Name:__________________________________ Grade & Sec.

___________ Score:_________
Teacher:________________________________ Date: _________________ Rating:________

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.

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.

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.

Conclusion:
Name:__________________________________ Grade & Sec.___________ Score:_________
Teacher:________________________________ Date: _________________ Rating:________

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:
1. 1. 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

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

Guide Questions:
Q 3. Compare the distribution patterns of the three populations.

Q 4. Which population has the greatest density?

Q 5. Infer from recorded data from the possible causes for the differences in the population
density.

Q 6. What conditions could change the density of any of the population.

Q 7. Describe how a population’s density can be used to learn about the needs and
characteristics of that population.

Q 8. How are limiting factors related to population density?

Conclusion:
Name:__________________________________ Grade & Sec.___________ Score:_________
Teacher:________________________________ Date: _________________ Rating:________

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
Flour for marking areas in the lawn

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 9. What happened to the toothpick grasshoppers over time?

Q 10 What factors might account for differences in the graphs and /or total number of
toothpick grasshoppers in each group?

Q 11. In nature, what environmental factors might account for differences in the total
number of grasshoppers?

Q 12. What effects do you think will habitat reduction have on the toothpick grasshoppers’
population?

Q 13. Suggest a method for testing your hypothesis in Q 12.

Conclusion:
Name:__________________________________ Grade & Sec.___________ Score:_________
Teacher:________________________________ Date: _________________ Rating:________

Activity 5
Making Predictions

Objective:
 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.

Guide Questions:
Q 14. What did you predict you will see in each island?

Q 15. How would you explain the differences that you will see in each island?

Conclusion: