Disentangling the Drivers of Reduced Long-Distance Seed Dispersal by Birds in an Experimentally Fragmented Landscape
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Seed Dispersal B.Indd
Plant and Animal Life Cycles Seed Dispersal Correlation Fountas & Pinnell J DRA 18 Written under funding from Monroe 2–Orleans BOCES by: Antonietta Quinn, Resource Teacher Ashlee Bryant, Reading Specialist Kristen Giuliano, Reading Specialist Paulette Reddick, Reading Specialist Designed and Printed by the BOCES 2 Printing and Graphics Services. 1/10 Copyright 2010 by the Board of Cooperative Educational Services for the Second Supervisory District of Monroe and Orleans Counties, Elementary Science Program. All rights reserved. This publication may only be reproduced for one-time classroom use. No part of this publication may be stored in a retrieval system, or transmitted or reproduced, in any form by any means, electronic, mechanical photocopying, recording, or otherwise, without the prior written permission of Monroe 2–Orleans BOCES, Elementary Science Program. Elementary Science Program www.espsciencetime.orgwww espsciencetime or Needs of Plants Fruits are unique. Plants need light, water, and space There are many kinds of fruit. They to grow. move seeds from place to place in many ways. When you see a fruit of a plant, look at it closely. The properties of the fruit will give you some clues about how it disperses its seeds. Plants can’t grow too close together. Overcrowding may cause the plants to die. They must send their seeds away. 2 15 Plants throw their seeds. Seeds move and travel. Some plants move their seeds with The part of the fl owering plant that force. The jewelweed plant has pods holds the seed is the plant’s fruit. with seeds. When the pod is moved, Fruits can help move the seeds. -
Seed Dispersal
Seed Dispersal Purpose: Students will examine seeds and predict and test their means of dispersal. This lesson will help students learn about hypotheses and experiments, as well as understand the difference between observations and inferences, while learning about how plants colonized Hawaii and its offshore islets. Required background: Students should be familiar with the parts of a plant and their functions. Students should also be aware of Hawaii’s volcanic origin, and the fact that the islands of Hawaii were once barren lava. Materials: 1. Wind-borne seeds (ohia, dandelions, cotton, etc.) 2. Seeds that float (naupaka, coconuts) 3. Seeds that stick to animals (the ones that stick to your dog…) 4. Seeds that are eaten (avocadoes, strawberry guava, lilikoi) 5. Small fan, or use wind 6. Towels or socks or stuffed animals 7. Bucket of water Procedure: 1. Set up a display of the seeds, and number each seed species. Divide the seeds into sets that contain examples from each dispersal method. The number of sets will depend on your class size. Build enough sets so that your class can work in groups of 3-4 students. 2. With the class, review the function of seeds and go over the concept of dispersal by introducing the following “Questions of the Day.” • What are seeds for? • Can you think of ways that seeds might move around? -define dispersal Material developed by (Kimberly Tice and Norine Yeung) for the University of Hawaii-Manoa GK-12 program (NSF grant #05385500). www.hawaii.edu/gk-12/evolution. Duplication for educational purposes only. 3. -
Seed Dispersal Parts 1 & 2
Seed Dispersal What you need Wind Dispersal Model • 1 bead (or some other small object like a button) • 1 paper helicopter template, included on the final page of this activity guide • 1 pair of scissors • 1 roll of tape Heat Dispersal Model • 1 bead (or some other small object like a button) • 1 piece of tissue paper • 1 roll of tape Animals (External Transport) Dispersal Model • 1 craft pom Water Dispersal Model For model using a balloon: • 1 bead (or some other small object like a button) • 1 balloon • 1 container filled with water For model using wax paper: • 1 bead (or some other small object like a button) • 1 piece of wax paper • 1 roll of tape • 1 container filled with water Preparation The instructions outlined on the following pages describe how to build each seed dispersal model. Wind Dispersal Model Step 1. Gather materials. The paper Step 2. Cut along the four solid black Step 3. Cut the remaining solid lines helicopter template can be found on lines of the paper helicopter of the paper helicopter. the last page of this activity guide. template. You should have a rectangle when this step is complete. Step 4. Fold the pieces of the Step 5. Fold the pieces labeled 3 and Step 6. Fold the bottom along the helicopter labeled 1 and 2 along the 4 along the long-dashed line. These dashed line up, towards the now- dashed line. Each piece should be pieces should be folded towards folded pieces, 3 and 4. folded in opposite directions. each other. -
Seed Dispersal and Plant Migration
Activity 3.4: Seed Dispersal and Plant Migration Grades 7 – 9 Materials: Description: Per Student • Student handouts for parts, Part 1: Seed Dispersal Predictions: Students will make observations 1, 2, 3, and 4 about different types of seeds, and based on those observations, • Pencils make predictions about how those seeds are dispersed. Per group Part 2: Seed Dispersal Experiment: Students will put their • Calculator (optional) predictions to the test by using a fan, water, and material to see • Tape measure • A set of seeds of different which seeds float, stick to animal fur, or are wind-borne. dispersal types (at least three different seeds per Part 3: How Far Can Seeds Travel? Students will calculate how far group of students). Sets of different dispersal mechanisms are likely to move seeds over a seeds can be ordered from given period of time. Students use average range and migration Carolina Biological Supply Company, item #157970, distance to calculate how far animal-dispersed seeds might travel, Seed Dispersal Set experiment using a fan for wind-dispersed seeds, and consider how (http://www.carolina.com/) far water-dispersed seeds travel using a global map of ocean • One box fan (if you don’t currents. They will also consider the constraints of their have enough fans for each experiments and how those constraints (e.g. using a fan rather than group, you can have student groups rotate to wind) might affect the accuracy of their results. test wind-dispersed seeds) • One bucket of water Part 4: Assisted Migration: Students will consider the implications • One stuffed animal, or other of the ability of plants to migrate in the context of changing fuzzy fabric climates and debate whether or not humans should use assisted- migration techniques to help plants migrate. -
Seed Dispersal: Part 2 in Seed Dispersal Part 2, Find out Three Ways That Seeds Are Dispersed from the Initial Seed Producing Plant: Wind, Water, and Gravity
Finally Fall: Seed Dispersal: Part 2 In Seed Dispersal Part 2, find out three ways that seeds are dispersed from the initial seed producing plant: wind, water, and gravity. Seed Dispersal Part 1 focused on the movement of seeds from the parent plant to different areas of the environment and that gravity alone, wildlife and humans are often involved. Plants disperse their seeds throughout an ecosystem and this limits competition of necessary resources like sunlight as they grow and mature. Seed Dispersal by Wind Seed dispersal by wind is a very common mechanism. Use the space below to make predictions about how wind is involved in seed dispersal. Do you know any plant species where wind disperses their seeds? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Wind is the main source of seed dispersal for many native plants. Have you ever seen a little yellow dandelion? Have you ever looked at that same flower and noticed that it has turned fluffy and white? The fluff you may have seen were the seeds of the dandelion! Generally, when flowers are at the end of their life cycle they will go to seed, which means the plant will use its energy to focus on reproduction. In the case of a dandelion, seeds are so light and fluffy, they are easily transported by the wind as it blows. Other factors can help the wind pick up the seeds. For example, if an animal walks into the dandelion that has gone to seed, the seeds may be released from the stalk of the plant. Seeds then can be transported by the wind even more effortlessly, having gotten a jump start on the process thanks to that animal. -
Rich Zingiberales
RESEARCH ARTICLE INVITED SPECIAL ARTICLE For the Special Issue: The Tree of Death: The Role of Fossils in Resolving the Overall Pattern of Plant Phylogeny Building the monocot tree of death: Progress and challenges emerging from the macrofossil- rich Zingiberales Selena Y. Smith1,2,4,6 , William J. D. Iles1,3 , John C. Benedict1,4, and Chelsea D. Specht5 Manuscript received 1 November 2017; revision accepted 2 May PREMISE OF THE STUDY: Inclusion of fossils in phylogenetic analyses is necessary in order 2018. to construct a comprehensive “tree of death” and elucidate evolutionary history of taxa; 1 Department of Earth & Environmental Sciences, University of however, such incorporation of fossils in phylogenetic reconstruction is dependent on the Michigan, Ann Arbor, MI 48109, USA availability and interpretation of extensive morphological data. Here, the Zingiberales, whose 2 Museum of Paleontology, University of Michigan, Ann Arbor, familial relationships have been difficult to resolve with high support, are used as a case study MI 48109, USA to illustrate the importance of including fossil taxa in systematic studies. 3 Department of Integrative Biology and the University and Jepson Herbaria, University of California, Berkeley, CA 94720, USA METHODS: Eight fossil taxa and 43 extant Zingiberales were coded for 39 morphological seed 4 Program in the Environment, University of Michigan, Ann characters, and these data were concatenated with previously published molecular sequence Arbor, MI 48109, USA data for analysis in the program MrBayes. 5 School of Integrative Plant Sciences, Section of Plant Biology and the Bailey Hortorium, Cornell University, Ithaca, NY 14853, USA KEY RESULTS: Ensete oregonense is confirmed to be part of Musaceae, and the other 6 Author for correspondence (e-mail: [email protected]) seven fossils group with Zingiberaceae. -
PLANTS MUST DISPERSE THEIR SEEDS 8I
8o YEARBOOK OF AGRICULTURE 1961 may resist germination for long periods. Some species produce pods in which one segment remains indéhiscent— closed—and the seed within it remains Plants Must Disperse dormant for a long time, as in cockle- bur (Xanthium), for example. Their Seeds THE DISPERSAL of seeds is determined largely by the size, shape, and char- acter of the seedcoat or the persisting PAUL G. RUSSELL AND ALBINA F. MUSIL structures of the fruit as, for example, the awns of grasses; the ''fuzz" of cot- ton; spines and bristles of various NOT ALL SEEDS survive the struggle for forms; "wings" on the seeds of certain existence. Any marked change in trees; plumes of dandelion and thistle; environment, moisture, temperature, the forceful opening of the seed pod, amount of sunlight, or soil composition as in witch-hazel {Hamamelis virginica) ; may create conditions under which and a sticky surface when wet. seeds of certain plants cannot germi- Such seeds are dispersed readily by nate. Plants therefore must disperse such, natural means as wind, water, their seeds in such a manner and animals, and birds. in such quantity that some, at least, When structures, such as awns and will survive so that the species may pubescence, have been removed in the continue. process of harvesting and cleaning of Devices for survival among plants crop seeds, such seeds may become are many. widely distributed in any of several The dormant embryonic plant with- ways—with crop seeds, feeds (hay and in the seed of most kinds of plants is grain), common carriers (trucks, auto- protected by a seedcoat until condi- mobiles, wagons, airplanes), farm im- tions are favorable for new grow^th to plements, ships, birds, and insects. -
A Rapid Biological Assessment of the Upper Palumeu River Watershed (Grensgebergte and Kasikasima) of Southeastern Suriname
Rapid Assessment Program A Rapid Biological Assessment of the Upper Palumeu River Watershed (Grensgebergte and Kasikasima) of Southeastern Suriname Editors: Leeanne E. Alonso and Trond H. Larsen 67 CONSERVATION INTERNATIONAL - SURINAME CONSERVATION INTERNATIONAL GLOBAL WILDLIFE CONSERVATION ANTON DE KOM UNIVERSITY OF SURINAME THE SURINAME FOREST SERVICE (LBB) NATURE CONSERVATION DIVISION (NB) FOUNDATION FOR FOREST MANAGEMENT AND PRODUCTION CONTROL (SBB) SURINAME CONSERVATION FOUNDATION THE HARBERS FAMILY FOUNDATION Rapid Assessment Program A Rapid Biological Assessment of the Upper Palumeu River Watershed RAP (Grensgebergte and Kasikasima) of Southeastern Suriname Bulletin of Biological Assessment 67 Editors: Leeanne E. Alonso and Trond H. Larsen CONSERVATION INTERNATIONAL - SURINAME CONSERVATION INTERNATIONAL GLOBAL WILDLIFE CONSERVATION ANTON DE KOM UNIVERSITY OF SURINAME THE SURINAME FOREST SERVICE (LBB) NATURE CONSERVATION DIVISION (NB) FOUNDATION FOR FOREST MANAGEMENT AND PRODUCTION CONTROL (SBB) SURINAME CONSERVATION FOUNDATION THE HARBERS FAMILY FOUNDATION The RAP Bulletin of Biological Assessment is published by: Conservation International 2011 Crystal Drive, Suite 500 Arlington, VA USA 22202 Tel : +1 703-341-2400 www.conservation.org Cover photos: The RAP team surveyed the Grensgebergte Mountains and Upper Palumeu Watershed, as well as the Middle Palumeu River and Kasikasima Mountains visible here. Freshwater resources originating here are vital for all of Suriname. (T. Larsen) Glass frogs (Hyalinobatrachium cf. taylori) lay their -
Amazon Plant List
Amazon Plant List The Plant list below is contributed by Dr.Christopher Dick, PhD who has worked in Amazonia for many years. Note that it is a working list and neither exhaustive nor complete. English Common Portuguese Common Plant Family Name Botanical Name Name Name Annonaceae Guatteria Envira-bobô recurvisepala Unonopsis guatterioides Myristicaceae Virola calophylla Wild nutmeg Ucuuba Iryanthera uleii Dead-bark Osteophloeum Ucuuba-amarela platyspermum Lauraceae Mezilaurus itauba Itaúba Persea americana Avocado Abacate Aniba canella Casca preciosa Aniba roseadora Pau rosa Ocotea rubra Louro-gamela Peperomia Piperaceae Ant-garden macrostachya Nymphaeaceae Victoria amazonica Amazon-lily Victoria-regia Menispermaceae Ulmaceae Trema micrantha Trema, Periquitinho Moraceae Clarisia racemosa Guariúba Naucleopsis Miratinga, Pau pica caloneura Brosimim Amapá parinarioides Cecropia Cecropiaceae Purple cecropia Imbaúba roxa purpurascens Cecropia sciadophylla Cecropia Imbaúba-torém Caruru-bravo, Bredo- Phytolaccaceae Phytolacca rivinoides Pokeweed roxo Epiphyllum Cactaceae Cactus phyllanthus Polygonaceae Coccoloba spp. Water-grape? Symeria paniculata Carauaçuzeiro Tetracera Dilleniaceae Water-vine Cipó d'agua willdenowiana Pinzona coriaceae Fire-vine Cipó-de-fôgo Caryocaraceae Caryocar villosum Piquiá Caryocar glabrum Piquiarana Margraviaceae Marcgravia Quiinaceae Clusiaceae Vismia cayennensis Lacre-branco Vismia guianensis Lacre-vermelho Symphonia Ananí used for cerol? globulifera Elaeocarpaceae Sterculiaceae Sterculia frondosa Tacacá Waltheria -
Seed Dispersal St Nd 1 & 2 Grade
Seed Dispersal st nd 1 & 2 grade Students explore 4 different mechanisms of seed dispersal and identify farm plants going to seed using each method. 20-30 minutes What To Do Ask students what season we are in? What are most plants on the farm doing this time of year? Are they mostly young and growing, or old and near the end of their lives? What is the most important thing that a plant does before it dies? (make seeds!) What are the 4 main things a seed needs to grow into a plant? (soil/nutrients/food, water, sun, space). What would happen if all the seeds from a plant dropped straight to the ground? Hold up a jar of seed or a plant with lots of seed on it as an example. Could all the seeds grow into a full-grown plant if the were all planted in the same place? (No!) What happens if all the seeds end up in the same place? (competition for resources, plants can’t grow). Can a plant walk around and plant the seeds like a farmer does, every 6 inches or whatever the seed packet says? No! But, plants have found some great techniques and adaptations for spreading their seed around—something called seed dispersal. If you have the dispersal picture cards, use them as you explain the different ways plants spread their seed. Here are the 4 main ways plants spread seed: ● Mechanical Dispersal: Pods that “pop” and “throw” their seeds away from the plant. Garden examples include beans, kale, broccoli, ● Wind Dispersal: “Poofs” that blow away in the wind like a parachute (like a dandelion). -
IUCN Red List of Threatened Plants Released
Department of Botany and the U.S. National Herbarium The Plant Press National Museum of Natural History Smithsonian Institution New Series - Vol. 1 - No. 3 May - June 1998 IUCN Red List of Threatened Plants Released ne out of eight plant species Program, an extensive global network of The Red List shows that 380 species worldwide is at risk of extinc- scientists was established to assemble and have become extinct in the wild, with an Otion, according to the most monitor vital information on the conserva- additional 371 species listed as Extinct/ comprehensive scientific assessment tion status of plants in this diverse region. Endangered. Over 6,500 species are ever assembled on the status of the Staff in the department and the plant categorized as Endangered, indicating world’s plants. This announcement was collections in the U.S. National Herbarium their numbers have been drastically made on April 8 at a press conference at were an invaluable source of information reduced to a critical level and they are the Smithsonian’s National Museum of on taxonomy, distribution and conserva- deemed to be in immediate danger of Natural History as the 1997 IUCN Red tion status. This scientific data is a major extinction. Threat assessments are List of Threatened Plants was released. component of the Red List. assigned according to the pre-1994 IUCN The IUCN Red List reveals that 12.5%, Of the estimated 270,000 known threat categories. The introduction to the or 34,000, of the world’s vascular plant species of vascular plants, which include book details the purpose and history of species are threatened. -
Los Platanillos Del Medio Caqueta
LOS PLATANILLOS DEL MEDIO CAQUETA LAS HELICONIAS Y EL PHENAKOSPERMUM WILD PLANTA/NS IN THE MIDDLE CAQUETA Heliconia and Phenakospermum Trabajo realizado bajo convenio con el Instituto de Ciencias Naturales de la Universidad Nacional de Colombia Xatli Martínez* Gloria Galeano** * Fundación Tropenbos Colombia ** Instituto de Ciencias Naturales Universidad Nacional de Colombia • COMITE EDITORIAL - EDITORIAL COMMITTEE PROGRAMA TROPENBOS Juan Guillermo Saldarriaga y Thomas van der Hammen (editores generales - general editors) Brian Boom, USA, New York Botanical Garden Antaine Cleef, Universidad de Amsterdam Abdón Cortés, Universidad Jorge Tadeo Lozano Camilo Domínguez, Universidad Nacional de Colombia Darío Fajardo, Corporación Araracuara Santiago Fonseca, Procadi louise O. Fresco, Universidad Wageningen Otto Huber, Venezuela Dimas Malagón, Instituto Geográfico Agustín Codazzi -IGAC Roelof A. A. O/deman, Universidad Wageningen Roberto Pineda, Universidad de los Andes Guillean Prance, Inglaterra, Kew Garden Peter Raven, USA, Missouri Botanical Garden Jan Sevink, Universidad de Amsterdam Carlos Valenzue/a, Institute for Aerospace Survey and Earth Sciences (ITC) Alfred Zinck, Institute for Aerospace Survey and Earth Sciences (ITC) Portada: Heliconia stricta Huber Fotografía de Gloria Galeano Diseño: Azucena Martínez A. Composición de textos y artes: Soporte Editorial Impresión: Editorial Presencia Primera Edición: 1994 © 1994 Copyright TROPENBOS COLOMBIA Todos los derechos son reservados, incluyendo las traducciones a otros idiomas. Ninguna parte de esta publicación puede ser reproducida en imprenta, fotocopia o microfichas, sin autorización escrita de los autores. Ali rights reserved, including those of translation into foreign languages. No part of this publication may be reproduced in any form, by print, photoprint, microfilm or any other means without written permission from the authors. Estudios en la Amazonia colombiana.