Exploring Biodiversity: The Power of Sampling in Science

• Biology
• Upper Secondary (Key Stage 4)
• GCSE

Exploring Biodiversity: The Power of Sampling in Science

Learning Objective

Explore the concept of biodiversity and understand the importance of ecological sampling in measuring it.

What do you already know about biodiversity and ecological sampling?

Understanding Biodiversity

Biodiversity refers to the variety of life on Earth, including the different species of plants, animals, and microorganisms.

Role of Sampling in Science

Sampling is a scientific surveying method that provides information on the population of animals and plants, saving time and money.

Types of Sampling

Various sampling methods are used based on the habitat and the organisms being studied, such as random, systematic, and stratified sampling.

Importance of Sampling in Science

Sampling helps scientists gather accurate data about the population and distribution of species without the need to study every individual.

Ecological Sampling for Biodiversity

Ecological sampling serves the purpose of understanding the diversity, abundance, and distribution of species in an ecosystem.

Revision: Abiotic and Biotic Factors

Abiotic factors are non-living components of an ecosystem, while biotic factors are the living components.

Revision: Biome and Population

A biome is a large geographical area with distinct plant and animal groups, while a population refers to all the organisms of a species in a particular area.

Revision: Ecological Relationships

Ecological relationships include predation, competition, mutualism, and parasitism, shaping the interactions between species in an ecosystem.

Human Impact on the Environment

Human activities such as deforestation, pollution, and urbanization have significant effects on biodiversity and ecosystems.

Activity: Mind Maps

Create a mind map illustrating the interconnected concepts of biodiversity, ecological sampling, abiotic and biotic factors, and human impact on the environment.

Biodiversity

Activity: Multiple Choice Questions

Answer a set of multiple-choice questions to test your understanding of the concepts discussed in the lesson.

What is the study of changes in population size over time?

1. Random sampling
2. Population dynamics
3. Habitat destruction
4. Biodiversity studies

What is the term for all living organisms in an ecosystem?

1. Habitat destruction
2. Biotic factors
3. Abiotic factors
4. Population dynamics

What is the main cause of habitat destruction?

1. Climate change
2. Natural disasters
3. Human activities
4. Predator-prey relationships

What is the purpose of random sampling in biodiversity studies?

1. To count all individual organisms
2. To ensure a representative sample
3. To avoid studying small organisms
4. To study only the largest organisms

Which of the following is an abiotic factor?

1. Sunlight
2. Birds
3. Trees
4. Insects

How do humans primarily impact the environment through the release of greenhouse gases?

1. Soil erosion
2. Water pollution
3. Deforestation
4. Climate change

What term describes the variety of different species in an area?

1. Ecosystem stability
2. Biodiversity
3. Community interaction
4. Population density

What is the process of studying a small area to estimate the number of organisms in a larger area called?

1. Ecological sampling
2. Ecosystem analysis
3. Biodiversity measurement
4. Population estimation

Which factor refers to the non-living components of an ecosystem, such as temperature and soil type?

1. Abiotic factor
2. Community factor
3. Ecosystem factor
4. Biotic factor

What is the term for a group of organisms of the same species living in the same area?

1. Biodiversity
2. Ecosystem
3. Community
4. Population

What could not easily be measured in a quadrat

1. Snails
2. Daisies
3. Sparrows
4. moss

Explain why

1. Because sparrows move to often
2. moss isn't real
3. snails don't go into quadrats
4. daisies are eaten by the snails

True or false, Sampling often saves time and money

1. True
2. False

Which is the correct definition of sampling?

1. all the members of a single species in a habitat
2. A measure of the number of species living in a habitat
3. Looking at a section of a population to make an estimate
4. number used to indicate a position of a point

Which organisms would you measure in a sweep net?

1. Woodlice
2. Butterflies
3. Ants
4. Lichen

Which organisms would you sample using a pooter

1. Ladybirds
2. worms
3. butterflies
4. lichen

If there were 26 daisies in 10% of the school field, what would be the estimate for the entire population?

1. 26
2. 90
3. 260
4. 10

What is the imaginary line in systematic sampling called?

1. coordinate
2. transect
3. quadrat

What does biodiversity mean?

1. A measure of the range of living organisms within a habitat.
2. The place where an organism lives.
3. Numbers used to indicate the position of a point.
4. All the members of a single species that live in a habitat.

Where would kick sampling be used

1. in a tree
2. on a hill
3. in a river or stream
4. in a field

Which piece of equipment would be best to sample dormice?

1. pooter
2. pitfall trap
3. quadrat

Recap: Key Concepts

Summarize the key concepts learned about biodiversity, ecological sampling, and their significance in ecological studies.

Conclusion

Reflect on the importance of ecological sampling in measuring biodiversity and the need for conservation efforts to protect our planet's rich variety of life.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.

What could not be easily measured in a quadrat?

1. Sparrows
3. Snails