**Wildlife
Sampling
**

Judy
Young

7^{th} Grade/Math

Kimberly School District

**Content
Area Objectives Addressed:**

Data
collection and organization.

Set up and solve proportions

Develop formulas to compute proportions and percent.

Use of capture-recapture method of estimation.

Use technique which simulates technique used in real world application.**
Technology Objectives Addressed**:

Preparing and using a spreadsheet.

-efficient

-easy to read and understand

-clear headings

*developing appropriate formulas and using the correct format

*saving files

*sending e-mail with an attachment

**Activity
Description
**

**What was the process that your students went through to complete this lesson?**

I introduced the simulation by reading an article from the newspaper
regarding the water issues revolving around the salmon population and use of
dams for power production. We
further discussed the issue of water for irrigation and the drought we are
presently experiencing since we live in a rural area dependent on river water
for irrigation.

I informed the students that we would use the capture/recapture method
to estimate the number of salmon in some of the rivers which could be
impacted. Students related
stories about a fish counting set
up near Stanley, Idaho, where they had actually seen tagged fish.

Students were placed in groups of three or four.
Each group was given a river (paper bag) full of fish, a fish gatherer
(paper cup), and fish sorters (paper clips).
A clean blue piece of butcher paper was placed on each group’s table.

Students
were given a sample spreadsheet on which to record data.
I used the Smartboard to project the same spreadsheet and model the
procedure and placement of information.

Students
were instructed to dip into the bag with the fish gatherer and scoop out a
level container full of fish. These
fish were then counted, “tagged”, and the original number captured
recorded. To “tag” the
fish we exchanged pretzel goldfish crackers for the original cheddar goldfish.
The original cheddar were eaten so not to be confused with the fish
remaining in the river.

As
a large group we all took our first sample.
Students then counted the number recaptured and the number tagged with
their fish sorters, and recorded them in the proper place as I modeled one
group’s totals on the Smartboard. When they were done they returned all of
the fish to the river. Students
then repeated this procedure 9 more times to have a total of 10 entries.

Students
were paired with another student from his or her group and assigned a
computer. At this time they set
up headings on the computer and a few started to record data.
They saved the spreadsheet and e-mailed it to their partners.

At
the beginning of the second day we met first as a group to discuss entries and
determine formulas. The per cent
formula was easy for them to determine. We
worked at the formula for proportion by working through a proportion and
assigning each part a variable and then coming up with a formula in a format
the computer would recognize. I
felt it was important for the students to determine the formula rather than
look for a formula within the program. I
had the students write the formula in the exact cell on the template that they
would use on the final spreadsheet. The
last formula averaged the estimated populations and was eventually compared to
the actual number of fish in the “river”.

Student
pairs then went to four different rooms to use computers.
I had to keep moving from room to room to ensure student progress and
conduct. Students printed hard
copies of their spreadsheets to submit and e-mailed copies to their partners.
Saving the spreadsheets became a problem when our system did not
“like” the Corel 9 version of Quattro Pro and would shut down before
students had completed the requirements.
We later found out that saving as version 6 was a safer format.

Finally,
we regrouped and discussed the outcomes of our simulation.
Besides evaluating the accuracy of our samples, we discussed how more
samples would result in more accurate predictions.

**How
did you monitor student progress?
**Circulating
among the student during the simulation was the best way to monitor progress. I would ask questions about how they could be more efficient
counting their recaptured fish. Sometimes
I had groups share their method of counting fish.

Since I had to send the students to 4 different rooms to use computers, I was pretty well on the run the whole time troubleshooting and answering questions. The teachers were in the rooms, but my students were to wait for me and not bother the home room teacher.

**Was
there a template or an example that students were expected to follow?
**

I**
**prepared a template for the students to record data and formulas.
It was a model of what their final draft should look like and had
procedures listed at the bottom.

How much time did you dedicate to this project? **
Total: **180 minutes

Daily (approximate)

How was the final product presented?

Who was the audience for the final product?

**
**

**
Learning Issues**

**What prior knowledge was required on the part of the students in order for
them to be successful in this project? (include curriculum and technology
knowledge)**

The students need a background in solving proportions and calculating per
cent.

**Resource
Management**

**What was the student to computer ratio?
**

2 students per computer**
How did you schedule your students' computer time?**
We did the computer applications during about 20 minutes at the end of one 90
minute block and about 60 minute
or another class block.

What was the location of the computers and other technology equipment used by students?

How would you suggest beginning teachers obtain computer resources for their students? (Knowing some of your strategies would be valuable for our pre-service teachers.)

Many tech applications are available through on-line

**Rate
the level of access for students to use computers/other technologies as they
needed -- **medium

Rate the level of supervision required for students during the project,
specifically for computer and other technology use –

medium

**
Materials**

**What hardware was required for your project? **Networked
computers, printers**
What software was required for your project?
**Spreadsheet
program–Quattro

Pro is our program

Anything else?

**
Assessment
**

**
What kind of assessment did you use for this project? (Include a copy if you
can.)
**

Teacher observation was used during the data collection and recording part of the lesson.

What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)

**
Other
**

**How does the product that you submitted compare with other students'
products for this same project?
**

Student work was all about the same because of the use of the template.

What did you like best about this project?

I like the hands on link to the technological application.

What did the students like best about this project?

They really enjoyed the whole process, but it didn’t hurt to be able to eat the project at the end!

Rank the level of student involvement in this project

–high

Rank the level of student interest in this project

Would you teach this lesson again?

I would definitely teach this lesson again. We could use Teddy Grahams as another real world issue to investigate.