Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune in: Mini-beasts

15 minutes

Find out: Mathematical theory

25 minutes

Take action: Gathering and analysing data

Tune in: Leaf lengths

Step 1.

If you aren't already outside, take the class to your outdoor learning space. Review outdoor learning rules and the benefits of outdoor learning with students, including potential hazards and actions to take in the event of hazards.

Step 2. Discuss:

What is a 'mini-beast'? Mini-beasts are just about everywhere and are a vital part of our ecosystem. Here are some suggestions on how and where you might find them:
- Woodlice, earwigs, beetles, centipedes and millipedes - under stones, dead wood, in damp shaded areas or around the base of trees.
- Dragonflies - you may see them on a sunny day near water.
- Bees and butterflies - are usually near flowers and shrubs.
- Spiders - all over the place.
- Slugs and snails - look out for their trails.
- Ladybirds - shy but in shrubs and trees.
- Worms can be found on grassy areas after rain or watering with a watering can.
When looking at data, what is the difference between a primary source and a secondary source? Primary data is data collected for the first time by the researcher. Secondary data is data that has already been collected or produced by others.

Find out: Mathematical theory

Step 1.

Explain that an ecosystem could be defined as: 'the living-things (biotic) that live in a specific area, how they interact with each other, and how they interact with the non-living (abiotic) environment around them'.

In order to understand ecosystems it is necessary to determine the species present in the ecosystem, and how well each species is represented. Surveying organisms can be done in several ways; in the case of this lesson, students will be conducting quadrat and transect samples.

Step 2.

As a class read through the Sampling Instructions - Quadrat Sampling.

Step 3.

Split students into small groups and issue each group with a 4 metre length piece of string, four pegs (optional) and a small piece of paper.

Step 4.

Refer groups to the Mini-Beast Tally - Table and brainstorm the categories they will be collecting data on.

Step 5.

Have groups assign a time-keeper and a scribe (i.e. one person in the group should record the data and the information can be copied by the others at the end).

Take action: Gathering and analysing data

Step 1.

Explain to students that they will be collecting data on the numbers of mini-beasts using the quadrat sampling technique.

Step 2.

Allow students time to collect the data. Tell students that they do not need to peg the string into the ground but simply lay it out in a square.

Step 3.

Each student should transcribe the information recorded by the scribe in their group.

Step 4.

Collate the data from all groups.

Step 5.

Independently, students work independently to complete the questions on the Student Worksheet.

Reflection

Discuss:

What was the most frequently occurring mini-beast?
Do you think this was a useful way of collecting data about the environment? Why or why not?
What are the limitations of quadrat sampling?
When you were looking at the other group’s totals do you think this was Primary or Secondary data?
What do you think are the benefits of primary data?
What are the benefits of secondary data?
Mini-beasts are a vital part of part of our environment. How can you use the information you gathered to help improve the habitats for mini-beasts in your schoolyard?

Outdoor Learning - Mini-beast Quadrant Sampling

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