Teacher Resources Edit File FIELD LAB AND Survey of a Biome s Biotic and Abiotic Factors Small groups Three 45-minute class periods LAB RATINGS Teacher Prep Student Setup Concept Level Cleanup SAFETY INFORMATION Remind students to review all safety cautions and icons before beginning this lab. Have students pay particular attention to the guidelines for safety in field investigations. Students should wear protective clothing and gloves when handling any plants. Be sure students know which plants and animals that they might encounter are harmful and that students can identify these organisms. Advise students to avoid all contact with these organisms. You may wish to survey the intended area(s) of study prior to conducting the activity to make sure no dangerous plants and/or animals are in the area. TEACHER NOTES In this activity, students will work in small groups to research biotic and abiotic factors in their local ecosystem. Then students will use the information in planning activities for a field investigation. If a suitable natural area is not convenient to the school, make arrangements to take students to a nearby city or county park for their field investigation. Identify webpages that provide useful information about local plant and animal life and average climate data. Nearby county, state, and national parks are good sources of information on native plant and animal life. The National Oceanic and Atmospheric Administration (NOAA) and the National Weather Service (NWS) are good sources of climate data. Tip This activity will guide students in preparing for and carrying out a field investigation. If observation of a natural ecosystem is not possible, have students make a small ecosystem in their classroom or school vicinity and monitor changes in the abiotic and biotic factors over time. You may want to identify approved webpages in advance. MATERIALS For each group bags, plastic binoculars camera computer with Internet access field guides, local, to plants, animals, soils field notebook lens, magnifying light meter paper, drawing pencils, colored ruler, metric shovel, garden For each student protective clothing protective gloves 7.4A use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, ScienceFusion 451 Unit 6, Lesson 4
Teacher Resources Student Tip As you work in the field, you will probably notice something that surprises you. Examples might be a kind of plant that is very abundant or is blooming, a rock with interesting colors or patterns, an area of very deep shade, or a huge and colorful caterpillar. Based on your research, such discoveries are not likely to be one of the factors you expected to find. Skills Focus Classifying Samples, Analyzing Data, Drawing Conclusions MODIFICATION FOR Rather than having students research climate data, provide this information for them. Answer Key for continued calculators, water test kits, computers, temperature and ph probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum RESEARCH A PROBLEM 2. Answers will vary. 4. Answers will vary. DEVELOP A PLAN 5. Answers will vary. 6. Sample answer: Cool, damp weather is predicted. We should dress in warm, waterproof clothing, wear sturdy waterproof shoes, and take along rain gear in case it is needed. MAKE OBSERVATIONS 8. Answers will vary and should be recorded in a field notebook. 9. Answers will vary and should be recorded in a field notebook. 10. Answers will vary and should be recorded in a field notebook. ANALYZE THE RESULTS 12. Answers will vary. 13. Sample answer: The soil samples all tested as being sandy. 14. Sample answer: Areas that had less light had more plant cover, and areas with the most light had no plants shading the area. 15. Sample answer: No; a possible reason is that the only area we could study outside was not natural anymore. DRAW CONCLUSIONS 16. Answers will vary. ScienceFusion 452 Unit 6, Lesson 4
Teacher Resources TO THE ESSENTIAL QUESTION 17. Sample answer: Biomes are defined by their biotic characteristics. I live in a temperate forest biome. Answer Key for RESEARCH A PROBLEM 2. Answers will vary. 4. Answers will vary. DEVELOP A PLAN 5. Accept all reasonable answers. 6. Sample answer: Cool, damp weather is predicted. We should dress in warm, waterproof clothing, wear sturdy waterproof shoes, and take along rain gear in case it is needed. MAKE OBSERVATIONS 8. Answers will vary. ANALYZE THE RESULTS 9. Sample answer: No; a possible reason is that the only area we could study outside was not natural anymore. 10. Sample answer: The type of climate that an area has is an indicator of the type of organisms that will live in that area. Climate also was needed to determine how the group should dress for the investigation. 11. Sample answer: The light meter was used to take readings of the amount of light reaching the ground in several different areas. The shovel and plastic bags were used for collecting soil samples. 13. Sample answer: The soil samples all tested as being sandy. DRAW CONCLUSIONS 14. Answers will vary. TO THE ESSENTIAL QUESTION 15. Sample answer: Biomes are defined by their biotic characteristics. I live in a temperate forest biome. ScienceFusion 453 Unit 6, Lesson 4
FIELD LAB Survey of a Biome s Biotic and Abiotic Factors In this lab, you will collect data on biotic and abiotic factors in an outdoor area. Before you go outside, you will do some computer research about the kinds of biotic and abiotic factors that should be found in the biome where you live. In the field, you will make observations and use tools, such as a camera, to record them. You will collect a handful of soil to observe and test in your classroom or lab. You may even collect samples of insects to identify. PROCEDURE ASK A QUESTION In this lab, you will investigate the following question: What are some of the biotic and abiotic factors found in the biome in which you live? During this investigation, you will use appropriate tools to record, collect, and analyze information, including computers, digital cameras, journals or notebooks, and other equipment as needed. RESEARCH A PROBLEM Use the field guides provided by your teacher to collect information about the plants, animals, and soil types in the area where you live. Identify several plants and animals you think you might see while you are in the field. Record their names and the information you learn about each one in the table below. Name of organism Brief description (How will you know it if you see it?) Role in the ecosystem (producer, consumer, decomposer) Poisonous or Dangerous (Yes or No) OBJECTIVES Investigate biotic and abiotic factors in the biome in which you live. Summarize characteristic biotic and abiotic factors of a biome. MATERIALS For each group bags, plastic binoculars camera computer with Internet access field guides, local, to plants, animals, soils field notebook lens, magnifying light meter paper, drawing pencils, colored ruler, metric shovel, garden For each student protective clothing protective gloves ScienceFusion 454 Unit 6, Lesson 4
Find out what kinds of poisonous plants and dangerous animals you are likely to find (if any). Be sure you know what each one looks like so you can avoid handling it in the field. Use a computer to collect information about the average climate data for the area where you live. Your teacher will suggest a webpage that contains data for the following: Average High Temperature: Average Low Temperature: Average Mean Temperature: Average Precipitation: Average Number of Sunny Days: Average Number of Cloudy Days: DEVELOP A PLAN Discuss with your group what each person will do as you collect samples and data in the field. Decide what each person will do and which of the lab s materials that person will need, including any other equipment that you need in order to collect and record information. Write down who in your group will do each of the following jobs: making observations of biotic factors: making observations of abiotic factors: recording observations by making notes and illustrations in a field notebook or journal and using tools such as a digital camera: Use a computer or other equipment to collect and record information regarding what kind of weather is forecasted for the day you will be in the field. Also describe how you will dress for the day. MAKE OBSERVATIONS Before you leave, collect the tools and equipment you will use in the field. Take care to avoid disturbing the natural environment as you work. ScienceFusion 455 Unit 6, Lesson 4
Try to locate at least three kinds of the plants your group expects to find. Also try to locate at least one plant not listed in the table above. CAUTION: Do not touch any part of a poisonous plant you find. Examine and describe each plant s leaves as well as its flowers and seeds, if possible. Wear protective gloves to observe and measure the parts of the plants. Record your observations in words and pictures (photos or illustrations) below or in your notebook. If you do not find plants that your group expected to find, observe others. Try to locate at least three kinds of the animals your group expects to find. Also locate at least one animal not listed in the table above. CAUTION: Do not touch or approach any animal you find. Examine each kind of animal you find from a safe distance. Observe what the animal looks like, what it is eating (if anything), and its behavior. Record your observations in words and pictures (photos or illustrations) below or in your notebook. If you do not find animals that your group expected to find, observe others. In at least three different areas, collect and analyze data by using the light meter to take readings of the amount of light (in lux). Record the values below or in your field notebook. Describe below or in your field notebook the plant cover in the locations where light-meter readings are taken. For example, if no leaves are over the area, it has no plant cover. If the area is under the canopy of a tree, there will be heavy plant cover. Put on protective gloves. Use the garden shovel and plastic bags to collect a handful of soil from at least three different areas. Collect only from areas with bare soil. Do not disturb the roots of plants by digging too deeply. ScienceFusion 456 Unit 6, Lesson 4
ANALYZE THE RESULTS Examining Samples Use the field guides to identify any unknown plants or animals your group observed. What additional plants and animals did you find in the field? Examining Samples Wet the soil samples you collected with a small amount of tap water. Squeeze each sample in a gloved hand. Observe what happens to the ball of soil when the hand opens. If it all sticks together, the soil is mostly clay. If the soil completely falls apart, the soil is mostly sand. If it breaks apart in clumps, the soil is a kind of soil called loam. Were all the soil samples you collected the same? Explain. Analyzing Data How did the density of plants relate to the readings taken with the light meter? Explain any trend you observed. Evaluating Results Did you find all the plants and animals you expected to find? Explain why or why not. DRAW CONCLUSIONS Organizing Observations Summarize the information you discovered about your local ecosystem in a written or online report with illustrations. TO THE ESSENTIAL QUESTION Identifying Patterns How will the data you collected in this investigation help you identify the biome in which you live? What is the name of the biome where you live? ScienceFusion 457 Unit 6, Lesson 4
FIELD LAB Survey of a Biome s Biotic and Abiotic Factors In this lab, you will collect data on biotic and abiotic factors in an outdoor area. Before you go outside, you will do some computer research about the kinds of biotic and abiotic factors that should be found in the biome where you live. In the field, you will make observations and use tools, such as a camera, to record them. You will collect a handful of soil to observe and test in your classroom or lab. You may even collect samples of insects to identify. PROCEDURE ASK A QUESTION In this lab, you will investigate the following question: What are some of the biotic and abiotic factors found in the biome in which you live? During this investigation, you will use appropriate tools record, collect, and analyze information, including computers, digital cameras, journals or notebooks, and other equipment as needed. RESEARCH A PROBLEM Use the materials provided by your teacher to identify and describe some of the biotic and abiotic factors in your local area. You will use this information to plan and carry out a field investigation of a local ecosystem. Identify several plants and animals you think you might see while you are in the field. Record their names and the information you learn about each one in the table below. Name of organism Brief description (How will you know it if you see it?) Role in the ecosystem (producer, consumer, decomposer) Poisonous or Dangerous (Yes or No) OBJECTIVES Investigate biotic and abiotic factors in the biome in which you live. Summarize characteristic biotic and abiotic factors of a biome. MATERIALS For each group bags, plastic binoculars camera computer with Internet access field guides, local, to plants, animals, soils field notebook lens, magnifying light meter paper, drawing pencils, colored shovel, garden ruler, metric For each student protective clothing protective gloves ScienceFusion 458 Unit 6, Lesson 4
Find out what kinds of poisonous plants and dangerous animals you are likely to find. Be sure you know what each one looks like so you can avoid handling it in the field. Use a computer to collect information about the average climate data for the area where you live. Your teacher will suggest a webpage that will contain data for the following: Average High Temperature: Average Low Temperature: Average Mean Temperature: Average Precipitation: Average Number of Sunny Days: Average Number of Cloudy Days: DEVELOP A PLAN Brainstorm with other members of your group. Decide which biotic and abiotic factors you will study. Include observations of plants, animals, soil, and amount of light in your investigation. Plan how you will make observations in a nearby park or natural area. Decide which other equipment will be needed to collect and record information. Include steps you should take before going into the field. Also identify safety concerns and how they will be handled. Record the steps of your plan below. Use a computer or other equipment to collect and record information regarding what kind of weather is forecasted for the day you will be in the field. Also describe how you will dress for the day. ScienceFusion 459 Unit 6, Lesson 4
MAKE OBSERVATIONS Before you leave, collect the materials you will use in the field. Take care to avoid disturbing the natural environment as you work. Record your observations in an organized manner, below or in a notebook or journal. ANALYZE THE RESULTS Examining Samples Use the field guides to identify any unknown plants or animals you observed. While in the field, did you find any plants and animals you did not expect to find? What were they? Defending Methods Explain why you were asked to find the average climate data for the area where you live. Describing Methods How did you use the light meter in your investigation? How did you use the garden shovel and plastic bags? Applying Methods Use the following procedure to learn more about the soil in your area. Wet the soil samples you collected with a small amount of tap water. Squeeze each sample in a gloved hand. Observe what happens to the ball of soil when the hand opens. If it all sticks together, the soil is mostly clay. If the soil completely falls apart, the soil is mostly sand. If it breaks apart in clumps, the soil is a kind of soil called loam. Interpreting Results Were all the soil samples you collected the same? Explain. ScienceFusion 460 Unit 6, Lesson 4
DRAW CONCLUSIONS Organizing Observations Summarize the information you discovered about your local ecosystem in a written or online report with illustrations. TO THE ESSENTIAL QUESTION Identifying Patterns How will the data you collected in this investigation help you identify the biome in which you live? What is the name of the biome where you live? ScienceFusion 461 Unit 6, Lesson 4