Quick Hits NABT August 14, 2024 Introduction To
Description: Quick Hits NABT August 14, 2024 Introduction To Biodiversity And Its Importance Mark Little Broomfield HS-retired Arvada CO mrsciencelittlegmail.com Goal Part 1 Procedure 1. Each student receives a card marked D with Douglas Fir written on
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slide1. Quick Hits NABT August 14, 2024 Introduction To Biodiversity And Its Importance Mark Little
Broomfield HS-retired
Arvada CO
mrsciencelittle@gmail.com<br>
slide2. Goal<br>
slide3. Part 1 Procedure 1. Each student receives a card marked D with Douglas Fir written on it. (3x5 index card)
2. Each student writes the name of three other students down and write down on the handout/sticky note, whiteboard. (not all of them sitting next to them)
3. Ask all students to stand up…they are simulating a forest of Douglas Fir trees.
4. The teacher symbolizes a disease and will touch one of the students. That person will sit down (because he or she is “dead”) The teacher asks the student what type of tree they are and they read the names on his or her card.
5. As the names are read, those students sit down as well because they have been “touched” by the disease. If they are the same type of tree—Douglas Fir
6. Ask another of those sitting (“dead”) to read the names on their card, and all those students named will sit. Continue until all those sitting have read the names on their cards.
7. Number of students left standing during Simulation 1: ______________<br>
slide4. Procedure Part 2 Simulation 2:
1. Each student will receive a card that is marked with a letter that represents a particular species of tree. 2 with D for Douglas Firs, the rest with other letters, in equal numbers of N for Nobel Fir, C for Western Cedar, M for Maple, H for Western Hemlocks, W for White Pine, L for Lodge Pole Pine, P for Ponderosa Pine, WP for Western White Pine, B for Bigleaf Maple and WD for Western Dogwood. (3X5 index card)
2. Each person is to meet three other people and write down their names on the card.
3. Once completed the teacher asks all students to stand up.
4. The teacher symbolizes a disease and will touch one of the students. That person will sit down (because he or she is “dead”) The student says what type of tree they are and read the names on his or her card. As the names are read, those students sit down if they are that type of tree that has the disease. If not, they remain standing. as well because they do not have the disease. If no students are the same species, no students sit down.
5. If needed ask another of those sitting (“dead”) to read the names on their card, and all of those students named will sit, if they are the same species. Continue as long as needed.
6. Number of students left standing during Simulation 2: _____________<br>
slide5. Follow up<br>
slide6. Resource Page Template to Labels for Douglas Fir Tree
Template to Labels for Simulation 2 Trees. Pg 2
Teacher Directions with Questions
My set of Colorado Region Cards
Dr Mitton’s Work at University of Colorado Boulder. ppt is excellent
Primary Paper about Pine Beetle reproduction cycle<br>
Broomfield HS-retired
Arvada CO
mrsciencelittle@gmail.com<br>
slide2. Goal<br>
slide3. Part 1 Procedure 1. Each student receives a card marked D with Douglas Fir written on it. (3x5 index card)
2. Each student writes the name of three other students down and write down on the handout/sticky note, whiteboard. (not all of them sitting next to them)
3. Ask all students to stand up…they are simulating a forest of Douglas Fir trees.
4. The teacher symbolizes a disease and will touch one of the students. That person will sit down (because he or she is “dead”) The teacher asks the student what type of tree they are and they read the names on his or her card.
5. As the names are read, those students sit down as well because they have been “touched” by the disease. If they are the same type of tree—Douglas Fir
6. Ask another of those sitting (“dead”) to read the names on their card, and all those students named will sit. Continue until all those sitting have read the names on their cards.
7. Number of students left standing during Simulation 1: ______________<br>
slide4. Procedure Part 2 Simulation 2:
1. Each student will receive a card that is marked with a letter that represents a particular species of tree. 2 with D for Douglas Firs, the rest with other letters, in equal numbers of N for Nobel Fir, C for Western Cedar, M for Maple, H for Western Hemlocks, W for White Pine, L for Lodge Pole Pine, P for Ponderosa Pine, WP for Western White Pine, B for Bigleaf Maple and WD for Western Dogwood. (3X5 index card)
2. Each person is to meet three other people and write down their names on the card.
3. Once completed the teacher asks all students to stand up.
4. The teacher symbolizes a disease and will touch one of the students. That person will sit down (because he or she is “dead”) The student says what type of tree they are and read the names on his or her card. As the names are read, those students sit down if they are that type of tree that has the disease. If not, they remain standing. as well because they do not have the disease. If no students are the same species, no students sit down.
5. If needed ask another of those sitting (“dead”) to read the names on their card, and all of those students named will sit, if they are the same species. Continue as long as needed.
6. Number of students left standing during Simulation 2: _____________<br>
slide5. Follow up<br>
slide6. Resource Page Template to Labels for Douglas Fir Tree
Template to Labels for Simulation 2 Trees. Pg 2
Teacher Directions with Questions
My set of Colorado Region Cards
Dr Mitton’s Work at University of Colorado Boulder. ppt is excellent
Primary Paper about Pine Beetle reproduction cycle<br>