Inventory Methods - Fish & Wildlife
Inventory MethodsFor Plants and Wildlife on School or Community GroundsPart 1: BackgroundWhat Is an Inventory?While there are many ways to study species thatinhabit a school yard or community, a great way tostart is by conducting an inventory. When exploringlocal ecosystems, consider the diversity of plants andanimals within the area, the habitats in which theylive, and the current and past land use.An inventory is a list of the plants, animals, soiltypes, etc., in a given area. It may list the speciesof birds in a school yard or the different types oftrees within a watershed. Such lists provide goodinformation but may not necessarily include theactual number or census of specific plants oranimals. The type of information found dependson how the inventory is conducted and theenvironmental factor (plant or animal) beinginventoried. It may be a fairly simple task to countand identify all the trees in a small school yard. Inthis case, a simple inventory based on observation,identification, and actual count results in aninventory that includes the census or number oftrees.However, it is more difficult to get the exact numberof a particular species of bird or butterfly in a schoolyard. Typically, a bird and butterfly inventory willprovide a list of the species found in a certain area.The numbers of each species observed during theinventory may also be recorded. These numbers canthen be used as an index to provide an idea of whichspecies may be more common in that area or duringa certain time of year.Inventories can be based on a standardized methodand timing, or they may be based on informalsightings. Many parks keep a running inventory oftheir plants and animals. Visitors jot down theirsightings that, if confirmed, are then added to thepark's inventory list. Other methods may be moreformal, with volunteers doing an inventory in a givenarea at a given time. Before starting an inventory,educators and students should determine what it isthey want to know. A variety of inventory methodsexist to create lists of species, habitats, and landuses that exist in the area. To get an idea of numbersof each species, population density, or habitat use,consider using a more standardized method. (Formany species, particular statistical methods andresearch techniques may need to be used to obtainaccurate population estimates and populationdensities.)Inventory data typically includes:nn Datenn Name of the observernn Habitatnn Locationnn Species identificationnn Number of plants, animals, or signs of animalsfoundExamples of statewide or nationwide inventoryprojects are the Audubon Christmas Bird Counts,National Park Service Inventory and MonitoringProgram, and Project Budburst, a citizen scienceprogram.Designing a Monitoring ProjectMonitoring takes it one step further by studyinga population or habitat over a long period of timewith multiple inventories. While conducting a onetime inventory of a habitat can be both educationaland informative, students may be interested incomparing data from year to year. Studying a siteover a long period of time can reveal changes inpopulation, new species introduced to the habitat, orother trends that cannot be studied from a one-timevisit. When developing an inventory method set tobe used multiple times, it is important to establish astandard, repeatable procedure called a monitoringproject.Inventory MethodsProject WILD K–12 Curriculum and Activity GuideProjectWILDBackMatter.indd 52952 911/8/18 2:09 PM
Monitoring projects have very specific proceduresthat are repeated. Two examples of inventorymethods used in monitoring projects are:nn Point Count Method. Often used for birds butalso can be used for butterflies and amphibians.In this method, participants are assigned aroute. At established points along the route,all birds are identified and counted, both seenand heard, within a given radius. An exampleof a project using the point count method is theBreeding Bird Census, which used this methodto determine the population density of breedingbirds over time. It is performed each year alongthe same routes or in the same study areas.nn Spot Mapping Method. Used to determineestimates of population density over a periodof time. The spot mapping method involvesestablishing a study area, visiting the area severaltimes during the breeding season, identifyingbirds within the area, and plotting their locationson a grid map.Whether students conduct a one-time inventoryor complete a yearlong monitoring project, it isimportant to respect all wildlife and natural areas.Refer to "Field Ethics" (page 548) for best practiceson navigating instruction in outdoor settings.Species IdentificationBefore conducting the inventory, it is helpful forolder students to be familiar with at least somecommon species they may encounter. Dependingon the specific inventory planned, give studentstime to research typical birds, mammals, fish, andother species in habitats similar to the study site.Photos or illustrations, as well as information aboutpossible signs (tracks, eggs, lodges, or nests), willhelp students determine whether a particular speciesis present at the site.Have students make and laminate identificationcards to take on the inventory. Plan to haveappropriate field guides on hand. A great way torecord details of an organism while building criticalobservational skills is to bring a drawing pad andcreate a sketch. Place this in science notebooks toidentify and label back in the classroom.530ProjectWILDBackMatter.indd 530Younger students need not be too concernedabout identifying exact species. General termslike "tadpole," "frog," "fish," or "duck" aredevelopmentally appropriate descriptions of thedifferent types of wildlife found at a particular site.If students show an interest in learning more, usechild-friendly field guides to teach them commonlocal species for the next inventory.Part 2: PreparationIntroducing the InventoryAn inventory study of an organism, population,or habitat can be conducted with many of thesame procedures used during a field investigation.An initial inventory of a study site will helpstudents develop greater knowledge of theirlocal environment and is thus a technique fit forconducting descriptive field investigations. Thatis, data collected in an inventory will help studentsanswer many questions that describe a study site.With this knowledge, students can then go on todevelop more involved questions that compareor correlate attributes or phenomena on a site(comparative and correlative investigations).For more information on field investigations,including a list of field investigation activities in thisguide, see "Project WILD Field Investigations" inthe introductory pages. Refer to activities such as"Insect Inspection" (on page 2) and "EnvironmentalBarometer" (on page 158) for guidance on helpingstudents develop researchable investigative questions.When initiating an inventory, explain to studentsthat they will be conducting an inventory to learnabout what organisms live in or near a habitat. Pointout that scientists conduct field investigations tolearn about plants, animals, and other living andnonliving elements of a habitat. Like other scientificinvestigations, inventories usually start with aquestion. The question guides the investigation andhelps them determine the what, where, when, andhow of their study.Write the following question on the board: Whatplants and animals use resources or live in thestudy site? Ask students how this question mightguide their inventory of the study site. Does it giveInventory Methods Association of Fish & Wildlife Agencies11/8/18 2:09 PM
information about what we would be looking forand where?If a more specific investigation question is neededto guide the inventory, have students proposepossible questions to consider. What precisely dothey want to find out about the site, or about thewildlife that lives there? Is there anything they areparticularly curious about? Do they want to knowif a particular animal lives there? Or do they wantto get a basic idea of all the plants and wildlife thatinhabit the site? Do they want a detailed inventoryof a particular group like birds or amphibians tostudy the population over time?Taking time to formulate good questions beforeplanning the inventory will encourage studentdriven research and provide a solid foundation fromwhich to design the study.Planning the InventoryWhen conducting a survey of plants and wildlife,students should consider several factors:Size. First, students must decide where to survey.Is the study area large or small? Then decide whatto survey. Do they want to get a basic idea of all theplants and wildlife that inhabit the site? Do theywant to make a list of all the plants that are in anarea? Or, do they want to acquire general knowledgeof common plants and wildlife with a more detailedinventory of a particular group like birds, trees, oramphibians?Time. When should the survey occur?Approximately how long will it take? Will it occuronce, or as an ongoing monitoring project? Howmuch preparatory time is needed before studentsconduct the survey?Level of Experience. How much survey experiencedo the students have? Which techniques might beeasier and safer for them to use? Select an inventorymethod appropriate for the grade level.Sampling Design. A sampling design is a stepby-step method of counting a species. Because aninventory is just a list, the design can be as formalor informal as desired. However, for accuracyand consistency, especially when conducting along-term monitoring project, students must usea standardized method each time the inventoryAn inventory is a data collectiontechnique students can usewhen conducting descriptivefield investigations. That is, datacollected in an inventory will helpstudents answer many questionsthat describe a study site.occurs. Standard methods or techniques exist fordiscovering various plants and wildlife that inhabitthe site. Specific techniques tend to lend themselvesmore for inventorying the different groups of plantsand animals (insects, mammals, birds, amphibians,or plants). Plot studies and transect lines are typicalsurvey designs used in conducting inventoryingand monitoring projects for a wide variety of plantsand wildlife. The actual sampling design can be thesame, but the techniques and timing to discover theorganism differ.For example, students may set up a transect line orsimply walk a particular trail on site. At set distances,such as every 5 meters (or yards), check for mammalsor signs of mammals in a 2-meter diameter from theobservation point. Using the same design, they canalso check for amphibians or birds. However, studentswill have to use different techniques to actually findthe animal and may need to inventory at differenttimes of the day. To find mammals, look on theground, in trees and shrubs, etc. Students could alsolook for tracks, scat, eaten corn, etc. Amphibians canbe found under logs or stones; to find birds look fornests and listen for songs or calls. Refer to "Part 3:Inventory Methods" on the following page to learnmore on inventorying different species.Analysis and Reporting. Analyzing and sharingthe information gathered through inventorying,monitoring, or research projects is veryimportant.Inventory MethodsProject WILD K–12 Curriculum and Activity GuideProjectWILDBackMatter.indd 53153 111/8/18 2:09 PM
Some students may benefit from a reportingform, or format that will help them organizedifferent types of data into meaningful analysis andrecommendations. Before sharing, prompt studentsto reflect thoroughly on the inventory and what waslearned. Begin with questions such as:nn What did you learn from the inventory ormonitoring project?nn The status of a species needs to be determined.nn A "nuisance" species needs to be monitored.nn Harvest size of a species needs to be determinednn Habitat management practices requirenn What questions did the study raise?population information.nn Who else might be interested in what wenn Population information is needed to determinelearned?the environmental quality index.nn How could we share this information?nn What else could we study next?All information contributes to the generalknowledge base and may contribute to managementand conservation programs. Contact your statewildlife and resources department (many havelocal offices) or a conservation organization tosee if the inventory results could be valuable asa citizen science contribution. Adapt the resultsto a catchy report or "news" update on the schoolsocial media page or website. Students could alsovideo the inventory and develop a short PSA for themorning announcements. Publishing in a pamphlet,newspaper, journal, or on a website is a great way topractice scientific writing skills.Part 3: Inventory MethodsInventorying and Monitoring: WildlifePopulationsA population is the number of a particular speciesof organisms that occupy a certain area at a certaintime as defined by the people interested in the group.A population can be deer in Montgomery County in1999 or the White Pines in the county park in 1884.Conducting a census for wildlife has been done forcenturies. There are many reasons to determine thepopulation size of a given animal. However, the valueof a one-time population estimate is limited. Notingtrends in population size is much more valuable.This task is accomplished through repetitiveestimates over time. For example, a one-time countgives the number at that time; it does not help assessthe overall health or status of a population.However, population estimates over a periodProjectWILDBackMatter.indd 532nn A species is endangered or threatened.or monitored.nn What surprised you?532of years can indicate a decline or area of concern.Reasons for determining population size includethe following:Naturally, it would be ideal if all wildlife populationscould be counted individual by individual. However,even if it appeared that all were counted, how wouldbiologists be certain? The reality is that most countsare based on some type of sampling methods.Sampling methods inherently have problems;however, over the years, many methods have beenshown to give fairly accurate population estimates.The following methods are examples of wildlifepopulation assessment techniques:Territorial Mapping Method of Bird Populations.This procedure involves participants observingindividual birds during repeated visits and recordingthe location of the bird at each visit. These locationsare mapped on a grid. Clusters on the grids arecounted and used for determining breedingpopulation densities in a given area.Marked Sub-Sample Method. In this approach, aknown number of animals are marked individually.A survey is conducted, often aerial, and the markedand unmarked animals are counted. Then, a ratio isused to determine the total population:Total Population Estimate (Number of marked animals) x (Total animals observed)(Number of marked animals seen in survey)Change-in-Ratio Methods. These methods removethe animal from the population by means of trappingor hunting. Change-in-ratio methods involve twotypes of animals (e.g., male and female, with antlersand without antlers, adults and juveniles). Forinstance, a pre-hunt road count is made of deerwith and without antlers. A hunt takes place, andInventory Methods Association of Fish & Wildlife Agencies11/8/18 2:09 PM
the road count is conducted again. Then, changesin proportions are determined, resulting in a totalpopulation estimate.Capture-Recapture Methods. These methods entailcapturing and marking a known number of animalsand then recapturing or observing animals at asubsequent time. Capture-recapture can providetwo types of information:nn Data from the recapture of marked animals canbe used to help determine survival rates.nn Proportions of the marked and unmarkedanimals captured at each sampling can be usedto estimate population abundance.An example of this method is the Lincoln Index. Touse the Lincoln Index, biologists capture a groupof animals and mark them. The number of markedanimals becomes the sample size. If the biologistscaptured and marked 100 bears, 100 would be thesample size. At a later date, perhaps a year later, thebiologists then recapture 100 bears in the same areaand determine how many bears were marked. Thenthey use the following equation.Total Population Estimate (Sample size)(Percentage of the sample that is marked)There are many other techniques to measurepopulations. For more information, contact a localuniversity or the state wildlife agency.Inventorying and Monitoring: PlantsThe composition of the plant communities in aparticular site can be quantified in many differentways. The sampling method used depends on severalfactors, such as the sort of data the class is interestedin obtaining, the type of vegetation, and the amountof time available. The methods described belowconsist of observing plants along one or more lines,which may be laid out systematically or randomlywithin a study area.Point-Transect Line MethodThis type of inventory is typically done in a fieldsituation but could be used as part of a plot study ina forest or other location.1. Decide on the area to be inventoried.2. Set up transect lines through the area. StudentsFTRY IT OUT!or experimenting with the capturerecapture method, have students usesunflower seeds, beans, or marbles as"organisms," or assign several students to bebiologists and the other students to representthe organisms. Place the objects in a containeror, if using student "organisms," have studentsspread out in a gym or outside. Collect acertain number of organisms for a sampleand mark them. (Student biologists can usean armband to mark student organisms.)Then,"release" the organisms. Recapture thesame number of organisms using the samemethod. Count the numbers that were markedwithin the recaptured group and use theequation to calculate the total population.(The calculation given in this text is the basiccalculation with no corrections added for bias.To get an accurate count, the larger the samplesize and the higher the percentage of markedorganisms, the better the estimate will be.)Developed by T. Alberici, PA Game Commission. Reference: Researchand Management Techniques for Wildlife and Habitat, edited byTheodore A. Bookhout, The Wildlife Society, Bethesda, Maryland,1994.3. Have students walk the transect lines. At setintervals along the line, record the plant closest tothat point. The interval depends on how long thetransect line is. For example, if the transect line is25 meters, students may want to record data every 5meters. Students could be asked to record the heightof the plant and whether it produces berries, seeds,or flowers that might be useful to wildlife.4. Summarize the data. Students will be able tofigure out the most common species by lookingat the percentage of occurrence (i.e., at how manypoints did this plant occur).Variation on the Point-Transect Line MethodThis procedure can be used in large field areas orto gain a basic idea of the most common plants inthe area.can use posts and string to make the lines.Inventory MethodsProject WILD K–12 Curriculum and Activity GuideProjectWILDBackMatter.indd 53353311/8/18 2:09 PM
1. Divide the area into grids by establishing andnumbering points along the length and width ofthe area.2. Students randomly choose points to start thestudy by writing the numbers assigned to the pointsalong the length of the site on slips of paper andputting those numbers into a container. Do the samefor the numbers assigned to the width, putting thoseslips into another container. Next, have someoneselect a number from the width container and anumber from the length container. Choose severalof these sets of numbers (depending on how manystarting points the class would like). Locate wherethe points intercept on the site. Then, using a meter(or yard) stick, place the beginning of the stickdirectly where the numbers intercept.
this case, a simple inventory based on observation, identification, and actual count results in an inventory that includes the census or number of trees. However, it is more difficult to get the exact number of a particular species of bird or butterfly in a school yard. Typically, a bird and butterfly inventory will
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Page 1 of 37 2012 HOME ECONOMICS SEC MARKING SCHEME PAPER I 1a. Two other types of fish (2 x 0.5 marks) oily fish, shell fish. b.i. Type of fish which has tough fibres (0.5 mark) oily fish b.ii. Type of fish which is easily digested (0.5 mark) white fish c. Nutritive value of fish
