Difference between revisions of "Phenology protocol"
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4. Make observations of phenophase for each species. | 4. Make observations of phenophase for each species. | ||
| + | * Pollen cones may be unknown for non-botanists. They look like: http://www.ibiblio.org/openkey/intkey/images/Pinus_taeda_pollen_cones01.jpg | ||
5. Hand in datasheets to program leader. | 5. Hand in datasheets to program leader. | ||
6. Later, the program leader will log in to USANPN [https://mynpn.usanpn.org/npnapps/] (username: uaskyschool, password available upon request) and add data. | 6. Later, the program leader will log in to USANPN [https://mynpn.usanpn.org/npnapps/] (username: uaskyschool, password available upon request) and add data. | ||
Latest revision as of 01:39, 23 August 2014
1. Ensure you have datasheets available and walk with group southwest of Minnesota Building to fence boundary.
2. Discusss how plant phenology is the study of biological timing events. Mention how phenology can reflect climate change and inform land management.
3. Distribute datasheets among students for each of
- Pinus ponderosa Media:Pinus.pdf
- Pseudotsuga menziesii Media:Pseudotsuga.pdf
- Populus tremuloides Media:Populus.pdf
4. Make observations of phenophase for each species.
- Pollen cones may be unknown for non-botanists. They look like: http://www.ibiblio.org/openkey/intkey/images/Pinus_taeda_pollen_cones01.jpg
5. Hand in datasheets to program leader.
6. Later, the program leader will log in to USANPN [1] (username: uaskyschool, password available upon request) and add data.
