Prairie Studies Training
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HISTORY:
As part of their Ecology Unit students at Madison Jr. High participate in an on-going prairie research program called “Particles and Prairies”. The program is coordinated and facilitated by the Educational Department at Fermi National Accelerator Lab in Batavia, Illinois. To participate in the program teachers complete a training program and receive activities and materials that will help prepare their students to participate in the program. At school students first learn what a prairie ecosystem is, the history of prairies in Illinois, the value of conserving the resources of the prairie, and the biotic makeup and abiotic factors that maintain the prairie habitat. Students then learn the protocols and procedures for assessing and evaluating the condition and vitality of existing and restored prairie habitats.
Student Outcomes:
After completing the activities students should be able to:
THE SQUARE METER QUADRAT:
To help assess the health of a prairie students are trained to sample using the square meter “quadrat” protocol. The quadrat sampling has two basic components. Students sketch in the outline of each plant or grouping of plants on a quadrat grid. This allows the students to estimate “percent coverage” of each species of native and non-native plant. At the same time students count and record the number of each plant species in the quadrat. Click to see a sample of these data collection sheets. Percent Coverage Data Grid and Plant Data Collection Sheet Students then enter these values for each square meter survey into the computer at Fermi which then will calculates the total number of each species found, the total percentage that each plant covers in the prairie, and the number of square meter quadrats sampled. Then using these values the computer calculates the density, frequency, and dominance of each plant species. Those values then calculate the Relative Density, Relative Frequency, Relative Dominance and which gives you the Importance Value of each species found. (Click here to see what these values mean and how they are calculated) The data can then be used to compare and contrast the development of prairie from one year to the next or in any way that is wanted. (Click here to see a sample of data for 2003)
There are two main components to the studying of the prairie habitat. The first is the environmental or "abiotic" factors that set the stage for the formation of prairie. Students discuss what they are and learn the techniques that are used to measure these factors. The abiotic factors foster the growth of the prairie plants (the flora) that make the prairie an ecosystem. The plants then produce the food and shelter that attracts the animals (fauna) that are adapted to the factors that are found found there. These "biotic" relationships are then the second focus of student studies.
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Click here to see the abiotic data taking sheet
Students learn to use the following equipment to measure the abiotic factors of the prairie.
Thermometers and Temperature probes.
These are used to measure the temperature of atmosphere and soil.
Image of temperature probe.
Psychrometer
Used to measure the relative humidity of the atmosphere.
Light meter
Used to compare light intensity
Moisture Meter
Used to compare the moisture content of the soil.
Anemometer
Used to measure the wind speed.
pH Probe
Used to measure the acidity/alkalinity of the soil.
Soil Percolation Tool
Other Abiotic Tools
Also used to measure the abiotic are soil chemistry kits and a simple percolation measuringdevice.
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"Using the TECHNOLOGY and doing the MATH to learn the SCIENCE!"
Page Quick Links:
As part of their Ecology Unit students at Madison Jr. High participate in an on-going prairie research program called “Particles and Prairies”. The program is coordinated and facilitated by the Educational Department at Fermi National Accelerator Lab in Batavia, Illinois. To participate in the program teachers complete a training program and receive activities and materials that will help prepare their students to participate in the program. At school students first learn what a prairie ecosystem is, the history of prairies in Illinois, the value of conserving the resources of the prairie, and the biotic makeup and abiotic factors that maintain the prairie habitat. Students then learn the protocols and procedures for assessing and evaluating the condition and vitality of existing and restored prairie habitats.
Student Outcomes:
After completing the activities students should be able to:
* Describe the prairie habitat.
* List similarities and differences between native and restored prairies.
* Identify land management activities associated with prairie restoration projects.
* Analyze the impact of specific human activities upon the prairie habitat.
* Identify prairie grasses and forbs.
* Conduct a quadrat study.
* Explain important scientific, social and aesthetic values of the prairie habitat.
* List similarities and differences between native and restored prairies.
* Identify land management activities associated with prairie restoration projects.
* Analyze the impact of specific human activities upon the prairie habitat.
* Identify prairie grasses and forbs.
* Conduct a quadrat study.
* Explain important scientific, social and aesthetic values of the prairie habitat.
THE SQUARE METER QUADRAT:
To help assess the health of a prairie students are trained to sample using the square meter “quadrat” protocol. The quadrat sampling has two basic components. Students sketch in the outline of each plant or grouping of plants on a quadrat grid. This allows the students to estimate “percent coverage” of each species of native and non-native plant. At the same time students count and record the number of each plant species in the quadrat. Click to see a sample of these data collection sheets. Percent Coverage Data Grid and Plant Data Collection Sheet Students then enter these values for each square meter survey into the computer at Fermi which then will calculates the total number of each species found, the total percentage that each plant covers in the prairie, and the number of square meter quadrats sampled. Then using these values the computer calculates the density, frequency, and dominance of each plant species. Those values then calculate the Relative Density, Relative Frequency, Relative Dominance and which gives you the Importance Value of each species found. (Click here to see what these values mean and how they are calculated) The data can then be used to compare and contrast the development of prairie from one year to the next or in any way that is wanted. (Click here to see a sample of data for 2003)
Student Training for the On-site quadrat:
Background:There are two main components to the studying of the prairie habitat. The first is the environmental or "abiotic" factors that set the stage for the formation of prairie. Students discuss what they are and learn the techniques that are used to measure these factors. The abiotic factors foster the growth of the prairie plants (the flora) that make the prairie an ecosystem. The plants then produce the food and shelter that attracts the animals (fauna) that are adapted to the factors that are found found there. These "biotic" relationships are then the second focus of student studies.
Using the TECHNOLOGY and doing the MATH to learn the SCIENCE!
BACK TO TOP
Click here to see the abiotic data taking sheet
Students learn to use the following equipment to measure the abiotic factors of the prairie.
Thermometers and Temperature probes.
These are used to measure the temperature of atmosphere and soil.
Image of temperature probe.
Psychrometer
Used to measure the relative humidity of the atmosphere.
Light meter
Used to compare light intensity
Moisture Meter
Used to compare the moisture content of the soil.
Anemometer
Used to measure the wind speed.
pH Probe
Used to measure the acidity/alkalinity of the soil.
Soil Percolation Tool
Other Abiotic Tools
Also used to measure the abiotic are soil chemistry kits and a simple percolation measuringdevice.
Studying
the Prairie Biotics
BACKGROUND:
Students start their investigation of the biotic or living part of the prairie habitat by learning to identify the plants that make up the foundation of the habitat. The main species that form the prairie flora can be divided into two major groups the grasses and the forbs. The grasses are plants that are most recognized with a prairie habitat. At Madison we are fortunate to have a restored prairie parcel that makes it easy to bring in samples for our students to become familiar with. The main three grasses of the tall grass prairie are Big Bluestem (Andropogon gerardi), Indian Grass (Sorghastrum nutans) and Switch Grass (Panicum virgatum). Some of the indicator forbs of the prairie are the Selphiums which include Compass Grass, Prairie Dock, and Rosinweed. Yellow Coneflower, Stiff Goldenrod, Tall Coreopsis, and Rattlesnake Master make up just some of the more common ones. After viewing and discussing the characteristics of the specimens students can try their identification skills when they visit our "backyard" prairie and again when they do their data collecting quadrat studies. Our study of the larger animals of the prairie is limited to images but prairie insects are collected with sweep nets and identified with insect guides. (See the "Prairie Animals" link below for a great website with prairie animal images.) The The following link will take you to a website that was produced by our students for the TIE-INS Biodiversity Project. It contains a list of most of the major grasses and forbs of the prairie and links you to images and detailed descriptions of the plants. Students continue to add information and images to this site each year. (WARNING! Clicking on the the following links will take you off this site, so bookmark this page before you go!)
TIE-INS Biodiversity Project.
Estimating Percentages Activity
Below is a link to a worksheet type tutorial on how to estimate percentages.
Estimating Percentage Tutorial
BACKGROUND:
Students start their investigation of the biotic or living part of the prairie habitat by learning to identify the plants that make up the foundation of the habitat. The main species that form the prairie flora can be divided into two major groups the grasses and the forbs. The grasses are plants that are most recognized with a prairie habitat. At Madison we are fortunate to have a restored prairie parcel that makes it easy to bring in samples for our students to become familiar with. The main three grasses of the tall grass prairie are Big Bluestem (Andropogon gerardi), Indian Grass (Sorghastrum nutans) and Switch Grass (Panicum virgatum). Some of the indicator forbs of the prairie are the Selphiums which include Compass Grass, Prairie Dock, and Rosinweed. Yellow Coneflower, Stiff Goldenrod, Tall Coreopsis, and Rattlesnake Master make up just some of the more common ones. After viewing and discussing the characteristics of the specimens students can try their identification skills when they visit our "backyard" prairie and again when they do their data collecting quadrat studies. Our study of the larger animals of the prairie is limited to images but prairie insects are collected with sweep nets and identified with insect guides. (See the "Prairie Animals" link below for a great website with prairie animal images.) The The following link will take you to a website that was produced by our students for the TIE-INS Biodiversity Project. It contains a list of most of the major grasses and forbs of the prairie and links you to images and detailed descriptions of the plants. Students continue to add information and images to this site each year. (WARNING! Clicking on the the following links will take you off this site, so bookmark this page before you go!)
TIE-INS Biodiversity Project.
Prairie Studies Resources and Learning Activities
The following links take you to resources and activities
which we use to help prepare our students for their quadrat studies
project.
Aids to identifying prairie species:
Key to Identifying Prairie GrassesKey to Identifying Prairie Forbs
List of Prairie Plants with Illustrations
USE BACK BUTTON TO RETURN!
Prairie Plant Watch List
USE BACK BUTTON TO RETURN!
List of Prairie Plants with Illustrations
USE BACK BUTTON TO RETURN!
Prairie Plant Watch List
USE BACK BUTTON TO RETURN!
Skill building activities:
The main focus of our prairie studies is to prepare our students to do the quadrat study of the prairie. After learning how to identify the most common plants that they will encounter students must learn the basic sampling techniques for the square meter quadrat. On of the most important concepts to learn is how to estimate percentages. The following link takes you to the first activity that introduces the concept of estimating percentages. It's also one of the MATH CONNECTION!Estimating Percentages Activity
Below is a link to a worksheet type tutorial on how to estimate percentages.
Estimating Percentage Tutorial
Fremilab Prairie Visualization Tools
The links below contains some excellent interactive
tools that will help students better visualize what they have been
learning about the prairie!
Fermilabs VIRTUAL PRAIRIE
USE BACK BUTTON TO RETURN!
Fermilabs VIRTUAL PRAIRIE
USE BACK BUTTON TO RETURN!
After learning the basic skills and techniques involved in doing a prairie
survey, students then practice on the school lawn. The lawn survey
will alcontainl the same elements of the prairie survey but will
focus on the plants normally found in a typical lawn. It is NOT necessary
that students become familiar with identifying lawn grass and weed species.
For this exceexerciseand even for the actual on-site survey unknown species
can just be assigned a temporary coding until a teacher, docent, or
other person familiar with the species can identify it for them. See
the links below for instructions
Prairie Quadrat Percent Coverage Protocol
When students have learned the basic skills need to do a quadrat study the next step is to review the procedures and protocols for doing the prairie quadrat Percent Coverage task. The link below will take you to a page that reviews the protocols for collecting coverage data.Prairie Quadrat Procedures
Student Assessment
To help you assess student work and their progress in achieving the desired outcomes the link below has an assessment rubric for this project.Prairie Studies Rubric
Other science assessment ideas
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COPYRIGHT:
© Copyright 2004, L&T Natural Images and Madison Jr. High, all rights reserved. Contact information: email at lcwik@ncusd203.org or tcoutts@ncusd203.org
ACKNOWLEDGMENT:
This project was created by the 7th grade students of teams 7 UPS and TEAM UNITED from Madison Jr. High, Naperville Consolidated Unit School District #203 in Naperville, Illinois with the help of their teachers Mrs. Trudi Coutts and Mr. Lawrence Cwik along with Technology Lab Director Mrs. Margaret Gilmore. Support for the project came from Principal Ms.Erin Anderson and the other dedicated and cooperative faculty and staff of Madison Jr. High.
REFERENCES:
Fermilab Education Department particularly the SIMply Prairie Project. Authors: Bill Fraccaro, Johnson School, Wheaton, IL; Larry Cwik and Pat Franzen, Madison Junior High School, Naperville, IL; and Bernie Jokiel, Gary D, Jewel Middle School, North Aurora, IL.
Created for the NTEP II Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.