Search

Virginia spiraea (Spiraea virginiana Britton, Rosaceae) is a putative shade-intolerant, disturbance-adapted, riparian shrub species native to the southern Appalachian Mountains. This species was listed as threatened in 1990, and a federal recovery plan was developed in 1992. Current reassessment of the recovery plan includes proposals for propagation and out-planting to supplement and restore wild populations. Genotypes with greater shade acclimation would likely have higher survival in natural populations, would require less frequent shade-reduction management, and could be integrated into populations that need restoration. In summer 2022, we examined steady-state (maximum light-saturated photosynthetic, dark respiration rates, quantum yield, light compensation point) and dynamic (photosynthetic induction and loss patterns) photosynthetic characteristics, pigment concentrations, and specific leaf mass of cloned propagules from five elements of occurrence along the South Fork of the New River in Ashe County, North Carolina, along an artificial light gradient (100%, 75%, 50%, and 20% of full sun) in a common garden. Data were compared among light treatments using ANOVA or non-parametric tests. Light treatment had significant effects on maximum photosynthesis, dark respiration, specific leaf mass, and light compensation, but not quantum yield, pigment concentrations, or induction and loss times. Some parameters had plasticity similar to that seen in other woody shrubs, while others were less plastic. A surprising finding was that plants performed better under 75% full sunlight suggesting an ability to tolerate, and maybe even a preference for, partial shade in this species. Future studies should examine photosynthetic characteristics of individuals from genetically contrasting source populations. [ABSTRACT FROM AUTHOR]

Integrating STEM (science, technology, engineering, and mathematics) in authentic ways is often overlooked in early childhood spaces, despite young children having the ability to engage with the world around them through STEM practices. This piece showcases the work of children in a prekindergarten classroom as they explored an integrated STEM unit centering around the construction of a treehouse on their playground. Through the careful connection to content and standards in science, engineering, and mathematics, along with the integration of developmentally appropriate uses of technology, children learned about and constructed a treehouse on their school playground. Family and community partnerships also contributed to this work. We highlight the various phases of the project, associated standards, and tasks that children engaged with to help demonstrate the propensity of our youngest learners to authentically engage with STEM tasks. [ABSTRACT FROM AUTHOR]