Adaptation+Lab+TA+Manual

You will take the class as a whole to the teaching greenhouses, behind Nat Sci. We now have a master key to the greenhouses that will be on the front table in the lab room. Take this with you to unlock the greenhouse. Make sure to bring the key back at the end of your class.
 * Adaptation**

Objectives: -To learn about plant adaptations, and deduce function from observations -To learn what a proposal is -Practice developing hypothesis, predictions as well as building a proposal from them -Practice presentation skills Equipment: none


 * We have redesigned this lab to have them do a scavenger hunt and inquiry based learning exercise, with the instructor roaming around and interjecting. Below I’ve included the former exercise description. It may give you some ideas of what to talk about.**

Start out in the back room of the greenhouse and show the coral reef tank. Talk about the origin of plants (algae) and the cool mutualistic relationship between coral and zooanthelle.

Next go in the evolution house (the small greenhouse in the back room). Talk about the evolution of plants and the four main types of plants: Also talk about the carnivorous plants (pitcher plant, sundew, Venus fly trap and butterwort---these plants are adapted for low nutrient soils and low light areas, like in a bog. They capture and digest insects to get their nutrients—very cool!)
 * 1) Bryophytes (mosses, liverworts---they have no vascular system, so no xylem and no phloem, they rely on water for reproduction and are tightly packed for support)
 * 2) Seedless vascular (ferns—these have xylem and phloem but some still rely on water for reproduction)
 * 3) Gymnosperms (cycads and evergreens—have seeds and do not need water for reproduction, also have deep roots so can live farther from water sources)
 * 4) Angiosperms (monocots-grasses, lilies, orchids---dicots-other flowering plants---these rely on mutualistic relationship with pollinators for reproduction).

Next move to the Desert House.
 * 1) Point out the different sides (Old world- Euphorbiaceae or Euphorbs on the east side of the house. New World- Cactaceae, or Cacti on the west side of the house. These two different families evolved in similar conditions but totally independently and are not related in any way. This is a perfect example of convergent evolution!!!
 * 2) What are the limitations in the desert?? Water, heat,

Thick cuticle Spines- modified leaves Hair Light Color Photosynthesis on the trunk and branches Size and Shape Succulence and water storage—accordion shape of many cacti/euphorbs CAM photosynthesis 3. Point out some economically important plants Agavaceae family- get tequila from root Aloeaceae family- get Aloe for sunburn and can also eat. Cut off a piece and have students smell (yuck!) 4 Point out some other cool plants a. White haired cactus b. Phallus like cactus c. Jade plant 5. Go to the oasis and point out cycad papyrus water hyacinth bullhorn acacia
 * 1) [[image:file:///Users/stephenthomas/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png width="534" height="21"]] Talk about adaptations to desert conditions (extreme heat and lack of water). Have them come up with different ideas.

Next go to the Rainforest….Have them think of adaptations to hot, wet conditions Leaf adaptations Drip tips Large leaves and large leaves that tear Vines Form adaptations Growing to different heights depending on the canopy Vines To prevent herbivory Ants Toxins Drip tips
 * 1) Point out some economical plants for descriptions
 * 2) Rosier periwinkle
 * 3) Vitamin C tree
 * 4) Elephant Ear
 * 5) Chicle tree
 * 6) Coffee plant
 * 7) Cassava
 * 8) Banana
 * 9) [[image:file:///Users/stephenthomas/Library/Caches/TemporaryItems/msoclip/0/clip_image003.png width="534" height="21"]] Vanilla orchid (vine)
 * 10) Papaya
 * 11) Rubber Tree

Point out cool adaptations: Epiphytes (tank bromeliads, Spanish moss) Nitrogen fixing bacteria and Leucaena Cecropia tree and ant Touch-me-nots Make them tell you the limitations of the rainforest Light Nutrients Water (yes water for epiphytes)

After the tour, bring them back to the classroom area and describe their assignment. They are to propose a study looking at an adaptation to one of the many conditions in the greenhouse. They need to write a 1 pg proposal including questions, hypotheses, predictions and reasons, experimental design and the type of data they would need to collect.

Their study could be anything, over a time frame of many years and using any type of equipment (even if we do not have that in the lab). This gives them plenty of options. Have them refer to their lab manual’s suggested research topics to get ideas. Once done, students get in their small groups and find a question of interest, and then develop a proposal for it (1 page) that they present to the rest of the group at the end of class.

Grading the adaptation proposal 10 points total 7 points for the proposal (1 point per section) 2 points for the presentation 1 point for overall quality