Next Generation Botany
Civilization simply would not exist without plants, yet their importance is often overlooked. As the nation's ability to respond to the botanical challenges associated with food production, climate change, invasive species, and biodiversity loss continues to decrease (Kramer, Zorn- Arnold, and...
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| Veröffentlicht in: | The Science teacher (National Science Teachers Association) 2014-10, Vol.81 (7), p.53 |
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| creator | Rybczynski, Stephen Li, Zheng Hickey, R. James |
| description | Civilization simply would not exist without plants, yet their importance is often overlooked. As the nation's ability to respond to the botanical challenges associated with food production, climate change, invasive species, and biodiversity loss continues to decrease (Kramer, Zorn- Arnold, and Havens 2010), educators must discourage this "plant blindness" (Wandersee and Schussler 1999) by including plant topics in the curriculum wherever possible. In this article, the authors present an inquiry lesson on the ecology of the eastern redbud ("Cercis canadensis"), a bruchid beetle seed predator ("Gibbobruchus mimus"), and several species of parasitoid chalcid wasps (superfamily: "Chalcidoidea"). This lesson addresses several concepts in the "Next Generation Science Standards" (NGSS Lead States 2013), such as community structure, trophic interactions, cycles of matter and energy, and the carbon cycle, adding more than just a pinch of plant biology. |
| doi_str_mv | 10.2505/4/tst14_081_07_53 |
| format | Article |
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James</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1046122</ericid><atitle>Next Generation Botany</atitle><jtitle>The Science teacher (National Science Teachers Association)</jtitle><date>2014-10</date><risdate>2014</risdate><volume>81</volume><issue>7</issue><spage>53</spage><pages>53-</pages><issn>0036-8555</issn><eissn>1943-4871</eissn><coden>SCTEAF</coden><abstract>Civilization simply would not exist without plants, yet their importance is often overlooked. As the nation's ability to respond to the botanical challenges associated with food production, climate change, invasive species, and biodiversity loss continues to decrease (Kramer, Zorn- Arnold, and Havens 2010), educators must discourage this "plant blindness" (Wandersee and Schussler 1999) by including plant topics in the curriculum wherever possible. 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| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Biodiversity Biodiversity loss Botany Carbon cycle Climate change Community structure Concept Teaching Data Collection Ecology Elementary Secondary Education Flowers & plants Food production Inquiry Invasive species Investigations Lesson Plans Plants (Botany) Science activities Science education Scientific Concepts Teaching Methods Trophic relationships |
| title | Next Generation Botany |
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