Although many of our labs take place at Baruch, we are focused on the outside world! The New York metropolitan region offers the chance to observe many different natural habitats, ranging from valleys, streams, and rivers to the Atlantic Oceans. In addition, you can observe organisms and learn about environments from around the world (and across millennia) through local collections (zoos, museum, etc.). During the semester you will take advantage of these local resources to visit some local sites. These may include botanical gardens, zoos, and/or museums. These visits will enhance the class by extending ideas we have already introduced in lab and introducing some new ones.
These instructions focus on a trip to the New York Botanical Garden.
Students will explore concepts including evolution, adaptations, biomes, and species interactions by visiting a botanical garden.
Students should be able to
Relate plant traits to the biomes in which they are found
Explain how natural selection may lead to observed plant traits
Identify species interactions
Explain how long-term events such as glacial cycles have impacted local communities
Located in Bronx Park, this 250 acre garden considers itself an “advocate for the plant kingdom”. It serves as both a research facility and collection of living specimens from around the world. It is also an excellent chance to observe “wild” nature in New York. Grounds admission is free to everyone all day on Wednesdays; otherwise tickets to the grounds are $22 and the All-Garden Pass is $32.
For this assignment, I want you to visit the garden and answer the following questions focused on identifying plant growth forms (and their relation to biomes) and species interactions. Read through this entire document before you go! You can look at the map on your cell phone (https://www.nybg.org/visit/interactive-map/) or pick up one when you enter.
Note: Stay on the trails at all times. You may want to bring binoculars, sunscreen, and water depending on the weather conditions. YOU MUST SUBMIT PICTURES OF YOURSELF AT THE GARDEN TO DOCUMENT YOUR TRIP!
In our class discussions on adaptations we discuss how evolution leads to populations that are adapted to their environment (and eventually biological diversity). In the natural world, terrestrial biomes (more info @ https://www.nature.com/scitable/knowledge/library/terrestrial-biomes-13236757/ and https://openstax.org/books/biology-2e/pages/44-3-terrestrial-biomes ) are large communities shaped by patterns in the physical environment; temperature and precipitation, for example, play a major role. Since plants are generally sessile (not mobile), plants must generally be adapted to survive in these environments, and thus plant growth forms are also used to identify biomes (e.g, many people associate cactus with deserts). Growth forms include factors like leaf retention (evergreen vs deciduous), thickness, and related ability to retain moisture (succulence).
Take pictures of 3 plants (or you can draw them) from two different areas of the Garden that exhibit different growth forms. You may visit the:
· Arthur and Janet Ross Conifer Arboretum
· Thain Family Forest
· Mitsubishi Wild Wetland Trail
· Rock Garden (not included in free access pass)
Describe the growth forms, how they show adaptions to a given climate/area, and the type of biome (see Chapters 44.3 of Biology) you would expect to find the plant in. Make sure to state which areas you visited!
2. In relation to our focus on evolution and diversity, visit one of the group-specific collection below. Focusing on a blooming group will add to your analysis. In addition to the notes below regarding bloom time, you can check out the "What's beautiful now?" tab under the garden collection site.
Crabapple collection
Azalea Garden
Peony Collection (tree or herbaceous) (blooms in late spring)
Narcissus Collection
Magnolia Collection
Lilac Collection
Rose Garden (blooms May through October)
Maple Collection
Ornamental Conifer Collection
Take (or draw) pictures of three plants from the collection you choose. Describe the diversity you see. What do you think led to such diversity?
3. We will be discussing species interactions in class as well. The relationship between plants and their pollinators (bees, flies, etc.) is one of the most common and valuable examples of interactions that you will see in the garden, but you may also observe other interactions (e.g., herbivory, predation, competition). If you don’t know what these terms are, check out Chapter 19.4 of Concepts of Biology from OpenStax and the Scitable article on interactions . Describe 2 examples of interactions you observe in the garden and how you think each organism is being impacted by the interaction. Take pictures or draw them.
4. Just like temperature and precipitation can influence environments, so can other physical factors. In the past, the global temperature has been lower, and New York was covered by glaciers. The Garden also offers a chance to view some signs of New York’s glacial past (you can relate this to some questions in your museum visit!). Figure out what a glacial erratic is and
a. Define the term
b. Take a picture of you with one in the garden (hint here).
5. The garden is a unique resource located within an urban setting. Take a moment to reflect on the differences between the garden and the surrounding area. Describe your personal experience/observations at NYBG.