Using complexity in food webs to teach biodiversity Cornelia Harris & Alan Berkowitz CARY INSTITUTE of ECOSYSTEM STUDIES

Learning Progressions for Environmental Literacy Background Learning Progressions for Environmental Literacy Education research about food webs tells us students: Easily recognize predator/prey relationships 1, 2, 3, 4 Can identify linear disruptions in a food web 2, 4, 5 Use a simplistic causality model to make connections 6 There is less information about how students reason about the connection between food webs and ecosystems: Students do not tend to understand connections between abiotic and biotic 6, 7, 8 Students don’t think about how organisms can shape the ecosystems around them 9 1 Hogan, 2000; 2 Griffiths & Grant, 1985; 3 Munson, 1991; 4 Barman & Mayer, 1994; 5 Gotwals & Songer, 2009; 6 Grotzer & Basca, 2003; 7 Magntorn & Hellden, 2007; 8 Lin & Hu, 2003; 9 Sander et al 2006

Learning Progressions for Environmental Literacy Why go beyond food webs? Learning Progressions for Environmental Literacy Teaching food webs is common across all grades and curricula; Students are familiar with general terms and processes Humans are changing food webs through overharvesting, habitat loss, toxification, introductions Food webs are often taught without reference to abiotic resources and conditions 

Learning Progressions for Environmental Literacy Research Focus Learning Progressions for Environmental Literacy The work reported here focuses on two questions about biodiversity: How do students understand the major factors that structure biological communities? Do students recognize how organisms can modify the environment, and how this can influence other organisms?

Learning Progressions for Environmental Literacy Methods Learning Progressions for Environmental Literacy 1. Written assessments MS & HS students in 5 states 2. Results Coded to 4 LP levels 3. Develop Teaching Experiment Stream Leaf-Pack Biodiversity Unit – 8 lessons 4. New written pre/post assessments plus focused interviews 5. Results 6. Revise Teaching Experiment + Items   1a. Validation Interviews Lia – I thought it might help to have a bit more detail so that this slide could really cover your methods, so I added details in itals. I made up numbers though, so please replace with real ones if you decide to stick with this idea. I also pasted in a photo we had from our teachers working with leaf packs.

Learning Progressions for Environmental Literacy Interactions Item Learning Progressions for Environmental Literacy Oysters are filter feeders that live in the ocean and eat plankton (microscopic floating plant-like organisms). What kinds of things do you think could cause a change in the amount of plankton in the water? Explain how oysters and plankton interact with each other. Think about how one organism might help or harm the other. If the number of oysters decreases, how might that impact the plankton population? What else would you need to know to feel confident about your answer? What kind of information would you need to figure out how a decline in oysters might affect other parts of the ecosystem, besides the plankton?  

Interactions Rubric 4 3 2 1 Model-based reasoning Learning Progressions for Environmental Literacy 4 Model-based reasoning Explains connections between abiotic and biotic 3 School science narratives Explains multiple connections but still focuses on biotic 2 Force-dynamic w/ hidden mechanisms Predator-prey 1 Force dynamic Target organism or multiple unconnected organisms Abiotic Biotic Biotic Biotic Biotic Biotic Biotic Biotic Biotic Biotic Biotic

Learning Progressions for Environmental Literacy Interactions Results Learning Progressions for Environmental Literacy Oyster Interactions N=127 high school students, 161 middle school students, 120 teachers Percent of Answers

Learning Progressions for Environmental Literacy Validation Interview Learning Progressions for Environmental Literacy Researcher: I guess do you think there’s any other physical stuff out in the ocean, like any physical characteristics of the water? Maybe if there’s different stuff in the water, or if the water temperature changes. I guess what do you think would happen [to the oysters or plankton with] that? Tom: If like the climate instantly changed the water would be like colder or warmer and the plankton would not really be used to that or if like oil or if a ship ran into something, the oil would do something to that or like the air, or water pollution, boats, like their gas or if they throw stuff overboard. ----------------------------------------------------------------------------------------------------- Researcher: What kind of information would you need to figure out how a decline in oyster might affect other parts of the ecosystem besides the plankton? Mary: There could be pesticides or chemicals that are put in there or spilled or accident or something. So that could kill off the oysters or the plankton or all the animals in there so that everything would be dead. Or there could be things taken out of there that the plankton or the other animals in the water need. Our validation interviews confirmed that students first discussed the predator-prey relationships (although we should expect this since the question was scaffolded to have them do this). When probed to discuss the abiotic connections, students tended to give examples of “things in the water” that would affect the population of plankton or oyster (climate, pollution). There was no indication that students believed organisms could affect their environment, or that the change caused by something in the environment might have impacts beyond the target organism.

Learning Progressions for Environmental Literacy Teaching Experiment Learning Progressions for Environmental Literacy Biodiversity: Diversity in a Leaf Pack Getting kids outside, engaged and exploring diverse taxa (macro and micro) Grounding experiences in their local place Students will: learn how biotic and abiotic conditions affect the presence/absence of different stream taxa in leaf packs understand that an organisms’ feeding activities influence the abiotic environment, and that the abiotic environment can influence the presence/absence of organisms Students should be able to recognize that invertebrate and microscopic diversity exists Students should be able to identify some of the organisms using keys and other tools, and should be able to classify organisms into groups and explain evolutionary and morphological relatedness using those tools Students should be able to recognize a variety of levels of diversity: individual, community, functional

Learning Progressions for Environmental Literacy Teaching Experiment Learning Progressions for Environmental Literacy Add a picture of kids

Biotic-Abiotic-Biotic Question Learning Progressions for Environmental Literacy Look at the pictures above and decide which one you want to answer questions about. Which one would you pick? a) What does the living thing you picked eat? How does it get its food? b) What abiotic (non-living) factors does it change as it gets its food?   c) What kinds of living things would be affected by the changes you described in Part B?  d) In what way would the living things you listed in Part C be affected?  

Biotic-Abiotic-Biotic Question Learning Progressions for Environmental Literacy Levels 4 Student answers at a level 3 and in part D of the question, the student talks about how the change in the abiotic factor by the organism has affected some aspect of matter and energy acquisition by other organisms 3 Student acknowledges predator-prey and other interactions (e.g. providing shelter or habitat). Student states more than one abiotic factor (e.g. sunlight, oxygen) AND explicitly links the abiotic factor to the trait of the organism that affected it. 2 Student mentions predator-prey (one organism eating another) interactions only, doesn't recognize how organisms affect abiotic environment or says only one abiotic thing (e.g. soil) and doesn't connect it as an interaction. 1 Student sees organisms as helping or harming; sees anthropomorphic result of interaction as good or bad; essentially not recognizing interactions with other biota. Print this, repeat the diagram instead

Biotic-Abiotic-Biotic Question Learning Progressions for Environmental Literacy N= 181 middle school students, 78 high school students Percent of Answers Middle School High School

Teaching Experiment Interview Learning Progressions for Environmental Literacy Researcher: What kind of information would you need to figure out how a decline in oysters might affect other parts of the ecosystem, besides the plankton? Jane: Well…I didn’t really explain it…if plankton increase it would eventually take over the whole pond and animals that were living there besides the oysters would die off because the plankton would take over the whole pond. Researcher: When you say take over, what do you mean? Jane: Well when you say more plankton, maybe less sunlight would get in the water. So the other organisms like the- I don’t know- the plants that are in the pond wouldn’t get enough sunlight. Researcher: Well what if the opposite happened, and there was less plankton? Jane: Well the water would get clearer, so there would be a noticeable change and since there is more sunlight, the water celery would increase because they use photosynthesis to get their food. When given appropriate scaffolding, all of the students interviewed were able to explain the connections between biotic and the abiotic resources and conditions. This leads us to believe that it may be difficult to write a question that appropriately cues for Level 4 unless the students have had direct instruction or experience with an ecosystem. An initial look at our data from the 2010-11 school year shows that students did better on questions that related to the stream ecosystem, which could be expected since they did the biodiversity TE. However, we are also exploring other ways to ask this kind of a question and we need to finish analyzing the rest of our data.

Learning Progressions for Environmental Literacy Summary Learning Progressions for Environmental Literacy The majority of students, both middle and high school, reason at the lower levels of the learning progression. Predator-prey (and other biotic) relationships are the most common Students see the connection between the environment and an organism, but fail to recognize the possibility that organisms may be changing the environment Students can list multiple abiotic factors, but don’t usually explain how those factors are connected to the food web Students may need more content to get to a level 4 answer, which may not be possible with a written assessment