Student Handout 1: Dichotomous Key Introduction

Transcription

1 Assignment 2: Big 6 Lesson Plan Roberta T. Jordan EDU566: Media Utilization and Curriculum Dr. Jane McGinn, Professor Student Handout 1: Dichotomous Key Introduction What is a Dichotomous Key? Instructions: -The dichotomous key is a reference tool that scientists use to help classify items in a larger group of similar plants and animals. -It is a series of paired choices that leads progressively to the identification of individual items with unique characteristics. To illustrate the idea of a key, I will ask ten volunteer class members to volunteer to be classified: Joey, James, Laura, Amy, Anne, Frank, John, George, Jane, Ginny. As I draw the choices on the board, please follow along with me by listing the members of the group defined by these characteristics. We will divide them by characteristics until each person is classified. 1. If the class member is male: List his name here, then...go to If the class member is female: List her name here, then...go to 4.

2 3. If the male class member has: a. brown hair List his name here, then...go to 5. b. blonde hair List his name here, then...go to 6. c. black hair List his name here, he is: 4. If the female Class Member has: a. brown hair List her name here, then...go to 7. b. blonde hair List her name here, then...go to 8. c. red hair List her name here; she is:

3 5. If the male class member with brown hair: a. Wears glasses List his name here; he is: b. Does not wear glasses List his name here; he is: 6. If the male class member with blonde hair: a. Has a buzz cut: List his name here; he is: b. Does not have a buzz cut:. List his name here; he is: 7. If the female class member with brown hair: a. Has freckles: List her name here; she is: b. Has no freckles: List her name here; she is: 8. If the female class member with blonde hair: a. Has pierced ears: List her name here; she is: b. Does not have pierced ears: List her name here; she is:

4 Assignment 2: Big Six Lesson Plan Roberta T. Jordan EDU566: Media Utilization and Curriculum Dr. Jane McGinn, Professor Student Handout 2: Leaf/Tree Characteristics Instructions: In this activity you will visit seven stations around the classroom. Each station has a pair of tree features (leaves, twigs, seeds/buds etc.) that you should examine carefully. Using your own words, write at least three sentences that describe the fundamental differences between the two items at the station. After you have visited each station, try to list the classification subject (like hair color: red, brown, blonde, gender: male or female etc. in the practice exercise we did a few minutes ago). STATION ONE OBSERVATIONS: STATION TWO OBSERVATIONS: STATION THREE OBSERVATIONS:

5 STATION FOUR OBSERVATIONS: STATION FIVE OBSERVATIONS: STATION SIX OBSERVATIONS: STATION SEVEN OBSERVATIONS: SUMMARY OF CLASSIFICATION FEATURES: What leaf/tree feature do you think is being highlighted at each station? Station 1: Station 3: Station 5: Station 7: Station 2: Station 4: Station 6:

6 Assignment 2: Big Six Lesson Plan Roberta T. Jordan EDU566: Media Utilization and Curriculum Dr. Jane McGinn Student Handout 3: Big 6 Project Description Introduction to the Big Six Information Problem Solving Process The Big-6 Skills is a research and thought process designed to help you, the student, seek and apply information to solve a problem. I have designed a tree identification project for you so that you can how to use this approach in any research project. The process was created by Mike Eisensberg and Rob Berkowitz, and is used by students all over the country. 1. Task Definition: Your job is to create a photo-glossary of descriptive terms that are essential in identifying Maine tree species using a dichotomous key. You will have two class periods to research, choose, define, and type up the list the terms that decide are most important in using a dichotomous key; to take pictures to illustrate the terms, and to assemble the final glossary. As a test of our success, you will then use your glossary with a dichotomous key to identify eight mystery trees that are found in the school s woods. 2. Information Seeking Strategies What resources are available? There are both print and on-line resources that you can use in this project. What will be most useful? You will need to find books about trees; you may want to consult forestry books, different dichotomous keys, and a variety of tree identification guides. Different tree guides present the information in different ways; you will want to consult more than one to see which makes the most sense to you. Information-Seeking Requirements for the Glossary 1. You must consult at least two different tree identification, forestry, or botany books to choose and define terms. 2. You must consult at least two web sites about forestry and tree identification. 3. You must look at least three different dichotomous keys (either on-line or print). One of them must be the key Tree Finder by Watts, since this is the key we will use for the mystery tree identification. 4. You should cite all your sources properly at the end of your final glossary. Please use Citation Machine ( (choose APA format) for your sources.

7 3. Locating and Accessing Resources Where will I find these resources? All the information you need to meet the requirements of the assignment can be found in our classroom or in the library. You may also consult your local public library after school if you choose. Both the classroom and the library have print resources on this topic; the library also has computer access to on-line databases and Internet sources. Here my best tips on resources that will get you started, and may give you ideas of others to search for on your own: a. Print Resources In the Classroom: Grimm, W.C. and J.T. Kartesz. (2002). The Illustrated Book of Trees: The Comprehensive Field Guild to More Than 250 Trees of Eastern North America. Mechanicsburg, PA: Stackpole Books. (4 copies) Hyland, F. (2008). Conifers of Maine. Orono, Maine: University of Maine. Petrides, G. (1993). Peterson First Guides: Trees. New York: Houghton-Mifflin. (4 copies) Watts, M.T. (1998). Tree Finder: A Manual for the Identification of Trees by Their Leaves. Rochester, NY: Nature Study Guild. (20 copies) Forest Trees of Maine. (2008). Augusta: Maine Forest Service. (12 copies) In the Library: Brockman, C.F. (2001). Trees of North America: A Guide to Field Identification, Revised and Updated. New York: St. Martin s Press. Coombs, A.J. (2002). Smithsonian Handbooks: Trees. New York: Dorling Kindersly. Simonds, G.W.D. (1958). The Tree Identification Book. New York: William Morrow. On-Line Databases and Resources (These are accessible from the computer terminals in the library) Encyclopedia Brittanica Online School Edition Funk and Wagnall s New World Encyclopedia Web Resources -About dichotomous keys:

8 -Examples of on-line dichotomous keys: -Examples of Tree/Leaf Glossaries -About leaves -Individual Tree Fact Sheets -General Tree Guides (some have dichotomous keys in them) Information Location/Access Requirements for the Glossary The information-seeking requirements for the project (listed above) will require that you use both library and classroom resources. You may also use your local public library, and any resources that you have at home. 4. Use of Information Information Use Requirements for the Glossary Project 1. Assembling the glossary is a group project. You will be in one of four groups. Your participation in the group will be observed and evaluated as part of the grade. If you are not a contributing member of your group, you will have a very hard time identifying the eight mystery trees in the Dichotomous Key Challenge. This challenge is done individually. 2. Your group should produce one glossary with at least twenty-five terms that are essential to using a dichotomous key to identify native trees in our school yard. (I will make copies of the original for each member of the group when it is done.) The twenty-five terms can include multiple terms that describe the same thing (synonyms) if you notice in your research that these terms are frequently used. 3. Your group should take photos that illustrate terms in your glossary and show me that you truly understand the different features used to classify trees. The photos may be of any tree feature (twigs, leaves, bark, buds) that helps illustrate your terms.

9 4. The glossary should be organized by you to make it the most useful for someone trying to use a dichotomous key. A typical glossary lists every term in it alphabetically; you may want to consider subdividing terms under different headings that relate to the dichotomous key. 5. The final glossary should be formatted to have two columns. The left column should consist of your twenty-five terms, in the order you have chosen. You should leave enough space in the right hand column to paste in the pictures that you will be taking to illustrate the terms. The size of the pictures we print will be about 2.5 by 2.5 inches. 5. Synthesis a. Final Glossary. Your glossary will help you synthesize, or put together, a great deal of new knowledge about tree and leaf identification. As you choose terms for the glossary, you should be thinking not about including the most terms of any group, but the best 25 terms for using a dichotomous key. The organization of the terms in the key will also show me that you understand the way keys are used. b. Mystery Tree Identification. This will be the final activity of our lesson on tree identification. You will have a chance to see how well you can use a key, using your new glossary and the research that went into it, to identify trees. I will set up eight stations around the classroom, and you will have to use a key and your glossary to identify the eight leaves. There may be other tree features at each station (such as twigs, barks, nuts) to provide additional identification clues. 6. Evaluation 1. How will I know when I am done with the project? In order to evaluate the completeness of the project, complete your answers to the questions in the evaluation rubric ( Student Handout 6 ) in the sections listing the Information Use Requirements, Information Seeking Requirements for the project. 2. How will I evaluate what I have learned? In order to evaluate how much you have learned, review your work on the various class handouts (Student Handouts 1, 2, 4, 5) and give yourself a score for each item in the Synthesis section of the rubric.

10 Assignment 2: Big 6 Lesson Plan Roberta T. Jordan EDU566 S70 Media Utilization and Curriculum Dr. Jane McGinn, Professor Student Handout 4: Characteristics of Selected Tree Species on Our School Property Instructions: This recording sheet is to help guide your research on tree characteristics that you can describe in your photo-glossary. Use the resources listed in your Big 6 to help you complete this research. Conifers (Evergreens) Balsam Fir Eastern Hemlock Eastern Redcedar Eastern White Pine Tamarack (Larch) White Spruce Deciduous Trees (trees with leaves) Questions to Ask About Each Species What kind of leaves? How are they arranged on a twig? How big? What is the shape, color, texture? What kind of seeds or cones? Is the bark of the tree a helpful identifier? Are there any other unique characterstics of this species? American Beech American Horsechestnut Flowering Dogwood Northern Red Oak Paper Birch Pin Cherry Quaking Aspen Red Maple Sassafras Shagbark Hickory Slippery Elm Smooth Alder Sugar Maple White Ash Research Requirements for Glossary In addition to the information location/access requirements for the project, you must also fill out at least five of the attached Tree Identification Research Sheet on different trees from the list above. This will help you learn how to locate and keep track of your research.

11 TREE IDENTIFICATION RESEARCH SHEET SPECIES NAME: Features Summary LEAVES: Type of leaf? Shape? Arrangement on Twig? Edges? Color? FRUITS, NUTS, SEEDS: Description? Where are they found. OTHER TREE FEATURES: Bark? Pith?

12 Assignment 2: Big 6 Lesson Plan Roberta T. Jordan EDU566 S70 Media Utilization and Curriculum Dr. Jane McGinn, Professor Student Handout 5: Dichotomous Key Challenge Instructions: Students will be divided into eight groups. Each group will start at a numbered station in the room. Each station has all the features of a particular tree you will need to identify it using a dichotomous key and your photo-glossary. You will have seven minutes at each station to complete your identification. When I say Time, please move in a clockwise direction to the next station. When you have finished all eight stations, please bring your identification sheet to me. I will confirm your identifications. PLEASE REMEMBER TO PUT YOUR ANSWER NEXT TO THE APPROPRIATE STATION NUMBER. EACH STATION HAS A NUMBER. PLEASE TAKE NOTE. Station 1 Tree Identification: Station 2 Tree Identification: Station 3 Tree Identification: Station 4 Tree Identification: Station 5 Tree Identification: Station 6 Tree Identification: Station 7 Tree Identification: Station 8 Tree Identification: : Congratulations! You identified trees correctly.

13 Assignment 2: Big 6 Lesson Plan Roberta T. Jordan EDU566 S70 Media Utilization and Curriculum Dr. Jane McGinn, Professor Student Handout 6: Tree Identification Project Evaluation Rubric HOMEWORK INSTRUCTIONS: Now that you have completed this lesson on tree and leaf classification, please complete the following evaluation rubric tonight for homework. Put your answers to each question in the column titled Student Evaluation. After you hand in your evaluations tomorrow, I will add my own evaluations of your work in the column titled Teacher Evaluation. Information Use Requirements for Photo-Glossary Mark an X for Yes ; Leave blank for No The final glossary has at least 25 terms. The glossary definitions are accurate. The definitions were written by members of my group. They are not copied from any source. The terms are organized in a logical way. There are photos to illustrate each term. The glossary was done with a word processor and is formatted in two columns. One column contains the definitions. The second column contains the picture that illustrates the term. The project was done on time. Information-Seeking Strategies Requirements for Photo-Glossary Mark an X for Yes ; Leave blank for No There is a bibliography at the end of the glossary. There are two print resources cited in the bibliography. There are two forestry-related web sites cited in the bibliography. We reviewed three different dichotomous keys. These are cited in the bibliography. Watts Tree Finder is one of the keys we reviewed. We cited at least one electronic database in the bibliography. I completed at least five Tree Identification Research Sheets on species listed in Student Handout Four. Student Evaluation Teacher Evaluation

14 Synthesis Score 1 for Satisfactory; 2 for Good; 3 for Excellent Our glossary terms are organized in a way that will help me use a dichotomous key more effectively. Our photos help clarify the definitions in our glossary. Our research helped support our decisions about the glossary s organization and terms. I was able to use the dichotomous key, my research, and my glossary to identify of 8 trees in the Mystery Tree Identification exercise. Student Evaluation Teacher Evaluation Group Work: In the space below, please describe your contributions to the work of your group. Rate your contribution on a scale of 1 (low) to 10 (high). Scoring: For each X in the Yes column, you will earn one point. I will add your scores from the synthesis section to the total score for the other project requirements. I will compare your self-evaluation scores, the scores of other students, and my evaluation scores in arriving at your final grade. Student Name: Date: