Relationship between instream habitat characteristics, emergent insects, and riparian bird communities

Streams and riparian areas can be intricately connected via physical and biotic interactions that influence habitat conditions and supply resource subsidies between these ecosystems. Streambed characteristics such as the size of substrate particles influence the composition and the abundance of emergent aquatic insects, which can be an important resource for riparian breeding birds. We predict fine sediment abundance in small headwater streams directly affects the composition and number of emergent insects while it may indirectly affect riparian bird assemblages. Streams with abundant fine sediments that embed larger substrates should have lower emergence of large insects such as phemeroptera, Plecoptera and Trichoptera. Streams with lower emergent insect abundance are predicted to support fewer breeding birds and may lack certain bird species that specialize on aquatic insects. This study examined relationships between streambed characteristics, and emergent insects (composition, abundance and biomass), and riparian breeding birds (abundance and richness) along headwater streams of the Otter River Watershed. The stream bed habitats of seven stream reaches were characterized using longitudinal surveys. Malaise traps were deployed to sample emergent aquatic insects. Riparian breeding birds were surveyed using fixed-radius point-counts. Streams differed within a wide range of fine sediment abundances. Total emergent aquatic insect abundance increased as coverage by instream substrates increased in diameter, while bird community was unresponsive to insect or stream features. Knowledge of stream and riparian relationships is important for understanding of food webs in these ecosystems, and it is useful for riparian forest conservation and improving land-use management to reduce sediment pollution in these systems.

INCORPORATING STIMULATING QUICK-WRITE PROMPTS WITHIN A SECONDARY SCIENCE CLASSROOM: A CASE STUDY IN LESOTHO

The use of intriguing open-ended quick-write prompts within the Basotho science classroom could potentially provide a way for secondary teachers in Lesotho to have a time-efficient alternative to stimulate student thinking and increase critical thinking or application of scientific principles. Writing can be used as a powerful means to improve the achievement of students across many subject areas, including the sciences (Moore, 1993; Rivard, 1994; Rillero, Zambo, Cleland, and Ryan, 1996; Greenstein, 2013). This study focuses on the use of a non-traditional nor extensively studied writing method that could potentially support learning in science. A quasi-experimental research design, with a control and experimental group, was applied. The study was conducted at two schools, with one experimental classroom in one school and a second control group classroom in the second school for a period of 4 weeks. 51 Form B (US Grade 9 equivalent) students participated as the experimental group and 43 Form B students as the control group. In an effort to assess learning achievement, a 1 hour (35 mark) pre-test evaluation was made by and given to students by Basotho teachers at the beginning of this study to have an idea of student’s previous knowledge. Topics covered were Static Electricity, Current Electricity, Electromagnetic Waves, and Chemistry of Water. After the experimental trial period, an almost completely identical post-test evaluation was given to students in the same fashion to observe and compare gains in achievement. Test data was analyzed using an inferential statistics procedure that compared means and gains in knowledge made by the experimental and control groups. Difference between the gains of mean pre-test and post-test scores were statistically significant within each group, but were not statistically significant when the control and experimental groups were compared. Therefore, there was no clear practical effect. Qualitative data from teachers’ journals and students’ written feedback provides insight on the assessments, incorporation of the teaching method, and the development of participating students. Both mid and post-study student feedback shows that students had an overall positive and beneficial experience participating in this activity. Assessments and teacher journals showed areas of strength and weaknesses in student learning and on differences in teaching styles. They also helped support some feedback claims made by students. Areas of further research and improvement of the incorporation of this teaching method in the Basotho secondary science classroom are explored.