1. Student Understanding of Species Diversity & Function in Ecosystems 2011 NARST Presentation Written by: Jonathon Schramm and Brook Wilke (Michigan State University) Culturally relevant ecology, learning progressions and environmental literacy Long Term Ecological Research Math Science Partnership April 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. JONATHON SCHRAMM & BROOK WILKE MICHIGAN STATE UNIVERSITY Student Understanding of Species Diversity & Function in Ecosystems

3. Learning Progressions for Environmental Literacy Why Species Diversity? A linchpin for public conservation strategies & debates: individual species, unique habitats Navigating conservation goals and strategies requires both knowledge of particular species and of the range of functions that species have (type  particular).

4. Learning Progressions for Environmental Literacy Background Substantial research in biodiversity learning has focused on food webs and species interactions, leaving student ability to describe species diversity, its causes and its consequences, less explored. Others have described pathways towards understanding biodiversity for younger students –recognizing differences in biodiversity in different areas (Songer et al, Lehrer and Schauble) Our work focuses on grades 6-12 and to the teachers that are educating these students –Thus diversity embedded in context; not explicit in most standards

5. Learning Progressions for Environmental Literacy Research Focus The work reported here focuses on two primary areas of biodiversity understanding: –Recognition of species & taxonomic diversity –Ability to describe functional differences between species that lead to coexistence and persistence of biodiversity We will report data from: – four questions asked to students and/or teachers from institutions across the U.S. –Interviews with students in Michigan

6. Learning Progressions for Environmental Literacy 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)

7. 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)

8. 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)

9. 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.”

10. Learning Progressions for Environmental Literacy Function of Diversity Transferability of DiversityOrigin of Diversity 4 (Upper Anchor) Survival and reproduction at intersection of selection pressures and organisms’ traits Environment is heterogeneous and organisms vary – diversity results 3 Sees organisms as having multiple traits that may function differently in new environment Beginning to recognize that multiple traits of orgs provide somewhat overlapping functions 2 Traits and simplified ‘evolution’ recognized, but not well connected to survival Biodiversity exists to keep the ecosystem functioning (e.g. food chains) 1 (Lower Anchor) Organisms simply live or die when original context changes – no mechanism Because organisms need each other, each in their place

11. 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)

12. 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.”

13. 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)

14. Learning Progressions for Environmental Literacy Summary The majority of students, both middle and high school, reason at lower levels of the learning progression. –These students identify some basic types of visible organism groups (level 1) or some more specific common groups (level 2). –Students aren’t often able to describe individual species, particularly those that are invisible. –The majority of students recognize that species have different traits or functions, but don’t link these differences to descriptions of species diversity in ecosystems. –Scaffolding with some important information about species helps some students reach levels of reasoning indicative of environmental literacy.