We want to quantitatively study how the vegetation changes the further a plant is from a stream. Logically, you would expect that the greater the distance from water, the fewer plants would be found. However, do other variables come into play? Concluding this activity students will hypothesize the cause(s) for the degree of variations.
The student will learn that species of plants vary their population numbers according to the accessibility of water.
The student will learn that not all varieties of plants require the same accessibility to water.
By doing this activity the student will see how plants compete for nutrients, such as water.
Materials List
"Field Data Sheet Grid"
Botanical Guide
For safety, work in teams of two or more
Choose a level and easily accessible portion on the bank.
a. Using the compass, determine north and mark it on your hardcopy of the grid.
b. Map out the first grid next to the water's edge.
c. Extending at a right angle from the flow of the stream, lay out at least five such grids. Each grid should abut the previous one.
d. Label these plots as "1", "2," and so on, so as not to confuse them with gridded areas within each plot.
Using the camera, take a photo which includes all the plots in one single frame. Ideally this is accomplished by standing a meter or two beyond the last grid and viewing back towards the stream. In addition, take a shot of each individual plot.
Using the botanical field guide, determine the name for each species of plant. Then, count and record the number and name of plants found in each plot area.
There are sixteen small divisions per plot. These subdivisions are marked A-1 through D-4 for your convenience, in case the plot is highly vegetated.
On the FIELD DATA SHEET GRID place the following information for each plot site:
Teachers, this activity is designed to have the student(s) list the different species of plants & the number of each within a given plot.
However, you could easily modify this format to have them simply count the total number of all plants or animals.
In that format the prerequisites would certainly be less demanding [most notably Prerequisite #7].
You may wish to consolidate the entire class's results and sort the data by compass direction: example--"Plants Found on the Northern Bank of a Stream" versus "Plants Found on the Eastern Bank of a Stream."
As the activity is written now, the students should be fairly self-reliant. This should not be their first time in the field for the purpose of gathering any data.
Instruct the students as to the dangers associated with flash-flooding. Students often do not make the connection of dried creek beds and running water.
Take a First Aid Kit with you.
Before you announce to the students the upcoming excursion, find a suitable water source.
a] Is it within walking distance of the school?
b] Is the bank large enough to accomodate the entire class at one time? If not, you may want to schedule students different days for collecting. For example, have half the class collect on Monday and half on Tuesday. The entire class could be "in the field" at the same time, but only 50% would be observing, while 50% would be collecting.
A copy of FLORA OF THE GREAT PLAINS, by the Great Plains Flora Association (1986, published by the University of Kansas), might be of some help.
While this text is helpful for my students in Oklahoma, there are a multitude of such publications for each region of the country.
Another is DICTIONARY OF BOTANY by R. John Little (ISBN:0-442-24169-0).
When working in or near a stream or river always work in pairs.
Take note of the 'predicted'[forecast] weather when working in and around a stream or river. Note: dry creek beds can become dangerous in a quick downpour.
One should be aware of the existing weather conditions and how they may effect safety, when working near running water.
Never collect data near a stream if it has rained in the last 48 hours or there is a present threat of rain.
Some good questions to consider are the following:
1. How did density of vegetation[plants of one species/area] change with distance from the water?
2. Can you explain why these differences might have occurred?
3. How could you determine which plant species in 'your study', was the least tolerant of low water availability?
4. Were there any environmental conditions [other than water], which might have affected plant populations at your study site?
If this field study is the students' first, they should have an accountable adult with them. You might enjoy getting "back to nature" with them.
As the activity is written now, the students should be fairly self-reliant. This should not be their first time in the field for the purpose of gathering any data.
Instruct the students as to the dangers associated with flash-flooding. Students often do not make the connection of dried creek beds and running water.
A copy of FLORA OF THE GREAT PLAINS, by the Great Plains Flora Association (1986, published by theUniversity of Kansas), might be of some help.
While this text is helpful for my students in Oklahoma, there are a multitude of such publications for each region of the country.
Another is DICTIONARY OF BOTANY by R. John Little (ISBN:0-442-24169-0).
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