GROUP STUDY FOCUS: School yard butterfly populations
QUESTION: Will grouping butterfly plants together increase our butterfly sightings?
(how or why question that may be answered through scientific inquiry. Example: How do ozone levels in Boyle Heights vary during the time of day?)
HYPOTHESIS: Butterfly sightings will increase as we increase the density of their food source.
(A testable statement that answers the above question AFTER the initial background information gathering and discussion between group members. Example: Late afternoon hours have the highest level of ozone during a day.)
EXPERIMENTAL DESIGN:
Independent variable:
type of plant, student activity on the yard, location, water
The independent variable is the variable that the researcher manipulates or changes. For example for the ozone experiment, the independent variable is time.
Dependent variable:
ratio of butterflies to butterfly plants
The dependent variable is the variable that is being measurred. For example, the dependent variable for the ozone example is the amount of ozone in parts per million.
Confounding variables:
grade level observation/counting skills
These are variables which may confuse results if not considered and controlled - same sampling area, same sampling methods, same sample size, same observation methods. If procedures are followed closely, then most of these will be of no concern.
Equipment needed:
plants, soil, butterfly charts, graph paper, outdoor clock, outdoor thermoter, wind anemometer, bird bath, butterfly mobiles
Procedures:
1st week: base line data collections/planting
2nd week: scientific process, butterfly vidieo, field study
3rd week: field study, field study data collections, begin graphing
DATA GENERATION:
Sample size: _____________________ Number of samples: ___________________
Unit of measurement: __________________ (ex. parts per thousand (ppt), parts per million (ppm), etc.)
Table and graph design: Draw representations below:
Butterflies In The City is a part of LAEP Learning Exchange.