Biodiversity Field Study

Introduction:

This proposed project will allow for cross-curricular learning between grade 9 Science and
Math. The way this project has been envisioned, students will have already covered material
based around data analysis in math class. That knowledge, can then be utilized in science in
completing this research based study. To support student learning and encourage a spirit of
collaboration and inquiry, students will be encouraged to create their own essential research
question. To do so, they will also need a prior understanding of habitats, biological diversity,
variations within a species, and the complex interactions between species in a habitat.

Curricular Connections:

Science: Unit A: Biological Diversity

1. Investigate and interpret diversity among species and within species, and describe how
diversity contributes to species survival

observe variation in living things, and describe examples of variation among species and
within species (e.g., observe and describe characteristics that distinguish two closely
related species)
identify examples of niches, and describe the role of variation in enabling closely related
living things to survive in the same ecosystem (e.g., investigate different bird species
found in a local park ecosystem, and infer how each is adapted to life within that
ecosystem)
identify the role of variation in species survival under changing environmental
conditions (e.g., resistance to disease, ability to survive in severe environments)

Math: Statistics and Probability Data Analysis

Specific Outcome 2
Select and defend the choice of using either a population or a sample of a population to
answer a question
Specific Outcome 3

Develop and implement a project plan for the collection, display and analysis of data by:

formulating a question for investigation

choosing a data collection method that includes social considerations
selecting a population or a sample
collecting the data
displaying the collected data in an appropriate manner
drawing conclusions to answer the question.
Potential Timeline:

Preparations Before starting this project, students will need an understanding of

speciation, variation, niches, habitat diversity, and environmental factors
that impact species survival/fitness.
Day 1 & 2 Classroom Statistics:
Measure, record, analyse, and present data on observable traits within the
class. Examples could include hair colour, height, eye colour, ability to roll
tongue, detached earlobes, widows peak, etc.)
Day 3 In class:
Introduction to the project. Students will get into their groups and come up
with a research question as well as a means to measure findings. Any
materials that may be needed for collecting data should be discussed in this
class.
Day 4 In field:
Students will be taken to set up their field sites, take pictures, and record
preliminary observations.
Day 5 & 6 In field:
Students will collect all necessary data over these two days
Day 7 In class:
Niches how does the data being collected relate to specific niches within
the habitat under observation?
Day 8/9 Analyzing data and preparing it in an organized presentation. Reaching
necessary conclusions. At the end of this class, students should have a well
constructed answer to their research question.
Day 10 Presentations.
Allow the students to share their findings with their peers, or if
engagement was high, extend this beyond the classroom with a science
fair type of set up, allowing other students, teachers, and community
members to share in the learning.
Potential If time and budget allow, students could extend their knowledge and apply
Supplementary it to a new habitat by taking a field trip to Cypress Hills and working with
Opportunity the Alberta Parks interpreters.
https://www.albertaparks.ca/parks/south/cypress-hills-pp/education/school-
programs/ecosystem-field-studies/
Details:

How does the distribution of grasses differ from a river to a coulee habitat? Method count
various grasses. Observe the different quantity and types of grasses. How do root lengths vary
in these two places? Excavate to measure root length in relation to water availability. How does
animal traffic vary among two different locations? Look for tracks, droppings, broken twigs, fur,
feathers, etc.

These are three ideas that could be used to refine a research project for students to explore. In
this project, students will use the land to fuel their learning. With abundant coulees and a
vibrant riverbed, Redcliff provides ample opportunity for students to explore habitat variation
and biological diversity. Though these areas are a sizable walk from the school, they hold great
potential for student learning.

Multiple classes can be spent in the field, gathering data and evidence, as students work
towards an answer for their research question. Depending on the focus of the research the data
may look different for each group. Pictures, measurements, observations, hypotheses, and
connections can all be collected and recorded to support or reinforce their learning. This
assignment will expose students to complex interactions that happen within an ecosystem,
including both biotic and abiotic variables.

As a culmination of their work, students should put together a short presentation. This will
encourage them to take ownership and responsibility over their work while also allowing each
group to share results and information with their peers. By presenting findings, the class will
hopefully create a more holistic understanding of the topic of biological diversity as it relates to
a local area.

Alberta Parks has many interactive activity options lead by guides and interpreters in Cypress
Hills. This could be a valuable extension on this project. Students can relate the data and
research from the field sites in Redcliff to an entirely different ecosystem. This will contribute to
a broader exposure and more in depth and meaningful understanding of their results and the
results of their classmates. Chris Dodds, the Education Coordinator for Alberta Parks Cypress
Hills, is eager to receive feedback and input for creating potential programs. He will be a great
asset to get in contact with prior to commencing this project.
chris.dodds@gov.ab.ca
(403) 893-3833

https://www.albertaparks.ca/parks/south/cypress-hills-pp/education/school-programs/ecosystem-field-
studies/