Rangeland Vegetation and Communities – ARSc 236

 3 credits

      Instructor: Jen Obrigewitch

      Office: 100F or Agrosecurity Office, West Campus

      Office Phone: 483-2325  Fax: 483-2055

      Home Phone: 565-2369 Cell: 260-2108

      Class Time: As pre-described as in the Fall or Spring schedule

      Office Hours: Tues, Wed, Thurs. Catch me if you can or call to make an appointment.

      Text: Selected ND and MN Range Plants – Sedivec and Barker, NDSU Ext.

      Optional: Weeds of the West, Grassland Plants of SD and the Northern Great Plains

Course Description

This is an introductory range plant identification course intended for midlevel university students studying to become managers of rangeland resources. The course covers anatomy and distinguishing characteristics of grasses, forbs, and woody plants commonly found on Northern Great Plains rangelands. 

Student Learning Outcomes

Institutional

  1. Critical thinking skills. Students will be required to identify plants in different growth stages and from different areas. Critical thinking will be necessary to sort out characteristics which distinguish one plant from another. 
  2. Aesthetic Experience. Students will participate in frequent field trips to the country for plant ID.
  3. Discipline Based Knowledge. Students will be able to identify common grasses and forbs growing in the field which will facilitate ranch and natural resource management skills.

Course

  1. Students will be expected to recognize common range grasses and forbs growing in western North Dakota.
  2. Students will know the genus and species of each plant and be able to spell it correctly.
  3. Students will know whether the plant is native to the area, its season of growth, response to grazing, and value as it relates to grazing by domestic animals, food for wildlife, and cover for wildlife.
  4. Students will be able to make educated observations about the type of vegetation supported by a given soil type and topographical location.

Course Content

-Plant anatomy

-Plant identification

-Scientific names

-Origin and season of growth

-Grazing response and value

-Wildlife cover and food

Teaching Strategies

-Identification of live plants growing in their natural environment.

-Classroom study of mounted plants from other areas.

-Major field trip to 3 ranches in North Dakota and Montana

Student Responsibilities

-Participate in class. Get involved in discussion. ANSWER QUESTIONS. 

-Read or listen to directions carefully and follow them. This is an important life skill!

- DO NOT LEAVE ANY QUESTION BLANK

Make an attempt to answer each question on a quiz/test. This is a no brainer.

-BE OBSERVANT. Make mental notes of surroundings in the field and pay attention to detail.

          This is an even more important life skill!!

-Take quizzes and exams when they are scheduled. Most quizzes will be in the field and will be impossible to take at a later date. If you must miss a quiz, notify the instructor AHEAD OF TIME. Arrangements may be made for a paper or assignment to make up for the quiz. No make up will be available if arrangements are not made in advance.

-If you must miss a regular class, please inform the instructor as to your reasons and make arrangements to get notes/handouts from the instructor or a fellow classmate.

-If you miss class for a school related activity, do not assume that the instructor is aware of the activity or that you will not be required to make up work missed due to school activities. If the activity involves several students in class, bring it up ahead of time, in class, and we will discuss alternatives.

Evaluation

3-6 in the field plant ID quizzes, depending on weather.

3-6 quizzes on plant mounts, plan anatomy, ecological site identification.

(Quizzes will generally be announced, but pop quizzes may become necessary if class attendance is not satisfactory)

2 exams dealing with above topics plus applications of plant ID knowledge. 

(Exams will be multiple choice, essay, and may have diagrams to label.)

A 90-100%, B 80-89%, C 70-79%, D 60-69%, F You can do better than this, can’t you?

Attendance and participation may be used as a factor to tip the scales in favor of or away from a higher letter grade for students on the borderline.