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Abstract Detail

Teaching Section

Theiss, Kathryn [1], Kephart, Susan [2].

Bringing Camassia into the classroom and engaging students in the field.

Willamette University has a long tradition of collaborating with the local school district in enhancing science education. We worked with students at two high schools and an elementary school focusing on two species of camas lilies (Camassia; Asparagaceae). Camas lilies are a dominant spring wildflower in local natural areas and provide an excellent case study for exploring species boundaries. The two species, Camassia leichtlinii and C. quamash differ in phenology, floral morphology, and habitat preference. We presented each high school group with an overview of evolution and species boundaries in Camassia, focusing on morphological and ecological characteristics. We then identified several project options, ultimately allowing the students to choose which project best fit their interests. Early College High School is a non-traditional school that partners with a local community college to offer underserved students an accelerated track to college. In contrast, at South High School we work with students who are part of the International Baccalaureate (IB) Programme and are involved in science education with a local elementary school. Both high school groups participated in a project to identify and map Camassia populations in city-run parks. This mapping will be used both to identify natural populations and to track flowering phenology in future years as part of a longer-term project on climate change and species flowering overlap. Here we present the results from the population mapping as well as the individual projects designed by each high school group.

Broader Impacts:

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1 - Willamette University, 900 State Street, Salem, OR, 97301, USA
2 - WILLAMETTE UNIVERSITY, Department of Biology, SALEM, OR, 97301, USA

high school.

Presentation Type: Oral Paper:Papers for Sections
Session: 2
Location: Marlborough A/Riverside Hilton
Date: Monday, July 29th, 2013
Time: 10:30 AM
Number: 2010
Abstract ID:772
Candidate for Awards:None


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