Exploring Biodiversity: From Sea to School
Adam Smith | adamoftoday@gmail.com
Exploring Biodiversity: From Sea to
School
GOALS
• Students will explore the importance of biodiversity and how it impacts their daily life.
• Describe ways to measure an area’s diversity.
• Explain the difference between ecosystem diversity, species diversity and genetic
diversity.
• Describe the difference between species richness and species diversity.
• Collect and interpret data from videos, photographs and the field.
TARGET GRADES: 6th - 8th
MATERIALS
Equipment and non-consumable materials
 PVC quadrats
 Open reel tape measure
 Digital Camera
 Clear sheet protects
 Photographs
 Nicknacks
 Species guide sheet
 Clip boards
Consumable materials
 Paper for data collection
 Pens
See appendix for associated cost estimates.
Benchmarks Addressed: This lab focuses addresses scientific inquiry standards for
6th through 8th grade, in addition to addressing standards for interaction and change in
7th and 8th grade. For a more thorough breakdown see appendix.
Background Information
To refresh your memory on the key concepts behind biodiversity and field research,
please visit the following websites:
http://en.wikipedia.org/wiki/Biodiversity
http://sanctuaries.noaa.gov/
http://www.practicalbiology.org/areas/introductory/environment/fieldwork/fieldwork-using-your-schoolplaying-field,68,EXP.html
http://en.wikipedia.org/wiki/ROV
http://pointreyesscience.wordpress.com/2008/06/27/rough-living-on-the-california-coastline/
http://www.untamedscience.com/
http://www.thewildclassroom.com
TIME
Exploring Biodiversity: From Sea to School
Adam Smith | adamoftoday@gmail.com
Initial prep time: Give yourself time to collect all the necessary materials, arrange a
possible field trip or find a suitable on-site location to do research.
Preparation time: 10 minutes to get days materials organized for groups to easily
access.
Instruction time: 2-3 class (50 minutes) class periods. A longer field trip could be
included to help enrich the experience but is not necessary.
Clean-up time: 5 minutes to put away materials.
Follow up: 1 class period (50 minutes) to have students present their data and
conclusions. Additional areas could easily be surveyed to enrich the student’s
experience. Longitudinal studies would also be quite interesting, showing possible
changes over time and creating new questions.
ACTION NARRATIVE
Introducing Biodiversity
Provide some background information for the students regarding biodiversity. Get their
ideas, what do they think it is? Is it important? Where can we find biodiversity? Are
some places areas more diverse than others? Accept all answers. Play biodiversity
video (the wild classroom, or planet earth are great resources).
Introduce the fact that their are 3 main ways we can view biodiversity: genetic, species
and ecosystem. How do we measure this? Introduce tools of the trade. Quadrats and
line transects, cameras, gps, and the power of observation! Use these tools to collect
mock data in the classroom. Practice using quadrats and line transects in the classroom
and collecting data.
Field Investigation
Since biologists do much of their work out in the field (and since this helps to make
things arguably more interesting for students) let’s get them outside! Look at your
school’s grounds. Compare an area with relatively low species diversity (ie: lawn) with
something like a native plant garden, a local park or somewhere else of relevance to
your classroom.
Have class divide into groups of “experts.” Some focus on plants, others on fungi,
animals: birds and reptiles, insects, mammals, etc. A particularly squirrely student could
be given the camera to help other students document their work.
Have students collect data. Compare results. Map out their observations. Share their
reults
ASSESSMENT
Have students collect data and put it into their field notebooks. After they have collected
their data and interpreted it, have them present it to the class.
Appendix
Exploring Biodiversity: From Sea to School
Adam Smith | adamoftoday@gmail.com
MATERIAL COSTS
PVC Quadrats: Constructed from lengths of 1/2” pvc and elbow joints. A 10 foot length
of pvc can produce 1 - 2 quadrats (depending on the desired size). Budget $4-5 per
quadrat. For a class of 30, you’d want 1 per group of 3-4. Hence, budget $40-50 for a
complete set.
Open reel tape measure: 1 per group at $12/ea. Start up cost: $120. For a less
expensive alternative you can measure out lengths of rope with increments taped off.
Clear sheet protectors: 1 per group. Package of 10 is about $2.
Photographs: 1 per group, costs of printing vary.
Assorted nicknacks: Start collecting! Free to inexpensive.
Digital Camera: $100 or use school camera.
Clipboards: About $6/each, 1 per group for a grand total of $60.
Total Startup Cost: approximately $340 (one time) with minimal financial input from
year to year.
BENCHMARKS ADDRESSED
6th Grade
Scientific Inquiry
6.3.1 Based on observation and scientific knowledge and concepts, propose
hypotheses that can be examined through scientific investigation; design and conduct
an investigation that uses appropriate tools and techniques and collect relevant data.
6.3.2 Organize and display relevant data, construct an evidence-based explanation of
the results of an investigation and communicate the conclusions.
7th Grade
Interaction and Change
7.2.ES.2 Identify and describe factors that affect global climate change.
Scientific Inquiry
7.3.1 Based on observation and scientific knowledge and concepts, propose
hypotheses that can be examined through scientific investigation; design and conduct a
scientific investigation that uses appropriate tools and techniques and collect relevant
data.
Exploring Biodiversity: From Sea to School
Adam Smith | adamoftoday@gmail.com
7.3.2 Organize, display, and analyze relevant data, construct an evidence-based
explanation of the results of an investigation and communicate the conclusions
including the sources of error.
7.3.3 Evaluate the validity of claims based on the amount and quality of the evidence
cited.
8th Grade
Interaction and Change
8.2.LS.1 Explain how populations of organisms in an ecosystem interact and how the
number and size of populations that an ecosystem can support is related to resources
and changes in resources.
8.2.ES.3 Explain how human activities have changed Earth’s land, oceans and
atmosphere.
Scientific Inquiry
8.3.1 Based on observation and scientific knowledge and concepts, propose
hypotheses that can be examined through scientific investigation; design and conduct a
scientific investigation that uses appropriate tools, techniques, variables and controls,
and collect relevant data.
8.3.2 Organize, display and analyze relevant data, construct an evidence-based
explanation of the results of a scientific investigation and communicate the conclusions
including the sources of error and suggestions for future investigations.
8.3.3 Explain why if more than one variable changes at the same time in an experiment,
the outcome of the experiment may not be clearly attributable to any one variable.