presentation to julie edwards class
DESCRIPTION
Master's Thesis Defense for Julie Edward's 11th grade Environmental Science class at San Lorenzo High. Keywords: Conium maculatum, hemlock, curriculum, volunteerism, high school, HIPPO, biocultural diversity, control treatment, taxonomy, plant keys.TRANSCRIPT
Invasive species, Volunteerism, and Habitat
Restoration
(or, how we rocked the hemlock)
Introduction - terms
Biodiversity Native plantCo-evolution HabitatMonoculture Restoration Preservation EcosystemControl treatmentGPS (Global Positioning System)Statistical Significance
Invasive plants
• Introduced by people.
• Did not co-evolve with landscape.
• Many native plants in US suffered similar fates as Native Americans.
• HIPPO– H = Habitat Loss and Fragmentation– I = Invasive Plants– P = Pollution– P = Population (human overpopulation)– O = Overconsumption
• Estimated to cost the US over $137 billion a year.
Invasive Plants (contd.)
Poison Hemlock (Conium maculatum)
• Introduced from Europe as a garden plant.
• Highly toxic!
• Apiaciae (carrot) family, formerly Umbelliferae.
Species biology
• Can grow 3-10 feet in one year.
• Allelopathy
• Density – 595 plants in ½ M²
• Grows in shady, moist areas.
Produces Produces between 5,000 between 5,000 and 38,000 and 38,000 seeds per plant.seeds per plant.
Santa Clara County
• Naturally high biodiversity.
• Increasing urbanization.
• Great possibilities for volunteerism.
Study premise
• Hand-pull and re-seed with native plants with similar species biology.
– Blue Wild Rye – Native California bunchgrass, perennial.
– Yarrow- mid-summer seed, grows near hemlock.
– Hayfield tarweed – late summer seed, forms dense stands.
Volunteers
• 61 million people a year in US.• Measham and Barnett, 2007
1. Helping a cause2. Social interaction 3. Improving skills
4. Learning about the environment 5. General desire to care for the
environment 6. Desire to care for a particular place
Curriculum development
• Used games, acronyms, and audience participation.
• Balanced social time with working.
• Focused on biocultural diversity and teams.
Biocultural diversity
• Bio – life + Culture + Diverse = Difference
• Preservation of indigenous and diverse cultures = preservation of biological diversity.
• Just as an ecosystem is strengthened by its biological diversity, a community or team is strong when different people know and can do different things.
Study site
• Acterra Stewardship Program at Arastradero Preserve in Palo Alto.
• 622 acres supports 334 species.• Large, educated volunteer base –1000 a
year.
Research design
• 49 ½ M² quadrats.
• Pull, pull and re-plant, control.
• Monitored for 15 months.
Results
0.51.01.52.02.53.03.5
TREATMENT
Control Pull Reseed
Treatment Variable
0
100
200
300
400
500
600
Pla
nt C
ount
Control Pull Reseed
Treatment Variable
0
100
200
300
400
Pla
nt C
ount
January, 2007Pre-treatment
March, 200815 months after treatment
4 months after treatment
• 1 = control• 2 = pull• 3 = pull
and re-seed
1 2 3
TREATMENT
0
10
20
30
CM
__
_0
5_
07
One year after treatment
1 2 3
TREATMENT
0
100
200
300
CM
__
_1
2_
07 • 1 = control
• 2 = pull• 3 = pull
and re-seed
15 months after treatment
1 2 3
TREATMENT
0
100
200
300
400
CM
__
_0
3_
08
• 1 = control• 2 = pull• 3 = pull
and re-seed
Recommendations
• Install live plants instead of sowing seeds
• Larger plot size• Different plant selection (more
shade-loving, rhizomonous)• Measure / quantify results from
volunteer education• Track volunteer time for economic
analysis.
Questions, Comments, Quiz
Taxonomy
• Species name vs. common name?• King Phillip could only find good
spaghetti.
1. Kingdom 2. Phyllum 3. Class 4. Order5. Family 6. Genus7. Species
Taxonomic classification
• Kingdom – Animalia• Phylum – Chordata• Class – Mammalia• Order – Carnivora• Family – Felidae• Genus – Felis• Species – Felis catus The Littlest Leopard –
Felis catus showing her intelligence.
Dichotomous key
• Two-part questions, which allow you to progress through a species’ characteristics to figure out what it is.
• Used to classify plants, animals, rocks, etc.
• Example: – Does the animal have legs?– If yes, does the animal have fur?– If no, does the animal live in water?