1. Survivor: Nature Park Kala, Kathy, Suzanne

2. Introduction As the current actions of the human population continue to threaten species richness, it becomes increasingly important to speak out about conservation issues. “[Conservation biologists] must become more effective educators in the public forum as well as in the classroom” (Primack, 2002). “Conservation biologists need to make a special effort to talk to children’s groups...” (Primack, 2002)

3. Hypotheses Students will increase scores on a test covering basic environmental knowledge, given before and after a field trip led by DePauw students to the nature park. Students will display an appreciation for conservation after the field trip.

4. Methods Field Trip –Lessons Based off conservation issues discussed in class Incorporated simulation games and visual representations –Booklets Engaged and involved students in lessons

5. Methods Tests –8 questions: multiple choice and fill-in-the-blank –Sample Question: Which organism in the food chain has the least amount of energy? Surveys –8 questions, 5 point Likert scale –Sample Question: Conservation of the environment is important.

6. Results

10. Conclusions Basic knowledge test scores increased (p < 0.001, t = -6.916), but post-test scores were still low. Variation in scores between classes was not significant. Students at all levels increased in knowledge (r = 0.453).

11. Conclusions Surveys: –Larger sample size –Very few negative responses (avg. response of 1.4) Overall, students displayed an appreciation for conservation biology.

12. Ya’ll come back now, ya hear?