LIFE-ANERR
5-30-06 Revised
A Learning in Florida’s Environment (LIFE) Field Lab
Page 1
Office of Environmental Education - Florida Department of Environmental Protection
Ecosystem Ingredients
Teacher’s Guide
Subject:
Integrated Science (Life; Earth-Space; Physical)
Topics:
Abiotic Environmental Factors, Ecosystems, Microenvironments
Summary:
This lab examines the influence of non-living or abiotic (temperature, light, water,
elevation, etc.) factors on plant assemblages by comparing micro-environmental
conditions at different locations.
Objective(s):
After completing the field lab, students will be able to:
1. Recognize abiotic versus biotic factors
2. Explain how abiotic factors influence the environment
3. Use equipment required to measure abiotic factors
Ecosystem(s):
Freshwater Wetlands; Rivers, Scrub, Uplands
Equipment:
• Data sheet
• Weather meter (1/group)
• Thermometer (1/group)
• GPS (1/group)
• Soil Thermometer
(1/group)
• Digital Camera (1/group)
(optional)
• Vegetation type ID sheet
(1/group)
Background (Pre-field Classroom Activity)
• Reference Material: Project Learning Tree: Field, Forest and Stream #48
• Vocabulary: Crossword, Vocabulary, Word Search (Pre-activities)
• Equipment Orientation (Lisa Bailey)
Procedure (Engage; Explore; Explain)
1. Ask students why some plants and animals live in some areas but not in others. Explain that certain ingredients
(parameters) for life (water, sunlight, wind, temperature) vary in amount from place to place.
2. Explain to students that they will examine and compare these ingredients (non-living factors) at three different
locations.
3. Assign two or three students to each of the instruments being used (GPS, weather meter, thermometer, soil
thermometer, vegetation guide) and describe the proper use of the equipment. There should be three sets of the
equipment.
4. Divide the group into three with each group having one complete set of equipment. Explain that they will each
start at a different loca