1. Student understanding of species diversity in communities. 2011 Ecological Society of America Presentation Laurel Hartley 1, Brook Wilke 2, Cornelia Harris 3 and Jonathon Schramm 2 UNIVERSITY OF COLORADO DENVER 1, MICHIGAN STATE UNIVERSITY 2 and CARY INSTITUTE OF ECOSYSTEM STUDIES 3 Culturally relevant ecology, learning progressions and environmental literacy Long Term Ecological Research Math Science Partnership August 2011 Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

2. Laurel Hartley 1, Brook Wilke 2, Cornelia Harris 3 and Jonathon Schramm 2 UNIVERSITY OF COLORADO DENVER 1, MICHIGAN STATE UNIVERSITY 2 and CARY INSTITUTE OF ECOSYSTEM STUDIES 3 Student understanding of species diversity in communities.

3. Learning Progressions for Environmental Literacy Who we are Ecologists + Science Education Researchers + Teachers + Grades 6-12 Students

4. Alan Berkowitz, Bess Caplan, Sarah Haines, et al. Cary and Towson University Ali Whitmer, Scott Simon, et al. UCSB and Georgetown Univ. John Moore, Kim Melville- Smith, Ray Tschillard, Bill Hoyt, Laurel Hartley NREL, CSU, UC Denver, UNC Bob Mayes, Sylvia Parker, et al. Univ. of Wyoming Andy Anderson, Brook Wilke, Jennifer Doherty, Jon Schramm et al. MSU Many others: Beth Covitt, Univ. of MT Lia Harris, Eric Keeling, et al. Cary Institute, NY Kristen Gunckel, Univ. of AZ Karen Draney, UC Berkeley Bob Waide, LNO Pathways to Environmental Science Literacy Project

5. Outline Why do we care about biodiversity literacy? What is an LP? Our upper anchor Methods Results –Recognition of Biodiversity –Function of Biodiversity –Interactions Discussion

6. Why do we need biodiversity? Learning Progressions for Environmental Literacy Biodiversity is rapidly declining

7. Why do we need biodiversity? Learning Progressions for Environmental Literacy Species perform vital ecosystem functions/services.

8. Why do we need biodiversity? Learning Progressions for Environmental Literacy The more diverse a population or community is, the more resistant it might be to perturbations like disease

9. Why do we need biodiversity literacy? How much do citizens need to know to make sense of the information in popular media and policy? How can a reader decide whether to trust claims, especially when reports are contested in popular press? Should we expect citizens to make or accept changes in policies that affect them on the basis of simplified popular media, leaving “technical details” to the experts?

10. Learning Progressions for Environmental Literacy Goal of our Work Develop a grades 6-12 learning progression for biodiversity –selection and evolution –inheritance and plasticity –recognition of biodiversity –community structure –community interactions

11. Learning Progressions for Environmental Literacy Our working definition of a learning progression  Compatibility with current research: built on findings of the best research about both student learning and scientific thought  Conceptual coherence: “make sense”/ tell a reasonable story  Empirical validation: grounded in empirical data about real students  Learning progressions are descriptions of increasingly sophisticated ways of thinking about a subject.

12. Community/ Ecosystem Succession Community Assembly Food Webs 1. Dispersal/Movement 2. Abiotic conditions/resources 3. Interactions between and among organisms 4. How organisms interact with one another affects how they change themselves and the environment in ways that then change the nature of the interactions between those organisms Learning Progressions for Environmental Literacy Upper Anchor Framework ScaleProcessesPrinciples IndividualLife cycles Seasonal cycles 1. An organism’s physical traits and behaviors are the result of genes being expressed within a determined range, moderated by the environment 2. Matter and energy are necessary for life cycle processes 3. Matter and energy are transformed as they are used by biota for life processes PopulationEvolution1. There is phenotypic and genotypic variability among individuals in and between populations 2. Matter and energy are finite and limit the growth of populations 3. There is differential survival and reproduction in populations based on fitness of traits and chance 4. Dispersal of individuals into and out of a population can change the populations size and/or gene frequencies

13. Methods Define Content Area Observe patterns in student thinking (literature search and pilot studies) assessments teaching experiments Construct a model about we how think students progress Revise the model Test the model Learning Progressions for Environmental Literacy

14. Methods Written Assessments (MD, NY, CO, MI, CA) Learning Progressions for Environmental Literacy School LevelTests (2011) Pre Post Tests (2010) Interviews (2010) Middle School587 40169858 High School325 28667247 Teachers50 3238

15. Methods Written Assessments (MD, NY, CO, MI, CA) Clinical Interviews (MD, NY, CO, MI, CA) Learning Progressions for Environmental Literacy School LevelTests (2011) Pre Post Tests (2010) Interviews (2010) Middle School587 40169858 High School325 28667247 Teachers50 3238

16. Methods Created rubrics for each item based on a small set of student answers Tested rubrics with 30 student answers each, then refined rubrics Used rubrics to code (i.e. - assign categories to) interview data –Refined rubrics –Eliminated unreliable questions Coded remaining student written answers with refined rubrics –10% of answers were coded by multiple coders –Less than 80% reliability led to another round of developmental coding Item Response Theory (IRT) analysis is on-going Learning Progressions for Environmental Literacy

17. Recognition of Diversity Species/Taxa Recognition Grounds for Relatedness Understanding of Ecological Roles/Function 4 (Upper Anchor) Groups and specific designations, incl. microscopic or other ‘hidden’ species Morphological and phylogenetic Detailed discussion of at least some niches, functions or functional groups 3 Mixture of groups and specific designations; intra-taxa variability Multiple morphological similarities despite variability Beginning discussion of various niches and functions 2 Some specific designations (e.g. robins & jays, beetles and flies) Simple morphological similarities 1 (Lower Anchor) Common name groups (e.g. birds, insects, etc)

18. Learning Progressions for Environmental Literacy Recognition of Diversity Proportion of Answers Student Version: Can you name some different species that you'd find in your neighborhood, maybe in a park or in your school yard? Teacher Version: Please name as many different species or kinds of living things in your backyard/neighborhood as you can. (Total n=358)

19. Learning Progressions for Environmental Literacy Recognition of Diversity The forests of the northeast United States look a lot like the forests in northern Europe. They have similar-looking trees and similar-looking animals. If you took a bunch of seeds from a European forest and planted them in a northeast United States forest, what do you think would happen? Please explain why. (n=398) Community (Dis)Similarity 4 Some seeds would survive, some would die due to individual variation and varying environmental conditions. 3 Recognizes diversity among seeds; not all the seeds are the same in terms of traits / characteristics, but no reference to environmental conditions 2 The seeds would all grow or die learning to adapt/evolve OR because of climate or soil or weather are different 1 The seeds will all grow OR the seeds would all die (no diversity in seeds or environment)

20. Learning Progressions for Environmental Literacy Recognition of Diversity Proportion of Answers The forests of the northeast United States look a lot like the forests in northern Europe. They have similar-looking trees and similar-looking animals. B. If you took a bunch of seeds from a European forest and planted them in a northeast United States forest, what do you think would happen? Please explain why. (n=398)

21. Learning Progressions for Environmental Literacy Response Excerpts ‘Similar Forests’ HMD (Grade 10 - written answer) “they would take a longer time to grow because they need to adapt to a new environment and when it does grow, the plant or tree will probably look like the others surrounding it, because they were once from the same area.” (interview elaboration) “Since from Pangaea they were all in the same area the trees even though there’s different kinds of trees and plants I think the trees and plants from northern Europe and northeast United States are relatively similar, like the same types of species and plants. I think that they’re going to imitate the other trees surrounding it and it will be like them. Because that’s where they once were, they’re all the same kind of plant.” AO (Grade 10 - written answer) “I think the seeds from European forests would grow in the northeast forest because it doesn't matter where you plant seeds, it depends on how you take care of it and which season it is.”

22. Learning Progressions for Environmental Literacy Function of Diversity A forest typically has several different types of trees. Why are there several types of trees instead of one best-adapted type of tree? (n=71) Prevalence of Diversity 4 Accounts for variation in space or time leading to multiple niches AND talks about how various species dispersed into the forest 3 Uses adaptation or niche diversity to explain how variation in space or time leads to multiple niches OR talks about how various species dispersed into the forest 2 Uses the words adapt/niche/natural selection but doesn't explain what that means OR because of the climate/weather OR because there are lots of seeds 1 Variations on “that is the way it is,” OR humans or other organisms need tree diversity

23. Learning Progressions for Environmental Literacy Function of Diversity Proportion of Answers A forest typically has several different types of trees. Why are there several types of trees instead of one best-adapted type of tree? (n=71)

24. Learning Progressions for Environmental Literacy Response Excerpts ‘Diversity Forest’ SM (Grade 11 - written answer) “each tree sets off a chain reaction within the ecosystem. Without certain trees some animals, bugs, insects etc. would not be able to survive.” JL (Grade HS - written answer) “because they provide different habitats and food sources to different crucial organisms and different types are adapted to different biotic and abiotic factors due to genetic variations.” (interview) “Trees can block out the other trees’ light if they're too close. So I guess that could be a disadvantage if they're kind of competing for the same light and resources but it could be an advantage if one tree drew beneficial insects I guess.” BU (Grade 6 - written answer) “because as life evolves so did the trees. They became different types of trees that all can adapt to life here.” (interview) “trees eventually have to die off. I mean everything does but new kinds are going to come. But as new kinds come, some of the old ones survive and get to stay here.”

25. Learning Progressions for Environmental Literacy Function of Diversity Proportion of Answers Beech and maple seedlings grow well in shade. Cottonwood seedlings, on the other hand, grow better with more sunlight. Here is an explanation of how a forest grew on a sand dune over 150 years. Use the information above to help you explain why after 80 years, the tallest trees were cottonwood, but after 150 years, the tallest trees were beech and maples. (n=243)

26. Interactions Item Oysters are filter feeders that live in the ocean and eat plankton (microscopic floating plant-like organisms). a)What kinds of things do you think could cause a change in the amount of plankton in the water? b)Explain how oysters and plankton interact with each other. Think about how one organism might help or harm the other. c)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? d)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? Learning Progressions for Environmental Literacy

27. Interactions Rubric Biotic Abiotic Biotic 4 Explains connections between abiotic and biotic 3 Explains multiple connections but still focuses on biotic 2 Predator-prey 1 Target organism or multiple unconnected organisms Learning Progressions for Environmental Literacy

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

29. Validation Interview 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. Learning Progressions for Environmental Literacy

30. Teaching Experiment 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: 1) learn how biotic and abiotic conditions affect the presence/absence of different stream taxa in leaf packs 2) understand that an organisms’ feeding activities influence the abiotic environment, and that the abiotic environment can influence the presence/absence of organisms Learning Progressions for Environmental Literacy

31. Biotic-Abiotic-Biotic Question 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? Learning Progressions for Environmental Literacy

32. Biotic-Abiotic-Biotic Question Levels 4Student 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. 2Student 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. 1Student sees organisms as helping or harming; sees anthropomorphic result of interaction as good or bad; essentially not recognizing interactions with other biota. Learning Progressions for Environmental Literacy

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

34. Teaching Experiment Interview 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. Learning Progressions for Environmental Literacy

35. Basic Learning Progression LevelGeneral Description 4Model-Based Reasoning 3School-Science Narrative 2Force-Dynamic with Hidden Mechanisms 1Force-Dynamic Reasoning Upper Anchor Lower Anchor

36. Summary Most students identify some basic types of visible organism groups (level 1) or more specific common groups (level 2), but aren’t often able to describe individual species, particularly those that aren’t visible to the naked eye. Many students recognize that species have different traits or functions, but don’t link these differences to descriptions of species diversity in ecosystems. 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. Learning Progressions for Environmental Literacy Recognition & Function Interactions

37. Questions? Thanks to: (NSF-0832173) Partner teachers & students Intrepid team of coders & developers Shawna McMahon Contact: laurelhartley@gmail.com schram25@msu.edu