How Much Diversity is There in This Habitat?

For this investigation, you will be conducting a type of scientific research called a "field study." Using observations and measurements, you will be describing what you find in 1 square meter of habitat. First, you will locate an area to study and identify the boundaries of your square meter. Try to select an area that appears to have some diversity of plant and animal life.

Once you have marked off your square meter to study, draw a picture/diagram of what you observe in your site. Try to draw using as much detail as possible. Identify each plant, animal and/or object observed and label them in your drawing.

Time Required for the Task:

1 hour or more.

Instructional Support Downloads

Science Task
Planning Sheet
Student Anchor Papers (pdf form)

Disciplinary Core Ideas

  • LS1.A

    Structure and function

    Organisms have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction.

  • LS4.C

    Adaptation

    Particular organisms can only survive in particular environments.

  • LS4.D

    Biodiversity and humans

    Populations of organisms live in a variety of habitats.

Crosscutting Concepts

  • Cause and Effect
  • Patterns
  • Scale, Proportion, and Quantity
  • Structure and Function
  • Systems and System Models

Science and Engineering Practices

  • Analyzing and Interpreting Data

    Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.

    Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

  • Asking Questions and Defining Problems

    Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

  • Constructing Explanations and Designing Solutions

    Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.

    Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).

  • Developing and Using Models

    Develop and/or use models to describe and/or predict phenomena.

    Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

  • Obtaining, Evaluating, and Communicating Information

    Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts.

  • Planning and Carrying Out Investigations

    Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Suggested materials

  • Clipboards and paper
  • Pencils, colored pencils
  • Field guides: wildflowers, insects, trees and shrubs, etc.
  • Magnifying glasses
  • String
  • Meter sticks or tape measures
  • Garden stakes, wire plant markers or wooden markers (and possibly a hammer or rubber mallet to pound them into the ground if needed)

Task Menu Quick Links

  1. Disicplinary Core Ideas
  2. Crosscutting Concepts
  3. Science and Engineering Practices
  4. Suggested materials
  5. Context
  6. Instructional stages
  7. What the task accomplishes
  8. How the student will investigate
  9. Interdisciplinary links and extensions
  10. Teaching tips and guiding questions
  11. Possible solutions

Exemplars Rubrics

Possible Solutions

Students draw and label a detailed diagram of their habitat site. Both plants and some animal evidence should be noted. Students may use a key for labeling or directly label the objects in the site. Students should show appropriate sizes, shapes and textures for their objects and make observations of all parts of the area observed. There is some evidence that students used a field guide to identify unknown plants or objects.

Student Anchor Papers & Task-Specific Assessment Notes

A somewhat detailed drawing/diagram of the site is included. Different shapes differentiate the plant matter. There are no labels or identification of what is in the site. Some insects are included but are drawn as more cartoon-like than lifelike. Incorrect numbers of legs are shown and smiles are included on the “faces” of insects.

This student does not meet the standard.

A drawing/diagram of the site is included. There is some detail in the drawings. Different shapes differentiate the plant matter. There are some labels of what is in the site but no specific identification of types (“flowers,” “plants”). The drawing includes a lot of nonessential area outside of the observation space. An animal home ("ant hole") is identified and labeled, but the drawing lacks enough detail of texture or shape to indicate that the student made a careful observation of it.

This student does not meet the standard.

A detailed drawing/diagram of the site is included. The student seems to have included everything in the site in the drawing. Different shapes and sizes differentiate the plant matter. Labels are included, and there is some evidence that the student began to identify unknown objects ("maple leaf," "fern"). The drawing includes a lot of nonessential area outside of the observation space. Several animal homes ("ant hills") are identified and labeled. Drawings show some detail of texture and shape to indicate that the student made a careful observation of them.

This student meets the standard.

A detailed drawing/diagram of the site is included. The student seems to have included everything in the site in the drawing. Different shapes, textures and sizes differentiate the plant matter. Labels are included, and most of the plants/objects are identified using a field guide ("birch leaves," "fern," "crabgrass," "purple aster"). An animal home ("ant hill") is identified and labeled. The drawing shows detail of texture and shape — indicating that the student made a careful observation of it.

This student exceeds the standard.