LIFE-WSSP
Draft: 10-05-06
Ecosystem Ingredients: Abiotic Factors
Teacher’s Guide
Subject:
Integrated Science (Life; Earth-Space; Physical)
Topic:
Abiotic factors; Microhabitats,
Summary:
To study and observe the relationship between differences in abiotic factors in three
different locations and their impact on vegetation.
Objective(s):
After completing the field lab, students will be able to:
1. List four different abiotic factors in an ecosystem
2. Explain how differences in abiotic factors can create microhabitats often in very
close proximity to one another.
Ecosystem(s): Beaches/Dunes; Coastal Wetlands
Equipment:
•
•
Tape measure
Multi-meter (wind; light;
temperature; RH)
•
•
•
Soil thermometer
Sling Psychrometer
Refractometer
•
•
Plant Reference Chart
GPS Units
Background:
•
•
•
Vocabulary: Biotic and Abiotic factors, Ecosystem, Habitat,
Reference Material: Project Learning Tree: Field, Forest and Stream #48
Equipment Training: Sling Psychrometer
Procedure (Engage; Explore; Explain)
1. Ask students why some plants and animals live in some areas but not in others. Explain that certain
ingredients (parameters) for life (water, sunlight, wind, temperature) vary in amount from place to place.
2. Explain to students that they will examine and compare these ingredients (non-living factors) at three
different locations: 1) beach; 2) salt pond; 3) dune. Ask students to hypothesize about the variety (number of
different plants) and some of the characteristics of the plants that they might find at each location.
3. Assign two or three students to each of the instruments being used (GPS, weather meter, thermometer, soil
thermometer, Plant-type reference chart) and describe the proper use of the equipment. There should be
three sets of the equipment.
4. Divide the group into three with each group having one complete set of equipment. Explain that they will
each start at a different location and will move to the other locations after 7minutes.
5. At the first location, the facilitator should demonstrate the proper use of each piece of equipment. At
subsequent stations, students should use the equipment and consult the facilitator only when needed.
6. Students should record all observations as required on their data sheet.
7. After completing the lab, allow the students to answer the discussion questions as a group and explain their
answers relating them to the concepts, processes and skills associated with the activity. Students should
record their answers individually. At this time, facilitators can introduce/explain the specific concepts and
explanations in a formal manner.
Sunshine State Standards:
Science: SC.D.1.3.3, 4; SC.F.1.3.7; SC.G.1.3.2, 3; SC.G.2.3.2, 3; SC.H.1.3.7; SC.H.2.3.1
Language Arts: LA.A.1.3.3; LA.A.2.3.7; LA.C.1.3.1
Mathematics: MA.A.4.3.1; MA.B.2.3.1; MA.B.3.3.1; MA.B.4.3.1; MA.D.1.3.2; MA.E.3.3.
Social Studies: SS.A.6.3.2; SS.B.1.3.1; SS.B.2.3.9
A Learning in Florida’s Environment (LIFE) Field Lab
Office of Environmental Education – Florida Department of Environmental Protection
Page 1
LIFE-WSSP
Draft: 10-05-06
Ecosystem Ingredients: Abiotic Factors
Student Data Sheet
General Information
Full Name:
Date:
School (teacher):
Time:
Latitude:
Longitude:
Student Hypothesis and Rationale
If salinity limits the number of plant types that can survive, then we will find a ________________________
number of plant types in areas with higher concentrations of salt because …
Field Observations/Measurements/Data
“Ingredient” (units)
GPS
Location 1:
Location 2:
Location 3:
Latitude:
Longitude:
Sunlight at eye level (lux)
Air Temperature at eye
level (C)
Wind at eye level (mph)
Humidity at eye level (%)
Soil Temperature (C)
Is water visible or is the
soil visibly wet*? (yes/no)
Salinity
Number of plant types
present (less than three;
three to five; more than
five)
(refer to plant type chart)
* Soil is wet if you can squeeze it in your hand and wring water from it.
A Learning in Florida’s Environment (LIFE) Field Lab
Office of Environmental Education – Florida Department of Environmental Protection
Page 2
LIFE-WSSP
Ecosystem Ingredients: Abiotic Factors
Draft: 10-05-06
Assessment
1. Which of the abiotic ingredients varied the most from location to location? Which varied the least?
2. How many more plant types did you find in the dune/pond than in the intertidal zone?
3. Do your data support your hypothesis? Whether your hypothesis is supported or not, what can you infer
from your observations, measurements, and results?
4. What other abiotic factors might be important to consider in mountainous areas?
5. Which abiotic factors do you/your parents control inside your home and around your yard?
A Learning in Florida’s Environment (LIFE) Field Lab
Office of Environmental Education – Florida Department of Environmental Protection
Page 3
LIFE-WSSP
Ecosystem Ingredients: Abiotic Factors
Draft: 10-05-06
Portfolio Journal Prompt
Abiotic factors control what can grow and survive in a particular habitat. Think about the abiotic factors that
surround you every day. Which abiotic factor (sunlight, wind, temperature, or humidity) do you notice the most
when you are outside and why? Which factor do you notice the least and why?
A Learning in Florida’s Environment (LIFE) Field Lab
Office of Environmental Education – Florida Department of Environmental Protection
Page 4
LIFE-WSSP
Ecosystem Ingredients: Abiotic Factors
Draft: 10-05-06
Plant-type Reference Chart
]
A Learning in Florida’s Environment (LIFE) Field Lab
Office of Environmental Education – Florida Department of Environmental Protection
Page 5