Use the class data to plot a graph of predators and prey vs. The teacher will preparethe class data table.ġ0. Give the teacher your data obtained in steps 7-8. In order to get the estimated total number of predators inthe hypothetical forest that year.ĩ. Divide the total number of predator by 25 (to get the squaresin the study area). Add up the total number of predator and prey that you counted in the entirefield of study. Enter the number of hawks and mice you count in each of the randomly pre-selectedsquare areas onto individual data table.ħ. (you could count all of them, but sampling saves you time.)Ħ.
Count only the squares the teacher has randomlyselected. The letter “e” will represent the prey (mouse), and the letter “l” willrepresent the predator (hawk). In the study area delineated by the grid, we will be counting the number of mice (prey) and hawk (predator) we find. We have now labeled the grid for our population study.ĥ. Label the boxes along the vertical axis 1-10.Ĥ. Label the boxes along the horizontal axis A-J. This grid will represent the study area (full of mice and hawks) for our hypothetical forest.ģ. In the middle of each newspaper page the student should draw a 10” x 10” grid. Each student will be given a piece of newspaper with a year written on top. *the newspapers are pre-sorted and labeled by the teacher to create population flux.ġ. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.Ģ.0 Students use data samples of a population and describe the characteristics and limitations of the samples:Ģ.1 Compare different samples of a population with the data from the entire population and identify a situation in which it makes sense to use a sample.Ģ.2 Identify different ways of selecting a sample (e.g., convenience sampling,responses to a survey, random sampling) and which method makes a sample morerepresentative for a population.Ģ.3 Analyze data displays and explain why the way in which the question was askedmight have influenced the results obtained and why the way in which the resultswere displayed might have influenced the conclusions reached.Ģ.4 Identify data that represent sampling errors and explain why the sample (andthe display) might be biased.Ģ.5 Identify claims based on statistical data and, in simple cases, evaluatethe validity of the claims. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.Ħc.