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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 students 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
- 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.
- Divide
the class into three or four groups.
- Each
group of students should proceed to its assigned location.
- 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.
- 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.
- 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;
- 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
Student
Work Sheets
Field Study
Report Sheet #1
Site #
Group Members:
Location:
- Describe the site:
soil type soil moisture.
- Estimate the average
age of the trees in the area. years.
- Estimate the average
diameter of the trees 1.4 m above the ground. cm.
- Was the stand
established naturally or was it planted by people? How can you
tell? Give reason
-
(a)
What kind of vegetation, if any, is growing on the forest
floor? Why?
(b) How healthy (vigorous) is it?
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Is
there anything indicating problems involving tree growth and
development?
Tree
Description
Site
#
Group Members:
Location:
Describe the following trees. Note all possible details.
- 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)
- 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?
- 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)
- Do the trees look
healthy?
- 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.
Factor |
Treed Area |
Open Area |
Wind Strength |
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Intensity of light on the ground |
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Temperature Air & Ground |
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Soil Moisture |
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Relative Humidity |
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Number of different plants |
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Number of different animals (evidence) |
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Depth of litter |
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Overall appearance |
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Influence of Humans |
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- 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
- Which
area has the greatest number of living organisms? Why?
- 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?
- How have
humans influenced the following:
(a) Trees?
(b) Shrubs and grasses?
(c) Wildlife?
(d) The general appearance of each ecosystem?
- In your
opinion, are these influences positive or negative? Explain
your answer.
- Are
there any changes you would like to see in either ecosystem?
Why?
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