The majority of animals on earth are invertebrates of one form or another. They are animals with no backbone and include sponges, corals, seastars, insects, crabs and worms, just to name a few.
Invertebrates are found just about everywhere. In this lesson, students will determine how many different types of invertebrates can be found in the students' community.
How would you modify this field laboratory activity?
How could you use the skills learned in this activity elsewhere?
What was the most bizarre thing that happened to you at the field site?
The student will gain an understanding of field survey techniques.
Field-Data Survey Forms
Print a copy of the Field-Data Survey Forms for this activity.
Compass
Digital camera
A 35 mm camera and scanner to digitize photographs will suffice if a digital camera is unavailable.
Global Positioning System Unit (GPS)
Baggies
10 to 20 of the smallest sized baggies with tops which can be sealed; therefore, fold-over sandwich bags are not acceptable.
Forceps
One pair of forceps or tweezers per person.
Felt-tip pen
One felt-tip pen per person for writing on the baggies.
Invertebrate Populations Checklist/Assessment
This form may be used as a student/teacher checklist or a teacher evaluation tool. It is based on a point grading system. To calculate a percentage grade, divide the total points earned by the total points possible. Total Points Possible: 33
This interactive, online key is from ECOWATCH, a community-based project for the assessment of habitat quality.
Mark off an appropriate survey area using the "Field Data Sheet Grid" as a guide.
Subdivide the plot into sixteen squares.
Label North on your Grid.
Take a GPS reading and record the latitude and longitude on the Field Data Sheet Grid.
Face directly north and take a photograph of the plot and the surrounding area.
Start by noting the day and time on one of the baggies.
Then go to Square #1A.
Using the forceps, collect one individual sample of an invertebrate found in the square (for example, one red ant) and seal it in a baggie. Write any interesting note on the baggie itself. Label the baggie as "Sample #1-Square #1A."
While in the first square, search for a second invertebrate species (for example, one black ant); collect and label it as before ("Sample #2-Square #1A").
Follow this same procedure for each square.
When you gather a specimen, note the number of individuals of that same species found just in that square. Write that information onto the baggie.
If the same species is found in another square, collect a sample and count that population separately, as if it were a different species all together.
At your school or home, and with the aid of an "invertebrate key," identify the invertebrate species you have collected.
There are many useful keys on the Internet. One possibility is listed in the Optional Resources.
Compare the data from each square. Did you find different species in different squares? Did you find that species were the same in each square? Did you count more species in one square than the others? Make inferences about your discoveries.
Help your group write a conclusion and present it to the class.
The identification of invertebrates can be made a simple or a difficult task. Judge the "expertise" of your class before you assign this activity. If students are not familiar with field identification of invertebrates manuals, I recommend you present a demonstration first.
Assign each student or team a general area on school property to survey. Spread these areas out as far as possible to avoid competition between teams for the same site.
The time of day will have a significant effect on the type and number of populations found. If it will work into your schedule, have the teams visit their sites at dawn and again at or after dusk. Or, you could assign two teams to work each site at different times of the day.
The type of land should be assigned by the instructor, so as to assure a variety of environments observed within each class.
Remember, the idea is to collect one specimen of each species you find from each square of your plot. Do not collect all of the individuals in your area. One black ant will do; do not collect the entire ant hill!
Although you do not need to identify the specimens as you collect them, see if you can. You will check yourself later by using an identification key.
Discuss any of your field experiences, such as camping, with your daughter or son.
Although you do not need to identify the specimens as you collect them, see if you can. You will check yourself later by using an identification key.
Please enter a Registration Key to continue.