By: Sarah Green
Coconino National Forest. There was a grassy clearing filled with random boulders, a spot where my
great-grandparents’ are buried, and a “tin” shed. I rolled plastic monster trucks down hills and weaved
through the trees with my Great Dane, Sawyer. Without Coconino, a large part of my childhood would
have been lost.
The college class that I took in the spring of 2023, Arizona State University’s SCN 301: Ecology and
Natural History of the Sonoran Desert, dove deep into the ecology and geology of areas that stretched
beyond Coconino: mountains, sand dunes, grasslands, etc. Taught by Prof. Jennifer Smith, the course
begins by defining a desert and the processes that forms them. After explaining the geological
processes, the various adaptation categories are introduced. The first three are structural, physiological,
and behavioral. A structural adaptation refers to the physical aspects of the organism, like wide leaves
or large eyes. Physiological adaptations are similar but are focused on internal chemical or metabolism
processes, which are not necessarily visible; this can include the production of toxins. Apparent by the
name, the actions of an organism are the focus of behavioral adaptations, such as nocturnal blooming
and burrowing underground. Within the behavioral adaptation are three types: endure, evade, and
escape. Most adaptations are designed to help the organism endure intense desert conditions, like tiny
leaves. Evading the desert’s harshness typically manifests in burrowing and dormancy. The last
adaptation, escape, includes temporarily leaving the desert through migration or dying out. These
themes of adaptation are threaded into the rest of the course as students virtually explore various
habitats.
To develop a broad understanding of the Sonoran Desert, there are various assignments in the class. The
majority of them are focused on species identification and synthetization. One of the most enjoyable
aspects of the course was the chance to create my own field guide to various Sonoran Desert plants and
animals, a total of 51 species’ adaptations, ranges, and characteristics. Since my final submission, I have
been able to recognize species in the desert and their relationships with others with relative ease. In fact
the class’s priority is to establish an appreciation for all ecosystems, not just the desert. Moreover, the
class gave me an understanding of my place in local and global ecosystems and how I can benefit them.
All in all, the course has given me a newfound insight into the landscape I call home. Out of the sixteen
years I have lived in the Sonoran Desert, I have never understood the desert and my place in it until after
taking this class. It has developed an awareness of the patterns of ecology and human impact in me. In
fact, it has contributed heavily to my philosophy of environmental protection, such as the need to
preserve interconnected species. Without a doubt, ASU Prep Digital students that are interested in
environmental science, in any shape or form, should consider taking this class.
