Introduction
The quadrat study is an in depth, scientific investigation of the plants, animals, soil, light and weather of a specific area. The quadrat is usually a square. The size varies according to the study. The plots should be large enough to contain significant numbers of plants and animals. A common quadrat size is 9 square meters.

Question

1. How do light, temperature, soil, animals and plants differ in four different habitats: lawn, open field, forest edge and forest?

Materials

Procedures
Laying Out the Quadrat:

1. Assign each group of students an area that is far enough from each other so as to encourage work within the group and not between groups.
2. Have one student take the first stake, and while facing all the others of his/her group, gently toss the stake over one shoulder to start the quadrat.
3. From that point, the students should construct a square that is 3 meters (9 yds, if only rulers are available) on a side. Enclose the square with rope, laying it on the ground.
4. Minimize the work done within the quadrat, most of the work should be done from the outside, if possible.

1. Take the light reading at the stake.
2. Hold the light meter just above the ground and record the results.
3. Record the present weather conditions.

1. Take the temperature readings near the stake.
2. Using an air thermometer, take the temperature 5 feet above the ground. Leave the thermometer in position until it stops changing and record.
3. Using the same thermometer, take the temperature at ground level and record.
4. Gently push the soil thermometer about 2 inches into the ground. Leave the thermometer in the ground for about 5 minutes and record.
5. Repeat step #4 inserting the thermometer 6 inches below the surface and record.
6. If a sling psychrometer is available, following the directions for the instrument, measure and record the relative humidity.

1. Take a soil sample near the stake.
2. Carefully push the soil probe into the ground and remove a core of soil.
3. Count the number of different soil layers and record. (draw a sketch)
4. Measure the depth of each layer and record.
5. If a soil test is available, measure the pH, moisture and fertilizer.

1. The animal survey will be taken in the general area of the stake.
2. Look carefully at ground level and above the ground for evidence of animals. Try to identify the most abundant animal, and state what it is doing. Also, try to determine if its home is in the immediate area.

1. Find the tree closest to the stake.
2. Use a diameter tape measure and record the circumference of the tree. This measurement should be done at chest height.
3. Measure (or estimate) the height of the tree.
4. Identify the tree species.

1. Find the sapling closest to the stake.
2. Record the circumference of the sapling at chest height.
3. Measure (or estimate) the height of the sapling.
4. Identify the sapling species.

1. Find the shrub closest to the stake.
2. Measure (or estimate) the height of the shrub.
3. Identify the shrub species.

1. Throw the squared coat hanger slightly away from the stake.
2. Using the coat hanger as the boundaries, identify the different plants inside the hanger and indicate their number. (If the plant is extremely abundant, like grass, record as abundant without specifically counting each blade.) Use the terms abundant for more than 10, frequent for 5-10, or scarce for under 5.

Results
Record data on the Summary Sheet.

Discussion Questions

1. What role do plants play in their community?
2. What are the major differences between the four ecosystems studied?
3. How are the four ecosystems similar?
4. Which ecosystem seemed the healthiest? The least healthy?
5. What is meant by the term "bio-diversity" and how does it relate to this study?
6. Did you see any relationships between light, temperature, soil, animal life and plant life?

Conclusions

1. Students will explain what they learned by doing this exercise.
2. Students can explain how any of the two groups of data they collected help explain the other.
3. Students can explain why there were or were not the signs of animal life.

NAME: ______________________________