Connecting Outdoor Instruction to Innovative Learning Standards

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Schoolyard Pitfall Trap Investigation

Developed by Mike Schneider, Carol Hotz, Jill Carter, and Jill Bucher
Edited by: Mike Schneider

Description: Babyfood jar pitfall traps containing different baits are placed in different areas of the schoolyard over a twenty-four hour period of time. Students count and identify the different animals caught in their pitfall traps and then post their data for others to analyze and compare.

Grade Levels: 4-12 (Note: This experiment can be simplified or made more challenging depending on the developmental levels of your students. See Teacher Information.)

Approximate Time Involved: One or two 30-minute classroom planning sessions, 30 minutes to set out traps, 30 minutes to identify and count animals, 20 minutes to enter data online, one or two 30-minute classroom sessions to examine results, state conclusions, draw inferences, and make recommendations. NOTE: Traps should be set out for 24-hour periods.

Teacher Information:

Schoolyards, wetlands, fields, woodlands, and other outdoor areas are homes for a host of small animals--insects, spiders, centipedes, etc.--that you rarely see. A pitfall trap can be used to capture these small creatures so you can examine their numbers and varieties. You can also test your pitfall trap to see if bait makes it more effective, and to compare the effectiveness of different baits.

Challenging Your Students to Be Problem Solvers:

To make this experiment more challenging to your students, you might just want to pose a question such as: What types of food will attract the most organisms to a baby food jar pitfall trap? What location in the schoolyard will produce the most organisms in a baby food jar pitfall trap? Design and conduct an experiment to measure the number and types of macro-invertebrates living at ground level in the schoolyard.

This should become a team exercise where your student groups might each develop and write a hypothesis, list the materials they would use (baby food jars should be used for the traps so that the online data can remain fairly consistent), the number of each item, and a procedure. An excellent way to assess this activity is to have the teams repeat each other's experiment to see if they achieve the same results. This will also replicate the real world challenges facing a research scientist.

Student Instructions Available to download as a PDF file.

Needed Materials: blunt tweezers, small paint brush, magnifying glass, animal identification charts or field guides (Golden Guides are inexpensive and fairly accurate identification books), felt-tip marker (indelible ink), something to cover each trap (old floppy drives work great for this), hand spade, several plastic containers with lids or resealable plastic bags, 10 empty large 180 ml (6 oz.) glass baby food jars ;3 grams (1/8 oz.) of one or more of the following baits: apple, meat, cheese, peanut butter, syrup; 40 small flat stones, rubber stoppers or blocks of wood approximately 1 cm. square, 10 slightly larger rocks to keep trap covers from blowing away. (NOTE: If you plan to run several different tests in different locations, you may need more than the suggested amount of materials.)

Safety Rule: You can avoid direct contact with the animals you have trapped by using tweezers and/or a paint brush to move them from the pitfall trap to a jar or resealable plastic bag.

Procedure :

Student Information: The following information will provide you with the steps for setting up your pitfall trap and collecting the trapped organisms. It is important to hold all of the variables constant except for those that are being manipulated. Constant (or controlled variables) would be such things as: the size of the baby food jar, the amount of time the experiment is conducted, the amount of food, the position of the jar in the ground, the cardboard covering, etc. Manipulated (or independent) variables would be those things that we change to see if the response will be different, such as: type of food, location of the jar, etc.) The responding (or dependent) variable for this experiment will be the number and variety of animals you catch in each of your jars. NOTE: Temperature is one variable that will be difficult to control or intentionally manipulate in this experiment. However, from your experiments, you may be able to infer as to whether temperature has any impact on the number and variety of animals collected.

The reporting form for this experiment is set up so that you can determine how many traps you want to put out, where you want to place them, and what baits you want to use. NOTE: Be sure to include a control pitfall trap at each chosen site which will have no food in it. Also remember that a good scientific experiment is repeated a minimum of three times. Therefore, your data will be more accurate if you set up several pitfall traps that are exactly the same and then compile an average of your data before submitting it. You can get similar results by repeating the experiment three or more times

Steps to Setting up and Collecting from the Pitfall Trap

  • 1. Click on “Login to Enter Data” at the Pitfall Trap Investigation web page link provided above (Note: You will need you user name and password to do this). Once you are there, click on “Add New”.  What comes up is the data collection sheet that will be used in this investigation. Complete any pertinent information and also choose the appropriate choice listed in each "dropdown" box (Ex. The location for your trap, your bait, etc). 
  • 2. Print the form and place it on your clipboard. Click "Add" so that your form, and your completed work, to this point, will now be in the list when you return to enter your data.
  • 3. Choose a location for your pitfall traps. Look for places that will not get a lot of human interference for a twenty-four hour period.
  • 4. Add 3 grams of bait to the first baby food jar.
  • 5. Use the marker to write the name of the bait and location on the jar.
  • 6. Use the hand spade to dig a hole in the ground that is just a little bigger than the jars being placed at each selected location.
  • 7. With the lid loosely attached, place the baby food jars into each of the holes so the tops are at ground level, and then pack dirt tightly around each of the jars.
  • 8. Unscrew the lids and leave them sit right on top of the jars. Finish packing the dirt right up to the lips of all of the jars. Remove the jar lids and any extra dirt. Try to make the site look natural and make the lip of the jar as level to the ground as possible.
  • 9. Place 4 small stones (rubber stoppers, wood blocks) in a 20 cm. square around each jar and place the cover (floppy or wood block) on top of the stones. This will act as a roof to protect trapped animals from rain and direct sunlight.
  • 10. If you use something light in weight to cover your trap, put a larger stone on the cover to keep it from blowing away.

  • 11. Repeat the above steps for all of the jars you plan to use. Remember to leave one pitfall trap containing no bait at each site for a control.
  • 12. After 24 hours return to the traps.  Screw the lids onto the jars so they will not pull off.
  • 13. Remove the jars from each of the holes and be sure to record the location and the bait that was used. If you were able to label your jars in the beginning this step is not necessary.
  • 14. Take the jar into the classroom for observation, or tip the contents into a resealable plastic sandwich bag and then return the jar to the same location in order to repeat the experiment.
  • 15. Use magnifying glasses and identification books to identify and count the captured animals. If you are concerned about what has been captured, you may want to make your observations without opening the jar or plastic bag. NOTE: This may reduce the accuracy of your count so do it carefully.
  • 16. After group and classroom discussions have occurred, login to enter your data online at the correct location.  NOTE: Only numbers must be inserted into the boxes where data is being entered and then used in an Excel chart or graph. Words can be used in other boxes where the information is not being quantified.
  • 17. Choose your group's investigation from the existing list and choose "Edit". Enter your remaining data that was collected and any other requested information that has not yet been entered. Click "Update".
  • 18. Once all classroom data is submitted you can download all submitted Pitfall Trap Investigation data and develop charts and graphs in Excel by following the general directions provided at "Downloading and Analyzing Collected Data Using an Excel Spreadsheet"

Below is a list of questions that can be used to stimulate student discussions. If your students are at a developmental level where you are able to challenge their higher level thinking skills, then only present them with the first set of questions from each group below. Use the second list of questions as a way to stimulate thinking when you students seem unable to expand their knowledge on their own.

Examining Local Results

Discussion Questions that Require More Critical Thinking Skills:

  • What were your conclusions for this experiment?
  • What could your infer based on your conclusions?
  • How would you design this experiment differently the next time?

Discussion Questions that Require Less Critical Thinking Skills

  • What types of animals did you find in the traps?
  • Did using bait increase the numbers of animals caught?
  • If the answer to the above question is "yes", which bait was the most successful in terms of animals caught?
  • Did certain animals prefer certain bait?
  • Did the outside temperature have any impact on the number of animals caught?
  • What types of animals may not enter a pitfall trap and what types might easily escape from one?
  • Would you expect to find the same animals in the traps all year round? How could you test your predictions experimentally?

Examining Local and Online Results

Discussion Questions That Will Require Critical Thinking Skills to Compare Local Data to the Online Data of Others

  • How did your results compare with the results of others?
  • What conclusions can you make when you compare your results with the results of others?
  • What inferences can you draw from your additional conclusions?
  • What changes would you now make in this experiment based on the information you now have?

General Discussion Questions that May Occur as a Result of Comparing Local Data to the Online Data of Others

  • Where is the geographic location of the schools who have provided online data?
  • How did the types of animals you caught compare with those caught by others?
  • What external factors may have contributed to different animals being caught in other traps?
  • What similarities existed among those schools that caught the same types and numbers of animals?
  • Did others have the same success with the same baits? If not, what could be the reason for the differences?

Performance and Multiple Choice Assessment Options

Critter Links

Entomological Society of America This site has a special "kids" page for insects.

Monarch Watch Participate in a migratory census of butterflies.

Butterflies, Moths, and Cool Bugs Browse the collection of insects from the Havana Junior High School annual Adopt-An-Insect Project.

Iowa State Department of Entomology This is a good source for information on insects, including some insect recipes.

Children's Butterfly Site This butterfly site is maintained by the United States Geological Survey.

Young Entomologists' Society, Inc. If you really like to explore the insect, spider, and minibeast world, check out this site and become an amateur entomologist.

More links to Schoolyard Habitat Information

Schoolyard Habitat Links Learn more about developing and maintaining schoolyard and backyard habitats by visiting these links.

Copyright, 2005

by Prism Press

ALL RIGHTS RESERVED
The text of this publication or any part thereof, may not be reproduced or transmitted in any means, electronic or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without the prior written permission of the authors.


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