Restoring the American Chestnut
Author: | Shelley Casey |
Level: | High School |
Content Area: | Biology, Environmental Science |
Author: | Shelley Casey |
Level: | High School |
Content Area: | Biology, Environmental Science |
This lesson provides basic information about fungi and detailed information about Cryphonectria parasitica, the fungus that infects the American Chestnut tree. It is broken into 3 steps; step 1, information about the fungus, step 2 allows students to grow common fungi found from spores in the air, step 3 show how the fungus affects the function of the tree.
Students will be able to describe conditions about which fungus can grow and where they are found. Students will also be able to define vascular tissue and tell how the blockage of vascular tissue affects a plant.
Biology Goal 4: 4.01 – Compare eukaryotic kingdoms (fungi and plants) emphasizing the methods of getting food. 4.02 – Transport in vascular plants
Step 1: 40 minutes (may be assigned outside of class)
Steps 2 and 3: 20 minutes with 10 minutes for observation on 3 subsequent days
Copies of “Chestnut Blight” handout and Biology textbooks (1 per student), 1 petri dish filled with nutrient agar per every 2 students, clear tape or Parafilm for closing petri dishes, 1 50mL beaker per every 2 students, red food coloring, celery – 3 stalks (with leaves) for every group of 2, 1 ruler, 1 magnifying lens, and one scalpel or pair of scissors for every group of 2
None required
Prepare a copy of the “Chestnut Blight” handout to give to each student. Gather items listed in materials section. If not using already prepared agar plates, melt nutrient agar and pour into plates. Make sure to immediately replace lid to keep plates sterile. Store plates upside down until ready to use. Keep celery refrigerated until ready to use.
Check “Step 1” for correct responses to definitions and questions. “Step 2” is only to be checked for completion of drawings for each day. If a group does not have fungal growth on their plate, it is acceptable for them to view another group’s fungus. Day 4 should be the most detailed drawing. “Step 3” contains a chart that should be assessed. The control should show even movement of water to the entire stalk. The stalk with 1 notch should show movement to all areas except the area above the notch. The leaf above this area may be slightly withered. The stalk with 3 notches will have movement of water up to the notches and almost none above this. The leaf of this stalk will be significantly withered. Finally read the summary paragraph for this step to make sure that students understand that significant damage to the vascular tissue of the plant will significantly damage, or even kill, the plant.
Students with learning disabilities or limited English proficiency should be paired with another student to complete “Step 1.” Be sure to be available to answer vocabulary related issues for these students. These groups may need additional time to complete the assignment. Drawings should not be a factor in grading unless not completed.
Students with learning disabilities or limited English proficiency may be allowed to complete the definitions and questions on the computer to help with vocabulary, spelling and grammar. This may require additional time for completion of this portion.