arizona or Australia or Russia, or to your grandchildren, or to you 25 years from now when you live somewhere else. What does it mean to Be here?
WEco 1 vocab lists
(lists of plants from Samplers are below these vocab lists)
Issues in Ecology vocab terms
Alien Captive breeding Domestic Ecology Endangered species Endemic Exotic Extinction Extirpated species Feral Habitat fragmentation Indigenous
Introduced species Native Naturalized species Reforestation Threatened species
Deciduous Trees vocab terms
Blade Deciduous Conifer Tree Petiole Phloem Transpiration Root nodules Abscission Xylem Chlorophyll Anthocyanin Boreal Mixed deciduous Shrub
Flowers vocab terms
Anther Agent of Pollination Corolla Complete flower Composite flower Embryo
Fertilization Double fertilization Filament Flower Nectar Ova Ovary Petal Pistil
Pollen Pollination Self-pollination Cross-pollination Stamen Stigma Style Sperm nucleus
Tube nucleus
Fruits vocab terms
Achene; Berry; Capsule; Caryopsis; Drupe; Dry fruit; Fleshy fruit; Fruit; Hesperidium; Hip; Husk; Legumes; Mast; Nut; Pepo; Pome; Pseudocarp; Samara; Tannin.
Conifers vocab terms
Conifer; Evergreen; Gymnosperm; Microsporangium; Megasporangium; Needles; Pyramidal; Resin; Scales, Apical dominance; Aril; Cone; Bundles; Cellulose; Cell wall; Lignin; Softwood; Waxy cuticle
Primitive Plants vocab
Fern Moss Cycad Palm Lichen Algae Gametophyte Sporophyte Alternationofgenerations Vascular Obligateaquatic Terrestrial Emergent Frond Fiddlehead Prothallus Rhizome Sori Sporangium Spore Sterile
Species lists (from Samplers)
Deciduous Trees
American Elm, American Chestnut, Black Locust, Black Cherry,
Bigtooth Aspen, Crabapple, Flowering Dogwood, Paper Birch, Quaking Aspen,
Red Maple, Red Oak, Shagbark Hickory, Sugar Maple, Yellow Birch,
Weeping Willow, White Ash, White Oak.
Medicinal Plants
Rue Anemone Hepatica Celandine St.Johnswort Saxifrage Touch-Me-Nots
Viper’s Bugloss Blue Vervain Mints Beechddrops Great Blue Lobelia
Joe-Pye-Weed Boneset Tansies Coltsfoot Thistle Canada Lily Trout Lily
Red Trillium Solomon’s Seal
Wildflowers
Pokeweed Tall Goldenrod Chickweed New England Aster Cowvetch
Common Ragweed Jewelweed Black-eyed Susan Queen Anne's Lace
Oxeye Daisy Bitter Nightshade Canada Thistle Common Mullein
Edible Fruits of New England
Red Mulberry Black Walnut Shagbark Hickory Crabapple Pin Cherry
Common Chokecherry Staghorn Sumac Lowbush & Highbush Blueberry
Highbush Blackberry Multiflora Rose American Elder Pokeweed
Poison Ivy Wild Grape (Fox) Bittersweet Nightshade False Solomons’ Seal
Conifers
Ginkgo Tamarack American Yew Northern White-cedar Common Juniper
Eastern Redcedar White Pine Pitch Pine Red Pine Scotch Pine White Spruce
Norway Spruce Black Spruce Eastern Hemlock Balsam Fir
Medicinals Plant List
Aletris farinosa - True
Unicorn Root,
Colic
Root
American Mandrake, May Apple
Angelica Venenosa
Bee Balm Monarda,
Bergamot
Birth Root, Trilliums
Blackberry
Black Cohosh
Black Walnut
Bloodroot
Blue Cohosh
Blue Lobelia Indian Tobacco
Blue Vervain
Burdock
Butterfly Weed Pleurisy Root
California Poppy
(Cannabis not allowed)
Catnip Chickweed
Chamomile
German Chamomile
Chinchona sp, quinine
Cinnamon
Cinquefoil Five-finger-grass
Cleavers
Coffee arabica
Damiana
Dandelion
Downy Wood Mint
Ephedra American Ma-Huang
Evening Primrose
Everlasting Rabbit Tobacco
Feverfew
Garlic
Ginkgo biloba
Ginseng
Goat's Rue
Goldenseal
Greek Valerian Jacob's Ladder
Ground-Ivy
Heal-All All-Heal, Self heal
Hepatica, Liverwort
Homalanthus tree sp, Samoa
Jack-in-the-Pulpit Indian
Turnip
Japanese Honeysuckle
Jewelweed Touch-me-nots
Joe Pye Weed Gravel Root
Lemon Balm Melissa, Balm
Lyre-leaved sage
Mallows
May Apple
Mistletoe
Morning Glory
Mugwort
Mullein
Nutmeg
Passionflower Maypop, Apricot Vine
Perilla Beefsteak plant
Perilla Beefsteak plant
Pinkroot Indian Pink
Plantain
Pokeweed
Prunella Vulgaris
Red Clover
Sassafras
Skullcap
Soapwort
Solanaceae sp
Solomon's Seal
Spearmint
Stoneroot
Trout Lily
Usnea
Violet
Violet Wood Sorrel
Watercress
Wild Carrot Queen-Anne's lace
Wild Geranium Cranesbill
Wild Ginger
Wild Quinine Missouri
Wild Rose, Hips
Wild Yam
Wood Betony Lousewort
Yarrow Milfoil
Yew
Ylang-ylang
Most of the above from http://www.altnature.com/gallery/
Alternative Nature Online Herbal (accessed 11/16/10 llevy)
Native American
Ethnobotany database, maintained by
UMichigan – Dearborn College http://herb.umd.umich.edu/
Jim Duke, Green
Pharmacy Garden http://www.ars-grin.gov/duke/
Medicinal Native Plants ... according to New England Wildflower Society
Aralia nudicaulis = sarsparilla
Baptisia tinctoria = yellow wild Indigo
Cypripedium acaule = pink lady's slipper
Eupatorium perfoliatum = boneset thoroughwort
Hamamelis virginiana = American witchhazel
Lobelia inflata = bladder-pod lobelia
Mitchella Repens = partridge-berry
Monarda spp. = bee balm
Polygonatum biflorum = King Solomon's-seal
Sambucus canadensis = black elderberry
Vaccinium macrocarpon = cranberry
Medicinal Plant Project - Outline due 12/10
Requirements
(a check off list for you to keep on track) (you will get a print copy of this page)
___ culture of origin
___ active ingredient = chemical responsible for it's
medicinal properties
___ uses and contraindications
___ biome/habitat
___ picture of plant
___ picture of ecosystem
___ map of distribution
___ status of the plant in the wild
___ preparation instructions/effects
___ Text document for the source information for your
Resources (Works Cited) page
___ another text document for copying information for use in
your presentation or brochure
___ record your sources as you get information … don’t lose
sight of where those great ideas came from!!
Sections
1-Ethnobotany
What culture was the first to
recognize its medicinal qualities? When?
How did western medicine first get
introduced to this plant and its qualities?
What is its status in the
wild? Abundant, or common but only in
specific habitats,
or of
concern, or threatened, or endangered or nearly extinct?
Has the value of this plant
increased international concern for the preservation of
the habitat that
it comes from? If so, how? If not, why not?
2-Environment
What biome or type of habitat does
it live in?
What are the specific conditions it
needs to grow?
Does it demand microhabitat
conditions? If so, what are they?
Where in the world can it be found?
(the plants’ geodistribution)
3-Requirements
What other plants does it depend on
to thrive?
What animals and/or fungi and/or
protistans does it depend on to thrive?
What are its physical
requirements? (light, water amount
and/or type, soil qualities, altitude
wind,
disturbance)
At what height does it grow? (groundcover,
understory, mid-level, canopy)
4-Pharmaceutical ideas/concerns
What’s the active chemical?
What are its effects on the human
body? Has scientific testing confirmed its
effectiveness?
How is it prepared for use? (ie.
Steeping for tea, poultice, direct, purified, etc.)
Which drug company(ies) are
currently producing or researching the production of the plant or
its active chemical?
Other great information: Sources:
Go to this great site to help with identifying your leaves (and finishing your Deciduous Tree Sampler if you couldn't during 75 minutes of class time!!)
http://gobotany.newenglandwild.org/
Woodland Ecology 1 Leaf Collection
Due Friday October 19, 2012
The leaf collection is an opportunity to do an individual project and spend some quality time walking around outside and still earning class credit.
Due dates, target dates, and points to earn
• September 10 … start collecting and pressing leaves, use paper to absorb all of the water
10pts Thursday September 20: Show 5+ different leaves and your Leaf Collection binder
• September 24 … have at least 12 leaves, and identify 9 (at least to genus if not species just yet), and figure out which ones are native and which are pairs from the same genera
• September 29 … have at least 5 trees identified to species; check your “Notes”
10pts Friday September 28: 1 -number of leaves you’ve currently collected
Progress 2 -method of pressing/drying
3 -any difficulties/revelations you’d like to report
• October 1 … collect more leaves; start thinking about their similarities and differences to prepare for your Table of Contents.
15pts Wednesday October 3: Tree list, clearly indicating pairs and native trees
• October 8 … complete your collection. Collect extra leaves, just in case you’ve taken leaves from the same species of tree that look different. Check now to be sure you have enough native!!
15pts Thursday October 11: Draft Map Show your current efforts at producing a map of the locations of the trees you got your leaves from … with some topographic lines
• October 17 … get some help identifying those last few leaves or constructing your Table of Contents from one of your classmates or Ms. Levy. Double-check the requirements.
100pts Friday October 19: Leaf Collection is due (with this instruction sheet)
Grading: 20 leaves … bonus for extra!!
Earning Points:
In order to receive any grade for the collection you must turn in a minimum of 13 leaves correctly identified. Any leaf collections with fewer than 13 leaves will not be accepted and you will spend time after school to complete it. NOT turning in the Leaf Collection is NOT an option.
95 Points:
If 20 leaves are turned in correctly identified and labeled with the “Note”(see below) and the collection is complete with a table of contents with page numbers and map and leaf notes and this instruction sheet, then a grade of 95 will be earned. Extra correctly identified leaves (more than 20) will earn 3 points for each leaf for a maximum of 105. No extra credit will be awarded to projects that are not complete. Three points will be subtracted from a grade of 95 for each leaf under 20.
5 Points:
The topographic map will earn 5 points if neat, reasonably accurate, and correctly placed.
Losing Points (not recommended):
This instruction sheet must be included in the leaf collection, or 3 points will be deducted. Moldy leaves will result in points deducted. Ten points will be deducted for each day late.
Your grade for this activity will be worth 150 points towards your term grade. Translation = big!
Note for each leaf (must be included on the page with the tree leaf)
-Common and Latin names
-Date collected
-Location by crossroads, address or GPS coordinates
-Alone or at edge of a stand of trees
-Bark color and texture
-Alternate or opposite branching of the leaves on the tree
-Simple or compound leaf
-Ratios = length to width and length to petiole
Requirements:
1. The collection must consist of leaves from broadleaf deciduous trees, not evergreen trees or shrubs or vines or herbaceous plants.
2. There must be 3 pairs of leaves of the same genus ... 2 maples, 2 oaks, 2 birches, etc
3. Five(5) of the leaves must be native to Massachusetts (see the Sampler list)
4. The trees must be growing outside in Massachusetts or surrounding states.
5. Leaves must have been collected during September-October of this calendar year.
6. Leaves must be dried, flattened and fastened to the leaf collection book, and mold-free.
7. Leaves must be intact with the petiole at the base, including compound leaves with all leaflets. Pieces of leaves are not allowed. Leaves with minimal “chew marks” are ok.
8. The leaves must be identified correctly and be accompanied by the “note”
9. Only one (1) leaf of a species (type) will be accepted for credit.
10. Number the pages. Common and scientific (Latin) genus names should be written on the papers to ID the leaf. Be sure to leave room on each page for the “note”(see above)
11. A table of contents page must be placed at the front of the leaf collection with the name of this class, your name and class block (C or D).
12. A topographic map showing the locations of all of the leaves you collected for this project must be included. Start with a simple road map and pay attention to our topographic map exercises in class. Adding streams, ponds, lakes and other bodies of water in blue is optional.
13. Include this Instruction sheet
Leaf collection Resources
Trees to look for…
Apple Ash Aspen
Dogwood Elm (Gingko) Hickory
Oak Sassafras Willow
PINE = Plant Identifier New England
EEK Environmental Education for Kids dichotomous tree key
LEAF Learning, Experiences, and Activities in Forestry Wisconsin K-12 Forestry Education Program
Arbor Day has a few tools to help with tree identification, including an online id tool and a tutorial to help you learn the language of id'ing trees.
http://www.arborday.org/trees/whattree/fullonline.cfm
Try it out and let me know how well it works!
Course Essentials
Unit 1. Issues in Ecology
Basics
1. Biodiversity, define; describe the effects of disturbance on the biodiversity of an ecological community; identify 15 or more species that are native to Eastern Deciduous Forests
2. Watershed, define; produce a legend for a map of the Connecticut River watershed; identify the use of quadrats and transects
3. Ecosystem services, define; identify the outcomes of primary productivity, water purification and carbon sequestration
4. Stewardship, define; distinguish extirpated, threatened, endangered, extinct, and invasive; identify the status of the passenger pigeon, heath hen, grey wolf, mountain lion, amphibians, bats
