![]() |
Jump to: [ Environmental
Science ] [1-Timeline]
[2-Definitions]
[3-Activities]
[4-Ecosystem]
[5-Study Area]
|
Mr. R. |
Requirement
#5:
|
(a) STUDY PLOTS
![]() |
In your chosen area, identify two areas that are different from each
other (ecosystems): grass, pond edge, wooded, rocky, etc. Now look
for any area between them where they seem to blend together (part one and
part the other). You now have three (3) plots you will study.
In plot A, place four poles or sticks in a square. Each side should be 2 yards long. Stretch a string around all four poles (like in the diagram). Do the same for plot B and plot C. |
|
![]() |
Have one or two scouts take notes in a logbook. The group now
identifies the different types of plants (Plant 1, 2, 3, 4, etc.).
After ALL types of plants have been noted, the group then counts how many of each plant is within the plot as accurately as possible. |
|
| Next record the following information next to each living thing:
Name: Using a fieldguide, try to identify each thing or list some of the possibilities. If you can't find it, that's OK, but try. Quantity: Record the number of things you counted. Height: Using a ruler, record the average height or size of the thing. Approximate Space: Estimate how much of the marked off area is taken up by each living thing. If your area is a grassy field, grass may account for 90% of the area. If it is forest area, trees may be 10% and small bushes 50%, while small ants may take up about 1%. Some of your area is nonliving (soil, rocks, etc.) so your amounts may not add up to 100%. Description: Write a short description of what each thing looks like, noting the characteristics that make it different from other things around it. This is especially important if you are going to identify it later. Picture: Using the height you measured, draw a side view of the living thing as close to scale as possible. Trees and bushes will need to be smaller. |
|
|
| After the plants have all been recorded, create a chart listing the
plants and animals, along with their numbers, and approximate space taken
up.
Now proceed to do the same with plot B and plot C. |
|
|
| Write a report that adequately discusses the biodiversity and population density of your study area. |
(b) NATURE STUDY OBSERVATION
| Choose a personal study area, away from people and other disturbances, where you will have a good chance of observing wildlife. Visit the area four (4) times at different hour of the day. This way you'll be able to observe early morning life versus evening life. You may visit on four different days or all during a single day. Be sure and take a notebook and a pencil. |
![]() |
|||
| Choose a area to view from for 30-minutes. Record the following
in you notebook:
General Description: Where is the area located? Describe if the area is grassy, rocky, or mostly dirt. Is it in a meadow, hillside, or stream side. What are some of the unique characteristics of the area. Map: Draw a map of what the area looks. Weather: Is it sunny or cloudy, calm or windy, dry or rainy, and record the approximate temperature. Plants: What type of plant life is there. What stage of development are they in (sprout, sapling, full grown, etc.). Do they look healthy or diseased? Do they cover most of the area or just part? Animals: What type of insects, birds, reptiles and mammals did you see? If you know its common name, write it down. Draw a picture of what it looks like. Describe its size and colors. What was its behavior? If you can't see live animals, did you see signs of them (tracks, droppings, etc.). Sounds: Can you hear the wind blowing. Can you hear insects chirping or birds calling? Is it peaceful and quiet? |
|
|||
| Return to the same spot and repeat taking notes during the next three (3) visits, 30-minutes each. Note any changes from the previous visit. |
|
|||
| Write a 100-word report about your observation visits. What was different about the visits? Did the weather change? Where the sounds or the amount of wildlife seen different. Did the animals seem more active in the morning, afternoon, evening, or the night? What were they doing different? What did you learn from this experience? |
|
|
[5-Study Area] [6-Impact] [7-Project] [8-Careers] Return to: [ Scouting
with Mr. R. ]
Webpage updated November 2003
|