Schoolyard Biodiversity Investigation Educator Guide
WIDNRSchoolyard BiodiversityInvestigation Educator GuideA Project of the Association of Fish and Wildlife Agencies’North American Conservation Education StrategyDeveloped by the Pacific Education InstituteFunded by a Multistate Grant of theSport Fish and Wildlife Restoration ProgramSeptember 2011 nhf&g / victor young photo
Schoolyard BiodiversityInvestigation Educator GuideducationInstitutePa cific EAn Introduction to Biodiversity Conceptsand Outdoor InvestigationsDeveloped ByPacific Education InstituteMargaret Tudor, Ph.D.Lynne FergusonCo-Executive DirectorsDeveloped forAssociation of Fish andWildlife Agencies’North AmericanConservation EducationStrategyFunded by aMultistate Grant of theSport Fish and WildlifeRestoration ProgramWritten byErica BakerPacific Education Institute2011Schoolyard Biodiversity Investigation, Pacific Education Institute,2010, www.pacificeducationinstitute.orgLayout and Design: GoodCatnapping@gmail.com
PrefaceTextbooks often take students to far-off places to learn aboutbiodiversity. They see pictures of rainforests and organisms theymay never observe in person. It is difficult to grasp the variety andabundance of plants and animals through flat, inanimate images.The Schoolyard Biodiversity Investigation provides students withthe opportunity to learn about biodiversity in a tangible and availableenvironment – their own schoolyard. Whether the campus is asea of cement and grass or contains a diverse garden or forest, theopportunity for students to investigate first-hand will deepen theirunderstanding of biodiversity, ways to measure it, and the impactpeople have on it. After looking at their schoolyards, students can thenapply their newly-gained knowledge to understand biodiversity and itsdeeper issues in their local habitats, as well as in far-reaching places.The Schoolyard Biodiversity Guide builds upon student’s fieldinvestigation skills, including formulating a hypothesis, designingand implementing an investigation, analyzing data and developingconclusions. For more information, please see the Pacific EducationInstitute’s Field Investigations: Using Outdoor Environments toFoster Student Learning of Scientific Processes. A downloadable pdfis available at: /research/.iv
AcknowledgmentsThe following organizations provided supportfor the Schoolyard Biodiversity Investigation Educator Guide:Sport Fish and Wildlife Restoration ProgramAssociation of Fish and Wildlife Agencies(AFWA) North American Conservation Education StrategyAFWA North American Conservation Education CommitteesWorking Group:K-12 Committee:(*participating on K-12 and Working Group Committees)Gregg Losinski, Idaho Department of Fish and GameCarrie Morgan, Wisconsin DNRLucy Moreland (retired), Arkansas Game and FishCommissionLeslie Burger, Mississippi State UniversityLisa Flowers, Boone and Crockett ClubJudy Gillan, Florida Fish and Wildlife ConservationCommissionMary Kay Salwey, Wisconsin DNRMichelle Kelly, Minnesota DNRJudy Stokes, New Hampshire Fish and Game DepartmentNatalie Elkins, Michigan DNRKevin Frailey, Michigan DNRTheresa Alberici, Pennsylvania Game CommissionCindy Etgen, Maryland DNRJustin Marschell, Oklahoma Department of WildlifeConservationJeff Rawlinson, Nebraska Game and Parks CommissionWarren Gartner, Indiana Division of Fish and WildlifeBarb Gigar*, Iowa DNRThomas Baumeister, Montana Fish, Wildlife and ParksKellie Tharp*, Arizona Game and Fish CommissionJudy Silverberg*, New Hampshire Fish and GameDepartmentSuzie Gilley*, Virginia Department of Game and InlandFisheriesMargaret Tudor*, Washington Department of Fish andWildlife, Pacific Education InstituteSchoolyard Biodiversity Investigation Educator Guide was generously supported and reviewedby the Washington Biodiversity Council. The guide was completed wth expert assistance fromeducators Pat Otto and Peg Shipley and classroom teachers including Craig Baker, MarchandConnolly and Alice Boerner.Visionaries at the Washington Department of Fish and Wildlife, including Michael O’Malley,Watchable Wildlife Program Manager, Rocky Beach, Wildlife Diversity Program Manager, JohnPierce, Wildlfe Program Chief Scientist, and Joe Buchanan, Wildlife Diversity Program Biologistenabled these guidelines to evolve.The Board of Directors of the Pacific Education Institute, consisting of leaders in the formaleducation sector and natural resource agencies and organizations, recognized the need toprovide guidelines for field studies. Their support was essential to making the SchoolyardBiodiversity Investigation Educator Guide a reality.Margaret Tudor, Ph.D.
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Table of ContentsPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . IVAcknowledgements . . . . . . . . . . . . . . . . . . . . .VSection 1: Introducing Biodiversity . . . . . . . . . . . . . . . 1Section 2: Mapping the School Grounds . . . . . . . . . . . . 3Section 3: Conducting the Biodiversity Investigation . . . . . . 5Section 4: Calculating Biodiversity . . . . . . . . . . . . . . . 9Section 5: Biodiversity Investigation Extension . . . . . . . . 17Appendix A: Biological Diversity – Preventing Complete Lossof Habitat Due to Disease* . . . . . . . . . . . . . . . . . 19Appendix B: Student Instructions for Vegetation Surveyand Data Sheet . . . . . . . . . . . . . . . . . . . . . . 22Appendix C: Student Instructions for Wildlife Surveyand Data Sheet . . . . . . . . . . . . . . . . . . . . . . 25Appendix D: Wildlife Biodiversity Index DataCollection Document . . . . . . . . . . . . . . . . . . . . 29Appendix E: Alien Planet with Invasives . . . . . . . . . . . 30Appendix F: Alignment of Schoolyard BiodiversityInvestigation Educator Guide with the Framework forK-12 Science Standards 2011 . . . . . . . . . . . . . . . . 32Bibliography . . . . . . . . . . . . . . . . . . . . . . . . 34Web Links . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Section 1 Introducing BiodiversitySection 1Introducing BiodiversityWhat is Biodiversity?Biodiversity can be defined on a variety of levels. Ecosystem biodiversityrefers to the variety of habitats within a particular area or region. TheSchoolyard Biodiversity Investigation focuses on species biodiversity,or the variety of plants and animals in a particular habitat. On a morecomplex level, genetic biodiversity looks at the variety of characteristicswithin a particular species.The opposite of species diversity is monoculture. The term monoculturerefers to a situation in which only one species occupies a particular areaor region. Examples of man-made monocultures include lawns andfarms (such as wheat fields or pumpkin patches).This section includes several activities that can help students developtheir own definitions of biodiversity and look deeper to understand theimportance of species biodiversity.Sentence Strip Definitions1. Begin by asking, “Who has heard the word biodiversity?” and thenask “What do you think of when you hear the word biodiversity?”(option – write responses on the board)2. Have students work with a classmate or small team to develop aninitial definition of biodiversity. Remind the students to look atthe parts of the word and break it down (bio and diversity). Initialdefinitions can be written on a scrap paper or in student journals.3. Provide students with a variety of definitions of biodiversity (easilyaccessed by typing define: biodiversity in Google) or have studentsresearch the term with their partners/teams.4. Once students have conducted further research, they can revisetheir definitions as needed.5. Students write final definitions on sentence strips to be posted onthe board.6. Post and share sentence strips. Look at similarities and differencesbetween the definitions, circling and/or highlighting key words inall definitions.
Schoolyard Biodiversity Investigation Educator GuideSection 1 Introducing BiodiversityWhy is Biodiversity Important?Habitats that have a greater variety of different species of plants andanimals have a greater biodiversity. These habitats are also healthierand more stable. One reason diverse communities have greater levelsof health is that organisms of the same species tend to be more spreadout. This reduces the ability of a disease to spread throughout a habitat.Additionally, if a certain type of species of tree or plant does becomeinfected, the other species will remain and continue to provide thehabitat components for the organisms in that area.In an area consisting of monoculture, an area with only one type ofplant species growing, the plants are more susceptible to disease andother stresses because they are all the same and less spread out (noother types of plants between them). As a result, [the entire habitat canbe dramatically altered when impacted by disease or other stresses].Human-made monocultures (crops, etc.) are created to make harvestingeasier. However, they typically require larger amounts of pesticides andherbicides (to prevent diseases and/or “weeds”) and larger amounts ofenergy and labor to maintain before harvesting.Biological Diversity – Preventing Complete Loss ofHabitat Due to DiseaseThis is simple activity demonstrates the impacts disease has on botha monoculture stand of trees and a biologically diverse community oftrees. Students become trees and see very quickly that in a monoculture,disease spreads easily and it can eliminate an entire habitat. However, ina more diverse community, disease does not spread as much, resulting ina more intact habitat.For more details and instructions, see Appendix A.
Section 2 Mapping the School GroundsSection 2Mapping the School GroundsMaterialsPencilsColored PencilsCampus MapsPlain paper for student-created mapsLarge butcher paper andcopy of school map for large,cut-up mapSchoolyard Biodiversity DataSheets(1 set for investigation,extra copies for practice, asneeded)Vegetation Survey DataSheetSchool maps can be created by individual students,partners or small groups in a variety of ways:A. Student partners or teams can create maps of the entire schoolgrounds, working first to draw the main structures, boundaries, etc.and then adding details/descriptions of the various habitat/land typesusing the Suggested Classification of Habitat/Land Types list.As students create or enhance their maps, be sure they draw and labelboth natural and man-made features, while also labeling the habitat/land types of each area, if desired. Also remind students to include atitle, an approximate scale (if desired) and the North arrow ( ).This can be an involved process, but can be connected with lessonsrelated to understanding maps, legends, keys, etc. and will allow allstudents to explore the entire school site.Once students have mapped the school campus, a master map (alarge map drawn on butcher paper) can be created, incorporatinginformation from all of the students.Example of student-created mapWildlife Survey Data SheetAlien Planet Habitat and Key(1 set per pair of students)ClipboardsTape measuresStopwatches/timersThermometers
Schoolyard Biodiversity Investigation Educator GuideSection 2 Mapping the School GroundsA1A2B1A3B2B3C2C1D1A4B4C3D2C4D3D4Note: It can be helpful to label each section usingnumbers, codes or letters to ensure ease of re-assembly.B. The school site can be divided into sections, with different studentpairs/teams assigned to each section. Students can add and labelfeatures such as trees and bushes, fill in the habitat types, and addother details.An easy way to create a large master map is to project a copy of themap typically given to substitute teachers by the school secretaryonto a large piece of butcher paper or pieces of butcher papertaped together. If not using a school site, outline maps of areas cansometimes be located on the Internet.Once the master map is created, lines can be drawn to divide it intosections, and it can be cut and distributed to each student team.Example: Suggested Classification of Habitat/Land Types:Grass/meadow –maintained (mowed)Forest – mostlydeciduous (leaves)Grass/meadow/shrub– not maintained(“wild”)Forest – even mix ofboth coniferous anddeciduousSavannah/woodedgrassland – mixedtrees and grassWetland/marshForest – mostlyconiferous (needles) Sand/beachAgriculture/FarmsDeveloped – Suburban(houses, some greenspace)Developed – Urban (inthe city, little/no greenspace)Water – large pond,lake or oceanOther (be sure todescribe)
Section 3 Conducting the Biodiversity InvestigationSection 3Conducting the Biodiversity InvestigationTeachers can work with students to determine the question or give them theinvestigation question.Step 1: Vegetation SurveyDuring this step, students will look at the vegetation of the school groundsto determine the potential (possible) plant biodiversity.Discussions and activities related to plant identification can be helpful.While students do not need to know the names of plants, the ability to lookat certain characteristics of plants to determine differences can be helpful.Investigation ProcessFor student instruction sheets, see Appendix B.1. Work with students to look at the master map to determine the area orareas of your school grounds they will observe.For a descriptive study, the students may divide up the entire schoolgrounds and each team can collect data in different sections.For a comparative investigation, the students should choose two sitesthat they think have the greatest potential biodiversity.2. Explain the study site (or plot) size and shape for each area to thestudents. Square plots are recommended, but the size will varydepending upon the school site and the type of study/investigationbeing conducted. If comparing two sites, the plots should be the samesize. Students can measure plots by using paces, pre-measured string ortape measures. To designate each plot, pencils or wooden stakes withribbon or flagging tape tied to one end can be used to mark each of the 4corners.Note: If you plan to compare the school site to other locations, you maywant to keep in mind that 1/10th an acre would be a square plot with 66’sides. While this can be too large an area for students to work with, itcan be used to inform an appropriate plot size.3. Before the students leave the classroom:a. Take the students through the data collection process using the AlienPlanet Habitat and Key (See Appendix E) while in the classroom.It can be helpful to have students actually fill out a data sheet. Toconserve paper, this step can be done in small groups.Note: The Vegetation Survey is much easier to complete outdoorswhen students first practice and understand how to fill out theboxes, etc.
Schoolyard Biodiversity Investigation Educator GuideSection 3 Conducting the Biodiversity Investigationb. Once students are comfortable filling out the data sheets, providethem with fresh/clean copies and have them fill out the basicinformation at the top of the data sheet, including name, school,date, the investigation question, their prediction/hypothesis (ifdesired), the site location (where it is on the school grounds), andplot size (if needed).4. Outside, students can record the current weather by entering thetemperature and circling the proper descriptions on the data sheet. Ifeach student team takes a thermometer with them, it should remain inthe study area/outside for at least 5 minutes before reading. Determinewith the class where the thermometer should be placed – such as onthe ground, hung from a tree or held by a student.5. Students should create their plots as instructed. If surveying the entireschool grounds, plots should not overlap and gaps between plotsshould not exist.6. Once plots are established, students should document the number ofdifferent types of plants and total numbers of plants (estimating thegrass coverage within the plot area) on their data sheets using tallymarks.7. Students return to classroom upon completion of data collection.8. Once in the classroom, students can analyze their data and write theirconclusions. For diversity calculations, see Chapter 4.Step 2: Schoolyard Biodiversity Wildlife SurveyDuring this step, students will look for wildlife and/or signs of wildlife onthe school grounds, typically within the same plots that were establishedto study plant biodiversity. The variety (different types) and abundance(amount) of wildlife also affect the area’s biodiversity.Before going outside:* Discussions and activities related to animal identification can behelpful. While students do not need to know the names of animals,the knowledge of field marks or ways to look for animal signs canbe helpful.* Practice using the data collection sheet.* Work with your students on the proper way to observe wildlife– quietly and calmly. The less they make their presence known, themore likely they are to see live critters!
Section 3 Conducting the Biodiversity InvestigationInvestigation ProcessFor student instruction sheets, see Appendix C.1. If students have completed a habitat survey, they will return to the samearea observed for that survey. (If students are conducting the wildlifesurvey first, see steps a and b below.)a. First, work with students to look at the map to determine the areaor areas of the school grounds they will observe. Students maychoose two sites that may have the greatest potential biodiversity,one area with a high potential and one with a low potential, or arandom site (if every team in the class is observing an area).b. Establish the size of the study area. If comparing two sites, theyshould be the same size. Students can measure plots by using paces,pre-measured string or tape measures. To designate each plot,pencils or wooden stakes with ribbon or flagging tape tied to oneend can be used to mark each of the 4 corners.Note: If you plan to compare the school site to other locations, youmay want to keep in mind that 1/10th an acre would be a squareplot with 66’ sides. While this can be too large an area for studentsto work with, it can be used to inform an appropriate plot size.2. Before students leave the classroom, they should fill out the basicinformation at the top of the data sheet, including name, school,site location (where it is on the school grounds), date, and surveybeginning time, length of stationary wildlife observation and number ofobservations the students should conduct.Students should also determine the locations(s) where they will maketheir stationary observation(s), marking the location(s) on the mastermap, if desired.3. Once outside, students will QUIETLY and CALMLY walk to their sites,find their stationary observation location and sit down (if the ground iswet, trash bags or student-made sit-upons can be used as seats).4. Students then record the current weather and temperature. If takinga thermometer out, they should wait at least 5 minutes before readingit. Determine with your class where the thermometer should be placed– such as on the ground or held by a student.
Schoolyard Biodiversity Investigation Educator GuideSection 3 Conducting the Biodiversity Investigation5. While sitting, students conduct the first (or only) observation for thedesignated length of time. As wildlife observations are made, studentsrecord findings on the data sheet.6. Once the (first) stationary observation is complete, students continueto stay QUIET and CALM while moving to a second location withinthe site, if needed. As second and/or third stationary observations areconducted, students will continue to add to their data sheets.7. After stationary observations are completed, students may QUIETLYand CALMLY (remind them that other students may still beconducting stationary observations) move around the site, lookingfor other animals or signs of animals. Students use the second page ofthe Schoolyard Biodiversity Wildlife Study data sheet to record theirfindings (see Student Instruction Sheet for Wildlife Study, AppendixC).8. Students return to classroom upon completion of data collection.9. Once in the classroom, students can analyze their data and write theirconclusions. For diversity calculations, see Chapter 4.
Section 4 Calculating a Biodiversity IndexSection 4: Calculating BiodiversityCalculating a Biodiversity Index: A Simplified Model forSchoolyard StudiesFrom Kathy Paris sed/0534-KathyParis/index.php)Modified from original activity by Erica BakerBackground:Biodiversity is a broad term used to describe the diversity of genes, speciesand ecosystems in a region (Enger & Smith, 2010). Genetic Diversitydescribes the number of different kinds of genes present in a populationor a species. Species Diversity is a measure of the number of speciespresent in an area. Ecosystem diversity is the measure of the number ofkinds of ecosystems present in an area. Scientists use a variety of toolsand methods to determine biodiversity. While some debate exists as to themost accurate means of calculating biodiversity, the Simpson and ShannonIndexes are the most widely accepted.The simplified biodiversity index model used for these schoolyard studiesenables students to learn how scientists use math to calculate the diversityindex of a selected habitat. By comparing calculations, they will observethat the closer the diversity index is to 1, the more likely it is that thehabitat is diverse and healthy. The students are then able to analyze theirown Schoolyard Biodiversity Investigation data to determine the potentialdiversity of their schoolyard.
Schoolyard Biodiversity Investigation Educator GuideSection 4 Calculating a Biodiversity IndexLesson 1: Introductory ActivityA. Introduce the term Biodiversity Index to the students. Discuss the purpose ofplacing a numerical value on the biodiversity of an area (to compare with otherareas, to determine changes over time, to determine how to manage a site, etc.)If desired, also discuss random sampling and how scientists frequently cannotcount every plant or animal in an area. Explain that instead they use varioustechniques to take samples of data (counting in a certain area) and then averagethose samples.B. Explain that the students will practice how to determine the Biodiversity Indexfor simulated samples before they determine the Biodiversity Indices for theirschool site.C. Pass out copies or have the students set up a chart like the one below. Create thesame table on the board.Sample Biodiversity Data Collection ChartHabitatExampleTALLYofDIFFERENT SPECIESof AnimalsIIII(4 differentspecies counted)TALLYofEACH SPECIESFound:(SPECIES #:TALLY)Species 1: I I ISpecies 2: I I I ISpecies 3: ISpecies 4: I I I(3)(4)(1)(3)Tropical sGrasslandsLawn orwheat fields10TOTAL Numberof ALL AnimalsFound:11Diversity Index# OF SPECIES/TOTAL ANIMALS4/11 .3636
Section 4 Calculating a Biodiversity IndexD. Each team of 2 students is then given a bottle (such as a vitamin bottle)full of beads that represents the animals that live in a 1 square meterarea of a particular habitat (the sample size/area). The habitat bottlesare labeled by habitat name and the bottles are filled with differenttypes of beads representing the different types of animals living withinthat habitat. The 15 different habitat bottles should be filled as follows:Habitat Sample SetupHabitat TypeBottles 1-4:Tropical RainForestsBottles 5-6:ConiferousForestsHow ManyDifferent Types/Colors of Beads*(Species)?3012How Many of Each Bead(Species)?2 beads each for15 different species,1 bead each for3 different species2 beads each for6 different species,1 bead each for4 different species2 beads each for6 different species,Total Numberof All Beads(Animals)in the BottleSimplified Biodiversity Index# OF SPECIES/TOTAL ANIMALS(according to thenumber of beads)3330/33 .911612/16 .751612/16 .75Bottles 7-8:DeciduousForests12Bottles 9-10:Deserts53 beads each for the5 different species155/15 0.333Bottles 11-12:Grasslands53 beads each for the5 different species155/15 0.3332100 beads for1 species and5 beads for the other species1052/105 0.019Bottles 14-15:Lawn orWheat Fields1 bead each for4 different species*Any type of small object will work: beads, beans, coins, etc.11
Schoolyard Biodiversity Investigation Educator GuideSection 4 Calculating a Biodiversity IndexE. Students then predict the biodiversity of their “sample” based onthe habitat name and their background knowledge of that particularhabitat.Note: The highest diversity in this activity is .91. It may actually behigher or lower in nature.F. Then students remove the beads from the bottle, one at a time, andrecord their data on the table. The beads should be set aside once theyare counted.G. Once all beads are counted, students can calculate the biodiversityindex for the habitat. (The highest diversity will be the tropical rainforests and the lowest diversity will be the lawn or wheat fields.)The Simplified Diversity Index is a decimal number between 0 and1. The closer the diversity index is to 1 then the more the habitat isdiverse and healthy (WDNR, 2005).Diversity Index value of 0 indicates no diversityDiversity Index value of 1 indicates high diversityDiversity Index value of 0.5 indicates area is relatively diverseDiversity Index of a healthy forest would typically range around0.7- 0.8Diversity Index of an agricultural field would typically range from0.02 or lessH. If desired, have students switch/rotate bottles, so that they haveopportunities to practice calculating the biodiversity index for avariety of habitats. Either way, post the student findings in the chart onthe board.I. Share and discuss results.a) How might scientists use this data to make decisions?b) What if a site has 10 trees, but they are 10 different species?Technically your biodiversity is 1 is this really a biodiverse site?Why or why not?c) Discuss richness and evenness: Species Richness: the number of different species in an area. Species Evenness: the number of individuals of each species.12
Section 4 Calculating a Biodiversity IndexLesson 2: Analyzing Student Schoolyard Data to MeasureDiversityIn the Schoolyard Investigation, students are examining Species Diversity whichis the measure of the number of different species in an area. The Diversity Indexfor Species Diversity reflects both species richness and species evenness.Evaluate the DataA. Revisit the Schoolyard Biodiversity Surveys.B. Discuss the data collected for vegetation and/or student observations ofwildlife.C. Look at the difference between the two data tables. Explain that theVegetation Survey has specific numerical data that can be used “as-is” todetermine the Diversity Index of the school campus, while the WildlifeSurvey is more general. In order to calculate a Diversity Index, specific datamust be collected.D. Determine if students will calculate a Diversity Index for the Vegetation,Animals or both. If they will be determining a Diversity Index for Animals,continue with the next steps. If not, skip to Calculate the SimplifiedDiversity Index (page 14).D. Pass out the Wildlife Biodiversity Index Data Collection Document(Appendix D).E. Discuss data collection protocols and procedures: Students will again go outside to make observations of wildlife, but thistime they will be more specific in the data they collect. Students will only count and tally the animals found/observed ON SITE(and/or in their sample area). Students will tally the total number of different species, the total numberof each species and the total number of all species found/observed foreach group of animals. (see SAMPLE Wildlife Biodiversity Index DataCollection Document) Diversity will be calculated back in the classroom after observations arecompleted.Note: To calculate a Diversity Index for the schoolyard, students mustmake intentional observations about the animals on the school site. Whilethey do not need to know the name of every animal, they must first havesome training on identification so that they are at least able to distinguishone species of animal from another (how to look at colors, patterns andstructures). See Fostering Outdoor Observation Skills by the PacificEducation Institute for more information on building student observationskills.F. Take students outside and allow them time to complete their diversity datacollection.13
Schoolyard Biodiversity Investigation Educator GuideSection 4 Calculating a Biodiversity IndexSAMPLE Wildlife Biodiversity Index Data Collection DocumentAnimal GroupBirdsMammalsReptiles &AmphibiansInsects &SpidersTOTAL Number ofDIFFERENT SPECIESof AnimalsTOTAL Numberof EACH SPECIESFound(Species Richness)(Species Evenness)IIIII IIISpecies 1:Species 2:Species 3:Species 4:Species 5:Species 6:Species 7:Species 8:TOTAL Numberof ALL AnimalsFound:SimplifiedDiversity Index108/10 0.8IIIIIIIIIIISpecies 1: I11/1 1IISpecies 1 (reptiles):IIII ISpecies 2 (amphs):122/12 0.16253/25 0.124814/48 .29IIII IIIISpecies 1 (ants): I I I I I I I I IIII IIIISpecies 2 (spider): I ISpecies 3 (spider): I I ITotal Wildlifein Schoolyard14Calculate the Simplified Diversity IndicesStudents can calculate the Simplified Diversity Index for each species categoryand for the total species in the habitat, using the following equation:Simplified Diversity Index TOTAL Number of DIFFERENT SPECIESTOTAL Number of ALL PLANTSOR ANIMALS FOUNDAnalyze the Simplified Diversity Index – What does it all mean?This Simplified Diversity Index measures how diverse each animal group isin their schoolyard. The closer the number is to
Erica Baker Pacific Education Institute 2011 Schoolyard Biodiversity Investigation, Pacific Education Institute, . Virginia Department of Game and Inland Fisheries Margaret Tudor*, Washington Department of Fish and . Je
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TAO: Write an essay about schoolyard cameras for the school newsletter (if one is available). Students use secret ballots to vote on 1-2 stories to submit to the newsletter. If there is no school newsletter, use the sample brochure to gather student quotes about schoolyard biodiversity and send home with all students in the school.
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American National Standards Institute (ANSI) A300 (Part 6) – 2012 Transplanting for Tree Care Operations – Tree, Shrub, and other Woody Plant Maintenance Standard Practices (Transplanting) Drip line The hole should be 1.5-2 times the width of the root ball. EX: a 32” root ball should have a minimum wide 48” hole
