Physical Geography

Subject Area
This activity has been designed as part of the Physical Geography GPH 3A1 curriculum. This field work can be used in Section B: Systematic Studies Unit 5, Vegetation and Soils, or in Section C: Integrative Studies.

Learning Outcomes
Teaching, learning and evaluation will focus on the student’s ability to:

• Evaluate the effects of human activity on the biosphere in various locations;
• Study the interactive relationship between physical and human activities;
  
• Investigate the consequences of human intervention for physical systems;
  
• Learn a basic classification system for vegetation types;
  
• Develop a range of skills and competencies that are required for geographic inquiry and other contexts.
  

Classroom Development

1. Prior to this fieldwork, the teacher should select three or four sites that range from open parkland through partially treed meadow to heavily forested areas.
   
2. Divide the class into three or four groups.
   
   
3. Each group of students should proceed to its assigned location.
   
   
4. All students will receive Field Studies Reports Sheets (included with this activity) but they will work as a group to research and record their findings.
   
   
5. Direct students to follow this method for estimating the height of a tree:
   a) Stand facing the tree being measured. Hold your arm straight out in front of you so your fist is level with you eye. Have another group member measure and record the distance between your eye and your fist.
   b) Hold a measuring stick straight up and down in your hand so that the distance from your hand to the top of the stick equals the distance from your eye to your fist.
   c) Keeping your arm outstretched and your fist at eye level, walk backwards from the tree being measured. Stop when the base of the tree lines up with the top of your fist and the top of the tree lines up with the top of the stick.
   d) A group member measures the distance between the student with measuring stick and the tree trunk. This distance equals the height of the tree.
   
   
6. The following equipment can be used:
   a) wind meter for wind strength;
   b) light meter for light intensity, or just use a scale from very bright to dull;
   c) Thermometer for the temperatures;
   d) A scale from wet through damp to dry for soil moisture;
   e) Sling psychrometer for relative humidity;
   f) A ruler for depth of litter;
   
   
7. The questions can be started in the field and completed in the classroom.
   Timing
   Allow one 75 min period for the field work, and one 75 min period to discuss and complete the questions.
   Resources
   The following equipment can be used:
   wind speed meter
   • thermometer
   • sling psychrometer
   • ruler
   • light meter

Field Study Report Sheet #1

Site #
Group Members:

Location:

1. Describe the site: soil type soil moisture.
   
2. Estimate the average age of the trees in the area. years.
   
3. Estimate the average diameter of the trees 1.4 m above the ground. cm.
   
4. Was the stand established naturally or was it planted by people? How can you tell? Give reason

5. (a) What kind of vegetation, if any, is growing on the forest floor? Why?
   (b) How healthy (vigorous) is it?

6. Is there anything indicating problems involving tree growth and development?

   Tree Description

   Site #
   Group Members:
   
   Location:
   Describe the following trees. Note all possible details.
   
   

1. Conifer tree
   Species:
   a) Needles
   b) Bark
   c) Estimate of tree diameter at 1.4m above the ground cm
   d) Estimate of height of tree m
   e) Sketch of fruit (on the back of this page)
   
   
2. Deciduous tree
   Species:
   a) Sketch the leaf outline (on the back of this page)
   b) Describe the bark
   c) Estimate of tree diameter at 1.4m above the ground cm
   d) Estimate of height of tree m
   e) Opposite or alternate branching?
   
   
3. Describe the “site” (where the trees are growing).
   a) Soil (sand, clay, loam )
   b) Topography (flat, sloping, hilly, )
   c) Shade (dense, medium, slight)
   d) Other details (wet, dry)
   
   
4. Do the trees look healthy?
   
   
5. Comments about the trees:

Field Study Report Sheet #2

Site #
Group Members:

Location:
Walk in a treed area and in an open area and write a description of each ecosystem.

1. Account for the differences in the following abiotic factors in the two ecosystems:
   (a) wind speed
   (b) air temperature
   (c) ground temperature
   (d) relative humidity
   
2. Which area has the greatest number of living organisms? Why?
   
3. What happens to light, wind, moisture and soil temperature when:
   (a) a forest is removed from an area?
   (b) a few trees are removed from a forest?
   
4. How have humans influenced the following:
   (a) Trees?
   (b) Shrubs and grasses?
   (c) Wildlife?
   (d) The general appearance of each ecosystem?
   
5. In your opinion, are these influences positive or negative? Explain your answer.
   
6. Are there any changes you would like to see in either ecosystem? Why?