Earthworks
Earth System Science for Secondary Teachers

Paula Coughlin (Earthworks 2000)
coughlin@neca.com

Comparison of Plant Diversity in Various Habitats

What:
a). Kids compare plant diversity in various habitats
b). Kids investigate variables that affect habitat conditions (i.e., compare the herbaceous plant families growing on the N&S facing slopes)

When:
Throughout the week Where: habitats -Bafflin Sanctuary, CT Audubon @ Pomfret (may be creek valley similar to the one below the main lodge at Cal-Wood)

Why:
To understand diversity and its importance to investigate the relationship between variables in a habitat (light, soil, water, vegetation, slope, and disturbance) to plan and execute methodical data collection using scientific tools (i.e., to see if different plant families are better adapted to the differing conditions of the differing conditions of the N&S facing slopes)

Who:
Classes of 5-9th graders come to CT Audubon; work in small groups (3-4) (plant unit, ecology class, etc.)

How:
The first steps can be done at the school ground/classroom if the class cannot spend more that 1-day at the CT Audubon Center.

1. Small groups, hypothesis # of plant types. Then, identify all the different species within a square meter or hula hoop. They may invent names for unknown species, create a way to keep track, or tape a sample of each type of plant on construction paper (lawn or roadside area could be used so all groups can be working in same general area). For example, divide each side of the stream valley into 3 zones; walk each zone or record family, genus, and species. Create chart/spreadsheet.
2. Whole group -compare results, discuss diversity and variables
3. Hike through various habitats observing general habitats (field, forest, wetland, ecotone, etc.)
4. a). Kids select a habitat and plan a way to collect data (small groups -different from first activity so they can share their techniques form activity 1) (age group variation implementation of random sampling and multiple samples). Question: How many kinds of plants grow in a given area? Hypothesize #. How will this habitat compare to act: #1 or other habitats? (Have pictures of species for each habitat to facilitate identification). b). Students collect data on soil, temp., air, soil, slope, water conditions (as developed from group discussion).
5. Share and compare results, draw conclusions -may be classroom activity; may compare to other data collected at that habitat by other classes, or in different seasons. Extension: What animals depend on that habitat?Investigate plant adaptations. Compare plant abundance.