Space mission ecology: Making connections among science disciplines through the lens of a unique plant

Authors: POLUTCHKO, STEPHANIE - University Of Colorado; DEMMIG-ADAMS, BARBARA - University Of Colorado; ARBOR, RACHEL - Garrison Union Free School District; STEWART, JARED - Collaborator; DAVIES, KENDI - University Of Colorado; ADAMS III, WILLIAM - University Of Colorado; KEYES, AISLYN - University Of Colorado; Gleason, Sean; GONZALEZ-PITA, HAYLEN - Aspen School District; FRANK, GENADINE - St Vrain Valley School District; CORWIN, LISA - University Of Colorado

Submitted to: CourseSource
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: 6/20/2024
Publication Date: 9/17/2024
Citation: Polutchko, S.K., Demmig-Adams, B., Arbor, R.N., Stewart, J.J., Davies, K.F., Adams Iii, W.W., Keyes, A.A., Gleason, S.M., Gonzalez-Pita, H., Frank, G., Corwin, L.A. 2024. Space mission ecology: Making connections among science disciplines through the lens of a unique plant. CourseSource. 11. https://doi.org/10.24918/cs.2024.25.
DOI: https://doi.org/10.24918/cs.2024.25

Interpretive Summary: This case study is designed for use in an introductory university-level ecology class and can be completed within two 75-minute class sessions. Our main goal is to emphasize the vital roles that plants play in society and to highlight the importance of fundamental ecological principles across different scientific fields. We approach this through an interdisciplinary lens, setting educational objectives that bridge the gap between science and society. We encourage students to explore the interconnectedness of various scientific fields and emphasize the often-overlooked discipline of plant science and its relevance. We use plants from the Lemnaceae family, called duckweeds or water lenses, as a starting point to discuss the requirements for creating self-sustaining ecosystems in unconventional places like the moon, planets, or during extended space missions. Following the 5E instructional model, students delve into scientific literature they find interesting and then share their findings. This structured approach not only fosters connections between scientific methodologies but also encourages peer collaboration, deepening students’ understanding of the interconnected nature of science and the crucial role that plants play. After implementing this case study in a college-level Principles of Ecology course, students reported increased confidence in engaging with scientific materials. They gained a greater appreciation for how various scientific fields overlap and a heightened awareness of the essential services that plants provide to humanity.

Technical Abstract: This case study is designed to increase awareness of the essential services plants provide to society as well as the importance of fundamental aspects of ecology for other disciplines and the interconnectedness among different fields of science in general. It was designed to be implemented in two 75-minute class periods in an introductory university-level ecology course. This case study achieves an interdisciplinary focus by defining learning goals at the nexus of science and society, explicitly emphasizing and embracing the interconnectedness of different fields of science via student exploration, and by emphasizing how an often-under-appreciated sub-discipline of biology - plant science - is useful for other disciplines. We use plants from the family Lemnaceae (duckweeds or water lenses) as a hook to introduce what is needed to create a self-sustaining ecosystem in a habitat on the surface of a moon or planet, in orbit, or during long-duration crewed spaceflight. Following the 5E model, students explore scientific literature of their choosing before presenting their findings. The structure of the case study and student presentations facilitate connections between scientific practices, peers, and ecological concepts, further enhancing understanding of science's interconnected nature as well as of the importance of plants. After implementation of this case study in a Principles of Ecology course, students felt more comfortable interacting with, and making claims about, scientific material, better recognized the interdisciplinary nature of science, and were more aware of the essential services plants provide humans.