GPS Ecosystem (Ecotone) Scavenger Hunt

Name: __________ Group # ______

_________________________________________________________________

FieldEcology:
Identifying ecotones organisms using Satellite Navigation

Introduction: Now that you are familiar with the GPS devices we will be using, you can put them to work! You will be using your GPS device to perform a study of an ecotone in an area of your choice (within instructed boundaries). Each lab group will pick an ecotone plot area (EPA). Each group will be responsible to survey their EPA and identify the living and nonliving components.

Important Definitions:

Ecotone: The common area between two existing communities

Materials:
Garmin ETrex Venture Digital camera/ Flip Camera
“Ecotone Investigation” Worksheet Tape Measure
Everything else will be there along the way! Plot Markers

Data: Each group will be responsible for performing the following surveys at their locations…

1. Visual appearance How does the EPA look to you? Note things like growth, percent producer cover, landscapes, man-made structures
(Take a picture of the EPA)

2. Conditions This is a section to document other information that could affect your EPA. Examples: hours of sun, rain, runoff, drainage
3. Ecosystems Identify the two ecosystems that make up your ecotone.
4. Biodiversity What kinds of life could this ecotone supports? What life or evidence of life can you see? Examples: Eaten leaves, feces, egg shells, nests
5. Predators/Prey What are some predator/prey relationships that could inhabit the area?
6. Trees How many different types of trees are in your EPA? How many of each type? Find the breast-height transect (BHT)


Plotting your EPA: Find an ecotone. Make a 10 X 10 yard square that straddles your ecotone. List the coordinates in the space below.
Coordinates of plot:


1. _____N ______W 2. _____N ______W 3. _____N ______W 4. _____N ______W


EPA Plant Species Diagram: Draw the living plant organisms (flowers, shrubs and trees) in the area below and make sure you include a legend. Each symbol should represent a different species (you do not need to know the names of the species… Use Flower #1, Flower #2, Tree #1)


Legend:


Data:



Visual appearance





Conditions


Ecosystems


Biodiversity


Predator/Preys
>Trees










AnalysisQuestions: Answer the questions in complete sentences.

1. What two ecosystems do you have that is making up your ecotone?





2. Why is it important to record the coordinates for your study? The appearance of your EPA?






3. Construct a possible food chain for your EPA









4. What plants are thriving in your ecotone?







Lab Extension: Use the EPA Plant Species Diagram to figure out Frequency and Abundance.


Frequency Formula:

Abundance Formula:










Field Ecology:
Identifying ecotones organisms using Satellite Navigation

Objective:
• Students will be able to describe characteristic of an ecotone.
• Students will be able to document characteristics of an ecotone plot area.
• Students will be able to differentiate between frequency and abudance.
• Students will be able to list ways that satellite navigation can be used to track environmental studies

Standards:
• Check NJ Biology Standards 5.5

Content/Procedure:
Day 1-3 (3) 45 minute instructional periods
• Introduce common NJ Flower, Shrub, and Tree species
• Assign each group with 2 of each (covering all the common species)
• Have students use Microsoft word to construct a class key for NJ Flowers, Shrubs, and Tree Species)

Day 4 Introduction of the GPS
• Split students into their lab groups and distribute GPS units to each group. Using a PowerPoint with pictures, show students how to operate the unit.
• Have 1-2 practice checkpoints set-up outside for students to practice locating.
• Close the day by having students write down as many different types of ecosystems as they can

Day 5- Ecosystems and Ecotones
• List ecosystems on the board
• Introduce ecotone definition
• Show picture examples of ecotones
• Hand out Field Ecology Ecotone lab
• Go over Lab Instructions

Day 6-7 Field Ecology Ecotone lab

• Distribute GPS units and have students find their plots
• Students may go with their lab groups and record the required data for their location
• Each student should record this data and use it to answer the analyze questions.

Extended Lab Options:
• Frequency and Abundance worksheet
• Go back to site and identify flower, shrub and tree species using the class keys that the students made

Adaptations:
• Be aware of physical limitations of individual students, allergies, and other medical conditions

Assessment:
• Analysis questions will be collected and graded.
• Optional – formal written lab report analyzing the gathered data

Closure:
• After students have reported their data to the class, begin discussion of the results and point out examples of some trends to the students.


Post-Lab Extensions: Using GPS Units to get students outside

What is Geocaching?

www.geocaching.com