testedAdirondack Curriculum Project - www.adkcurriculumprojectproject.org
NYS Content Area Standard
MST: Living Environment
Standard 1: Key Idea 2-2.1a
Standard 4: Key Idea1: 4.1.1d, 4.1.1f;
Key Idea 5: 4.5.1b;
Key Idea 6: 4.6.1g, 4.6.3b, 4.6.3c
 Title: Lichens of the Adirondack Forests
Grade Level: Living Environment (9, 10)

Author: Doug Allen, Mayfield Central School

Email: allen.douglas@mayfieldcsd.org
 Adirondack Curriculum Content Area
_X_ Natural History
___ Human History
___ Culture & the Arts
___ Government & Civics
___ Economy
___ Health, Recreation & Life Skills

Investigative Question or Issue: What lichens are found in our forests?

Challenge:  
In groups of five, develop a power-point presentation that shows pictures/photographs of lichens and describes their characteristics. When you are done with this challenge, you will submit this to the school’s website. Those students who have received the highest grade on this challenge will present their project to the Adirondack Research Consortium.

Please include the following in your presentation:
  • A photograph of your lichens.
  • The type of lichens (crustose, foliose, or fruticose) your lichens are.
  • A photograph of the habitat and substrate your lichens are growing on including the GPS location of your lichens.
  • A picture or photograph of lichens you think are related to your lichens.
  • The area of your lichens measured in cm2.
  • The importance of your lichens to the abiotic and biotic factors of your forest ecosystem.
  • One unique trait your lichens possess.
Your power-point presentation must be set up in the following way:
  • Five slides—no more, no less!
  • Very few words on slides; we want to see pictures and hear you talk, not to read the slides!
  • Creative animation and sound effects.
  • No longer than three minutes.
You and your group members will need to assume the following roles:
  • Lichen locator and photographer—this individual will locate a group of lichens in the forest, find their GPS coordinates, and photograph them.
  • Lichen tracer, and measurer—this individual will trace the lichens with wax paper, and measure the area of the tracing.
  • Habitat photographer—this individual will photograph the habitat the lichens are located in. He/she will also take notes on important factors in the habitat: light level, type of soil, type of vegetation, other organisms present, etc.).
  • Coordinator and head researcher—this individual will make sure all other group members are on task.
    • He/she will assign others to research separate pieces of information for the power-point presentation. The informationthat must be in the power-point includes:
      • Determining the type of lichens found.
      • Researching the importance of your lichens to the abiotic factors of your forest ecosystem.
      • Describing the importance of lichens to the other biotic factors of your forest ecosystem.
      • researching one unique trait of your type of lichens.
  • Power-point preparer and presenter—this individual will make sure the information from the other four individuals ends up on the final product (the power-point). This individual will also preview the power-point and present the information about lichens to the rest of the class. While outdoor research is being done in the forest, this person will help wherever he/she can.
You have _____ days to complete this challenge.

Extension: Perform the same challenge for lichens found near your home or from an area you have visited!

Since lichens are long-lived, your lichens will be used in future studies. Students will measure the
future growth within our forest and the future effects of these lichens on the forest.

Quality Standards:

You will need to perform the following tasks during this challenge:
  • Photograph lichens found in a particular spot in our forest. Please don’t damage your lichens!
  • Photograph the habitat your lichens are located in. Be sure to include the substrate for your lichens in this photograph.
  • Determine the GPS location of the spot your chose.
  • Trace the shape of your lichens using pencil and wax paper.
  • Measure the area of your tracing (in cm2) using a planimeter or other area-measuring method.
  • Perform research about your lichens and their relatives on the Internet or in the library.
  • Prepare a power-point presentation that is set up as described above.
  • Present your information to the rest of the class.
Examples of Student Photos
Adapted for the Adirondack Curriculum Project from the work of Education By Design TM and Leading EDGE, LLC ©ACP 2002

   Product Quality
Checklist
Date: ________                                                                     Class Period: ________
Product Author(s):

 
 Product Title/Name:
Evaluator Name(s)
 
 Observed Standard/Criteria
Possible
Points
Rating
   Individual Participation—you will receive a subjective grade on a scale from 1-5 on this; I need to see that you are on task and accomplish your job for you to receive a five (5)
 5 
  
  Number of Slides—you need to have five (5)
 5
  
  Limited Number of Words:
No pictures—0, paragraphs with pictures—1, long sentences with pictures—2, short phrases with pictures--3		 3
  
  Time Limit—three (3) minutes: three (3) minutes or less—2, more than three (3) minutes--1 2
  
  Photograph of Lichen—must be clear
  1
  

Photograph of lichen habitat and substrate—must be clear
 		 1  

GPS Location
 1

Photograph/Picture of lichen relatives
 1

Lichen Type—Crustose, Foliose, or Fruticose
 1

Area of Lichens Sampled (in cm2)
 1

Importance to Abiotic Factors
 1

Importance to Biotic Factors
 1

Unique Trait of Your Lichen
 1
 
TOTALS
 24  

Comments: bri Project supported in part by the New York State Museum Biodiversity Research Institute