Download Botanic Garden of the University of Coimbra = Scientists

Botanic Garden of the University of Coimbra
= Scientists pupils in the Garden-ECOMATA =
Guideline to develop the lesson materials
(Composed by four sections, which can be printed and used separately)
1. LESSON OVERVIEW
Scientists pupils in the Garden-ECOMATA
Title
Programmer
Curriculum content
/ Grade Level/
Target Audience
Anticipated time
Abstract

Competences
Kind of activity
Prior learning
Ana Cristina Tavares
Ecomata: estudo de um ecossistema terrestre. O/El Botânico, 6:40-43 (2012).
http://www.elbotanico.org/revista6.html
Ecosystems, biodiversity and sustainability on Earth - current curricular programs:
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Science (7 , 8 and 9 of the 3 basic level) and Geography (the 9 of the 3 basic
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level)/7 to 9 Portuguese grade (ages 12-14)/ School students.
2.5-3hours.
With a guiding-questionnaire pamphlet - ECOMATA - and the teacher assistance, the
plants are used as models -evidences- for student’s interaction with the garden, to
understand the influence of the abiotic factors, the intra-specific and inter-specific
relations of the living beings and how the Ecosystem components are related.
 In the Arboretum, splitting in two team work and to realize “how scientists
work”, using the scientific method, the pupils cooperate and study a terrestrial
Ecosystem, collecting data and assess two selected sampling areas using the
squares’ method.
 After, they perform laboratory experiences and analysis, data sharing,
interpretation and discussion for plenary presentation, discussion and
conclusions.
They reflect on the importance of climatic changes effects (non-biotic factors) and
biotic factors in biodiversity and the relations of the living systems. Contacting with an
experimental design, students realised what and how to study in the ecosystems
dynamics over time, finally understanding and concluding on the importance of
biodiversity and sustainability for Life on Earth.
With a scientific design, a case-study of biodiversity, ecosystems and the effect of
climatic and seasonal change. 1. Using a botanic garden to understand the concept of
ecology, ecosystems, biotic, non-biotic factors and their interactions; 2. Learning what
is and how to use the scientific method applying it in an ecosystem case-study; 3. To
understand the importance and differences of climate and seasonal changes in
biodiversity and how Humankind is part and factor (agent) of the Global Ecosystem.
A practical co-operative learning in the garden, laboratory and classroom; observing
and assessing the ecosystems and biodiversity in the garden; organizing, sharing and
comparing data; interpreting and discussing results; reflection and concluding on new
knowledge; formulating question-problem situations for further studies.
Not required that students have previously seen the botanic garden collections and
spaces.
Botanic Garden of the University of Coimbra
= Scientists pupils in the Garden-ECOMATA =
STUDENT ACTIVITIES
2. STUDENT ACTIVITIES
A context: with a garden guiding-questionnaire pamphlet, interacting with plants trough the garden, some initial
questions:
 Do you know what a botanic garden is? And about an ecosystem? Is a tree part of an ecosystem or is it itself
an ecosystem? What factors can influence biodiversity and an ecosystem?
After, e.g.: Can you point to: individual, population, community, ecosystem, in the garden? What are the differences?
Can we control the climate changes or the causes for extinction? What role do plants play on Earth and how do they
relate with other living beings? Do you know an example of “plants that are predators”?!! Why does it happen? Are
the plants in a bamboo plantation an example of intraspecific competition? Is there any cooperation between plants?
Why? …
After this approach with living models in the garden, go to the Arboretum, and split in two teams and “be a scientist”:
 Observe the two samples of terrestrial ecosystem; assess the selected sampling areas using the squares’
method, materials and the worksheets and helped by teacher. Finishing the outside work, as “scientistpupils”, go to the laboratory, making experiences, analysis, sharing data with colleagues.
In a plenary, comparing and discussing the collected data, present your interpretation, reflecting and concluding with
colleagues and the teacher, on your ecosystems study and importance.
Student materials, tasks and worksheets:
Task 1-objective. With a guiding-questionnaire in the garden, interacting with plants and helped by teacher, to
understand on ecology and ecosystems; task 2-introduction. Recognizing in the garden the relationships among plants
and living beings and the effects of different factors on the ecosystems and how to study them; task 3-material and
methods. Assess the two marked samples, using the guiding-questionnaire, the available tools and materials and the
teacher help; task 4-results. Completing the guiding-questionnaire, collect, analyse and share data at the laboratory.
task 5-discussion. In a plenary with colleagues and teachers, data presentation, reflections and conclusions.
Botanic Garden of the University of Coimbra
= Scientists pupils in the Garden-ECOMATA
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Department of Botany
Large Greenhouse
Victoria Greenhouse
Flower-beds
Tropical Corner
Central Square
Cold Greenhouse
Systematic Schools
Medicinal Plants School
Coniferous Tree Terrace
Monocotyledon School
Orchard
Bamboo Forest
Arboretum
Arch Gate
Main Gate
Ursulinas Gate
Ticket Office/ Information Point
Statue of Júlio Henriques
Statue of Avelar Brotero
Bas relief of L. Carrisso
D.Maria I Gate
Fountain
Gateway to the Arboretum
S. Ilídio Chapel
S. Bento Chapel
Terrace (Belvedere)
Fig. 1 – Botanic Garden map
1 – Sort the following living organizational levels in terms of complexity by writing the order number
inside the boxes
System
Biosphere
Community
Cell
Tissue
Organ
Population
Ecosystem
Individual
2 – Fill the following table:
Relationship type
Simbology
Obligate / Facultative
Example
INTERSPECIFIC INTERACTIONS
Competition
Facultative
(+;-)
Commensalism
(+;0)
Parasitism
Carnivorous vs insect
Facultative
Facultative
( + ; +)
( + ; +)
Lichen
Facultative
INTRASPECIFIC INTERACTIONS
Cooperation
( + ; +)
Competition
(-;-)
( - ) Harm; (+) Benefit; (0) Neutral
Quercus vs. Fungus
Facultative
Tree vs. Bird
STUDYING A TERRESTRIAL ECOSYSTEM
A – General Description of Ecosystem
Date ___/____/_______
Hour: ___________
Orientation (Mark on Figure 1)
Yes 
Presence of Water Bodies:
Distribution of Biotic Communities:
No 
Grouped 
Regular 
Random
Stratification of plant community: Arboreous 
Arbustive 
Herbaceous 
Observations:__________________________________________________________________________
______________
B – Study of Sampling areas (Quadrat method-ask teacher to explain)
Abiotic Factors
Temperature
Area 1
Area 2
Atmosphere
Soil
Presence of outcrops
Soil
pH
Water retention capacity (see below ***)-collect a soil sample
Relative Humidity
Relative luminosity
Study of Plant community
Record of arboreal stratum (sampling area of 9m2)
Perim.
Area
Species
Nº Ind.
Base
1
Laurus nobilis
1
Podocarpus manni
2
Celtis australis
1.30m
Height
(h)**
Leaf
type*
Stem type*
Record of the arbustive stratum, herbaceous stratum (sampling area of 0.25 m2)
Area
1
1
1
1
2
2
2
2
Species
Nº Ind.
Leaf type*
Stem type*
Stratum type
Tradescantia fluminensis
Arum alba
Rosaceae Family
Laurus nobilis
Tradescantia fluminensis
Celtis australis
Acanthus mollis
Hedera helix
Other observations:___________________________________________________________________
* Classification based on dichotomous keys provided on next page.
Study of animal community / other elements
Area
Identification
Nº Ind.
Traces / signs
DICHOTOMOUS KEYS
Key for Stems Classification
1
2
3
4
Aerial stem ………………………………………………………….………………………………………………………………………..
1
Underground stem ……………………………………………………………………………………………...……………………….
3
Hollow stem or with core and salient nodes………………………………………………………………….………………
Culm
Not hollow and woody stem ……………………………………………..............................................................
2
Stem generally thicker at the bottom and with branches starting from a certain height…………...
Trunk
Cylindrical stem with one group of branches or leaves at the top……………………………………………….…
Palm-trunk
Stem with roots and squamous leaves………………………………………………….………………………………………
4
Stem without squamous leaves, without roots, spherical shape…………………………………………………..
Tuber
Stem with a globular shape ………………………………………………………………….……………………………………….
Bulb
Elongated stem …………………………………………………………………………………………………………………………….
Rhizome
Key for Leafs Classification
1
2
Leaf with only one vein, unbranched …………………………………………………………………………….……………...
Uninervous
Leaf with more than one vein ……………………………………………………………………………………………………….
1
Leaf with several veins, all parallel …………………………………………………………………………….………………....
Paralellinerved
Leaf with several veins, non-parallel ………………………………………………………………………………….………....
2
Secondary veins arising from a single primary vein…………………………………………………………………..……
Penninerved
Several primary veins diverging from a point…………………………………………………………………………………
Palminerved
**How to measure the height (h) of a tree?
MATERIAL: a stick and a tape measure.
METHODOLOGY:
1. Jab the stick on the floor.
2. Measure the height of the rod (A) (e.g., 2m).
3. Measure the length of the shadow stick (B) (e.g., 3m).
4. Measure the length of the shadow of the tree (C) (e.g., 10m).
The tree will have the following height h = AxC / B
h =?
Ex: h=2x10/3 = 20/3 = 6,66m
A=2m
C=10
m
B=3m
_____________________________________________________________________________________
LAB WORK
***Soil water retention capacity
MATERIAL: Glass funnel, paper funnel, scale, Erlenmeyer flask, petri dish, measuring cylinder, squirt
bottle with water, filter paper, 50 gr of soil.
METHODOLOGY: 1. Weight 50 gr of soil;
2. Place a paper funnel in the glass funnel;
3. Place the glass funnel over the Erlenmeyer;
4. Put the soil inside the funnel;
5. Put 100ml of water in the measuring cylinder;
6. Pour the water on the soil;
7. Wait 10 minutes;
8. Measure the volume of water that has been collected in the Erlenmeyer;
9. Write the volume in the form.
Observations form:
Volume of water collected in the Erlenmeyer: __________mL
Volume of water retained in the soil: ___________mL
What might be the function of water in the soil?
_____________________________________________________________________________________
SUMMARIZING CONCEPTS:
Biosphere
includes all
result from the interaction between
which includes
Luminosity
Humidity
Biotic factors
may have
interactions
which includes
Intraspecific
Competition
which includes
Mutualism
Parasitism
Competition
Botanic Garden of the University of Coimbra
= Scientists pupils in the Garden- ECOMATA =
TEACHING GUIDE
Fig. 1 – Botanic Garden map
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Department of Botany
Large Greenhouse
Victoria Greenhouse
Flower-beds
Tropical Corner
Central Square
Cold Greenhouse
Systematic Schools
Medicinal Plants School
Coniferous Tree Terrace
Monocotyledon School
Orchard
Bamboo Forest
Arboretum
Arch Gate
Main Gate
Ursulinas Gate
Ticket Office/ Information Point
Statue of Júlio Henriques
Statue of Avelar Brotero
Bas relief of L. Carrisso
D.Maria I Gate
Fountain
Gateway to the Arboretum
S. Ilídio Chapel
S. Bento Chapel
Terrace (Belvedere)
Botanic Garden of the University of Coimbra
= Scientists pupils in the Garden-ECOMATA =
3. TEACHING GUIDE
Lesson Title: Scientists pupils in the Garden-ECOMATA.
Duration: 2.5-3hours.
Curriculum links/Grade level and students’ age/ Background information/Prior learning
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Ecosystems, biodiversity and sustainability on Earth - current curricular programs: Science (7 , 8 and 9
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of the 3 basic level) and Geography (the 9 of the 3 basic level)/7 to 9 Portuguese grade (ages 12-14)/
A previous approach to the garden/ An introduction to the theme of the activity is given to the students
that are expected to have had a previous contact to the garden collections, interpretation and spaces. Two
Arboretum different samples areas should have been previously marked and studied by teacher to be used
by students as “ecosystems case-studies”. A previous preparation about the Botanic Garden collections by
teacher/educator is applicable.
Summary
This lesson is about the influence of the abiotic factors on biodiversity and to understand the intra-specific
and inter-specific relations between the living beings and how all these Ecosystem components can be
studied, how they are related, so affecting biodiversity and climatic changes on Earth.
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Interpreting the garden’s live models, multiple concepts are explained and exemplified as evidences. Biotic
and abiotic factors, intra-specific and inter-specific between living beings, identification of plants, and all
these concepts are assimilated by students using “hands-on” and “minds-on” practical exercises.
In the Arboretum, as a second part of the lesson, applying the method of square areas and using the
worksheets, the dichotomous keys and other exercises, materials and resources, the students are
organized in two team work, complete data collection of the samples to complete studying at laboratory
with experiences. Then, data is analyzed and shared and will be interpreted and discussed.
In a plenary, the two groups preform the data presentation, discussion and reflexion, catalyzed and helped
by teacher.
The main IBSE question is to recognize this method as an experimental methodology for monitoring
climate and seasonal change and its effects on biodiversity and ecosystems, either in a local or global scale,
and understanding their importance for the sustainability of Life on Earth.
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Learning outcomes and competences
Knowledge: to identify and understanding biodiversity, climate and seasonal changes, ecology and
ecosystems concepts using an outdoors context; constructing knowledge about the ecosystems elements
and links, the sample areas and their ecological characterization; to move forward their learning identifying
the biotic and abiotic factors and their interactions, and evaluate the effects of climatic changes on
biodiversity, seasonally and over time; to learn that there is a range of biodiversity in different areas and
perform experimental designs to study; linking to everyday life situations, concluding why the three
ecologic factors (biotic, abiotic and interactions) the Life on Earth, as a global ecosystem; students relate
this knowledge to real life scenarios and human values, attitudes and behavior.
Skills: to arouse curiosity about “how scientists work” and nature can be interpreted and studied;
provoking the interest on biodiversity, ecosystems, ecological studies and sustainability; development of
the observation, creativity and exploration abilities and tools to achieve the proposed goal, constructing
and responding to a scientific design; use prior scientific knowledge, to undertake a problem solving
activity and communication in small and large groups, sharing hypothesis with the class, negotiating a
consensus statement; exploring and comparing biodiversity and climate or seasonal changes of
ecosystems; to understand its value and to behave accordingly.
Social Learning: to share work and opinions in a team; to stimulate discussion and the capacity for
decisions and choices; to understand the importance of natural sciences and of the scientific work.
To become conscious of the reality of Life on Earth, how it works and can be study and how each species
and element takes part and affects the Global Ecosystems, its Biodiversity and Climatic Changes. So being
each of us responsible and having the right and the duty to contribute for a better quality of Life on Earth
and to behave accordingly.
Lesson Outline
Introducing:
The vast living patrimonial offered by the Botanic Garden of Coimbra inspired the willingness to teach.
Using a diversity of resources it is possible to promote experimental teaching and to develop the interest
for scientific learning and implementing the ECOMATA. This activity, based on the program contents on
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Ecosystems, biodiversity and sustainability on Earth - current curricular programs: Science (7 , 8 and 9
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of the 3 basic level) and Geography (the 9 of the 3 basic level), consisted in the realization of an
ecological circuit.
Teachers and students are invited to act in a practical, interactive and inquisitive way, applying the
knowledge already acquired in the classroom or being for the first time introduced to this subject in the
garden. With a garden guiding-questionnaire pamphlet (form), direct contact with garden plants allows
students to understand and test the concepts learned and explore new arguments.
Based on the form, it is the student who builds and applies knowledge, with enhanced monitoring and
motivation on the part of the teacher, following the methodology inquiry based educative learning.
The aims of the lesson are the study of biodiversity, ecosystems and the effect of climatic or seasonal
changes with the use of a scientific method.
List of activities:
After a prior approach on the living collections and spaces of the Botanic Garden, make an introduction to
the theme of the activity. Then, it will make more sense for the pupils about the visit to the garden and
they will have more motivation to gain new knowledge. Delivering them a guiding-questionnaire pamphlet,
do inform pupils that it is not to assess them, but to help, motivate and assist both students and teachers
for the practical study of ecosystems.
With the definition of the space of the Botanic Garden, it was pointed out its scientific, educative, cultural
and social importance. IBSE is about taking students on a journey. The teacher has the role of facilitator
that helps students to scaffold their learning. This can be done by setting challenges and providing
students with helpful questions.
Using the form and setting a challenge to the students, plants of the BG are used as living models to
introduce the main notions in Ecology.
A teaching trial guide in the garden, presenting the main stop and points for interpretation is further
described with the objectives, strategies, concepts and the botanical models to explore, such as:
 Next to the Tilia x vulgaris the question is: is a tree part of an ecosystem or is it itself an
ecosystem?
The question allowed the exploration of concepts such as: individual, population, community, ecosystem,
among others.
 Next, we find the oldest plant of the BG, Erythrina crista-galli, which allowed us to point out the
influence of the abiotic factors, considered as an individual and as an ecosystem, being also
possible to observe the existence of the relations of symbiosis, commensalism and competition.
 The cooperation between individuals of different species was exemplified by the relation between
the sparrows that use the seeds of the fruits of the Liquidambar styraciflua.
 Near the Ficus macrophylla, the visitors were able to confirm the relation of competition between
this plant and its neighbours, the palm-trees.
 The pupils were questioned about the existence or not of “plants predators”. Someone answered:
“Yes, the carnivorous plants!”, as it was confirmed by observing the Dionaea muscipula.
In the Arboretum, observed the Quercus cerris, victim of a pathogenic fungus (parasitism), and
The bamboo plantation (Phyllostachys bambusoides), as an example of intraspecific competition.
Is there cooperation between plants? We concluded that each plant is self-sufficient, not
depending on the others for its survival.
After the initial approach, the pupils go to the Arboretum, to study two samples of terrestrial ecosystem,
assess two selected sampling areas and using the squares’ method. The circuit is finished and then
followed by laboratory experiences, analysis and discussion of the collected data, to present in a plenary.
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Completing the formative action as “scientist-pupils” it is enhanced that any scientific study must be much
more comprising, demanding the repetition of procedures, seasonal monitoring and laboratorial
experimentation over time.
In addition, it should be emphasized that this experimental study can be replicated and be applied to any
other green area (inside or outside school), so being a sustainable experience itself!
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The Ecomata thus constitutes a model for all schools and green areas, allowing the sustainability of
projects of this nature.
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Key processes: co-operative learning in the classroom and in the garden; observing and measuring the
ecosystems and biodiversity in the garden, finding the sample area and apply the squares’ method,
comparing and organizing collected data, discussing and interpreting the obtained results, modeling and
formulating problem situations for further studies elsewhere.
Plenary: The groups present and discuss their samples in a plenary, using the data, explaining the casestudies, the work design and the achieved conclusion.
 They can reply the other group, catalyzed by the teacher/educator.
 Students debate, reflect and conclude about:
How about the results of the two ecosystems-samples study? What differences did you find? Can you
propose an explanation for his? How can biodiversity in an ecosystem be defined and studied? How can
biodiversity and ecosystems be affected and which are the main factors? Next time/years, will they find
the same biodiversity in the same samples of the garden? Why?? How can this be monitored and studied?
What is the difference and importance of seasonal and climatic changes? Are plants sustainable systems?
And you? What is our part on the global ecosystem-the Earth? How do scientists work? Did you feel like a
scientist? Why? What do you do for sustainability on Earth? Can you suggest any future work? And any
future world scenarios on biodiversity and climate changes? …..
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Assessment
Assessment centered on competences, related to the learning outcomes. Observation of the students, oral
communication student-teacher, discussions or feedback questionnaire, as follows - Section 4: Assessment
of Students.
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Resources and worksheets
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Two Arboretum different samples areas should have been previously marked and studied by
teacher to be used by students as “ecosystems case-studies”.
The garden guiding-questionnaire pamphlet for completing worksheets during the garden,
arboretum and laboratory activities.
Activities
Study of a
Terrestrial
Ecosystem
Consumables
Cardboard
Cleaning paper
Distilled water
Filter
Paper twine
Pencil
..............
Resources
Equipment
50g of soil (2 samples; 2 recipients)
Beakers - 4
Binocular magnifier
Compass
Drying press / newsprint paper
Erlenmeyer - 2
Field guides
Filter paper
Funnels: paper funnels – 2; glass funnels – 2 + 2
Measuring cylinder – 2
Measuring tape - 2
Petri dishes
pH meter
Plastic bags - 2
Plastic bags - 2 - ground
Scale
Barometers
Scissors -2
Squirt bottle – 2
Thermometers – 2
Wooden stakes - (0.5 m high) - 8
Wooden stakes - (2 m high) - 2
.................
Facilities
Botanic Garden
and
Laboratory of Life
Sciences
Department,
FCTUC
Work to continue
Depending on the garden samples and the ecosystems-samples studies, each action brings different data.
Leading to improvements in practice over time, the registers and documentation should be preserved in a
“GBDB-Garden Biodiversity Data Basis” for students reflecting of all the exploration follow-up,
understanding the dynamics of natural sciences.
Literature for consulting:
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-BRAUN-BLANQUET, J. (1979) Fitosociologia: bases para el estudio de las comunidades vegetales, Madrid:
H.Blume Ediciones.
-CACHAPUZ, A., PRAIA, J. e JORGE, M. (2002) Ciência, Educação em Ciência e Ensino das Ciências. Colecção
Temas de Investigação, 26. 1.ª Edição, Instituto de Inovação Educacional, Ministério da Educação.
-CARVALHO, J. P. F. (1994) Fitossociologia e Fitogeografia. Série Didáctica, Ciências Aplicadas, Universidade
de Trás-os-Montes e Alto Douro.
-COSTA, Braz & Tavares, 2007. Jornadas do IX Congresso AIMJB. Universidade de Coimbra. Pg. 63.
-COSTA, J.C.; AGUIAR, C.; CAPELO, J.; LOUSÃ, M. e NETO, C. (1999) Biogeografia de Portugal Continental,
Quercetea, Volume 0, pp.5-56.
-EUR22845, 2007.
-GUINOCHET, M. (1973) Phytosociologie. Paris, Ed. Masson.
-HAWKINS, B., Sharrock, S, & Havens, K. (2008) Plants and climate change: which future? Botanic Gardens
Conservation International, Richmond, UK.
-INQUIRE Project, http://www.inquirebotany.org/ (Accessed 18/6/2013).
-KENT, Martin e COKER Paddy (1994): Vegetation description and analysis: a practical
approach, Chichester: Wiley, 363 pp.
-MCKINNEY, M. e SCHOCH, R. (1998: Environmental Science, Systems and Solutions. Jones and Bartlett
Publishers.
-TAVARES, AC (2010) Biodiversidade, extinção, sustentabilidade, conservação: que opções? O/El Botânico,
4: 5-7.
-TAVARES, AC (2011) À descoberta do mundo das plantas: um roteiro do Jardim Botânico da Universidade
de Coimbra. Editora Fonte da Palavra, Ltda. Available at the Library of the Department of Life Sciences of
the Faculty of Sciences and Technology of the University of Coimbra.
-TAVARES, AC (2011) Um programa educativo sustentável: Jardim Botânico da Universidade de Coimbra
(1997-2010).- a printed preliminary edition is available at the Library of the Department of Life Sciences of
the Faculty of Sciences and Technology of the University of Coimbra. This is also available in PDF format by
contacting Ana Cristina Tavares - [email protected]
-TAVARES, AC (2012) Ecomata: estudo de um ecossistema terrestre. O/El Botânico. Vol.6. Pgs. 40-43.
-WILLISON, J. (2004) Education for Sustainable - Development: Guidelines for Action in Botanic Gardens.
Botanic Gardens Conservation International, U.K., translated by Ana Cristina Tavares, 2006.
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Web consulting:
-IBSE methodology (Accessed 18/6/2013)
http://www.thirteen.org/edonline/concept2class/inquiry/
http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-scienceeducation_en.pdf (Accessed 18/6/2013)
th
- Concept classroom-13 edition on line:http://www.thirteen.org/edonline/concept2class/inquiry/
-Natural
Curiosity
Manual.http://naturalcuriosity.ca/pdf/NaturalCuriosityManual.pdf.
(Accessed
18/6/2013).
-PATHWAY Project, http://www.pathwayuk.org.uk/what-is-ibse.html (Accessed 20/5/2013).
Botanic Garden of the University of Coimbra
= ECOMATA-Scientists pupils in the Garden=
TEACHING TRIAL GUIDE
(OBJECTIVES, STRATEGIES, CONCEPTS AND BOTANIC MODELS TO EXPLORE)
1st Stop – North Gate
Objectives/clues/cues:
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Welcoming visitors; why did they come to the garden?
What is a Botanic Garden?
a place where we can find collections of live plants from across the world generally for scientific
studies.
can be general (like Coimbra) or specialized (Barcelona - Mediterranean Flora).
 Key functions?
Education, research, conservation and recreation.
 Tell a brief history of the Botanical Garden of Coimbra
Created initially for scientific studies in medicine and pharmacy
Founded by the Marquis of Pombal in 1772 (about 20 years after the great earthquake of
Lisbon)
has 13 hectares (13 football fields), including 4 of formal garden and 9 of woods (arboretum).
 Propose to fulfill the helping garden guiding-questionnaire pamphlet (=form), only when requested
 How important is this subject?
Concepts:
 Ecology - science that studies relationships between living beings and between them and their
environment. Gr. oikos (home) + Logos (study); triangle (biotic / abiotic factors / interrelationships).
 Biosphere - Set of all living beings on the planet Earth and the space that they occupy, which by
interacting with the physical environment, constitute a whole. Includes part of the atmosphere,
hydrosphere and a part of the lithosphere (pedosphere - soil); Gr. Bios (life) + Sphaira (sphere).
2nd Stop – Cedar (Cedrus deodora)
Objectives:
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Levels of organization: cell / living being (species); species / ecosystem.
Compare with metric system (species - basic unit / meter – basic unit)
Start filling the form - first table.
3rd Stop – Linden tree (Tiliaxvulgaris)
Objectives:
 How important is to know the parts and the whole?
refer to the story of the 3 blind men touching an elephant
Concepts:
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Organism (Linden) - Entity able to keep alive their organization, with unique characteristics,
transmissible to offspring;
Population (Mall of Lindens) - A set of organisms of the same species occupying a given area at the
same time.
Biotic community / biocenosis (set of living beings in the Botanical Garden) - Set of populations
occupying a given area. Greek: Bios (life) + koinos (common)
Ecosystem (set of living beings Botanical Garden + abiotic factors + interrelationships) - Set of all
living things in a particular area, their relationships and interactions and abiotic factors. Triangle –
metaphor for ecosystem. Gr. oikos (home) + topos (place)Abiotic factors (light, temperature, soil, moisture) - Set of physic-chemical factors;
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Soil - superficial layer of the earth's crust resulting from the weathering of rocks and organic matter
decomposition.
Biotope (total area of the Botanical Garden) - Area of variable length with favorable adaptation of a
group of living beings. Gr. Bios (life) + Logos (study)
Habitat (Garden terraces, forest, etc) - Local, environment or physical space occupied by an
organism.
Linden tree: individual or ecosystem? application of concepts / identification of organisms present.
4th Stop – Central Square – Erythrina crista-galli
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Explore the label: Leguminosae?
- label = Identity Card; species characteristics.
Apply concepts
- inter-specific
interactions: Mutualism (Lichens), Commensalism (mosses, ferns and
Crassulaceae), Competition (by space, light)
Importance of abiotic factors: abnormal shape of the tree; (anatomy) Transversally of knowledge;
function / shape; distribution of ferns and mosses (need higher humidity and lower temperature for
its development) vs. crassulaceae (exists in sunniest areas); (major plant groups)
Concepts:
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Biotic Factors - set of living beings interacting.
Species - a group of organisms that share characteristics with each other physiological,
morphological, biochemical, behavioral and sharing the same genetic background, which can
interbreed resulting in fertile offspring.
Intra-specific - between organisms of the same species.
Inter-specific relationships - between organisms of different species.
Mutualism / Symbiosis (lichens) - Mandatory Association in which a species can not survive without
the other and vice versa, benefiting both the association. All symbiosis is mutualistic, but not
mutualism all is symbiosis.
Commensalism (mosses, ferns and crassulacean on Leguminosae) - optionally opportunistic
relationship where only one species benefits without however adversely affect each other.
Competition (crassulacean vs ferns and mosses) relationship between organisms fighting for the
same goal. In extreme cases can lead to the death of one of them.
5th Stop – Central Square – Liquidambar styraciflua
Concepts:
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Cooperation (Liquidambar vs. Bird) – Facultative mutual help established between organisms in
which both benefit.
Liquidambar.
- Cooperation with certain group of birds (fruit morphology only allows entry of a particular type
of beard’s beak, however, the plant doesn’t depend on bird for seed dispersal, nor the bird
feeds only on these seeds).
6th Stop – Ficus macrophylla
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Commensalism, Parasitism, Competition, not static inter-specific interactions;
Living systems are dynamic systems; action of environment, evolution by natural selection.
Currently competing for space with palm trees. What is expected for the future?
7th Stop – Arboretum gate
Establish differences between the Garden (garden "organized") and the Arboretum (garden
"disorganized"). Human intervention. Botanic gardens are usually “made by man” and the garden plants
have been planted in the areas and do not occur naturally, being subjected to more or less man
interference.
8th Stop - Bamboos
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Example of Intra-specific cooperation in plants?
- Plants self-sufficient not dependent on other organisms for their survival, without the need to
live in society.
- Animals dependent on the plant world (directly or indirectly) - importance of preservation;
different trophic levels.
autotrophy / heterotrophy
- Do animals depend more on plants or plants on animals? Analysis of examples as evidences.
Intraspecific competition for space and light.
Panda is totally dependent on bamboo - herbivory.
Are there are more species of plants in the world or more species of animals?
Are there are more plants or animals in the world? Which have greater biomass?
Use of dichotomous keys (ficus / bamboo); stem / leaf
Review of the concepts discussed in conjunction with completion of the form.
Metaphor of the house (house - ecosystem; examples of existing populations and interactions).
Introduction to what will take place
- How to study an ecosystem, chosen method, the scientific method (observation, experimentation)
Mention: The study of an ecosystem implies non-alteration or destruction; appeal to silence.
Arrange groups.
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9th e 10th Stops – Square 1 / Square 2
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Overall assessment of the Arboretum
Study of sampling areas following items in the form. Quadrat (squares) method.
Within the square itself recognize the presence of the concepts discussed before
Emphasize the study of animal community as something much broader than done (mobility,
migration, hibernation ...).
Concepts:
 Soil pH - resulting from its chemical composition. Certain plants live in soils of very specific pH, in
agriculture; soil pH is often corrected in accordance with agricultural needs. Mostly is between 4
and 8.5. E.g. Hydrangea flowers - pink and blue in alkaline pH in acidic pH.
11th stop – Arboretum exit
• Brief review of issues discussed, clarifying doubts.
• Scientific method: more sampling areas, repeat procedures, importance of monitoring seasonally
(annual species, such as clover), further laboratory experimentation.
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12 Stop – greenhouses – carnivorous plants
Concepts:
 Predation – Relationship between individuals where one feeds on the other, always leading to its
death.
 Carnivorous plants
 Predation, inter-specific relationship with the insect; case of facultative predation that occurs in
these plants under natural selection, as adaptation to poor soils.
 If plants are autotrophic, why do they have traps for insects? Are they flowering plants?
 If they live in a nutrient-rich soil in the greenhouses of the Botanical Garden, why do they
produce traps for insects? …
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Botanic Garden of the University of Coimbra
= Scientists pupils in the Garden-ECOMATA =
Feedback questionnaire
Please complete the sentences below:
1. I enjoyed doing…………………………..…………………………………………………………………..……
2. Pointing to differences between a population and a community, I can say that
…………………………………………………………………………………………………………………………
3. I learned about the ecosystems and ecology studies can be made in the……………….
……………………………and scientists use the…………………………………………as methodology
design.
4. I learned that ………………………………………………………are the three factors that affect
ecosystems.
5. Something new about interspecific relations between plants and other living beings I
learned is…………………………………………………….…………………………………………………………
6. Some examples I learned about relations between plants and other living beings on
the garden are……………………………..………………………………………………………………….……
7. Now I understand more clearly that………………………………………………………………………
8. As a result of your experiences in this garden activity, which of the following do you
feel more confident doing: (please circle the best answer)
a) Working out how biodiversity samples and the factors affecting it can be studied?
(Yes)
(No)
(Maybe)
(It’s not something I would do anyway)
b) Talk to a friend about different samples biodiversity in a single botanic garden?
(Yes)
(No)
(Maybe)
(It’s not something I would do anyway)
c) Present your ideas about the world biodiversity and the ecosystems in a debate,
discussion or assembly at school?
(Yes)
(No)
(Maybe)
(It’s not something I would do anyway)
9. What I enjoyed the most was…………………………..………………………………………………..
10. What I least enjoyed was…………………………..………………………………………………………
11. Please circle the words that best describe how you feel:
‘As a result of my experiences in the garden activity today, I feel…
more inspired less inspired about the same
…to find out more about sustainability.’
12. Is there anything you will do as a result of being involved in today’s activity?
Nothing
Watch nature programmes on TV
Look on the internet for more
information
Visit another museum, zoo or park
Notice nature more and think about what
affects it
Join a nature or science club
Read more books or magazines about
the natural world
Something else – what?
……………………..…………………………………………………………………..…
13. Has your visit to the Botanic Garden today changed the way you feel about
science? (Please circle)
Not at all 1
2
3
4
5
6
7
8
9
10
A lot
12. If your feelings have changed, in what way have they changed?…………………………
13. How do you think this activity could be improved?…………………………..……………….
Thank you and come back soon!