Dipteryx Seed Predator Project

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Chart 1 Predator Percentages    Chart 2 Seeds per Tree Secondary/Primary    Chart 3 Percent Seeds Damaged

Objective: Students will develop a field research project utilizing transects and will present their findings in an oral and written presentation.

Introduction: The purpose of this activity is to introduce the transect method of field research to students. It may be used in conjunction with other field research methods, or as an introduction to or review of the scientific method.

Methods: The following is a brief outline of a possible lesson. It may, of course, be modified to suit the needs of individual teachers and/or students.

Step 1: Begin the lesson by asking students how they would compare the number of organisms found in two different areas...say, for instance, frogs. For each student suggestion, ask for possible pros and cons (pros might be "very accurate" or "easy;" cons might be "too time consuming," "inaccurate," or even "physically impossible").

Step 2: After a few minutes of good discussion, introduce students to the transect method as a way to quickly and easily (relatively speaking) gather relatively accurate data. Use overheads and other visuals to define/clarify the transect concept (and for added pizzazz, show students a slide show or PowerPoint of your frog project from Costa Rica!).

Step 3: After the introduction, divide students into small groups and assign them an introductory transect project easily completed on campus. Possible activities include: comparing human litter dispersal in two areas; comparing bird droppings underneath different types of trees; or comparing dog-doo density on the soccer versus football field. The project should be easily divided into two class periods: one period for data collection, and one for data analysis. During this time it is very important that the teacher checks for student understanding of the transect technique and review/clarify where necessary. A full lab write-up may also be included, according to teacher preference, student need, and time constraints.

Step 4: The next step is to visit a field site with students for site analysis and 50 Questions. Students may remain in the same groups as in Step 3, or may be regrouped (teacher preference). Two student rules for 50 Questions: 1) students must be at least 10 feet away from each other and 2) students are not allowed to talk to each other. Refer to "50 Questions" paper for more detailed instructions through to hypothesis formation. Teacher guidance is necessary during this step in order to insure that students come up with testable hypotheses!

***Note: if it is not possible to visit a field site for more than one day, field site introduction and 50 Questions may take place in the classroom via multimedia or other techniques***

Step 5: When each group has written up their testable hypothesis and transect method, return to the field for data collection. Be sure each group has all the materials they need!

Step 6: Data analysis— while statistics would normally be used to analyze the data, it will probably be better in most high school classes to simply report it and form conclusions "as is" (although I would mention that it wouldn’t be the end-of-the-road for professional scientists).

Step 7: Lab write-up and presentations (content and format according to teacher preference)