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Lesson 3: Field Study - Rangahau Taiao

Learning Intention: We Are Learning To conduct scientific field research to measure biodiversity and ecosystem health.

Success Criteria: I can use quadrat sampling, measure abiotic factors, and analyze data to compare different microhabitats.

Pre-Field Briefing (15 mins)

Scientific Method & Cultural Protocol

Safety First: Review outdoor safety protocols, appropriate clothing, and buddy system.

Scientific Method Review: Discuss hypothesis formation, controlled variables, and data collection techniques.

Cultural Protocol: Begin with a brief karakia acknowledging the mauri (life force) of the places we'll study. Discuss showing respect for all living things we encounter.

Research Question: "How does biodiversity differ between sunny and shaded microhabitats in our school grounds?"

Field Activity 1 (25 mins)

Quadrat Sampling Investigation

Students work in groups of 3-4, each group studying different microhabitats:

  • Group 1: Under large trees (shaded)
  • Group 2: Open grass areas (sunny)
  • Group 3: Garden beds (managed)
  • Group 4: Along building walls (protected)

Method:

  1. Place 1m² quadrat randomly in assigned area (throw over shoulder)
  2. Count and identify all plant species in quadrat
  3. Search for invertebrates (beetles, worms, spiders) - handle gently
  4. Record findings on data sheet
  5. Repeat process 3 times in different spots
View Data Sheet

Field Activity 2 (20 mins)

Abiotic Factor Measurements

While some students do quadrat sampling, others measure environmental conditions:

Equipment & Measurements:

  • Digital thermometer: Air temperature at ground level
  • Soil thermometer: Soil temperature 5cm deep
  • pH test strips: Soil pH (mix soil with distilled water)
  • Light meter/phone app: Light intensity (lux)
  • Wind meter/observation: Wind speed and direction
  • Moisture assessment: Soil dampness scale (1-5)

Cultural Connection: Discuss how traditional Māori knowledge recognized these same factors - feeling soil moisture, observing plant indicators, reading weather signs.

Citizen Science (10 mins)

iNaturalist NZ Contributions

Students photograph interesting species they find and upload them to iNaturalist NZ, contributing to national biodiversity databases.

Process:

  1. Take clear photos of species (include ruler for scale if possible)
  2. Note exact location and habitat details
  3. Upload to iNaturalist with school project tag
  4. Attempt species identification using app's AI
  5. Ask for community help with difficult identifications

Reflection: How does our data contribute to larger scientific understanding?

Data Analysis (15 mins)

Comparing Microhabitats

Back indoors, groups compile and analyze their data:

Analysis Tasks:

  • Calculate average species count per quadrat for each group
  • Create bar graphs comparing biodiversity between habitats
  • Plot relationships between abiotic factors and species diversity
  • Identify which habitats had highest/lowest biodiversity
  • Discuss possible explanations for differences

Key Questions: Which abiotic factors seem most important for biodiversity? Why might shaded areas have different species than sunny areas?

Mātauranga Māori: Traditional Ecological Knowledge

Māori have been conducting detailed ecological observations for centuries. Traditional knowledge includes:

Connection to Today: Modern ecological science validates much traditional Māori environmental knowledge.

Extended Investigation

Seasonal Monitoring Setup

For students interested in deeper investigation, set up permanent monitoring plots to track throughout the year:

Equipment: Permanent stakes, measuring tape, laminated data sheets

Method:

  1. Mark corners of best quadrats with permanent stakes
  2. Create detailed maps showing exact positions of larger plants
  3. Return monthly to repeat measurements and observations
  4. Track seasonal changes in species composition and abundance
  5. Compare spring, summer, autumn, and winter data

Extension: Connect with local environmental groups or DOC for long-term monitoring projects.

Assessment Task

Scientific Field Report

Task: Write a formal scientific report (500 words) comparing biodiversity between two microhabitats, including:

Due: Within 1 week | Assessment Level: Achieved/Merit/Excellence

Report Template View Rubric

Safety Guidelines

Before Going Outside:
  • Check weather conditions
  • Ensure appropriate clothing/footwear
  • Assign buddy pairs
  • Review emergency procedures
  • Check for allergies (plants, insects)
In the Field:
  • Stay within designated areas
  • Handle all organisms gently
  • Return organisms to exact locations
  • Wash hands before eating
  • Report any injuries immediately

Resources Needed

Field Equipment:
  • 1m² quadrats (wire or rope)
  • Digital thermometers
  • Soil thermometers
  • pH test strips
  • Light meters (or phone apps)
  • Magnifying glasses
  • Clipboards and pencils
Digital Resources:
  • iNaturalist NZ app
  • Light meter phone apps
  • Plant identification apps
  • Weather apps for conditions
  • GPS apps for location recording

Teacher Notes