Bird Biodiversity Data – Analysis and Interpretation Module 6 Lesson 11

LESSON 11: ANALYZE AND INTERPRET BIRD BIODIVERSITY DATA

OVERVIEW:
This lesson is the culminating field site-based lesson in which students analyze the data they
have been collecting over the last couple of weeks. Students apply the various scientific concepts
they have been learning about biodiversity to make sense of their own data. After analyzing
their own data in groups, students present their findings to the entire class. As part of these
presentations, the class will discuss the validity of the different groups’ claims and whether they
are supported by the data collected from the field as well as the various science concepts they
have been learning in class.

Ways of Knowing Urban Ecology:

Students will…
Understand • Understand the importance of linking research questions, data analysis
methods, claims, and evidence in scientific argumentation.
Talk • Write scientific arguments in which they write a claim in response to their
original research question about biodiversity and support that claim with
appropriate evidence and reasoning.
• Present their scientific arguments to the class in order to persuade the class
about their particular claim.
• Ask questions about other groups’ arguments, suggest counter claims, and
debate multiple ways to interpret the data.
Do • Analyze their bird biodiversity data including calculating richness,
abundance, Shannon-Weaver Biodiversity Index, and Simpson Biodiversity
Index.
Act No specific goals connected with acting on urban ecology in this
lesson.

SAFETY GUIDELINES:
There are no specific safety concerns associated with this activity.

PREPARATION:
Time:
2 class periods
Day 1: Activity 11.1
Day 2: Activity 11.2

Materials:
Activity 11.1
• Laptop with spreadsheet software (such as Microsoft Excel) and presentation software (such
as Microsoft PowerPoint) and projector (optional)
• Student sheets for each student
Activity 11.2
• Laptops for each group with spreadsheet software (such as Microsoft Excel), presentation
software (such as Microsoft PowerPoint), or video production software (optional)

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Bird Biodiversity Data – Analysis and Interpretation Module 6 Lesson 11

• Poster-making materials such as poster boards and markers (optional)

INSTRUCTIONAL SEQUENCE
Activity 11.1: Analyzing Data
1. Using the biodiversity spreadsheet that contains the formulas for the two indices, students
should analyze each set of their data and calculate the following:
o Species richness
o Abundance
o Shannon-Weaver Biodiversity Index
o Simpson’s Biodiversity Index
Note: If you don’t have access to computers, students can calculate Simpson’s index
using calculators (see equation in Lesson 2) or you can just have students graph and
compare species richness and abundance.
2. Students should then create a graph for each of the measures above based on the students’
comparisons (comparing site 1 and site 2 or different times of the day) over the three days
of their observations. See the student handouts for examples of the graphs. These graphs
can be made in either Excel or by hand. If the graphs were created using Excel, student
can paste these into PowerPoint or print them, making sharing data easier.
3. Once students have made their graphs, the research groups should refer back to their
original research question. Drawing upon the observations and their analysis through
calculations and graphs, to the groups should be encouraged to draw a conclusion which
addresses their question.
o Students should support their conclusion by writing their arguments on the
student investigation sheet. Encourage students to justify the claims that they are
making with evidence from the data they collected in their field studies. Students
should also explain their reasoning for why that evidence supports their claim.
Their reasoning should draw from the various concepts they have learned about
biodiversity during the unit.
o Remind students they are going to present their arguments to the class so they
need to consider how they are going to present their justifications or proofs for the
claims that they are making.
4. Students should also consider the original predictions they made for their research study.
Does their graph support their initial prediction? Why or why not? Ask students to share
their thoughts.

Activity 11.2: Presentations of their Findings

1. Students should present their findings to the class. Even if the field study was completed
as a full class the “messiness” of the data could result in different groups coming up with
different conclusions from the same data. The purpose of the presentation is to have
students share their conclusions as well as debate why different groups came up with
their varying conclusions.
2. Depending on time, and whether or not these were class or group projects, students could
put together a PowerPoint presentation, poster or just orally explain their data to the class.
o When students are explaining, it may be important to refer student back to their
original data

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Bird Biodiversity Data – Analysis and Interpretation Module 6 Lesson 11

What differences did they notice between the two sites? Could this
explain differences in their data?
 Was their data low overall for one day at both sites? Was something
different (weather perhaps? Or more students outside disturbing the
birds)
 Have students consider observer effects, such as their improving ability
to see and identify birds over time.
3. After all the groups have presented their scientific arguments, discuss the similarities and
differences between the conclusions that they made from their data. You may also want
to give students an opportunity to revise their written scientific arguments based on the
discussion in class.

Concluding the Lesson

1. Ask students if they were surprised by their results. What level of biodiversity do you
think your field site has (high, medium, low)?
o Time permitting, encourage students to start thinking about ways to improve
biodiversity at their field sites.

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Data Analysis & Interpretation Module 6 Lesson 11

Name: _________________________________ Date: _________ Class/Period:________

Lesson 11: Analyzing your bird biodiversity data

In this section, you will calculate the biodiversity of your study sites and construct graphs to help
you analyze the data.
1. For each day you collected data and for each site, calculate the following. If you have access
to a computer, you may use this to calculate the biodiversity indices:
a. Species Richness (or the number of different species you recorded each day)
b. Abundance (or the total number of birds you saw each day)
c. Shannon-Weaver Biodiversity Index
Look back at lesson 2 if you need to remind yourself how to use the Excel sheet or calculate
biodiversity.
2. Fill these data in the chart below: (or create an excel spreadsheet which matches the columns
below and record your data into Excel)
Site/Transect 1: __________________________________________ (describe location)
Date Species Richness Abundance Shannon-Weaver
(total # of species) (total # of birds) Biodiversity Index

Site/Transect 2 (or other point of comparison): _____________________________ (describe)

Date Species Richness Abundance Biodiversity Indices
(total # of species) (total # of birds)
Shannon-Weaver Simpson’s

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Lesson 11 Data Analysis & Interpretation

3. Create a graph for each of the four measures of biodiversity. You want to create a line graph for each site. For example, graph the
species richness for site 1 and site 2.

For example, let’s say the data you found looks like the following:
Site 1: Site 2:
Date Shannon-
Species Shannon- Species Weaver
Richness Abundance Weaver Index Richness Abundance Index
Day 1 4 14 1.31 6 22 1.7
Day 2 7 19 1.80 10 29 2.2
Day 3 3 13 1.01 9 28 2.04

Below are examples of the types of graphs you should create.

A. Comparing species richness between both sites: B. Comparing abundance of birds between sites:

Species Richness Abundance

12
35

10 30

25
8
Site 1: Site 1:

Total # of Birds
Total # Species

Site 2: 20 Site 2:

15

4
10

2
5

0 0
Day 1 Day 2 Day 3 Day 1 Day 2 Day 3

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Lesson 11 Data Analysis & Interpretation

C. Comparing Shannon-Weaver Indices between sites: D. Comparing Simpson’s Indices between sites

Biodiveristy: Shannon Biodiveristy: Simpson's

Weaver Index Index
2.50
1.00

0.90

2.00
0.80

0.70
Shannon Weaver Index

Site 1:
1.50 Site 1:

Simpson's Index
Site 2: 0.60
Site 2:

0.50

1.00
0.40

0.30

0.50 0.20

0.10

0.00 0.00
Day 1 Day 2 Day 3 Day 1 Day 2 Day 3

3
Lesson 11 Data Analysis & Interpretation

4. Now that you’ve graphed your data, look at each graph. Consider how you would answer
your original research question for your field study. Write a scientific argument answering
your research question where you support the claim that you are making with appropriate
evidence and reasoning.

4
Data Analysis & Interpretation Module 6 Lesson 11

Name: _________________________________ Date: _________ Class/Period:________

Lesson 11: Analyzing your bird biodiversity data

In this section, you will calculate the biodiversity of you study sites and construct graphs to help
you analyze these data.

1. For each day you collected data and for each site, calculate the following. If you have access
to a computer, you may use this to calculate the biodiversity indices:
a. Species Richness (or the number of different species you recorded each day)
b. Abundance (or the total number of birds you saw each day)
c. Shannon-Weaver Biodiversity Index and/or Simpson’s Biodiversity Index
Look back at lesson 2 if you need to remind yourself how to use the Excel sheet or calculate
biodiversity.
2. Fill these data in the chart below: (or create an Excel spreadsheet which matches the columns
below and record your data into Excel)

Site/Transect 1: __________________________________________ (describe location)

Date Species Abundance Biodiversity Indices
Richness (total # of birds)
(total # of species)

Shannon-Weaver Simpson’s

Site/Transect 2: _______________________________________________ (describe location)

Date Species Richness Abundance Biodiversity Indices
(total # of species) (total # of birds)
Shannon-Weaver Simpson’s

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Lesson 11 Data Analysis & Interpretation

3. Create a graph for each of the four measures of biodiversity. You want to create a line graph for each site. For example, graph the
species richness for site 1 and site 2.

For example, let’s say the data you found looks like the following:
Site 1: Site 2:
Date Shannon- Shannon-
Species Weaver Simpson's Species Weaver Simpson's
Richness Abundance Index Index Richness Abundance Index Index
Day 1 4 14 1.31 0.76 6 22 1.7 0.84
Day 2 7 19 1.80 0.86 10 29 2.2 0.91
Day 3 3 13 1.01 0.67 9 28 2.04 0.89

Below are examples of the types of graphs you should create.

A. Comparing species richness between both sites: B. Comparing abundance of birds between sites:

Species Richness Abundance

12
35

10 30

25
8
Site 1: Site 1:

Total # of Birds
Total # Species

Site 2: 20 Site 2:

15

4
10

2
5

0 0
Day 1 Day 2 Day 3 Day 1 Day 2 Day 3

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Lesson 11 Data Analysis & Interpretation

C. Comparing Shannon-Weaver Indices between sites: D. Comparing Simpson’s Indices between sites:

Biodiveristy: Shannon Biodiveristy: Simpson's

Weaver Index Index
2.50
1.00

0.90

2.00
0.80

0.70
Shannon Weaver Index

Site 1:
1.50 Site 1:

Simpson's Index
Site 2: 0.60
Site 2:

0.50

1.00
0.40

0.30

0.50 0.20

0.10

0.00 0.00
Day 1 Day 2 Day 3 Day 1 Day 2 Day 3

3
Lesson 11 Data Analysis & Interpretation

4. Now that you’ve graphed your data, look at each graph. Consider how you would answer
your original research question for your field study. Write a scientific argument answering
your research question where you support the claim that you are making with appropriate
evidence and reasoning.

Students’ responses may vary depending on their research question. However, students should
present or refer to their data, including the Simpson’s and Shannon-Weaver biodiversity indices,
in numeric and graph form. The data and the argument should address the question directly.

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Lesson 11 Data Analysis & Interpretation

Who Needs to Hear What and How?!?

You will be watching the same video of Majora Carter’s Greening the Ghetto presentation as you did earlier. While
watching the video, take note of at least two pieces of information she presents, and figure out who would best
benefit from this information and why. Use the table below to write down your observations and notes.

Piece of information Audiences and Stakeholders Why?

What is the information, and what
kind of information is it (statistics,
story, photograph, etc.)?
Statistics of sewage, landfill, parks-
to-people, etc.
For whom is this information
intended? Who would most benefit
from this piece of information?
Scientists and City Officials
Why did you connect this
information with this audience and
stakeholder?
Statistics and quantitative data are
useful to scientists and officials for
detecting patterns and making
decisions

Story of finding riverfront with her Community members This story is motivating and
dog engaging and brings community
members in.

Photo of Majora with Mayor and Community members Community members are introduced
Parks Commissioner to the idea that they can make a
difference

Illustration of Hunts Point Park
Planners, scientists, and community
members
Provides all audiences with a sense
of what will come, including
environmental features, and it
provides community members with a
snapshot of what they can expect

Leveraging $10,000 seed grant into City officials and potential Ms. Carter, her organization, and
a $3 million park benefactors the community is successful at
raising funds and spending money
efficiently and effectively.