Proposed Project of Study - Abstract Why So Much Life in the Rain Forest? How is climate related to the differences of floral and faunal diversity between the temperate deciduous forests of southern Alabama and the tropical rain forests of southeastern Peru? Introduction The goal of this proposed independent project of study is to combine data collected by the sixth grade science students of Alba Middle School and me to find out what effect climate has on the abundance of biodiversity within a biome. We will be using two specific biomes for our study. Our school is located in a temperate deciduous forest; however our biological diversity is extremely limited when compared to the tropical rainforest. These are the biomes on which we will be collecting data. As sixth grade scientists, the students will record the temperature, precipitation, and humidity in our biome in Bayou La Batre, Alabama, USA, and compare it to the same information collected from Tambopata Research Center in Madre de Dios, Peru. We will also focus on the impact climate has on the quantity and adaptations of bird, reptile, and hardwood tree species of both areas. The scientific method will be used throughout this project. Mobile County Course of Study Objectives: 1.2 Identify local weather and weather patterns 1.4 Describe the function of instruments and technology used to investigate Earth’s weather including thermometers, rain gauges, and psychrometers 1.5 Use lines of latitude and longitude to locate areas of specific weather events 1.6 Interpret weather data through observations collected over time 3.1 Describe the effects of the water cycle on Earth 3.2 Describe the effects of the carbon cycle on Earth 7.0 Describe the Earth’s terrestrial biomes, identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate 8.0 Describe how Earth’s rotation, axial tilt, and distance from the equator cause variations in the heating and cooling of various locations on Earth Activities * Information from following five procedures will be used while teaching the weather, climate, and biome objectives.
Measure temperature, precipitation, and humidity in Tambopata, Madre De Dios, Peru and Mobile, Alabama, USA, during the months of June, July, December, and January. Compile and analyze weather data.
Identify quantity and adaptations of bird, reptile, and hardwood tree species from both locations.
Evaluate how the uniqueness of the flora and fauna within each biome is related to the climate.
Discuss the importance of preserving species diversity by protecting the environment.
Devise and implement an environmental stewardship plan of action within the local community.
Location
Bayou La Batre, Alabama, United States Our school is located in the small coastal town of Bayou La Batre. Our official temperate deciduous forest biome is made up of some smaller unique areas such as coastal wetlands and an endangered wet pine savanna.
Tambopata Research Center, Madre De Dios, Peru Tambopata Research Center (TRC) is located in the Tambopata National Reserve and is part of the Bahuaja-Sonene National Park. TRC sits at the foot of the Andes mountains along the Tambopata River. Surrounding TRC are lush tropical rainforests that make up part of the Amazon River basin.
Time Line · May 2010: work with five current students to set up data collection for June and July · June- July 2010: collect 1st set of data from Bayou La Batre, Al, USA, and Tambopata, Madre de Dios, Peru · August 2010: work with new students on setting up the question and hypothesis for the project · December 2010-January 2011: collect 2nd set of data from Bayou La Batre, AL, USA, and Tambopata, Madre de Dios, Peru · January 2011: Students will compile and analyze data, then present the project to other grade levels and community visitors Alba’s Sixth Grade Scientists’ Biome Project Question: How is climate related to the differences of floral and faunal diversity between the temperate deciduous forests of southern Alabama and the tropical rain forests of southeastern Peru? Students will be challenged to investigate this question throughout the school year while learning about the scientific method. Hypothesis:
Hypothesis for personal professional development use towards scientific investigation: The climate of each biome will affect the area’s biodiversity by providing or limiting the amount of sunlight and precipitation needed for the production of a food supply for the plants and animals within.
Individual student hypotheses: Students will be given examples of unrelated hypotheses and then allowed to formulate their own hypothesis regarding the question for this project. Their hypotheses will be collected and stored until the related data has been gathered later in the year.
Official class hypothesis: The higher the temperature, humidity, and precipitation is within a biome, the higher the biological diversity will be. (The official class hypothesis for the sixth graders will be provided after students have developed individual hypotheses.)
Procedure: The procedures for this project will be broken down into two main topics; each one containing two subtopics. Topic 1- Climate Data A. Temperate Deciduous Forest- Bayou La Batre, Alabama, USA Selected students will be responsible for using meteorological instruments including psychrometers, thermometers, and rain gauges for gathering data on the temperature, rainfall, and humidity during the time period of June 1- July 1 and December 19- January 14. The measurements will be taken daily. There will also be adult volunteers from the community participating in gathering this information. The collected data will be checked with NOAA for accuracy. B. Tropical Rain Forest- Madre De Dios, Peru I will collect equivalent data during the same time period from Tambopata Research Center in Peru. This data will be compared to the students’ data via internet communication on a daily basis. Topic 2- Biodiversity Data A. Temperate Deciduous Forest- Bayou La Batre, Alabama, USA Students will participate in gathering information on the quantity and adaptations of local bird, reptile, and hardwood tree species. This information will come from personal knowledge of the students, field guides, reference books, and various websites such as http://www.outdooralabama.com/watchable-wildlife/ http://www.ag.auburn.edu/users/guyercr/herplist.htm http://www.aces.edu/pubs/docs/A/ANR-0509/ANR-0509.pdf The class will participate in walking field trips around the campus to investigate our wildlife. We will also have a weekend field trip during which community members will be invited to meet our class at the Savanna reserve to document encountered flora and fauna. Pictures and videos of local wildlife will be used for documentation and presentation purposes. B. Tropical Rain Forest- Madre de Dios, Peru I will be collecting the same data on the biodiversity of the Madre de Dios area of Peru. References used for this information will be the same as the students, with an addition of information from experts in specific fields such as herpetology, ornithology, and botany. There are many professional scientists doing research at TRC that are happy to share their knowledge. These scientists will also be in contact with the students via internet. Pictures and videos will be taken in this area for documentation and presentation purposes as well. Results: · Students will be placed in small groups to make charts and graphs to summarize and compare collected weather data for the biomes. Differences and similarities will be noted and discussed between students within the group. Each group will then share and compare their data with the other groups. Data from the groups will then be synthesized into one spreadsheet. · The information on bird, reptile, and hardwood tree species for each biome will be compiled and discussed as a whole group. · The class will look for a relationship between the two topics and record what they find; then decide if climatic differences correlate with biodiversity differences. · Students will then ascertain how the adaptations of listed plant and animal species in both biomes could be related to climatic characteristics. · Students will evaluate the hypotheses from the beginning of the school year and decide if they were correct. Conclusion: I will serve as a facilitator as the students: · Analyze the meaning of the results. For example: large amounts of rain and sun produce enough food supply for an abundance of plants. This plant abundance creates a plentiful food supply for a diverse animal population. · Discuss why species are unique to their biomes and why practicing conservation is an important aspect of preserving these species. · Explain how climate is affected by differences in latitude and geographical features. · Develop a plan of action for ways the students can practice environmental stewardship. · Present power point to other science classes, the community, and the administrators to show what we have learned from the project.
Why So Much Life in the Rain Forest?
How is climate related to the differences of floral and faunal diversity between the temperate deciduous forests of southern Alabama and the tropical rain forests of southeastern Peru?
Introduction
The goal of this proposed independent project of study is to combine data collected by the sixth grade science students of Alba Middle School and me to find out what effect climate has on the abundance of biodiversity within a biome. We will be using two specific biomes for our study. Our school is located in a temperate deciduous forest; however our biological diversity is extremely limited when compared to the tropical rainforest. These are the biomes on which we will be collecting data.
As sixth grade scientists, the students will record the temperature, precipitation, and humidity in our biome in Bayou La Batre, Alabama, USA, and compare it to the same information collected from Tambopata Research Center in Madre de Dios, Peru. We will also focus on the impact climate has on the quantity and adaptations of bird, reptile, and hardwood tree species of both areas. The scientific method will be used throughout this project.
Mobile County Course of Study Objectives:
1.2 Identify local weather and weather patterns
1.4 Describe the function of instruments and technology used to investigate Earth’s weather including thermometers, rain gauges, and psychrometers
1.5 Use lines of latitude and longitude to locate areas of specific weather events
1.6 Interpret weather data through observations collected over time
3.1 Describe the effects of the water cycle on Earth
3.2 Describe the effects of the carbon cycle on Earth
7.0 Describe the Earth’s terrestrial biomes, identifying geographic factors that cause diversity in flora and fauna, including elevation, location, and climate
8.0 Describe how Earth’s rotation, axial tilt, and distance from the equator cause variations in the heating and cooling of various locations on Earth
Activities
* Information from following five procedures will be used while teaching the weather, climate, and biome objectives.
Location
Our school is located in the small coastal town of Bayou La Batre. Our official temperate deciduous forest biome is made up of some smaller unique areas such as coastal wetlands and an endangered wet pine savanna.
Tambopata Research Center (TRC) is located in the Tambopata National Reserve and is part of the Bahuaja-Sonene National Park. TRC sits at the foot of the Andes mountains along the Tambopata River. Surrounding TRC are lush tropical rainforests that make up part of the Amazon River basin.
Time Line
· May 2010: work with five current students to set up data collection for June and July
· June- July 2010: collect 1st set of data from Bayou La Batre, Al, USA, and Tambopata, Madre de Dios, Peru
· August 2010: work with new students on setting up the question and hypothesis for the project
· December 2010-January 2011: collect 2nd set of data from Bayou La Batre, AL, USA, and Tambopata, Madre de Dios, Peru
· January 2011: Students will compile and analyze data, then present the project to other grade levels and community visitors
Alba’s Sixth Grade Scientists’ Biome Project
Question:
How is climate related to the differences of floral and faunal diversity between the temperate deciduous forests of southern Alabama and the tropical rain forests of southeastern Peru?
Students will be challenged to investigate this question throughout the school year while learning about the scientific method.
Hypothesis:
Procedure:
The procedures for this project will be broken down into two main topics; each one containing two subtopics.
Topic 1- Climate Data
A. Temperate Deciduous Forest- Bayou La Batre, Alabama, USA
Selected students will be responsible for using meteorological instruments including psychrometers, thermometers, and rain gauges for gathering data on the temperature, rainfall, and humidity during the time period of June 1- July 1 and December 19- January 14. The measurements will be taken daily. There will also be adult volunteers from the community participating in gathering this information. The collected data will be checked with NOAA for accuracy.
B. Tropical Rain Forest- Madre De Dios, Peru
I will collect equivalent data during the same time period from Tambopata Research Center in Peru. This data will be compared to the students’ data via internet communication on a daily basis.
Topic 2- Biodiversity Data
A. Temperate Deciduous Forest- Bayou La Batre, Alabama, USA
Students will participate in gathering information on the quantity and adaptations of local bird, reptile, and hardwood tree species. This information will come from personal knowledge of the students, field guides, reference books, and various websites such as http://www.outdooralabama.com/watchable-wildlife/
http://www.ag.auburn.edu/users/guyercr/herplist.htm
http://www.aces.edu/pubs/docs/A/ANR-0509/ANR-0509.pdf
The class will participate in walking field trips around the campus to investigate our wildlife. We will also have a weekend field trip during which community members will be invited to meet our class at the Savanna reserve to document encountered flora and fauna. Pictures and videos of local wildlife will be used for documentation and presentation purposes.
B. Tropical Rain Forest- Madre de Dios, Peru
I will be collecting the same data on the biodiversity of the Madre de Dios area of Peru. References used for this information will be the same as the students, with an addition of information from experts in specific fields such as herpetology, ornithology, and botany. There are many professional scientists doing research at TRC that are happy to share their knowledge. These scientists will also be in contact with the students via internet. Pictures and videos will be taken in this area for documentation and presentation purposes as well.
Results:
· Students will be placed in small groups to make charts and graphs to summarize and compare collected weather data for the biomes. Differences and similarities will be noted and discussed between students within the group. Each group will then share and compare their data with the other groups. Data from the groups will then be synthesized into one spreadsheet.
· The information on bird, reptile, and hardwood tree species for each biome will be compiled and discussed as a whole group.
· The class will look for a relationship between the two topics and record what they find; then decide if climatic differences correlate with biodiversity differences.
· Students will then ascertain how the adaptations of listed plant and animal species in both biomes could be related to climatic characteristics.
· Students will evaluate the hypotheses from the beginning of the school year and decide if they were correct.
Conclusion:
I will serve as a facilitator as the students:
· Analyze the meaning of the results. For example: large amounts of rain and sun produce enough food supply for an abundance of plants. This plant abundance creates a plentiful food supply for a diverse animal population.
· Discuss why species are unique to their biomes and why practicing conservation is an important aspect of preserving these species.
· Explain how climate is affected by differences in latitude and geographical features.
· Develop a plan of action for ways the students can practice environmental stewardship.
· Present power point to other science classes, the community, and the administrators to show what we have learned from the project.