Mistletoe: A model system for inquiry that spans the seasons

Background/Question/Methods

An ideal study system for teaching ecology needs to be readily accessible, with no seasonal limitations, relevant to a wide array of topics, inexpensive, and hopefully interesting. Many excellent inquiry-based activities are based on meso- or microcosms, because of the ease of operation. However, there is also great value in conducting field research on real ecological communities. Here I outline how we are developing oak mistletoe (Phoradendron leucocarpum) as a model system for teaching ecology and the scientific method. Oak mistletoe is an excellent species to learn ecological concepts as well as the scientific method. This hemiparasitic species is widely distributed across the southern US, and can be a common component of an urban/suburban ecosystem, such as a college campus and surrounding neighborhoods. In order to access host trees, students often interact with the local community; thus, an additional benefit of this system includes the opportunity for students to practice communicating ecological knowledge to the general public. As a study system, the network interactions among mistletoe, its host trees, and its dispersal vectors are complex. A wide range of observational and experimental studies can be conducted using oak mistletoe, to investigate a range of topics in ecophysiology and population/community ecology. 

Results/Conclusions

Students developed research questions, and identified the relationships between short-term and long-term goals to study these questions. Here I focus on the students’ implementation of our first question, “Which host trees are most susceptible to parasitism?” To answer this question, students decided to map the occurrence of oak mistletoe. They organized the logistics, including developing a data collection protocol, contacting city officials, preparing an information flyer about their research for the general public, and creating datasheets and supply lists. In addition to the pedagogical benefits of conducting real research, projects that provide a common experience to large groups of students can build stronger learning communities within and across cohorts. Oak mistletoe is more easily observed during the spring semester (no leaves on deciduous trees in the winter); however, identification of the tree species is more straightforward while leaves are still on the trees (fall semester). The earlier group of students will be able to identify some characteristics of host trees that correlate to mistletoe susceptibility, and the later group will build upon that knowledge. Overall, this model system not only facilitates learning about ecology, but also allows students to experience the collaborative and integrated nature of the scientific method.