m6 l11 final

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Bird Biodiversity Data Analysis and Interpretation Module 6 Lesson 11

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LESSON 11:ANALYZE AND INTERPRET BIRD BIODIVERSITY DATA

OVERVIEW:This lesson is the culminating field site-based lesson in which students analyze the data they

have been collecting over the last couple of weeks. Students apply the various scientific concepts

they have been learning about biodiversity to make sense of their own data. After analyzingtheir own data in groups, students present their findings to the entire class. As part of thesepresentations, the class will discuss the validity of the different groups claims and whether they

are supported by the data collected from the field as well as the various science concepts theyhave been learning in class.

Ways of Knowing Urban Ecology:Students will

Understand Understand the importance of linking research questions, data analysismethods, claims, and evidence in scientific argumentation.

Talk Write scientific arguments in which they write a claim in response to theiroriginal research question about biodiversity and support that claim withappropriate evidence and reasoning.

Present their scientific arguments to the class in order to persuade the classabout their particular claim.

Ask questions about other groups arguments, suggest counter claims, anddebate multiple ways to interpret the data.

Do Analyze their bird biodiversity data including calculating richness,abundance, Shannon-Weaver Biodiversity Index, and Simpson Biodiversity

Index.

Act No specific goals connected with acting on urban ecology in this

lesson.

SAFETY GUIDELINES:There are no specific safety concerns associated with this activity.

PREPARATION:Time:

2 class periods

Day 1: Activity 11.1Day 2: Activity 11.2

Materials:

Activity 11.1 Laptop with spreadsheet software (such as Microsoft Excel) and presentation software (such

as Microsoft PowerPoint) and projector (optional)

Student sheets for each studentActivity 11.2

Laptops for each group with spreadsheet software (such as Microsoft Excel), presentationsoftware (such as Microsoft PowerPoint), or video production software (optional)

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Poster-making materials such as poster boards and markers (optional)INSTRUCTIONAL SEQUENCEActivity 11.1: Analyzing Data

1. Using the biodiversity spreadsheet that contains the formulas for the two indices, studentsshould analyze each set of their data and calculate the following:

o Species richnesso Abundanceo Shannon-Weaver Biodiversity Indexo Simpsons Biodiversity Index

Note: If you dont have access to computers, students can calculate Simpsons index

using calculators (see equation in Lesson 2) or you can just have students graph andcompare species richness and abundance.

2. Students should then create a graph for each of the measures above based on the studentscomparisons (comparing site 1 and site 2 or different times of the day) over the three days

of their observations. See the student handouts for examples of the graphs. These graphs

can be made in either Excel or by hand. If the graphs were created using Excel, studentcan paste these into PowerPoint or print them, making sharing data easier.

3. Once students have made their graphs, the research groups should refer back to theiroriginal research question. Drawing upon the observations and their analysis throughcalculations and graphs, to the groups should be encouraged to draw a conclusion which

addresses their question.

o Students should support their conclusion by writing their arguments on thestudent investigation sheet. Encourage students to justify the claims that they aremaking with evidence from the data they collected in their field studies. Students

should also explain their reasoning for why that evidence supports their claim.Their reasoning should draw from the various concepts they have learned about

biodiversity during the unit.o Remind students they are going to present their arguments to the class so they

need to consider how they are going to present their justifications or proofs for theclaims that they are making.

4. Students should also consider the original predictions they made for their research study.Does their graph support their initial prediction? Why or why not? Ask students to share

their thoughts.

Activity 11.2: Presentations of their Findings

1. Students should present their findings to the class. Even if the field study was completedas a full class the messiness of the data could result in different groups coming up with

different conclusions from the same data. The purpose of the presentation is to havestudents share their conclusions as well as debate why different groups came up with

their varying conclusions.2. Depending on time, and whether or not these were class or group projects, students could

put together a PowerPoint presentation, poster or just orally explain their data to the class.o When students are explaining, it may be important to refer student back to their

original data

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What differences did they notice between the two sites? Could thisexplain differences in their data?

Was their data low overall for one day at both sites? Was somethingdifferent (weather perhaps? Or more students outside disturbing the

birds)

Have students consider observer effects, such as their improving abilityto see and identify birds over time.3. After all the groups have presented their scientific arguments, discuss the similarities and

differences between the conclusions that they made from their data. You may also wantto give students an opportunity to revise their written scientific arguments based on the

discussion in class.

Concluding the Lesson

1. Ask students if they were surprised by their results. What level of biodiversity do youthink your field site has (high, medium, low)?o Time permitting, encourage students to start thinking about ways to improve

biodiversity at their field sites.

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Data Analysis & Interpretation Module 6 Lesson 11

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Name: _________________________________ Date: _________ Class/Period:________

Lesson 11: Analyzing your bird biodiversity data

In this section, you will calculate the biodiversity of your study sites and construct graphs to help

you analyze the data.

1. For each day you collected data and for each site, calculate the following. If you have accessto a computer, you may use this to calculate the biodiversity indices:

a. Species Richness (or the number of different species you recorded each day)b. Abundance (or the total number of birds you saw each day)c. Shannon-Weaver Biodiversity Index

Look back at lesson 2 if you need to remind yourself how to use the Excel sheet or calculatebiodiversity.

2. Fill these data in the chart below: (or create an excel spreadsheet which matches the columnsbelow and record your data into Excel)

Site/Transect 1: __________________________________________(describe location)Date Species Richness

(total # of species)

Abundance(total # of birds)

Shannon-Weaver

Biodiversity Index

Site/Transect 2 (or other point of comparison): _____________________________(describe)

Biodiversity IndicesDate Species Richness(total # of species)


Shannon-Weaver Simpsons

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Lesson 11 Data Analysis & Interpretation

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3. Create a graph for each of the four measures of biodiversity. You want to create a line graph for each site. For example, graph thespecies richness for site 1 and site 2.

For example, lets say the data you found looks like the following:

Site 1: Site 2:

DateSpecies

Richness Abundance

Shannon-

Weaver Index

Species

Richness Abundance

Shannon-

Weaver

Index

Day 1 4 141.31

6 22 1.7Day 2 7 19 1.80 10 29 2.2

Day 3 3 13 1.01 9 28 2.04

Below are examples of the types of graphs you should create.

A. Comparing species richness between both sites: B. Comparing abundance of birds between sites:

Species Richness

0

2

4

6

8

10

12

Day 1 Day 2 Day 3

Total#S

pecies

Site 1:

Site 2:

Abundance

0

5

10

15

20

25

30

35

Day 1 Day 2 Day 3

Total#o

fBirds

Site 1:

Site 2:

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C. Comparing Shannon-Weaver Indices between sites: D. Comparing Simpsons Indices between sites

Biodiveristy: ShannonWeaver Index

0.00

0.50

1.00

1.50

2.00

2.50

Day 1 Day 2 Day 3

ShannonWeaverIndex

Site 1:

Site 2:

Biodiveristy: Simpson's

Index

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

Day 1 Day 2 Day 3

Simpson'sIndex Site 1:

Site 2:

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4. Now that youve graphed your data, look at each graph. Consider how you would answeryour original research question for your field study. Write a scientific argument answeringyour research question where you support the claim that you are making with appropriateevidence and reasoning.

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Data Analysis & Interpretation Module 6 Lesson 11

1

Name: _________________________________ Date: _________ Class/Period:________

Lesson 11: Analyzing your bird biodiversity dataIn this section, you will calculate the biodiversity of you study sites and construct graphs to helpyou analyze these data.

1. For each day you collected data and for each site, calculate the following. If you have accessto a computer, you may use this to calculate the biodiversity indices:

a. Species Richness (or the number of different species you recorded each day)b. Abundance (or the total number of birds you saw each day)c. Shannon-Weaver Biodiversity Index and/or Simpsons Biodiversity Index

Look back at lesson 2 if you need to remind yourself how to use the Excel sheet or calculate

biodiversity.2. Fill these data in the chart below: (or create an Excel spreadsheet which matches the columns

below and record your data into Excel)

Site/Transect 1: __________________________________________(describe location)Date Species

Richness(total # of species)


Biodiversity Indices


Site/Transect 2: _______________________________________________(describe location)

Biodiversity IndicesDate Species Richness(total # of species)



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3. Create a graph for each of the four measures of biodiversity. You want to create a line graph for each site. For example, graph thespecies richness for site 1 and site 2.

For example, lets say the data you found looks like the following:

Site 1: Site 2:

DateSpecies

Richness Abundance

Shannon-

Weaver

Index

Simpson's

Index

Species

Richness Abundance

Shannon-

Weaver

Index

Simpson's

Index

Day 1 4 141.31

0.76 6 22 1.7 0.84Day 2 7 19 1.80 0.86 10 29 2.2 0.91

Day 3 3 13 1.01 0.67 9 28 2.04 0.89

Below are examples of the types of graphs you should create.

A. Comparing species richness between both sites: B. Comparing abundance of birds between sites:

Species Richness

0

2

4

6

8

10

12

Day 1 Day 2 Day 3

Total#S

pecies

Site 1:

Site 2:

Abundance

0

5

10

15

20

25

30

35

Day 1 Day 2 Day 3

Total#o

fBirds

Site 1:

Site 2:

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C. Comparing Shannon-Weaver Indices between sites: D. Comparing Simpsons Indices between sites:

Biodiveristy: ShannonWeaver Index

0.00

0.50

1.00

1.50

2.00

2.50

Day 1 Day 2 Day 3

ShannonWeaverIndex

Site 1:

Site 2:

Biodiveristy: Simpson's

Index

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

Day 1 Day 2 Day 3

Simpson'sIndex Site 1:

Site 2:

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4. Now that youve graphed your data, look at each graph. Consider how you would answeryour original research question for your field study. Write a scientific argument answeringyour research question where you support the claim that you are making with appropriateevidence and reasoning.

Students responses may vary depending on their research question. However, students shouldpresent or refer to their data, including the Simpsons and Shannon-Weaver biodiversity indices,in numeric and graph form. The data and the argument should address the question directly.

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Who Needs to Hear What and How?!?You will be watching the same video of Majora Carters Greening the Ghetto presentation as you did earlier. While

watching the video, take note of at least two pieces of information she presents, and figure out who would best

benefit from this information and why. Use the table below to write down your observations and notes.

Piece of information

What is the information, and whatkind of information is it (statistics,

story, photograph, etc.)?

Audiences and Stakeholders

For whom is this informationintended? Who would most benefit

from this piece of information?

Why?

Why did you connect thisinformation with this audience and

stakeholder?

Statistics of sewage, landfill, parks-

to-people, etc.

Scientists and City Officials Statistics and quantitative data are

useful to scientists and officials for

detecting patterns and making

decisions

Story of finding riverfront with her

dog

Community members This story is motivating and

engaging and brings community

members in.

Photo of Majora with Mayor andParks Commissioner

Community members Community members are introducedto the idea that they can make a

difference

Illustration of Hunts Point Park Planners, scientists, and community

members

Provides all audiences with a sense

of what will come, including

environmental features, and it

provides community members with a

snapshot of what they can expect

Leveraging $10,000 seed grant into

a $3 million park

City officials and potential

benefactors

Ms. Carter, her organization, and

the community is successful at

raising funds and spending money

efficiently and effectively.

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