Action|Sophisticated materials and equipment:

Process:

1)

2) 3) 4)

All together they walked around the schoolyard observing and looking for, to investigate, places with plants and that were most of the day in the sun or in the shade.

They found a total of 15 possible places to be studied, 9 sunny and 6 shady. From them they randomly selected 5 sunny and 5 shady places, wrote the numbers on pieces of paper and put them in a bag. He numbered the shaded places from 10 to 15, wrote the numbers on pieces of paper and put them in another bag.

The teacher divided the class into 5 teams of 3 or 4 students and each team was asked to take a piece of paper out of the bag to assign a sunny study place and a shady study place. In addition, he gave each group a phytoabundance meter, to use as a standard unit of measurement: an ulaula that had four pieces of straw tied to the ends, forming 8 equal quadrants inside.

At each of the study sites, the students threw the phytoabundance meter without looking, and where it landed, they observed and recorded what types of plants remained inside it and in what quantity, aided by the dials of the phytoabundance meter ( coverage of 1/8, 2/8 or 1/4, 3/8, 4/8 or 1/2, 5/8, 6/8 or 3/4, 7/8 or an integer for each type of plant).

5) 6)

When all the teams finished with their measurements, together they completed the following summary table:

ABUNDANCE OF PLANTS IN:

To see the results of the investigation more clearly, they constructed the following pie charts on cardboard with the average values of the abundance of plants, obtained with the data of all the work groups:

7) 8)

And to analyze the types of plants in sunny and shady places they built the following Venn diagram

Lugaressoleados

PASTO

FLOR AMARILLA TRÉBOL ORTIGA

Hojita Redonda

SUELO DESNUDO