Diversity of Life in Your Neighborhood
Summary
In this investigation, students will work in groups to compare the quantity of diversity of life in two locations. The first is a school location where students will learn/practice the procedure, and then the students will pick another area of their own choosing, (and their own time) to make similar observations. Class discussions on environment, diversity, kingdoms, and other related issues are intended. Students will predict which location will have the greater number of different kinds of living things and propose reasons why. Students will analyze their data and develop graphs. The results of the investigation will be presented on posters.
Collapse
Learning Goals
This activity is designed for students to become familiar with their local environment and the organisms found there. The concepts of diversity, ecosystems, kingdoms, environments, populations, dichotomous keys, abiotic and biotic factors, and symbiosis will be used.
Students will use the SI system of measurement.
Students will make systematic observations of organisms found in specified locations.
Students will decide how to evaluate, graph, and present the information collected from the investigation.
Students will integrate math skills by computing percent and making pie graphs.
Students will integrate English skills by using appropriate punctuation rules, spelling, etc.
Students will organize observed organisms into groups: plant, animal, fungi, and lichen.
Students will use the SI system of measurement.
Students will make systematic observations of organisms found in specified locations.
Students will decide how to evaluate, graph, and present the information collected from the investigation.
Students will integrate math skills by computing percent and making pie graphs.
Students will integrate English skills by using appropriate punctuation rules, spelling, etc.
Students will organize observed organisms into groups: plant, animal, fungi, and lichen.
Context for Use
This middle school activity is designed to encourage students to become aware of their natural surroundings. Since it is an outdoor activity it is obviously best attempted in either the fall or spring. It can be adapted to many situations depending on the time of year when it is used. If it is done in the fall, more time may be required if students aren't familiar with the concepts related to dichotomous keys, kingdoms, and environmental concepts. In the spring, it is a good project to review and reinforce some of the concepts that were developed during the year. It might actually be done twice during the year comparing not only the students results, but also their growth in the their ability to use the science concepts they had been taught.
Description and Teaching Materials
Diversity of Life in Your Neighborhood
Purpose: The purpose of this activity is to discuss the idea of diversity. Students will investigate the diversity of life in two locations. The first is a school location where students will learn and practice the procedure, and then the students will pick another area of their own choosing, (and their own time) to make similar observations. Students will "measure" by counting the number of different organisms along a teacher defined line. Class discussions on environment, diversity, kingdoms, and other related issues are intended. Students will predict which location will have the greater number of different kinds of living things and propose reasons why.
Teacher Preparation: The teacher should determine an appropriate area near their school where there is a diversity of plant life (not a manicured lawn) and students can measure out approximately 25 meters between two stakes. Compass headings should also be determined. The teacher should identify some of the common plants in the area ahead of time and perhaps provide a simple identification guide of a few plants for each group. The guide can be a teacher made dichotomous key or a single sheet with plant pictures and names.
Equipment:
1 compass for each group
2 stakes for each group
Meter stick
Data recording sheet or journal for each student
Digital cameras
Plant guide
Jars for collecting small animals: worms, arthropods, etc (if appropriate)
Day 1
Questions: How many different kinds of organisms live in our area? How can we find out or measure this? What are some of the organisms that live in our area? What is diversity? Is diversity a good thing? How will you decide if two plants are the same or different? What kind of data should be collected? Which will have more diversity, the teacher designated area or home lawns? Can graphs be created to show the outcomes of this investigation?
Before students leave the room, students will be organized into groups of three. Student A will measure his/her normal walking step using the meter stick. Each student in the group should record this distance. Each group then calculates how many steps will be required to approximate 25 meters. Student B should be familiar with the use of a compass and his/her role is to make sure the students move in a straight line based on the direction provided by the teacher for the placement of the second stake. All students should collect data, but student C makes the master list. Handling or collecting of any small animals (invertebrates) should be discussed.
In the field: The teacher will designate where the starting stake for each group will be placed and assign the heading that the students will walk from the stake. Student A steps off approximately 25 meters in the direction that Student B indicates. The end stake is placed at this point. The distance between the two stakes for each group should be approximately the same. Before starting students should make general observations of the area: time of day, soil kind and color, shade, sun, presence of streams or ponds, temperature, etc. Beginning at the starting stakes students will slowly walk toward the end stake noting each kind of living thing: plant, animal, fungus, lichen, etc they see. Birds that they hear but don't see are to be included. Students are to count only one of each kind of organism (known or unknown) found on the observation line between the two stakes. The width of the observation line between the two stakes should be kept as narrow as possible. Use the width of a student ruler as a guide. On one data page each student should sketch one plant and or animal (known or unknown) in detail. If digital cameras are available, pictures of unknown plants and animals can be taken. Collecting samples of unknown plants, leaves, or flowers should be encouraged if appropriate. Collecting invertebrate samples should be encouraged if appropriate.
Day 2
Share class data on several levels. The total number of organisms found for each group. Graph class data for each group. Discuss differences between group numbers. Determine the number of organisms in the groups of plants, animals, fungi, and lichen. If lichen were found, a discussion of their unique symbiotic relationship should be encouraged. Make pie graphs for each group. Print out pictures. Display student drawings or organisms. The student groups can start work on a single poster. The poster might include appropriate graphs, collected plant material, digital pictures etc.
Assign the second part of the activity where students do the same thing at their home. Hand out a 2nd data table. If students work in groups they should be the same as day 1.
Day 3
Analyze data from their home measurements. Are there any differences in diversity between the locations? Are the differences significant? If there is a difference between the locations what might be some reasons? If there isn't a significant difference what might be the reasons? What new kinds of plants were found at the 2nd location? Students should add graphs made from the home data to their posters comparing the data between the locations. If each student did their own 2nd location, how are the observations going to be presented? Add a summary statement to the poster. What did the students learn about diversity from this project? What would you conclude about the diversity between the sites? Display posters.
Additional Activity:
Students could make a dichotomous key of the identified organisms from this project Sample Data Sheet (Acrobat (PDF) 34kB Aug28 07)
Purpose: The purpose of this activity is to discuss the idea of diversity. Students will investigate the diversity of life in two locations. The first is a school location where students will learn and practice the procedure, and then the students will pick another area of their own choosing, (and their own time) to make similar observations. Students will "measure" by counting the number of different organisms along a teacher defined line. Class discussions on environment, diversity, kingdoms, and other related issues are intended. Students will predict which location will have the greater number of different kinds of living things and propose reasons why.
Teacher Preparation: The teacher should determine an appropriate area near their school where there is a diversity of plant life (not a manicured lawn) and students can measure out approximately 25 meters between two stakes. Compass headings should also be determined. The teacher should identify some of the common plants in the area ahead of time and perhaps provide a simple identification guide of a few plants for each group. The guide can be a teacher made dichotomous key or a single sheet with plant pictures and names.
Equipment:
1 compass for each group
2 stakes for each group
Meter stick
Data recording sheet or journal for each student
Digital cameras
Plant guide
Jars for collecting small animals: worms, arthropods, etc (if appropriate)
Day 1
Questions: How many different kinds of organisms live in our area? How can we find out or measure this? What are some of the organisms that live in our area? What is diversity? Is diversity a good thing? How will you decide if two plants are the same or different? What kind of data should be collected? Which will have more diversity, the teacher designated area or home lawns? Can graphs be created to show the outcomes of this investigation?
Before students leave the room, students will be organized into groups of three. Student A will measure his/her normal walking step using the meter stick. Each student in the group should record this distance. Each group then calculates how many steps will be required to approximate 25 meters. Student B should be familiar with the use of a compass and his/her role is to make sure the students move in a straight line based on the direction provided by the teacher for the placement of the second stake. All students should collect data, but student C makes the master list. Handling or collecting of any small animals (invertebrates) should be discussed.
In the field: The teacher will designate where the starting stake for each group will be placed and assign the heading that the students will walk from the stake. Student A steps off approximately 25 meters in the direction that Student B indicates. The end stake is placed at this point. The distance between the two stakes for each group should be approximately the same. Before starting students should make general observations of the area: time of day, soil kind and color, shade, sun, presence of streams or ponds, temperature, etc. Beginning at the starting stakes students will slowly walk toward the end stake noting each kind of living thing: plant, animal, fungus, lichen, etc they see. Birds that they hear but don't see are to be included. Students are to count only one of each kind of organism (known or unknown) found on the observation line between the two stakes. The width of the observation line between the two stakes should be kept as narrow as possible. Use the width of a student ruler as a guide. On one data page each student should sketch one plant and or animal (known or unknown) in detail. If digital cameras are available, pictures of unknown plants and animals can be taken. Collecting samples of unknown plants, leaves, or flowers should be encouraged if appropriate. Collecting invertebrate samples should be encouraged if appropriate.
Day 2
Share class data on several levels. The total number of organisms found for each group. Graph class data for each group. Discuss differences between group numbers. Determine the number of organisms in the groups of plants, animals, fungi, and lichen. If lichen were found, a discussion of their unique symbiotic relationship should be encouraged. Make pie graphs for each group. Print out pictures. Display student drawings or organisms. The student groups can start work on a single poster. The poster might include appropriate graphs, collected plant material, digital pictures etc.
Assign the second part of the activity where students do the same thing at their home. Hand out a 2nd data table. If students work in groups they should be the same as day 1.
Day 3
Analyze data from their home measurements. Are there any differences in diversity between the locations? Are the differences significant? If there is a difference between the locations what might be some reasons? If there isn't a significant difference what might be the reasons? What new kinds of plants were found at the 2nd location? Students should add graphs made from the home data to their posters comparing the data between the locations. If each student did their own 2nd location, how are the observations going to be presented? Add a summary statement to the poster. What did the students learn about diversity from this project? What would you conclude about the diversity between the sites? Display posters.
Additional Activity:
Students could make a dichotomous key of the identified organisms from this project Sample Data Sheet (Acrobat (PDF) 34kB Aug28 07)
Teaching Notes and Tips
I developed this activity from the MnSTEP project on Biology and Environment held at the Audubon Center of the Northwoods as directed by Mike Link. I tried to include in the activity description any precautions and teacher preparations that my years of teaching middle school students might allow me to anticipate. But my years of working with middle school students have only prepared me to expect the unexpected. I'm sure I will have modifications and recommendations after I use it in the fall of 2007.
Assessment
Since I've not yet implemented this project in my curriculum, I'm not providing detailed information or a rubric for the student assessment. These are areas that I am suggesting for possible assessment ideas.
Day 1:
Students on task.
Behavior: no running or shouting
Each student completed their assigned task
Each student recoded data
Each student completed the detailed drawing of a plant.
Day 3:
Collect data table from each person staple together by work groups
Group assessment on posters.
Title
Presentation of Data
Summary
General appearance of poster
English: spelling, grammar, punctuation
Day 1:
Students on task.
Behavior: no running or shouting
Each student completed their assigned task
Each student recoded data
Each student completed the detailed drawing of a plant.
Day 3:
Collect data table from each person staple together by work groups
Group assessment on posters.
Title
Presentation of Data
Summary
General appearance of poster
English: spelling, grammar, punctuation
Standards
This project supports the Minnesota Academic Standards for Life Science in ...
6.I.B.2
6.I.B.3
6.I.B.4
7.IV.B.4
7.IV.B.5
7.IV.C.2
7.IV.C.3
7.IV.C.4
6.I.B.2
6.I.B.3
6.I.B.4
7.IV.B.4
7.IV.B.5
7.IV.C.2
7.IV.C.3
7.IV.C.4