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This case study uses a jigsaw activity to introduce students to four specific plant responses to climate change: elevational range shifts, phenology shifts, community shifts, and changes in biodiversity. Students become "experts" on one of these responses by reading an article (from Nature, Science, or American Journal of Botany; not included with the case) on their assigned topic and then sharing their expertise with others in class. In order to hone their understanding and increase retention on these topics, students then learn about plant communities found in a specific system-vernal pools or seasonal wetlands typical of Mediterranean climates (a PowerPoint presentation on this topic is included). Students accomplish several small group tasks to assess how different vernal pool plant communities have responded to fluctuations in annual weather patterns and predict how these communities may respond to greater weather variability resulting from future climatic change. This case was written for mid- to upper-level ecology, plant ecology, botany, or environmental studies courses. The material covered may also be suitable for classes examining the role of weather variability/climate change in relation to plants.

This case study takes place at a fictional biotechnology company developing herbicides against invasive plant species. The case study focuses on five herbicides with different effects on photosynthesis. Students play the role of lab interns and explore photosynthesis and the herbicide effects by engaging in concept mapping, experimental design, data manipulation, and data analysis. The goal is to use the experimental data to predict the steps in photosynthesis that are inhibited by each herbicide. Students should come away from the case study with a process-based understanding of photosynthesis. This case study is designed for the "flipped" classroom with suggested preparatory videos and associated assessment questions included. Videos can be supplemented with textbook readings or mini-lectures. This activity was developed for a non-majors introductory biology course but it could also be used in any general biology course, including majors' courses. It might also be used to establish foundational knowledge for more advanced discussions of photosynthesis in plant biology (botany) courses.

Teacher's Guides for PBS segments