Students investigate a local biodiversity question by designing and carrying out an individual field ecology study that connects ecological theory to real conditions in their community. Through field sampling, data analysis, scientific writing, and revision with peer and university ecology lab feedback, they learn how evidence is used to explain population patterns, ecosystem change, and human impacts on biodiversity. The experience builds toward a public Living Lab Showcase where students present a research poster, data portfolio, and final paper that communicate both their findings and a proposed response to an environmental issue.

Students will investigate a local biodiversity question by designing and carrying out an individual field study that uses valid sampling methods such as quadrats, transects, and repeated measurements. They will analyze ecological data with graphs, basic statistics, and mathematical representations to explain how environmental variables affect populations, species richness, and ecosystem stability, and to evaluate human impacts on biodiversity. Students will strengthen scientific communication by writing a proposal and final paper with tracked revisions, presenting claim-evidence-reasoning at a public research showcase, and using critique from peers and university ecology mentors to improve their work. They will also build collaboration, self-direction, and reflective practice through research journals, protocol check-ins, and milestone reflections that document changes in methods, understanding, and confidence over time.

Students will produce a sequence of authentic research artifacts: a question proposal, sampling plan, field notes, species lists, data tables, graphs, and a research journal with regular reflections and documented revisions. Across the project, they will build a data portfolio that includes quadrat or transect records, repeated measurements, analysis outputs, sampling maps, and short claim-evidence-reasoning check-ins after each milestone. By the end, each student will complete a revised field ecology research paper with tracked changes showing how peer and university lab feedback strengthened the methods, analysis, and interpretation. They will also present a polished research poster for the Living Lab Showcase that features biodiversity data, visuals, conclusions, self-assessment, and a proposed solution or simulation connected to reducing human impacts on local ecosystems.

Open with a short biodiversity field challenge on campus or at a nearby green space where students use quadrats or transects to compare two contrasting microhabitats and generate quick species counts, habitat notes, and photo evidence. Back in class, a graduate student from the university ecology lab facilitates a mini debrief in which students turn their observations into possible testable questions about what factors affect biodiversity, then sort those questions into measurable variables and methods. End with a gallery walk of draft claim-evidence-reasoning statements about the site and a sticky-note critique protocol so students leave with one refined investigation idea, one revision goal, and the sense that they are entering a real research community.

Host a Living Lab Showcase that turns the classroom into a research fair, with each student presenting a polished ecology poster, field notes, sampling maps, graphs, analysis outputs, and a claim-evidence-reasoning summary of their investigation. Invite graduate students from the local university ecology lab, peers, families, and school staff to rotate through poster stations, ask questions about methods and biodiversity findings, and leave feedback on sticky-note reflections. Include a brief symposium-style presentation from each student so they can explain how their proposal, data collection, and final paper changed through critique and revision. Add a self-assessment display or reflection card at each station so visitors can see how students tracked growth in scientific thinking, confidence, and field research skills over the 10 weeks.