Surveying Biodiversity
A framework for getting started on environmental monitoring
through plant and animal surveys
by Roxine dePencier Hameister
Subject areas: computer technology, mathematics,
language arts, social studies, science
Key concepts: environmental monitoring
Skills: mapmaking, maintaining field notebooks,
manipulating data, identifying plants and animals
Location: indoors and outdoors
Time: several days over the course of a year
Materials:
For plant surveys: maps, field guides, field logs or
journals, pencils, graph paper, compass, plastic tubing or
hoops, wooden stakes, string, measuring tape or rope,
scissors, small rulers, plastic bags and damp paper
towels, labels (for collecting samples), camera, GIS
software (optional)
For bird surveys: binoculars, field guides, birdsong
tapes, maps, bird feeder (optional)
oung people are sometimes the first to notice
new and different things in the local environment. In one such discovery in the fall of 1997,
a group of Grade 4 and 5 students in an after-school
environmental club found a tiny and rare tailed frog at
a small stream near their school in West Vancouver,
British Columbia. When they learned that the stream
ran through an area scheduled for development, the
students set to work
researching the frog
and its habitat. And
when they discovered
that the tailed frog is
a vulnerable species
(Ascaphus truei), they
contacted the media,
made a presentation
to Vancouver’s city
council, and succeeded in having the
stream site protected.
In another example,
the discovery of
deformed frogs by
Minnesota schoolchildren in 1995 set
Roxine dePencier Hameister
Y
Learning About Ecosystems
off alarms about the health of wetland ecosystems and
raised awareness of the need for environmental monitoring and protection in North America. In both of these
instances, students made observations that no one else
had made, recognized that change was needed, and
helped to make it happen. What better lessons to learn
at an early age?
Engaging students in authentic scientific activity
fosters a sense of empowerment and develops the ability
to participate in informed decision-making. Young
people often worry about the future, especially when
they are told that they will need to work hard to
improve the health of the environment. But rarely do
we give them the tools to determine what needs to be
done. Environmental monitoring projects put these tools
in students’ hands. Knowing that they are assessing the
health of local ecosystems, they quickly come to see
their project as a way of obtaining information that can
be used to help make the world a greener place. As they
become knowledgeable about the plants and animals
they are studying, they also develop attachments to
them and become more vocal about protecting these
organisms and their habitats.
Whether your class is taking part in a national or a
local monitoring project, the frameworks for biodiversity surveys presented here can help you get started. The
first step in protecting an environment is to survey what
is in that environment. Carried on year after year, surveys generate data that can be used to analyze how the
composition and
diversity of local
ecosystems may be
affected by changes in
that environment.
Biodiversity surveys
offer a maximum of
field time and as
much curriculum
integration as you will
achieve with any class
project. In collecting
and analyzing data,
and communicating
their results to
others, students
find real-world
applications for their
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developing skills in
communication technology, math, language arts, geography,
and science. Such
projects are not only
good science, but
good pedagogy, too.
Sampling methods
Andrius Valadka
Divide your study site
into sampling plots of
at least 1 square
meter (10 square feet)
each. Plots can be laid
out with string and
stakes (and this will
be necessary if your
Plant surveys
site has many trees
You can begin your
and large shrubs), or
own ongoing plantyou can make
monitoring project
portable plot frames
by establishing
using lightweight
sampling plots, or
plastic tubing with
quadrats, on one
corner joints. Divide
or more sites that
each square frame
represent typical
into smaller grid units
ecosystems in your
A grid constructed of lightweight tubing makes an easily
by marking the sides
region. Since the
moveable study plot.
of the frame at regular
project should extend
intervals and running string across the frame from side to
over several months or years, it is very important to
side and top to bottom. You now have a movable grid
record the exact location of study sites — if possible, on
a topographic map of the area. Be sure to ask permission
that can be placed anywhere. A simple alternative is to
of any landowners before you and your class visit. It
borrow Hula Hoops from the gym and secure strings
is also helpful to go over the area to determine which
around them at regular intervals using masking tape.
plants are likely to be found and to review them with the
Such grids are not the traditional squares — but they are
class before going into the field. Ensure that students
acceptable and cheap.
have some basic knowledge of botanical terms associated
Another way to survey plants in the field is to run a
with flower parts, leaf shapes, and growth patterns, as
transect line (a tape measure or a piece of string) from a
well as familiarity with plant field guides. Determine
fixed point, walk along the line for 5 meters (15 feet),
before-hand if the students are going to use the comand record all the plants within 10 centimeters (4 inchmon or scientific names of plants; most field guides
es) on both sides of the line. This results in a study plot
give both, but if you are going to produce reports or
of about 1 square meter (10 square feet). Then move
compare your data with those from schools in other
the string and repeat the transect every 5 to 10 meters
locations, it is advisable to use scientific names.
(15 to 30 feet) to cover a large part of the study site.
In all projects, it is very important to keep accurate
This is a good variation for large groups working in
and complete records of observations. The skill of
pairs, since one partner can observe and the other
accurately recording what is observed does not come
record.
easily. You might practice in the classroom by having
It is useful to do a practice plant survey before going
students survey the contents of their desks and then
to the field. Areas of the schoolyard that have a limited
generate group statistics. Make a master “desk list”
number of plants can be surveyed quickly and still give
to record the variety of objects in the desks, find the
sufficient practice in both plant identification and data
average length of pencils, determine the dominant
recording.
brand of notebook, or calculate the percentage of
space occupied by books. Such activities will familiarize
students with the processes of gathering, recording,
and analyzing data.
When in the field, have each student or pair of
students record data in a field log or journal. Recording
should be done in pencil on water-protected paper.
There are some very nice field books available, but a
student-made cardboard clipboard or notebook covered
with a piece of plastic will do to keep the costs down.
These field logs or journals become the source of all the
raw data — all students’ recorded observations — that
can be referred to if something does not add up when
statistics are being compiled.
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Field observations
Create a master map of the site that has all of the
sampling plots or transects marked and numbered, and
assign the plots randomly by having students pick a
number from a hat. In the field, begin by having
students record the date and time, the exact location
(obtained by compass, topographic map, or global
positioning system), the names of the recorder(s), and
the weather conditions, cloud cover, and temperature.
Then have them sketch a map of the entire site on
graph paper, using a scale that enables them to fit the
site on one sheet of paper. Add letter and number codes
Teaching Green: The Middle Years
On a transparency of an enlarged topographical
map of the study site, students can mark the plots and
locations of features such as large trees, paths, and
boulders. A side chart for each plot can list the plants
identified there. If you have the means to do mapping
with Geographical Information System (GIS) software,
you can put the map on a computer and input the plant
data directly on to it; if you do not have this capability,
consider a joint project in which a high school or
nearby college produces the base map and your students
provide the groundcover data. You can add digital
photos of the site and the plants found there to both
the online and print versions of the study results.
Data on the numbers or percentage of cover of
plant species are the raw material for activities such as
estimating the number of plants in the entire site,
calculating percentages of the different types of plants,
or determining the total area covered by vegetation.
For instance, dividing the number of plants by the area
of the plot gives the density. Dividing the number of
species by the area gives a measure of the biodiversity.
Plants can also be dried and weighed to obtain an
estimate of total biomass; however, as this method
Roxine dePencier Hameister
at regular intervals along the two axes of the map to
provide the coordinates of the individual plots to be surveyed. In addition to trees, woody shrubs, and herbaceous plants, have them record the location of rocks,
bare ground, water, or other landmarks.
Next, ask students to stand outside their assigned
study plot and sketch a map of it on graph paper, again
using a scale that enables them to fit the entire plot on
one sheet of paper. Their maps should show the grid
lines within the plot and note the coordinates of the plot
(from the site map). Then have students count, identify,
and map all the plants in the plot. In addition, have
them estimate and record the percentage of the total
area that each species covers. In plots where there are
trees, have students measure the circumference of the
trunk in order to calculate the diameter at breast height,
which is a standard measure taken 1.3 meters (4.5 feet)
from the ground. Small rulers are useful if you also wish
them to gather data on plant height or leaf size. Students
usually need about half an hour to identify all the plants
they can and to mark their locations on the graph. For
identification, field guides are essential; it is also a good
idea to invite a local botanist or other naturalist to assist
in identifying plants. Students who wish to
can make additional sketches or take photographs of the site, their sampling grids, and
individual plants — taking care to keep accurate notes of the subject of each photograph.
When all plants have been recorded, have
students carefully collect samples of any
plants they cannot identify, being sure not to
remove any rare or endangered specimens. It is
the teacher’s job to ensure that rare plants
are left undisturbed — another compelling
reason to seek the assistance of a botanist or
naturalist. The usual practice in plant collecting is to take the entire plant, including
roots, but the stem and leaves should be
sufficient for identification in the classroom.
Cut specimens with small scissors and place
each in a plastic bag with a damp paper
towel to keep it moist. Label every bag
with the date, the plot number or location,
and the plant’s position on the plot grid.
If you have reviewed plant and flower parts,
students should be able to key out most of
the specimens they collect.
Handling data
When you have returned to the classroom and identified
all the plants, transfer the data to a master plant list and
a master map. The master plant list is a record of all
plant species identified, regardless of their abundance in
the plots. Students can add to the list as new species are
found in the field and, over time, the master list may
reveal changes in the composition and diversity of plant
communities.
Learning About Ecosystems
requires that you destroy the plants, it renders the plot
unusable for long-term monitoring.
Statistics should be generated three times a year: in
early spring, late spring, and in early fall when you are
back in class with a different group of students. Areas
that are green year round can also be surveyed in January
after the holiday break. Students can publish a report of
the data they have collected, with photographs and drawings that record each season. Maintained and added to
year after year, these reports will soon become the basis
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for a multi-year comparison. The information can be
shared with others by putting it on your school’s website
or presenting it at a science fair or community event.
Alternative plant surveys
If you are in an urban area with no natural spaces, all is
not lost. Consider doing the project on empty lots or
other areas where plants grow untended. The results
will be different but interesting. In an urban area, it is
difficult to maintain surveys of plant life over several
years, as the environment can change quickly; but similar
areas can usually be found, even if your original site is
paved over.
For young students, phenology studies provide a
good introduction to plant observation and monitoring.
Have successive classes of students record dates of such
events as the opening of the first blossoms, the release
of seeds, and the first leaf drop, along with temperature
and weather conditions. Alternatively, you can participate
in an organized phenology program such as Plantwatch,
which has students in all parts of North America monitoring the dates that selected plants bloom.
Bird surveys
As your class becomes better able to use field guides,
consider adding a bird survey to your ecosystem studies.
As with the plant survey, choose several study areas
within your site. Then have students take field guides
and binoculars to the site, sit, and try to remain quiet.
It is very helpful to have a birdwatcher along on these
trips, as many birds are small, fast, and very similar in
appearance to the untrained eye.
Students can also create a bird sound map. At first,
have them sit very quietly and record on graph paper
the sounds and the direction from which they come.
As students become attuned to birds, play tapes in the
classroom to introduce them to the songs of common
birds in your area. (Many birdwatching websites also offer
birdsong audio clips.) When students return to the study
site, have them work in pairs to note any birds they can
identify by sound. The information can be recorded on
topographical maps of the site in the classroom.
If you wish to participate in a formal bird monitoring
program, there are several feeder watch programs. (See
Monitoring Programs and Resources) Most programs
have students set up bird feeders in the schoolyard and
monitor and report the number and species that visit
between November and March. Results are tallied,
reported to participating schools, and made available on
the Internet. This project can be done in an urban area
by mounting the feeder on a classroom window or in a
protected school common area. If vandalism is a potential problem, have a parent who lives near the school
volunteer his/her yard as a site. A few students can
accompany the parent to the feeder each day to refill the
feeder and record the birds.
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Survey of insects and other animals
Similar activities can easily be conducted to survey insects
and other small animals in your area. It is sometimes
hard to see insects, as they may be under litter or
observable for only a short time. Have students look for
such evidence as tracks or small trails, chewed leaves or
fruit, or egg cases. If you find egg cases, record the location of the site so that students can make return visits
until the eggs hatch. If this is not possible, collect some
eggs and keep them in a secure container in the classroom until they hatch; be sure to provide a habitat as
close to natural as possible and to release the hatched
insects into the area where they were collected. Similar
activities can be conducted with mammals, reptiles, or
amphibians. Several excellent international projects,
such as Monarch Watch and Frogwatch allow students
to participate in formal monitoring programs. (See
Monitoring Programs and Resources.)
Sharing data and findings
Ideally, your project will continue over several years and
contacts can be made with local universities or conservation authorities to make students’ data available for
research. Students may have difficulty understanding why
others would, for many years, collect the same kinds of
data in the same area. To illustrate how long-term data
can be used to determine trends, have students obtain
and compare weather records for particular months for
several years past. Ask them to identify trends in precipitation and temperature: Are summers getting hotter? Are
springs getting rainier? Are winters getting drier? Have
them make weather predictions based on the trends they
identify. Your class could become one of the school
weather watchers for the local media.
With the changes in technology in the last few years,
many schools have websites that can be linked to national environmental monitoring programs. You may choose
to participate in a formal project, such as one of the
watcher programs, or you might choose to develop your
own focus area to monitor. This is an excellent project
to do with a buddy class at another school.
Whatever you choose, your students will be at an
advantage when it comes to dealing with global change
and the decisions that informed, knowledgeable citizens
must make. Doing these projects and sharing the results
with your school community, the local community, or
the world through the Internet is a positive contribution
to the baseline knowledge needed for protecting local
and national habitats. It is a win-win situation for all
concerned.
Roxine dePencier Hameister teaches social studies at
Wellington High School in Nanaimo, British Columbia.
Teaching Green: The Middle Years
REFERENCES
Binder, Deanna. Backyard Biodiversity and Beyond. British Columbia
Ministry of Forests and Canadian Heritage, 1995 (available from
Project Wild, 1005 Broad Street, #300, Victoria, BC V8W 2A1).
Forests in Focus: A British Columbia Exploration. British Columbia Ministry
of Forests, 1997.
Hunken, Jorie, and the New England Wild Flower Society. Botany for all
ages: Discovering Nature through Activities for Children and Adults, 2nd
ed. The Globe Pequot Press, 1993.
Penn, Briony. Canada’s Rainforest: From Maps to Murrelets. Sierra Club,
1998.
Perdue, Peggy, and Dianne Vaszily. City Science. Good Year Books/Scott
Foresman/Harper Collins, 1991.
Ritter, Bob. Soil and Plant Ecology. Nelson Science, 1997.
Sobel, David. Mapmaking with Children. Heinemann, 1998.
Stansbury, Gladys, and Cathy Ready. Soil Secrets: An Integrated
Intermediate Science Resource. British Columbia Agriculture in the
Classroom Foundation, Pacific Edge Publishing, 1995 (Site 21 C50,
Gabriola, BC V0R 1X0).
The Straitkeepers Handbook: A Teacher’s Guide to Discovering the Ecology of
Georgia Strait. Save Georgia Strait Alliance, 1993.
MONITORING PROGRAMS AND RESOURCES
United States
<www.uwex.edu/erc/gwah> Give Water a Hand watershed education and
monitoring program.
<www.usu.edu/buglab> National Aquatic Monitoring Center “Buglab”
watershed monitoring program supported by U.S. Bureau of Land
Management and Utah State University.
<http://plants.usda.gov> Natural Resources Conservation Service plant
identification site.
<www.plt.org> Project Learning Tree provides workshops to assist teachers
in forest biodiversity studies.
Canada
<www.oiseauxqc.org/feuillets/cbcp_can.html> Canadian Bird Checklist
Program invites birdwatchers to report sightings and maintains a database for species and sightings by province.
<www.cnf.ca> Canadian Nature Federation sponsors Project
FeederWatch and Frog Watch.
<www.eman-rese.ca/eman> Environment Canada’s Canadian Community
Monitoring site has protocols and suggestions for monitoring projects.
Worldwide
<www.ciese.org/collabprojs.html> The Center for Improved Science and
Engineering Education runs international collaborative science projects
for students, including biodiversity studies and monitoring programs.
<http://archive.globe.gov> The GLOBE Program has information
and protocols for just about everything to do with environmental
monitoring.
<http://birds.cornell.edu/pfw/> Project FeederWatch is a joint project of
Bird Studies Canada, the Canadian Nature Federation, and the Cornell
Lab of Ornithology.
<www.monarchwatch.org> Monarch Watch, University of Kansas
Entomology Program.
Learning About Ecosystems
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