2. Objectives
Fertilization effects on leaf litter arthropod
communities
Student reactions when experiential
learning is incorporated into the science
classroom
4. Hypothesis
Greater population numbers as well as
increased species richness will be found in
fertilized plots as compared to control plots
5. Collection and Sorting Methods
Extract 16 litter samples in Oe from each plot
in all 13 stands
6. Collection and Sorting Methods
Place samples in Tullgren funnels to dry
Store extracted arthropods in jars containing
70% isopropanol
7. Collection and Sorting Methods
For each plot, sift and filter arthropods to >1mm
and <1mm
Separate into 2 80ml jars
For >1mm samples take 7 subsamples of 1.5 ml
and sort to order under microscope
10. Classroom Methods
Visit A. Crosby Kennett Middle School
Explain project
Have three 7th grade classes help sort the
bugs extracted from the leaf litter
Give students take-home survey
11. Student Response Results
I am highly interested in
science
I prefer school projects
where I have to figure
things out for myself
I want to learn more about
the New Hampshire
forests
I would feel comfortable
designing and conducting
my own experiments in a
science class
Strongly
Agree
Agree
Disagre
e
Strongly
Disagre
e
13. Future Goals
Continue sorting
Weigh leaf litter
Student summer volunteers to help sort
14. Acknowledgments
Rick Biche
A. Crosby Kennett Middle School 7th graders
Michael Hallworth
Cheryl Bondi
Shoestring Crew
15. Works Cited
Chen, B., Wise, D., 1999. Bottom-Up Limitation of Predaceous Arthropods in Detritus-Based
Terrestrial Food Web. Ecology, 761-772.
Dewey, J., 1910. How We Think. “Chapter Four: School Conditions and the Training of Thought”
D.C. HEATH & CO.
Dewey, J., 1910. How We Think. “Chapter One: What is Thought?” D.C. HEATH & CO.
Hairston, N., Smith, F., Lawrence, S., 1960. Community Structure, Population Control, and
Competition. The American Naturalist, 421-425.
Jenkins, L., L., 2011. Using Citizen Science Beyond Teaching Science Content: A Strategy for
Making Science Relevant to Students' Lives. Cultural Studies of Science Education, 501-508.
Admiraal, W., Breure, A., Gessner, M., Hunting, E., Kampfreeth, A., Kraak, M.,Mulder, C., 2012.
DECOTAB: a multipurpose Standard Substrate to Assess Effects of Litter Quality on Microbial
Decomposition and Invertebrate Consumption. Freshwater Science, 1156-1162.
Tilman, D., 1999. The Ecological Consequences of Changes in Biodiversity: A Search For General
Principles. Ecology, 1455-1474.
Whitford, W.,G., Parker, L., W., 1989. Contributions of soil fauna to decomposition and
mineralisation processes in semiarid and arid ecosystems. Arid Soil Res Rehab, 199–215.
http://rivers.snre.umich.edu/www311/MacroinvertLab/Photos/
http://www.masterfile.com/stock-photography/image/861-03350554/Deer-Tick-adult-Ixodes-
dammini--the-vector-for-the-Lyme-Disease-pathogens.-LM-X8
www.creaturespot.commain2011120dustmite.htm
http://arthropodecology.com/tag/hymenoptera/
http://www.savalli.us/BIO385/Diversity/12.Arachnida.html
http://www.youtube.com/all_comments?v=JW13ozo6QhM&page=1
16. Student Survey Quotes
Do these projects interest you?
“They do because I love science and the way nature works.”
“Yes, they are fun to work on and I am interested in finding
results.”
“Yes because it was something completely different than what
we did in other grades.”
“Because of our area, these interest me. I mean, we should be
the Tree state or Leaf state.”
“I don’t necessarily love the projects, but they are better than
normal school work.”