FIELD MANUAL FOR CUT ROOT-STOCK METHOD OF Lantana Camara MANAGEMENT

Size: px
Start display at page:

Download "FIELD MANUAL FOR CUT ROOT-STOCK METHOD OF Lantana Camara MANAGEMENT"

Transcription

1 FIELD MANUAL FOR CUT ROOT-STOCK METHOD OF Lantana Camara MANAGEMENT (version 2 dated ) This Field Manual has been prepared by Junglescapes Charitable Trust for the use of the Forest Department staff of Bandipur Tiger Reserve. The manual is based on questions frequently raised during training sessions held by CEMDE, Delhi and Junglescapes at Bandipur Tiger Reserve on 15, 16 and 17 April

2 1. What are the risks associated with traditional methods of Lantana removal like Slashing, Cutting or Burning? Methods like cutting, slashing and burning only remove the Lantana plant above the soil level. The plant continues to be alive below the soil. In fact, when such methods are used the Lantana produces multiple shoots from the transition zone that lies 2-3 inches below the soil. Repetitive slashing or cutting makes the roots of the plant grow bigger in size and the plant reappears more aggressively making this counter-productive. This is the reason that plots where slashing or cutting or burning are used normally witness much denser Lantana than before. The below pictures illustrate this. Cut/slashed Lantana re-emerging from base of stem Lantana re-emerging from plant burnt in forest fire 3 months back 2. What happens when cut Lantana branches are left on the ground? When cut Lantana branches are left on the ground fresh roots are formed from both the cut ends of the branch and from the nodes that comes into contact with the soil and moisture. As a result a single cut branch may give rise to multiple individual plants leading to rapid reappearance. Single Lantana branch developing multiple shoots and roots when cut and left on the ground 2

3 3. What are the problems in using Lantana management methods like removal using JCB? Each Lantana bush produces thousands of seeds every year and most of these seeds lie buried in the soil under the plant and are dormant. These seeds do not germinate unless they are disturbed from the soil and get exposed to sunlight. When a JCB is used to remove Lantana a large number of such dormant seeds get disturbed and exposed to sunlight. As a result when a JCB method is used it has been observed that more Lantana comes back more aggressively and this becomes counterproductive. The same happens when any other method of tilling is used. 4. How is the Cut Root-Stock method better than these traditional removal methods? The Cut Root-Stock method has the following advantages: a. The transition zone that lies 2-3 inches below the soil is the reproductive part of the Lantana plant. The Cut Root-Stock method involves cutting the root exactly below the transition zone and thus eliminates the reproductive ability of the plant. In the picture below we can see the dark brown portion that was below the soil (about 2-3 inches below the soil). b. The Cut Root-Stock method involves making a small cut below the soil level, with minimum disturbance of the soil. The scar left at the point of removal is 9-12 inches in diameter. Therefore there is very little disturbance of dormant Lantana seeds lying in the soil. c. Because of the minimum disturbance of the soil other species of plants lying under the Lantana bush including grass species are left unaffected, helping quicker regeneration. Methods like burning and JCB involve large scale destruction of other plant species in the project areas (see images below). d. The Cut Root-Stock method involves 50-60% less manual effort compared to cutting or slashing. This was observed during the field demonstrations where the 3

4 teams with no prior experience were able remove several large bushes in a short span of minutes. 5. What has been success rate of the Cut Root-Stock method in other wildlife sanctuaries? The Cut Root-Stock method has been used successfully in other wildlife sanctuaries like Corbett NP and Rajaji NP. In Corbett NP, over 8000 hectares of Lantana invaded areas have been restored into healthy grassland habitats in the last 8-10 years. 6. Will Lantana come up again from the root below the transition zone (deep vertical root) or from the horizontal roots? Lantana does not come back from the root below the transition zone. So there is no risk in leaving the vertical root below the transition zone in the soil. Also, Lantana does not come up from the horizontal roots, so it is safe to cut these roots while uprooting the plant. 7. How many people are required for removing Lantana using the Cut Root-Stock method? a. In the case of large bushes, a team of 3 persons is recommended, two persons to hold the pole and push the Lantana bush back, and one person to cut the root stock using the Gudli. The three persons should take turns in doing the root-stock cutting. b. In the case of small individual bushes, a single person can remove the bush by pushing it back with his leg, so a 3 person team is not needed. 4

5 c. In the case of large clusters of Lantana that are inter-twined with each other, more than one team can operate at the same time so that the Lantana can be cut and rolled back like a carpet. as a large mass, thus clearing a large area in a short time. 8. What are the tools to be used for Cut Root-Stock method? The Cut Root-Stock method requires very simple tools: a. A Gudli that can be fabricated through the local village iron smith. The Gudli has a round shape (see picture below) as compared to the traditional rectangular shape. This is to enable the Gudli to cut the root stock on all sides when the cutting is done, helping to cut faster and more effectively. 5

6 Picture of Gudli with round Slight bend in the Gudli is shape recommended b. The weight of the Gudli and length of handle can be according to local practice. However a heavier Gudli can cut with fewer strikes as compared to a lighter one. c. The Gudli needs to be sharp to be effective. Therefore it has to be sharpened regularly after every few days of cutting. It is better to have 2 or 3 sets of Gudlis so that the workmen do not have to wait for them to be sharpened. d. A long and strong pole that is around 7-8 feet long. 9. What is the right time to remove Lantana? The best time to remove Lantana is before the fruiting season. The dry season (January June) is a good time as at this time the Lantana generally does not have flowers or fruits. It is easier to remove Lantana after the first summer rain showers in April as this makes the soil softer and easier to cut the root-stock. 10. What are the protocols for handling of the removed Lantana? a. After cutting, the Lantana bush should be turned upside down (see pictures below). As it is difficult to make a single bush stand upside down, a few upturned bushes can be assembled together in a group so that they support each other. 6

7 b. The upturned Lantana should be left to dry for around 10 days. c. Once the Lantana is completely dried it needs to be removed from the forest floor as it takes a long time to decompose and can pose a fire hazard and also hamper restoration efforts. The dried bushes can be taken to a safe place and burnt or distributed to villagers as fuel wood. 11. What is the reason for turning the cut Lantana upside down? a. When the Lantana bush should be turned upside down its metabolism is arrested and it has lower risk of regenerating. b. Also, when the bush is kept upside down the risk of the cut roots touching the soil are avoided. Otherwise the plant can start growing again. c. When the bushes are kept upside down it is very easy for the Forest Guards and Watchers to supervise the work and ensure that the removal has happened by the correct Cut Root-Stock method. This is because the Root-Stock and horizontal roots are clearly visible when the bushes are kept upside down. 12. Where should we start removing Lantana in the project area? As a general rule, the removal should start at the highest point in the project area and gradually move to the lower areas. The reason for this is that the monsoons carry Lantana seeds from higher elevations to lower elevations, so it is important to remove Lantana in higher elevations first. 13. Should we start removing Lantana in high density areas first or should we start with mild density areas? a. Restoration in low and medium density areas is recommended at the start of a project. This is because of reasonable number of pre-existing native plants under and around the Lantana bushes, which tend to grow faster with better sunlight and soil resources. Also, there is reasonable ground grass in such moderate density plots which tends to quickly colonise the area after removal of Lantana. The restoration inputs needed are hence compared to high density areas. From a human perspective, achieving quicker results in such plots may help the restoration team gain experience and boost their morale and confidence. b. High density plots have lower number of native seedlings and hence need greater level of preparedness with seeds, especially of grass species. Further, the absence of grass in such plots tends to attract other invasive species like Eupatorium and Parthenium. Therefore the intensity and duration of restoration needed in such plots tends to be higher. c. Often plots may have a mix of moderate and high density of Lantana. For instance, moderate density plots may have high density patches under large canopy trees or alongside streams which will need restoration efforts mentioned in (b) above. 7

8 14. Does the entire removal of 100 hectares planned have to be done in a single patch of land? There is no rule that the entire 100 hectares has to be in a single piece of land. Depending on the topography and similar factors, smaller pockets of say hectares may be chosen. However, if there is a lot of Lantana in surrounding areas, smaller cleared pockets may be vulnerable to fresh Lantana invasion through seed dispersal from such nearby plots. Therefore larger pockets of land may have a better chance of resisting fresh Lantana invasion. Other factors may also have to be considered. Some examples are given below: a. It may be a good idea to choose tracts of land that are adjacent to existing Lantana free or low Lantana areas, so that a large contiguous lantana-free area can be created in a short time. b. It may be also a good idea to select a piece of land that has a natural barrier like a water body or safari road on one side. 15. Can Lantana be removed from areas affected recently by forest fires? Based on field observations it is easier to remove Lantana from places recently affected by forest fires. This is because the upper canopy of the Lantana bushes is already burnt by the fire, so there are no large Lantana clusters. This makes removal quick and easy (see picture below). Lantana in forest fire areas has no upper branches, making it easy to remove The other advantage is that because of the absence of a canopy, the ground is exposed to sunlight and a reasonable amount of grass growth can be observed in such patches (see picture below). Therefore by removing Lantana in these areas we can have faster creation of grassy patches (both naturally and aided by manual propagation). Therefore removal of Lantana in recently fire affected places using the Cut Root-Stock method can be taken up on priority basis. However this has to be done soon after the fire since other invasive species tend to occupy such tracts within a short period of time. Also restoration efforts have to be intensive. 8

9 Good grass growth in forest fire area as ground is exposed to sunlight 16. Does the removal activity have to be repeated in subsequent years? The removal activity has to be carried out normally for 3 years to ensure complete elimination of Lantana. The first year involves complete removal and 100% effort. In the second and third years the effort is for removing any new Lantana plants that have come up in the cleared plot (these may have come up from fresh seed droppings by birds or from some dormant seeds that may have been disturbed). This effort is normally 20% in the second year and 10% in the third year. 17. Some important factors to be kept in mind while removing Lantana a. While removing Lantana bushes, care should be taken to simultaneously clear the area of small/new Lantana plants that may be coming up. b. While removing the bushes care is to be taken not to break the branches as far as possible, and in case any branches are broken these should be removed from the area. c. While striking at the base of the root please hit the Gudli as close to the root as possible. This is to minimise the soil disturbance. Avoid disturbing soil around the plant as far as possible. d. Other species that are under the Lantana should not be damaged as far as possible, either while cutting the Lantana or while removing the cut Lantana bushes. e. If there are large bird perching trees make sure to clear the area under these trees of Lantana periodically. 18. Why is restoration of Lantana cleared areas important? Restoration is critical to prevent re-appearance of Lantana or appearance of other invasive species. Active restoration and monitoring is essential to avoid these risks. 19. What are the methods that can be used for restoring Lantana cleared areas? Lantana cleared areas can be restored using the following methods: 9

10 a. Taking clumps of Grass from nearby areas and putting these in the pits that are created where Lantana has been removed. b. Manual Grass propagation. Take an existing large clump of Grass from nearby areas and divide this into small parts and plant these in 30 different places. c. Broadcasting seeds by Dibbling or Pellets. These could be seeds of native Grass varieties, Bamboo or other indigenous plants. Priority can be given for Grass and shrub species as this will help create the bottom and middle storey vegetation that will be beneficial for herbivores. d. Planting of saplings. 20. What are species most suitable for restoring Lantana cleared areas? a. Grass is the best option for restoring Lantana cleared areas as it grows fast and covers the ground area. Therefore Lantana seeds do not get sunlight to germinate. b. In addition to Grasses, other fast growing shrub and tree species can also be considered to introduce bio-diversity. c. Tree species normally come up naturally in such Grassy patches, so no special effort may be necessary for these species except broadcasting seed pellets. 21. How should the budget be allocated for removal and monitoring/restoration activities? The budget available should ideally be allocated for both removal and subsequent restoration activities. The general pattern of expenditure is 70% in year 1 (mainly removal) and 15% in years 2 and 3 (mainly monitoring and restoration). This is important because unless funds are available the monitoring and restoration is not possible. 22. What is the frequency of monitoring that is recommended? Periodic monitoring of cleared areas once every 3 months is recommended to observe if any new Lantana plants are coming up, and how well the restoration is happening. The monitoring will be needed for at least 3 years. 23. What are the methods to fix the wage rate for removing Lantana? a. Daily wage. b. Fixed per acre rate an average rate is fixed that is common for all areas. c. Variable per acre rate depending on density of Lantana. d. Per bush rate this method is not recommended as it is difficult to keep count of bushes and in many cases 3 or 4 bushes are clustered together making it difficult to assess. Contact details for further information 1. Dr Rakesh Kumar Centre for Environmental Management of Degraded Ecosystems, Delhi. 10

11 Phone: Mr Ramesh Venkataraman Junglescapes Charitable Trust, Bangalore. Mobile:

Lantana camera Ecology and Management in Forested Landscapes

Lantana camera Ecology and Management in Forested Landscapes Lantana camera Ecology and Management in Forested Landscapes A.S. Raghubanshi Institute of Environment & Sustainable Development Banaras Hindu University, India Lantana camara L. Distributed and established

More information

TUNDRA. Column 1 biome name Column 2 biome description Column 3 examples of plant adaptations

TUNDRA. Column 1 biome name Column 2 biome description Column 3 examples of plant adaptations Biome Cards (pp. 1 of 7) Cut out each biome card and divide each card into three sections. Place all sections in a plastic storage bag. Have one bag for every two students. Column 1 biome name Column 2

More information

Biomes Section 2. Chapter 6: Biomes Section 2: Forest Biomes DAY ONE

Biomes Section 2. Chapter 6: Biomes Section 2: Forest Biomes DAY ONE Chapter 6: Biomes Section 2: Forest Biomes DAY ONE Of all the biomes in the world, forest biomes are the most widespread and the most diverse. The large trees of forests need a lot of water, so forests

More information

Crossword puzzles! Activity: stratification. zonation. climax community. succession. Match the following words to their definition:

Crossword puzzles! Activity: stratification. zonation. climax community. succession. Match the following words to their definition: Activity: Match the following words to their definition: stratification zonation climax community succession changing community structure across a landscape changing community composition over time changes

More information

Grade K, Unit C, Physical. this chapter students discover: - different kinds of objects - some properties of matter

Grade K, Unit C, Physical. this chapter students discover: - different kinds of objects - some properties of matter Pearson Scott Foresman CORRELATION TO CONNECTICUT SCIENCE FRAMEWORK Grade K Core Themes, Content Standards and Expected Performances (User Note: In addition to the student text there are Leveled Readers

More information

Stamp Area. Biology - Note Packet #55. Major Climate Change ( ) What are some causes of major changes (or disruptions) in an ecosystem?

Stamp Area. Biology - Note Packet #55. Major Climate Change ( ) What are some causes of major changes (or disruptions) in an ecosystem? Name: Mr. LaFranca s - Period Date: Aim: How do ecosystems change over time? Do Now: In I Am Legend, Will Smith s character is the last man in an abandoned NYC. Why do you think grass is overtaking (growing

More information

Earth s Major Terrerstrial Biomes. *Wetlands (found all over Earth)

Earth s Major Terrerstrial Biomes. *Wetlands (found all over Earth) Biomes Biome: the major types of terrestrial ecosystems determined primarily by climate 2 main factors: Depends on ; proximity to ocean; and air and ocean circulation patterns Similar traits of plants

More information

Teacher s Guide. Trees, Weeds and Vegetables So Many Kinds of Plants!

Teacher s Guide. Trees, Weeds and Vegetables So Many Kinds of Plants! Teacher s Guide Trees, Weeds and Vegetables So Many Kinds of Plants! Introduction This teacher s guide helps you teach young children about different kinds of plants. With over 350,000 varieties of plants

More information

Australian tropical savanna Information sheet

Australian tropical savanna Information sheet Australian tropical savanna Information sheet This is an example of an Australian savanna landscape with small trees and the ground covered in grasses. Where Australia s tropical savanna is spread over

More information

Hickory Hills Park: Invasive Species Management Plan Prepared by Colton Johnson, Animal Ecology, Iowa State University.

Hickory Hills Park: Invasive Species Management Plan Prepared by Colton Johnson, Animal Ecology, Iowa State University. Hickory Hills Park: Invasive Species Management Plan Prepared by Colton Johnson, Animal Ecology, Iowa State University Summer 2011 Above: Hickory Hills Park Left: Garlic Mustard Right: Autumn Olive 1 Record

More information

Materials: 3 sets of cards, a teacher key, vocabulary list or glossary ((Vocabulary list is also available online below the corresponding program))

Materials: 3 sets of cards, a teacher key, vocabulary list or glossary ((Vocabulary list is also available online below the corresponding program)) I Have, Who Has? An Interactive Vocabulary Game Woodland Ecosystem Study Vocabulary Grades 4 th -8th Introduction: Below is a collection of cards that connect to the Woodland Ecosystem Study Vocabulary

More information

Environmental Science: Biomes Test

Environmental Science: Biomes Test Name: Date: Pd. VERSION 1 Environmental Science: Biomes Test 1. Eland are large herbivores with loose skin under the throat and neck. This patch of skin aids in lowering the body temperature when temperatures

More information

Chapter 7 Case study. Sand dune coastal environment: Studland Bay

Chapter 7 Case study. Sand dune coastal environment: Studland Bay Sand dune coastal environment: Studland Bay Sand dunes are common features of low-lying stretches of coastline in the UK and elsewhere in the world. They form in places where there is a plentiful supply

More information

A. Stimulus Response:

A. Stimulus Response: Plant Hormones A. Stimulus Response: A house plant on a windowsill grows light. If you rotate the plant, it reorients its growth until its leaves face the window again. The growth of a shoot towards light

More information

Ganado Unified School District (Science/Kindergarten)

Ganado Unified School District (Science/Kindergarten) 1 st Quarter (July 31 st October 4 th, 2018) 1 st Quarter (8 Performance Objectives) Strand 1: Inquiry Process, Strand 2: History and Nature of Science, Strand 3: Science in Personal and Social Perspectives,

More information

Grade Level Suggestion: Grades 4 th to 5 th. Time Frame: minutes.

Grade Level Suggestion: Grades 4 th to 5 th. Time Frame: minutes. I Have, Who Has? An Interactive Vocabulary Game Woodland Ecosystem Study Vocabulary Grades 4 th -8th Introduction: Below is a collection of cards that connect to the Woodland Ecosystem Study Vocabulary

More information

Directions: Using the Succession Power Point, answer the following questions. 1. What did these events do to the earth? 2. How did the events do this?

Directions: Using the Succession Power Point, answer the following questions. 1. What did these events do to the earth? 2. How did the events do this? Name Period Date Assigned Date Due Date Returned Directions: Using the Succession Power Point, answer the following questions. 1. What did these events do to the earth? 2. How did the events do this? 3.

More information

Chapter 7 Part III: Biomes

Chapter 7 Part III: Biomes Chapter 7 Part III: Biomes Biomes Biome: the major types of terrestrial ecosystems determined primarily by climate 2 main factors: Temperature and precipitation Depends on latitude or altitude; proximity

More information

Project. Aim: How does energy flow in Arctic and Antarctic ecosystems? Explore. The four food webs are:

Project. Aim: How does energy flow in Arctic and Antarctic ecosystems? Explore. The four food webs are: Name: Date: Aim: How does energy flow in Arctic and Antarctic ecosystems? Explore The four food webs are: o Antarctic Marine Food Web o Arctic Marine Food Web o Tundra Land Food Web o Tundra Freshwater

More information

Climate and Adaptations at the Fullerton Arboretum

Climate and Adaptations at the Fullerton Arboretum Climate and Adaptations at the Fullerton Arboretum Summary of Activity: Investigate different implementations of key plant traits in plants from different climate settings. Assess plant traits in terms

More information

Lecture 24 Plant Ecology

Lecture 24 Plant Ecology Lecture 24 Plant Ecology Understanding the spatial pattern of plant diversity Ecology: interaction of organisms with their physical environment and with one another 1 Such interactions occur on multiple

More information

Ecology for Planting Design - understanding long-term plant performance. (C) Noel Kingsbury 2016

Ecology for Planting Design - understanding long-term plant performance. (C) Noel Kingsbury 2016 Ecology for Planting Design - understanding long-term plant performance (C) Noel Kingsbury 2016 Understanding plants as living materials Inherently less predictable than hard materials Need to understand,

More information

Soft stems. Wind pollinated

Soft stems. Wind pollinated Plant Adaptations The temperature in grassland or the prairies are windy, have hot summers and cold winters. Rainfall is uncertain and in the range of about 25-27 cm per year, and drought is common. The

More information

RELEASED. Spring 2013 North Carolina Measures of Student Learning: NC s Common Exams. Grade 6 Science Form A

RELEASED. Spring 2013 North Carolina Measures of Student Learning: NC s Common Exams. Grade 6 Science Form A Released Form Spring 2013 North arolina Measures of Student Learning: N s ommon Exams Grade 6 Science Form RELESE Public Schools of North arolina State oard of Education epartment of Public Instruction

More information

Weeds, Exotics or Invasives?

Weeds, Exotics or Invasives? Invasive Species Geography 444 Adopted from Dr. Deborah Kennard Weeds, Exotics or Invasives? What is a weed? Invasive species? 1 Weeds, Exotics or Invasives? Exotic or non-native: Non-native invasive pest

More information

Plant responses to climate change in the Negev

Plant responses to climate change in the Negev Ben-Gurion University of the Negev Plant responses to climate change in the Negev 300 200 150? Dr. Bertrand Boeken Dry Rangeland Ecology and Management Lab The Wyler Dept. of Dryland Agriculture Jacob

More information

Name Hour. Chapter 4 Review

Name Hour. Chapter 4 Review Name Hour Chapter 4 Review 1. The average, year-after-year conditions of temperature and precipitation within a particular region are its weather. climate. greenhouse effect. d. biotic factors. 2. The

More information

Unit Six Test Review 1. Look at the diagram below. Determine if it is primary or secondary succession.

Unit Six Test Review 1. Look at the diagram below. Determine if it is primary or secondary succession. Unit Six Test Review 1. Look at the diagram below. Determine if it is primary or secondary succession. Begins with bare rock; no plants have lived there before Bare rock 2. Look at the diagram below and

More information

Biosphere Biome Ecosystem Community Population Organism

Biosphere Biome Ecosystem Community Population Organism Ecology ecology - The study of living things and how they relate to their environment Levels of Organization in Ecology organism lowest level one living thing population collection of organisms of the

More information

The mowed firebreaks are at least 10 wide and are usually 20. A rotary hay rake is used to clear larger firebreaks.

The mowed firebreaks are at least 10 wide and are usually 20. A rotary hay rake is used to clear larger firebreaks. The mowed firebreaks are at least 10 wide and are usually 20. A rotary hay rake is used to clear larger firebreaks. 24 Hand-raking is necessary to remove litter between the experimental prairie plots.

More information

4thscience_lifescience (4thscience_lifescience) 4. Which of the following would probably cause the MOST harm to a pond or stream?

4thscience_lifescience (4thscience_lifescience) 4. Which of the following would probably cause the MOST harm to a pond or stream? Name: Date: 1. Whitetail deer live on the Cumberland Island National Seashore. What would make the deer population on the island smaller? A. people moving away from the island B. planting new trees in

More information

Continue 59 Invasive. Yes. Place on invasive plant list, no further investigation needed. STOP. No. Continue on to question 2.

Continue 59 Invasive. Yes. Place on invasive plant list, no further investigation needed. STOP. No. Continue on to question 2. Ohio Plant Assessment Protocol Posted Date: 7/2/ Step II Outcome: Directions: Place an "" in the Score column next to the selected answer to each of the four questions.. Is this plant known to occur in

More information

Chapter 4 AND 5 Practice

Chapter 4 AND 5 Practice Name: Chapter 4 AND 5 Practice 1. Events that occur in four different ecosystems are shown in the chart below. Which ecosystem would most likely require the most time for ecological succession to restore

More information

The Influence of Forest Management on Vulnerability to Severe Weather

The Influence of Forest Management on Vulnerability to Severe Weather The Influence of Forest Management on Vulnerability to Severe Weather Presented by Robert Beach, RTI International Erin Sills and Tzu-Ming Liu, North Carolina State University Subhrendu Pattanayak, RTI

More information

Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603)

Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) NCEA Level 3 Biology (91603) 2013 page 1 of 6 Assessment Schedule 2013 Biology: Demonstrate understanding of the responses of plants and animals to their external environment (91603) Assessment Criteria

More information

Florida Friendly Landscapes?

Florida Friendly Landscapes? Florida Friendly Landscapes? Backyards as Habitats Ecology Concepts Ecosystem interacting network of living and non-living components Community association of different species living and interacting in

More information

Ecosystem Interactions

Ecosystem Interactions Ecosystem Interactions UNIT 5 Student Reader E5 Student Reader v. 9 Unit 5 Page 1 2016 KnowAtom TM Front Cover: The front cover shows a cottontail rabbit in its environment. Cottontail rabbits are very

More information

Natural Processes. Were you prepared for the fast approaching storm? Were you able to take shelter? What about pets, livestock or plants?

Natural Processes. Were you prepared for the fast approaching storm? Were you able to take shelter? What about pets, livestock or plants? Have you ever been caught in a storm? You are outside on a summer night and all of a sudden here come the wind, lightning and heavy rain. It starts raining so hard that you can hardly see in front of you.

More information

Weed Identification and Control. Jim Wanstall NMDA State Noxious Weed Coordinator

Weed Identification and Control. Jim Wanstall NMDA State Noxious Weed Coordinator Weed Identification and Control Jim Wanstall NMDA State Noxious Weed Coordinator What Is A Weed? A weed is any plant that interferes with the management objectives for a particular site. An invasive weed

More information

Ecological Succession

Ecological Succession Ecological Succession Primary succession will ALWAYS be on areas where there is NO SOIL a) bare rock from a retreating glacier, b) newly cooled lava; c) abandoned lot with an impervious surface (parking

More information

exposed has to the this soil lowest water salinity. However in the fall, following a lot of Underground

exposed has to the this soil lowest water salinity. However in the fall, following a lot of Underground How deep it collects from Background information for Data Analysis for Mass Audubon s Salt Marsh Science Project* We are measuring salinity at different depths to see what conditions Phragmites, and other

More information

Where is the tropical zone? What are three biomes found in the tropical zone?

Where is the tropical zone? What are three biomes found in the tropical zone? Name CHAPTER 17 Class Date SECTION 2 The Tropics BEFORE YOU READ After you read this section, you should be able to answer these questions: Where is the tropical zone? What are three biomes found in the

More information

Ecosystems Chapter 4. What is an Ecosystem? Section 4-1

Ecosystems Chapter 4. What is an Ecosystem? Section 4-1 Ecosystems Chapter 4 What is an Ecosystem? Section 4-1 Ecosystems Key Idea: An ecosystem includes a community of organisms and their physical environment. A community is a group of various species that

More information

Types and Categories of

Types and Categories of Types and Categories of Range Plants Plants are the "ultimate" source of organic energy in ecosystems Plants produce their through Photosynthesis: Get raw material from soil. When leaves are removed from

More information

Weed Management In Shoalwater Bay Training Area An Integrated Approach. By Tennille Danvers & Belinda Shaw

Weed Management In Shoalwater Bay Training Area An Integrated Approach. By Tennille Danvers & Belinda Shaw Weed Management In Shoalwater Bay Training Area An Integrated Approach By Tennille Danvers & Belinda Shaw Introduction to SWBTA SWBTA is located 80km north of Rockhampton, covering an area of approximately

More information

Invasive Species Management Plans for Florida

Invasive Species Management Plans for Florida Invasive Species Management Plans for Florida Air Potato Dioscorea bulbifera (L.) Dioscoreaceae INTRODUCTION A native to tropical Asia, air potato, Dioscorea bulbifera, was first introduced to the Americas

More information

Where is the tropical zone? What are three biomes found in the tropical zone?

Where is the tropical zone? What are three biomes found in the tropical zone? Name CHAPTER 3 Class Date Climate 2 The Tropics SECTION BEFORE YOU READ After you read this section, you should be able to answer these questions: Where is the tropical zone? What are three biomes found

More information

What is a Biome? An Overview of Biomes. The Holdridge Life Zones. Tundra 9/14/2010. In the following slides, you ll

What is a Biome? An Overview of Biomes. The Holdridge Life Zones. Tundra 9/14/2010. In the following slides, you ll An Overview of Biomes What is a Biome? A biome describes a habitat type Biomes are primarily described by average temperature, annual precipitation, length of growing season, and dominant vegetation type

More information

Estimation of a Plant Density Exercise 4

Estimation of a Plant Density Exercise 4 Estimation of a Plant Density Exercise 4 2011-2014 Johnson, Larson, Louhaichi, & Woerz Density from Quadrats or Plots When monitoring for ecosystem change, especially for change in rare or endangered plant

More information

Conceptual Understandings for K-2 Teachers

Conceptual Understandings for K-2 Teachers AFK12SE/NGSS Strand Disciplinary Core Ideas ESS1: Earth s Place in the Universe What is the universe, and what is Earth s place in it? ESS1. A: The Universe and Its Stars What is the universe, and what

More information

Summary of the World s Major Terrestrial Biomes

Summary of the World s Major Terrestrial Biomes Summary of the World s Major Terrestrial Biomes Tropical Rainforests Precipitation Pattern: High yearly rainfall >100, generally during a long wet season and a short dry season. Temperature/Growing Season:

More information

Ecological Succession

Ecological Succession Ecological Succession 1 Ecological Succession is The observed process of change in the species structure of an ecological community over time. The community begins with relatively few pioneering plants

More information

1 The Cycles of Matter

1 The Cycles of Matter CHAPTER 19 1 The Cycles of Matter SECTION Cycles in Nature BEFORE YOU READ After you read this section, you should be able to answer these questions: Why does matter need to be recycled? How are water,

More information

C1 Weeds in North Queensland

C1 Weeds in North Queensland C1 Weeds in North Queensland Introduction This presentation covered Siam weed (Chromolaena odorata), the Four Tropical Weeds (Miconia spp., Mikania macrantha, Clidemia hirta, Limnocharis flava), and Mimosa

More information

It is relatively simple to comprehend the characteristics and effects of an individual id fire. However, it is much more difficult to do the same for

It is relatively simple to comprehend the characteristics and effects of an individual id fire. However, it is much more difficult to do the same for Interactive Effects of Plant Invasions and Fire in the Hot Deserts of North America Matt Brooks U.S. Geological Survey Western Ecological Research Center Yosemite Field Station, El Portal CA Presentation

More information

Creating ponds for Marsh Clubmoss Lycopodielle inundata

Creating ponds for Marsh Clubmoss Lycopodielle inundata Creating ponds for Marsh Clubmoss Lycopodielle inundata Freshwater Habitats Trust 1. What is Marsh Clubmoss? Marsh Clubmoss Lycopodiella inundata is not a true moss but a primitive non-flowering plant

More information

FOOD WEB. WHY IS THE SUN AT THE BOTTOM? IS THE ALLIGATOR THE LAST LIVING BEING IN THE WEB?

FOOD WEB.   WHY IS THE SUN AT THE BOTTOM? IS THE ALLIGATOR THE LAST LIVING BEING IN THE WEB? FOOD WEB http://trinityeverglades.weebly.com WHY IS THE SUN AT THE BOTTOM? IS THE ALLIGATOR THE LAST LIVING BEING IN THE WEB? www.emaze.com FOOD CHAINS (SIMPLER AND LINEAR) AIR (N 2, O 2, CO 2 ) FUNGI

More information

Chapter 8. Biogeographic Processes. Upon completion of this chapter the student will be able to:

Chapter 8. Biogeographic Processes. Upon completion of this chapter the student will be able to: Chapter 8 Biogeographic Processes Chapter Objectives Upon completion of this chapter the student will be able to: 1. Define the terms ecosystem, habitat, ecological niche, and community. 2. Outline how

More information

Dynamic and Succession of Ecosystems

Dynamic and Succession of Ecosystems Dynamic and Succession of Ecosystems Kristin Heinz, Anja Nitzsche 10.05.06 Basics of Ecosystem Analysis Structure Ecosystem dynamics Basics Rhythms Fundamental model Ecosystem succession Basics Energy

More information

TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2

TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 TUNKHANNOCK AREA SCHOOL DISTRICT SCIENCE CURRIULUM GRADE 2 Chapter 4 (How Living Things Grow and Change) 3.1.2.C.2. Explain that living things can only survive if their needs are being met. 3.1.2.A.3.

More information

Thorns, Prickles, Spines - The characteristics make the plant less likely to be grazed by large herbivores; not effective against insect herbivores.

Thorns, Prickles, Spines - The characteristics make the plant less likely to be grazed by large herbivores; not effective against insect herbivores. PLANT RESPONSE TO DISTURBANCE This discussion is based on: Briske, D. D. 1991. Developmental morphology and physiology of grasses. p. 85-108. In: Grazing Management: An Ecological Perspective. R. K. Heitschmidt

More information

1 Weathering. Critical Thinking 2. Infer Would ice wedging happen if water did not expand as it froze? Explain your answer.

1 Weathering. Critical Thinking 2. Infer Would ice wedging happen if water did not expand as it froze? Explain your answer. CHAPTER 10 1 Weathering SECTION Weathering and Soil Formation BEFORE YOU READ After you read this section, you should be able to answer these questions: What is weathering? What causes mechanical weathering?

More information

BIOMES AND ECOSYSTEMS

BIOMES AND ECOSYSTEMS BIOMES AND ECOSYSTEMS What is a biome? A biome is a group of land ecosystems with similar climates and organisms There are 6 major land biomes and 2 major water ecosystems? LAND (6): RAINFORESTS, DESERTS,

More information

BEC Correlation Old field guide IDFdk1a 91,92 & 93 BGxh2 06 BGxw 06. Site Characteristics. Soils Black chernozems on morainal blanket.

BEC Correlation Old field guide IDFdk1a 91,92 & 93 BGxh2 06 BGxw 06. Site Characteristics. Soils Black chernozems on morainal blanket. Description At PNC this type is dominated by very high cover of rough fescue. It has a few forbs and very few shrubs except in draws and on cooler aspects. Bluebunch wheatgrass is a minor component in

More information

Adaptation by Natural Selection

Adaptation by Natural Selection How do you respond to environmental changes? Maybe you wear different types of clothes in different seasons. Maybe you only ride your bike during certain times of the year. What if you moved to a much

More information

Changes in Texas Ecoregions Copy the questions and answers

Changes in Texas Ecoregions Copy the questions and answers Changes in Texas Ecoregions Copy the questions and answers 1. What are some kinds of damage that hurricanes cause? Roads and bridges might be washed away. Trees and power lines can be knocked down. Area

More information

Community Involvement in Research Monitoring Pollinator Populations using Public Participation in Scientific Research

Community Involvement in Research Monitoring Pollinator Populations using Public Participation in Scientific Research Overview Community Involvement in Research Monitoring Pollinator Populations using Public Participation in Scientific Research Public Participation in Scientific Research (PPSR) is a concept adopted by

More information

GOING WITH THE FLOW (1 Hour)

GOING WITH THE FLOW (1 Hour) GOING WITH THE FLOW (1 Hour) Addresses NGSS Level of Difficulty: 3 Grade Range: 3-5 OVERVIEW In this activity, students use a stream table to model the processes of erosion and streambed formation. The

More information

Jeddah Knowledge International School

Jeddah Knowledge International School Jeddah Knowledge International School Individuals and Societies Revision Pack ANSWER KEY 2016-2017 Quarter 3 Grade 7 Name: Section: Individual and Societies Revision Pack Grade Seven Quarter 3 Page 1 Question

More information

Vegetation Structure Assessment (VSA):

Vegetation Structure Assessment (VSA): Vegetation Structure Assessment (VSA): LFA Procedures for Measuring Vegetation Structure and its Functional Role Vegetation plays an important functional role in providing goods and services for both itself

More information

PLANT RESPONSE TO DISTURBANCE

PLANT RESPONSE TO DISTURBANCE PLANT RESPONSE TO DISTURBANCE This discussion is based on: Briske, D. D. 1991. Developmental morphology and physiology of grasses. p. 85-108. In: Grazing Management: An Ecological Perspective. R. K. Heitschmidt

More information

Pea Patch Pollination Game

Pea Patch Pollination Game Pea Patch Pollination Game Classroom Activity: 5-8 Time: One 45-60-minute class period Overview: In this activity, students play a simulation game modeling changes in a plant population (a Pea Patch) caused

More information

The Invasion of False Brome in Western Oregon

The Invasion of False Brome in Western Oregon The Invasion of False Brome in Western Oregon GIS II Presentation Winter 2006 Will Fellers Kurt Hellerman Kathy Strope Statia Cupit False Brome (Brachypodium sylvaticum) Perennial bunchgrass native to

More information

BIOMES. Definition of a Biome. Terrestrial referring to land. Climatically controlled sets of ecosystems. Characterized by distinct vegetation

BIOMES. Definition of a Biome. Terrestrial referring to land. Climatically controlled sets of ecosystems. Characterized by distinct vegetation BIOMES An Introduction to the Biomes of the World Definition of a Biome Terrestrial referring to land Climatically controlled sets of ecosystems Characterized by distinct vegetation 1 In a Biome There

More information

World Geography Chapter 3

World Geography Chapter 3 World Geography Chapter 3 Section 1 A. Introduction a. Weather b. Climate c. Both weather and climate are influenced by i. direct sunlight. ii. iii. iv. the features of the earth s surface. B. The Greenhouse

More information

Lesson Objectives. Core Content Objectives. Language Arts Objectives

Lesson Objectives. Core Content Objectives. Language Arts Objectives Evergreen Trees 9 Lesson Objectives Core Content Objectives Students will: Explain that evergreen trees are one type of plant that stays green all year and does not become dormant in the winter Compare

More information

1 Vocabulary. Chapter 5 Ecology. Lesson

1 Vocabulary. Chapter 5 Ecology. Lesson 1 Vocabulary Symbiosis a close, long-term relationship between organisms that benefits at least one of the organisms Decomposer living thing that breaks down waste and things that have died Energy pyramid

More information

Rainfall Lab. Forest Water Resources Spring 20XX

Rainfall Lab. Forest Water Resources Spring 20XX Rainfall Lab Forest Water Resources Spring 20XX Introduction The most simplistic way to understand rainfall in a particular area is to look at the area s average annual rainfall. That simple statistic

More information

3 Severe Weather. Critical Thinking

3 Severe Weather. Critical Thinking CHAPTER 2 3 Severe Weather SECTION Understanding Weather BEFORE YOU READ After you read this section, you should be able to answer these questions: What are some types of severe weather? How can you stay

More information

1' U. S. Forest Products Laboratory. Weathering and decay. U.S. Forest Serv. Forest Prod. Lab. Tech. Note 221 (rev,), 2 pp. 1956, (Processed.

1' U. S. Forest Products Laboratory. Weathering and decay. U.S. Forest Serv. Forest Prod. Lab. Tech. Note 221 (rev,), 2 pp. 1956, (Processed. Number 171 Portland, Oregon August 1959 EFFECT OF WEATHERING ON ACCURACY OF FUEL-MOISTURE-INDICATOR STICKS IN THE PACIFIC NORTHWEST by William Go Morris How much does weathering affect accuracy of fuel-moistureindicator

More information

Most natural ecosystems are in a state of equilibrium. This means that their biotic and abiotic features remain relatively constant over time.

Most natural ecosystems are in a state of equilibrium. This means that their biotic and abiotic features remain relatively constant over time. Most natural ecosystems are in a state of equilibrium. This means that their biotic and abiotic features remain relatively constant over time. The major biomes, for example, usually maintain a characteristic

More information

To Understand How Trees Decline and Die, We Must: What is Stress? Tree Physiology. Understand stress and how it affects trees. Why Do Trees Die?

To Understand How Trees Decline and Die, We Must: What is Stress? Tree Physiology. Understand stress and how it affects trees. Why Do Trees Die? To Understand How Trees Decline and Die, We Must: Why Do Trees Die? Rex Bastian, Ph.D. The Davey Tree Expert Co./The Care of Trees Wheeling, IL Understand stress and how it affects trees» To do this, we

More information

Essential Questions Land Biomes 5

Essential Questions Land Biomes 5 Ecosystems Table of Contents Essential Questions 1 Vocabulary 2-4 Land Biomes 5 Essential Questions 1. How do plants and animals depend upon one another to grow and change in an ecosystem? 2. What are

More information

Plants. Unit 1. Key Words. In this unit you will learn to: native. life cycle. reproduce. pollinate. crop

Plants. Unit 1. Key Words. In this unit you will learn to: native. life cycle. reproduce. pollinate. crop Unit 1 Key Words Plants native life cycle reproduce pollinate crop In this unit you will learn to: describe the needs of plants and the function of roots, stems and leaves. s. describe how flowering plants

More information

Ecological Succession

Ecological Succession Ecological Succession Most natural ecosystems are in a state of equilibrium. This means that their biotic and abiotic features remain relatively constant over time. The major biomes, for example, usually

More information

Habitats and Adaptations

Habitats and Adaptations The Unit Organizer 4 BIGGER PICTURE NAME DATE 2 8 LAST UNIT/Experience CURRENT CURRENT UNIT UNIT NEXT UNIT/Experience 1 3 Biomes UNIT SCHEDULE 1 intro 2 Abiotic and Biotic 3 Terrestrial and aquatic 4 creation

More information

Evaluating Wildlife Habitats

Evaluating Wildlife Habitats Lesson C5 4 Evaluating Wildlife Habitats Unit C. Animal Wildlife Management Problem Area 5. Game Animals Management Lesson 4. Evaluating Wildlife Habitats New Mexico Content Standard: Pathway Strand: Natural

More information

The Green Machine curriculum addresses the following California Science Content Standards: KINDERGARTEN

The Green Machine curriculum addresses the following California Science Content Standards: KINDERGARTEN The Green Machine curriculum addresses the following California Science Content Standards: KINDERGARTEN PHYSICAL SCIENCES 1. Properties of materials can be observed, measured and predicted. a. Objects

More information

How does the greenhouse effect maintain the biosphere s temperature range? What are Earth s three main climate zones?

How does the greenhouse effect maintain the biosphere s temperature range? What are Earth s three main climate zones? Section 4 1 The Role of Climate (pages 87 89) Key Concepts How does the greenhouse effect maintain the biosphere s temperature range? What are Earth s three main climate zones? What Is Climate? (page 87)

More information

Interrelationships. 1. Temperature Wind Fire Rainfall Soil Type Floods Sunlight Altitude Earthquake

Interrelationships. 1. Temperature Wind Fire Rainfall Soil Type Floods Sunlight Altitude Earthquake Interrelationships Abiotic Factors A. A Partial List 1. Temperature Wind Fire Rainfall Soil Type Floods Sunlight Altitude Earthquake B. Aquatic Adaptations 1. Pumping salt out a. Salt water fish 2. Pumping

More information

D. Adaptive Radiation

D. Adaptive Radiation D. Adaptive Radiation One species new species: A new species: B new species: C new species: D Typically occurs when populations of a single species... invade a variety of new habitats, evolve under different

More information

Name Hour. Section 4-1 The Role of Climate (pages 87-89) What Is Climate? (page 87) 1. How is weather different from climate?

Name Hour. Section 4-1 The Role of Climate (pages 87-89) What Is Climate? (page 87) 1. How is weather different from climate? Name Hour Section 4-1 The Role of Climate (pages 87-89) What Is Climate? (page 87) 1. How is weather different from climate? 2. What factors cause climate? The Greenhouse Effect (page 87) 3. Circle the

More information

2017 Pre-AP Biology Ecology Quiz Study Guide

2017 Pre-AP Biology Ecology Quiz Study Guide 2017 Pre-AP Biology Ecology Quiz Study Guide 1. Identify two processes that break-down organic molecules and return CO 2 to the atmosphere: 2. Identify one process that removes CO 2 from the atmosphere

More information

Student Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1.

Student Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1. Student Name: Teacher: Date: District: London City Assessment: 07 Science Science Test 4 Description: Life Science Final 1 Form: 301 1. A food chain is shown. Sunlight Grass Rabbit Snake What is the abiotic

More information

Climax Vegetation is the natural vegetation in the last possible stage of vegetation development. Climax vegetation is stable and in balance with the

Climax Vegetation is the natural vegetation in the last possible stage of vegetation development. Climax vegetation is stable and in balance with the Climax Vegetation is the natural vegetation in the last possible stage of vegetation development. Climax vegetation is stable and in balance with the climatic conditions. It should change very little if

More information

WE LIVE in a complex world. Many

WE LIVE in a complex world. Many Ecology and Ecosystems Part One WE LIVE in a complex world. Many different species of organisms have niches in this world and share the earth s environment. These niches provide for the well-being of these

More information

Protecting Pollinators in Home Lawns and Landscapes

Protecting Pollinators in Home Lawns and Landscapes POL-1 PROTECTING POLLINATORS Bumble bee on a thistle flower. Protecting Pollinators in Home Lawns and Landscapes Doug Richmond and Cliff Sadof Purdue Entomology Extension Specialists Why Are Pollinators

More information

For Creative Minds. Grassland Habitat

For Creative Minds. Grassland Habitat For Creative Minds The For Creative Minds educational section may be photocopied or printed from our website by the owner of this book for educational, non-commercial uses. Cross-curricular teaching activities,

More information

BIOMES. Copyright Cmassengale

BIOMES. Copyright Cmassengale BIOMES Biogeography - study of where organisms live Continental drift - slow motion of continents Dispersal of organisms Movement of organisms from 1 place to another Dispersal is usually caused by wind,

More information

Environments and Ecosystems

Environments and Ecosystems Environments and Ecosystems A habitat is a place where organisms naturally live and grow. Habitats include biotic, living factors, such as plants and animals and abiotic, non-living factors, such as rocks,

More information