Wetland Plant Ecology and Indigenous Science

Assignment overview Part I: Students will be introduced to wetland ecology and the evolution of photosynthetic plants through a podcast on mosses and deep time, as well as a tour of a bog by Robin Wall Kimmerer. They also are introduced to the nitrogen cycle and its effects on aquatic plant communities through a Native Hawaiian scientist. As prework for this lesson, students have already been introduced to the process of evolution by natural selection, photosynthesis, and the basic differences between the major plant groups. This is meant to be a fun way to teach plant evolution without going through the march of the phyla and to incorporate ecological processes related to plants. Part II: Students conduct a mini-research project on a Michigan Wetland Plant Community and present their community via a discussion board activity. The intention is to help students understand the interconnectedness of plant communities with the animals that reside there, including humans. In addition, it introduces the topic of preserving communities versus one species. Pedagogical use Audience: Undergraduate students in either biology or environmental science. This can be used for either majors or non-majors at the introductory level. If used for majors, it should incorporate additional pre or post coursework to elaborate on the nitrogen cycle and plant ecology concepts. Modality: This activity series was created for an asynchronous online course for non-majors as a culminating project for the ecology unit that was covered over the course of two weeks. However, it could be adapted for use in synchronous online or face-to-face courses as well. For either of the live options, in lieu of typed question responses discussion board posts for Part II, students could do a short presentation, poster, or brief gallery walk presentation (in person only) of the plant community for face-to-face courses. For face-to-face courses, this lesson would take approximately 2-3 ninety-minute sessions to complete depending on whether the tasks are completed during class time or as homework. Alternatively, Parts I and II could be used independently of each other. Incorporation of 4DEE These activities emphasize a combination of three core ecological concepts, populations, ecosystems, and landscapes. Students learn about the role of mosses in shaping the planet over deep time, wetland ecology, and the role of specific plant ecosystems in the mid-West by examining nutrient cycling, abiotic factors, and the animal species they support. Incorporation of CCT These activities focus on the structure and function of plant systems so that students understand the relationship plants have in nutrient cycling and the complex interactions they have with the animals they support, as well as historical disruptions to these ecosystems.