Objectives |
| Students will survey plants and animals within a sample area. Students will graph number of living things from sample.
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ND Standards Addressed |
| SC Science Inquiry |
MN Standards Addressed |
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MB Standards Addressed |
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Time Requirement |
| 1 Hour |
Procedure/Outline |
| Students work in groups of 3-4. Teacher or student team will construct a 30 cm cardboard frame made from strips of 3 x 36cm cardboard stapled to form a frame. In addition each team will need a 12 m transect line, magnifying lenses, and data collection sheet. Students begin by first predicting how many types of living things they will find in their sampling. Teams decide where to place their 12 m transect line. Encourage placement in an area where the environmental conditions change from the beginning to end of transect line, such as from sun to shade, dry to moist, flat to hilly, open lawn to trees or shrubs. Students take three to six sample collections along their transect line and record the different kinds of living things in the cardboard frame. Part 2: Students then graph data and compare with other teams. |
Modifications/Adatption/Extensions |
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Assessments |
| Students will complete summary of data collection chart and graph /data. Teachers can use the following questions to assess student understanding. What can you conclude about the diversity along your team?s transect? Imagine that in six months you do the same transect survey. How might the numbers of living things be different? A lot of biodiversity can be a sign of a healthy environment. What can say about the overall health of the environment where you placed your transect? |
Other Comments |
| Resource Materials Used: WonderWise Urban Ecologist Kit
Vocabulary: Transect, diversity, survey
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