Collecting data from the schoolyard
Name:
Date:
The following task uses field methods to investigate the biotic conditions of two sites in the
schoolgrounds. You will need to use the abiotic data that was collected in the sheet The
schoolyard ecosystem earlier in the unit.
Task 1
As a class, review the observations and abiotic data you made at the sites in the sheet The
schoolyard ecosystem and record below any notable differences.
Task 2
Develop some questions related to differences that were observed between the two sites.
As a class, decide on a focus question to address.
Questions:
Focus question:
Task 3
To answer this focus question, you will be required to measure some of the biotic
components present in the site. Population counts are one way of measuring biotic
components.
From the table below, link the definitions to the suitable data-collection methods.
Data-collection methods
There are a range of methods that can be used to collect
Quadrat sampling
invertebrates and assess their numbers. Some methods
include sweep netting, pitfall traps, beating trays, hand
collecting and Tullgren Funnel.
Method used to predict the abundance of populations
Transect sampling
through observing signs of animal presence and
movement, e.g. tracks, markings and waste droppings.
A sampling method that is used when the environmental
Invertebrate
sampling
conditions of a site changes over a distance. Assess the
frequency of species over a distance.
Method that would be used to count animals that are
Mark-and-release
sampling
constantly on the move. Involves the capture, mark,
release and second capture of fauna, to calculate the
population density.
This method can be used to calculate the density,
Indirect sampling
frequency or abundance of populations found on the
ground. This is done by sampling a uniform site by using a
square quadrat.
Which data collection method/s are best suited to complete the task?
Why have you chosen these methods?
In this task, you will be asked to conduct a quadrat sample to assess the flora and
fauna abundance of your sites.
Task 4
Refer to the sheet Simple guide to quadrat sampling and read through it as a class.
Every group in the class will have a different quadrat to examine.
Remember to define the ecosystem boundaries and measure the position of each quadrat
from the ecosystem boundary towards the centre of the ecosystem.
Site 1
Site 2
Quadrat 1 0m
Quadrat 2 2m
Quadrat 3 4m
Quadrat 4 6m
Quadrat 5 8m
Quadrat 6
10m
Quadrat 7
12m
Site
observation
Animal
observation
NOTE: Groups conducting animal observations will be looking for and identifying birds, mammals and
other animals that can be seen in or near the sites. Students will be making observations confirming
the original site description and other factors that may influence the biological populations of the sites,
e.g. student movement, buildings and construction.
Risk assessment
Ethical issues when handling animals
Task 5
Fill in the table below with the data (spare rows are for fauna that may be observed).
Quadrat data
Species
(plants and animals)
Details
Dominant canopy species
Percentage canopy species (%)
Dominant ground species
Site 1
Percentage ground species (%)
Dominant canopy species
Percentage canopy species (%)
Dominant ground species
Site 2
Percentage ground species (%)
Task 6
Develop a summary of how this information could be used to answer the focus question. Use
a class discussion to help construct your response.