1. Studying the Environment
Environmental Science - Section 7

2. Identification of Species
A quick look in your back garden will reveal a wide range of plants and animals
Many look very similar so we need to use keys to distinguish different species
Keys may be branched or in the form of paired statements
Here is an example of the branched form

3. Identification of Species
Follow they key to see how you can identify various species.
Glue a copy of this key in (#9)

4. Identification of Species
Try the Keys looking at both soil animals and pond animals. Can you name all the creatures (without cheating!)
Glue in the paired statements examples (#10)

5. Identification of Species
There are of course many books available to use, and many good apps for your smartphone, such as OPAL (bugs count and tree survey guides) as well as BTO/RSPB)
These may come in useful later!

6. Sampling the Environment
We study ecosystems to see
Which plant & animals live there
Their abundance (how many there are)
Why the organisms choose to live there
It is very difficult to count all the plants & animals in an area.
Random small samples are taken instead

7. Sampling the Environment
Quadrats Sampling plants - It would be impossible to count all the plants in a habitat, so a sample is taken. A tool called a quadrat is often used in sampling plants. It marks off an exact area so that the plants in that area can be identified and counted.

8. Sampling the Environment
Pitfall Sampling small animals. It is impossible to find and count all the animals in an area. You can get an idea of the variety and number by taking a sample.
Pitfall traps are often used to sample the small invertebrates living on the ground. You are likely to trap beetles and other insects, as well as spiders and slugs.

9. Sampling the Environment
To set up and use a pitfall trap properly:
the top of the yoghurt carton should be level with the soil surface
cover the trap with a stone or piece of wood to keep out the rain, to make it dark and to stop birds eating your catch
the traps must be checked often to avoid the animals escaping or being eaten before they are counted
as with most methods a large number of traps makes results more reliable and minimises the effects of unusual results

10. Sampling the Environment
Tree shaking (sometimes called Beating) This technique is used for collecting invertebrates from trees and shrubs.
Place the beating tray on the ground below a leafy branch which you can easily reach.
One person should give the branch a sharp tap with the beating stick whilst the rest of the group collect dislodged animals with their pooters.
Transfer the animals to specimen pots or seal your pooter.

11. Sampling the Environment
A pooter is used to catch small insects. The user breathes in through the mouthpiece which has a piece of net covering the end. The insects are sucked into the holding chamber via the inlet tube.

12. Sampling the Environment
Abiotic factors are non-living conditions which can influence where plants or animals live.
Examples of abiotic factors include:
temperature
light intensity
moisture content of soil
pH of the environment

13. Sampling the Environment
Measuring Light Intensity
Light meters can be used to measure light intensity. The meter is held at the soil surface and pointed in the direction of the maximum light intensity, then the meter is read. Errors can be made when measuring light intensity by accidentally shading the light meter. Results can be made more reliable by taking many samples.

14. Sampling the Environment
Measuring Moisture Content of Soil
Soil moisture and soil pH meters are also available - both are used by simply pushing the probe into the soil and reading the meter.

15. Sampling the Environment
Pond Sampling
Put a centimetre of water in the white tray to keep the animals happy – keep the water shallow so you can see the animals easily.
To find all the different kinds of animals in your pond its important that you check all the habitats they may be living in. Most animals live at the edge and amongst plants- not in open water
Grasses trailing into water/ Roots of marginal plants / Stems and branches trailing in the water / Under the leaves of floating plants / Even slimy green blanket weed can be teeming with life / Amongst leaves and twigs on the bottom of the pond

16. Sampling the Environment
How to dip
Use your sieve to gently disturb the plants, sweeping up the animals into the sieve as you dislodge them from their hiding places.
Don’t dredge up lots of mud at the bottom of the pond. There won’t be many animals in it but it will make your tray very muddy.
Too much
There’s too much plant and algae in this tray to see anything properly. You only need a small amount of plants to make sure you can see the animals clearly.

17. Sampling the Environment
Don’t forget to look in all the different places around the pond where the animals might be lurking – if you just dip in one spot you won’t find everything that’s living in the pond.
Turn your sieve upside down over the tray to empty out the animals. Spread out any bits of plant and other debris with your hand. Don’t fill the tray up with plants and sludge or you won’t be able to see anything!
Now wait a moment and look into the tray to see if there is anything moving around. Can you spot any beetles or dragonfly larvae?

18. Sampling the Environment
Identifying Plants and Species As you try each of these techniques around the school ground you will come across plants/animals that you are unable to name without the aid of a book or app. Take note of each species you find (plant or animal), or you could even take photos if you wish to identify a species later on Your Teacher may wish to take you on a walk around the woodland or canal area next to school In pairs, collect a sampling kit and get started!

19. Sampling the Environment
Indicator Species
The ‘health’ of an ecosystem can be determined by looking for the presence (or lack of) of an indicator species.
They can be used to determine the level of pollution in the area such as; air pollution caused by smoke, car fumes and sulfur dioxide (which causes acid rain) or water pollution caused by sewage or oil spills
Assessment Task 2
You are to find an example of an indicator species and explain what it is, what pollutant effects its population, where it can be found and what its presence (or lack of) tells you about the health of the ecosystem it’s in