Name: ______________________________ Section: ____________ Date: ____________ Score: __________

Module 3
Activity 1 Index of Diversity
Objective:
Measure species distribution using mathematical way of expressing the amount of biodiversity and species distribution
in a community.

Materials:
Pen
Paper

Procedure:
1. This is an outdoor activity. Go to the area designated by your teacher.
2. Record the number of different species of trees present in the area. (It is not necessary to know their names, just
make sure that they differ by species.)
Record this number in your data table.

DATA TABLE
Number of species

Number of runs

Number of trees

3. Go to the designated area again. This time, make a list of the trees by assigning each a number as you walk by it.
4. Place an X under Tree 1 on your list. If tree 2 is the same species as Tree 1, mark another X under Tree 1. Continue to
mark an X under the trees as long as the species is the same as the previous one.
5. When a different species is observed, mark an O under that tree on your list. Continue to mark an O if the next tree is
the same species as the previous. If the next tree is different, mark an X.
6. Record in your data table:
a. The number of “runs”. Runs are represented by a group of similar symbols in a row. Example – XXXXOOXO would be 4
runs (XXXX – 1 run, OO – 1 run, X – 1 run, O – 1 run).
b. The total number of trees counted.
7. Calculate the Index of Diversity (I.D.) using the given formula:

Index of diversity = Number of species x number of runs

Number of trees
Guide Questions:
Q 1. Compare how your tree I.D. would be different in a vacant lot than that in a grass lawn. Explain your answer.
__________________________________________________________________________________________________
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Q 2. If humans were concerned about biological diversity, would it be best to have a low or high I.D. for a particular
environment? Explain your answer.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
 Name: ______________________________ Section: ____________ Date: ____________ Score: __________

Module 3
Activity 2 Measuring Population Density
Objective:
Determine the pattern of population distribution using mathematical formula
Compare the distribution patterns of the different populations.

Materials:
Ruler
Pencil & Paper

Procedure:
Study the three patterns of
population distribution in Figure 4.
2. Using the given formula for
computing population density,
calculate the density of each
population.
Density = number of individuals
Size of area
3. Count the total number for
each population. Record the
number in the table.

4. On a sheet of paper, prepare a table to record the data for population density.

Table 1 Population Density

Population name Number of organisms Density

5. Calculate the density of each population. Record it in the table.

Guide Questions:
Q 1. Compare the distribution patterns of the three populations.
________________________________________________________________________________________________
________________________________________________________________________________________________
Q2. What is the area of the community? _______________________________________________________________
Q 3. Which population has the greatest density?_________________________________________________________
Q4. Which population has the lowest density? ___________________________________________________________
Q5. Infer from recorded data from the possible causes for the differences in the population density.
_________________________________________________________________________________________________
Name: ______________________________ Section: ____________ Date: ____________ Score: __________

Module 3
Activity 3 Endangered but not Extinct…yet
Objective:
 Demonstrate, using a simulation activity, that habitat destruction can contribute to species extinction.
Materials:
Box of toothpicks Stopwatch/wristwatch Pencil & paper
Procedure:
1. Create teams of seven members.
2. Designate two students as the “Hunters”, two students as the “Timers”, two students as the “Counters “ and one
student as the Leader.
3. Get your copy of the Extinction Simulation Data Table handout from your teacher.
4. Go to the area in the school grounds designated by your teacher. Using the flour draw out a circle measuring about 20
feet wide.
5. In the circle, scatter 100 toothpicks as randomly as possible. These are the “toothpick grasshoppers”.
6. The Leader gives instructions to the students assigned as the following:
Hunters: “Catch” by picking up as many toothpick grasshoppers as they can
Timers: Set the time for two minutes for the Hunters to collect the toothpick grasshoppers.
Counters: Determine how many toothpick grasshoppers have been caught and calculate the number of
toothpick grasshoppers remaining in the circle.
Record this information in the Extinction Simulation Data Table handout.
7. Begin the activity. The Leader sees to it that the students perform their assigned task for the activity.
8. After the first round, put an additional toothpick grasshopper into the circle for every pair of toothpick grasshoppers
remaining. This simulates reproduction.
9. Rotate roles and repeat the activity a second time and record the data in the handout.
10. After the second round, rotate roles once again and repeat the activity for a third time and record the data in the
handout.
11. Draw a line or bar graph of the number of toothpick grasshoppers in the grass at the end of the round.
Guide Questions:
Q 1. What happened to the toothpick grasshoppers over time?
_______________________________________________________________________________________________
Q 2. What factors might account for differences in the graphs and /or total number of toothpick grasshoppers in each
group?
________________________________________________________________________________________________
Q 3. In nature, what environmental factors might account for differences in the total number of grasshoppers?
________________________________________________________________________________________________
Q 4. What effects do you think will habitat reduction have on the toothpick grasshoppers’ population?
__________________________________________________________________________________________________
Q 5. Suggest a method for testing your hypothesis in Q 12.
__________________________________________________________________________________________________

Name: ______________________________ Section: ____________ Date: ____________ Score: __________

 Module 3
Activity 4 Making Predictions
Objective:
o Determine differences between two hypothetical islands

Materials:
Paper & pencil

Procedure:
1. Imagine that you and your friends are being sent to explore two islands. The islands are very similar in size, age, and
location. But one has human population and the other does not have.
2. Predict what you will see in each island.
3. Tabulate your predictions as shown below.

ISLAND A ISLAND B

Guide Questions:
Q 1. What did you predict you will see in each island?__________________________________________________
__________________________________________________________________________________________
Q 2. How would you explain the differences that you will see in each island?
__________________________________________________________________________________________________
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