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WOODLAND REGENERATION IN A RESTORED QUARRY
Woodland Regeneration in a Restored Quarry
Living things in their environment - based on National Curriculum at KS4 Sc1 Sceintific Enquiry 2
For some general background about these units and how to use them, please read our teachers’ briefing.
Through this module pupils will be encouraged to
• Research and use existing
scientific knowledge
• Decide on the appropriate use of first-hand observations or secondary
sources
• Set up a pilot study and consider key factors; make testable hypotheses
• Design suitable recording sheets and analysis spreadsheets with accurate
calculations at an appropriate level of precision
• Use a range of equipment appropriately and safely, recording to appropriate
levels of precision
• Decide on how to present observations
• Evaluate results in the light of original hypotheses and scientific
knowledge
• Consider anomalous data and the quantity and reliability of their own
data
• Suggest improvements to methods and design further investigations
• Comment on the suitability and sustainability of the management methods
employed in the woodland in the restored quarry
• The subject of woodland in restored quarries will be explored in the
context of the habitats provided in suitable locations. However the work will
be equally relevant to woodland in other situations
SC1 Scientific enquiry:
2
SC2 Living things in their environment: 3, 4a, 4c
(Quarry-Linked adapted unit)
Woodland regeneration in a restored quarry Key Stage 4 Single Science
ABOUT THE MODULE
Through this module pupils will be encouraged to
• Research and use existing scientific knowledge
• Decide on the appropriate use of first-hand observations or secondary
sources
• Set up a pilot study and consider key factors; make testable hypotheses
• Design suitable recording sheets and analysis spreadsheets with accurate
calculations at an appropriate level of precision
• Use a range of equipment appropriately and safely, recording to appropriate
levels of precision
• Decide on how to present observations
• Evaluate results in the light of original hypotheses and scientific
knowledge
• Consider anomalous data and the quantity and reliability of their own
data
• Suggest improvements to methods and design further investigations
• comment on the suitability and sustainability of the management methods
employed in the woodland in the restored quarry
• The subject of woodland in restored quarries will be explored in the
context of the habitats provided in suitable locations. However the work will
be equally relevant to woodland in other situations.
WHERE THE MODULE FITS IN CURRICULUM LINKS RESOURCES (items marked * shown in
resource design sheet)
Following the National Curriculum at Key Stage 4, the following areas will be
addressed:
• Use of scientific knowledge
• Decisions on use of first-hand observations or secondary sources
• Pilot study
• Consideration of key factors
• Setting testable hypotheses (making predictions)
• Sampling strategy and sample size
• Safely and appropriately using a wide range of equipment
• Making and recording reliable observations and measurements
• Assessing reliability levels
• Data presentation
• Accurate calculations
• Evaluating original hypotheses
• Using scientific knowledge to explain and interpret
• Considering anomalous data and reliability of data
• Do we have sufficient evidence?
• Suggest improvements to methods and ideas for further investigations
• numeracy,
• ICT
• literacy
• chemistry
• design technology
• Citizenship
KEY THEMES
• how does woodland
regeneration affect adaptation and competition?
• sustainability of the woodland
• photosynthesis and nutrient uptake
• pyramids of biomass and energy transfer
• role of microorganisms • computer network for internet access
and worksheet design and production
• Virtual Quarry Resource – information on local woodlands
• digital cameras for production of plant identification resources
• gridded quadrats*, canopy cover tubes* (could be produced in DT lessons);
• clinometers. ranging poles, 30m measuring tapes (available very cheaply
from ‘Pound shops’);
• old metal knitting needles (charity shops)
• soil pH kits
• identification keys for woodland plants*, trees* and woodland litter
invertebrates*
• large polythene bags
• low power binocular microscopes or x10 hand-lenses, plastic teaspoons,
paint-brushes
• sorting trays
EXPECTATIONS
at the end of this module pupils should
Understand how to research
and use existing scientific knowledge
By using library facilities and internet research to access previous work on
woodlands
Be able to decide on the
appropriate use of first-hand observations or secondary sources
By looking at what is known about a suitable local site (Virtual Quarry Resource
– information on local woodlands; Local Wildlife Trust and Woodland Trust
websites) and deciding what further information is needed
Understand how to set up,
carry out and interpret a pilot study
By visiting a local woodland site (real or virtual) and considering key factors
and setting testable hypotheses
Be able to design and produce
suitable recording and analysis sheets with appropriate levels of precision
Using ICT facilities with the help and support of both Biology and ICT staff
or downloading suitable worksheets from Virtual Quarry Resource
Be able to design and produce
fieldwork equipment – e.g. quadrats and canopy cover tubes
Using DT facilities with the help and support of both Biology and DT staff
Use this and other equipment
appropriately and safely, recording to appropriate levels of precision
After carrying out risk assessments and deciding on appropriate precision level
for the different recordings (see resource sheets)
Decide on how to present
observations
Using appropriate methods to show in the clearest way possible differences,
similarities and relationships between data sets
Evaluate their own results
in the light of their own original hypotheses and scientific knowledge, considering
anomalous data and the quantity and reliability of their own data
Suggest improvements to methods and design further investigations
Looking at the problems they encountered, any ‘quick fix’ solutions
employed, and any other information which would be useful
Comment on the management
methods being used in the woodlands which has been investigated and on the sustainability
of the woodlands
Suggesting any management changes which would improve woodland ecosystems
Commenting on the sustainability of the activities which they have carried out
– i.e. trampling, collecting invertebrates
Follow-up work focuses on
the use of the pupils’ own data to relate to ecological theory and to
use their results to demonstrate
• adaptation and competition
• the effects of different canopy regimes on photosynthesis
• the role of ground vegetation and trees in nutrient uptake
• the development of the idea of pyramids of numbers (which in woodland
can be inverted with one tree supporting thousands of herbivores) into pyramids
of biomass
• the importance of considering seasonal variation and the whole year
cycle
• the importance of detritivores (comminution) in assisting microorganisms
in their ecological role as decomposers
Key Stage 4 Single Science:
Woodland regeneration in a restored quarry
Teacher Summary
Introduction
The work involved in ‘Woodland regeneration in a restored quarry’
relates to:
SC1 Scientific enquiry
• 2 investigative skills: planning, obtaining and presenting evidence,
considering evidence
SC2 living things in their environment:
• 3a variation – environmental causes
• 4a distribution and relative abundance can be explained using ideas
of interdependence, adaptation, competition and predation
• 4c the importance of sustainable use and management of woodland
It is designed
• to build on knowledge and understanding gained at Key Stage 3
• to allow pupils to use a range of complementary skills in ICT and DT
to support the science fieldwork investigation and subsequent presentation and
analysis.
Specific topics addressed
include
• adaptation
• competition
• photosynthesis
• nutrient uptake
• the role of detritivores and microorganisms
• energy transfer
• the development of pyramids of numbers into the concept of pyramids
of biomass.
Health and safety and sustainability issues are also addressed during the investigation.
Why use a restored quarry?
• Restoration often has to start from scratch
• it is often carried out in stages which gives an opportunity to look
at woodland of different known ages
•
Preparation – site selection
The teacher should select a suitable local site (e.g. in restored quarry, via
virtual quarry resource or local woodland). Ideally a woodland with in a restored
quarry showing different stages in succession and two contrasting areas or,
if this is not possible, one with secondary data from a previous survey available,
is selected. If possible aspect, altitude, geology and soils should be as similar
as possible to minimise unwanted variables. Risk assessments must be downloaded
(from VQ website) or carried out and the investigation should be fully costed
(coach transport etc.) and all necessary permissions obtained.
The lessons and practical
sessions
The unit ideally comprises eight sections (four class sessions, two practical
sessions in the field and one practical/class session) supported by homework/personal
research:
Classroom session 1:
• brief revision of knowledge and understanding
• setting the scene
• allocating preliminary research
Coursework/homework
• preliminary research via virtual quarry resource
Classroom session 2:
• presentation of pupils’ research
• deciding on what will be investigated
• what further information is needed? Can it be gained from secondary
sources or is practical investigation needed?
• preparation for pilot study – instructions on what to bring (lunch,
suitable clothing, notebooks & pencils, digital cameras etc,)
Practical session 1 (fieldwork):
• a brief look at the two areas to be studied
• selection of sample areas avoiding edge effects, footpaths, anomalous
areas
• collection of preliminary samples of plant leaves for identification
and preparation of worksheets
• collection of preliminary samples of leaf-litter for invertebrates and
field identification using FSC foldout chart
Classroom session 3:
• recap on practical session 1
• get pupils to suggest, and agree on, hypotheses – trees, plants,
ground vegetation, invertebrates
• sampling methods which will test these hypotheses are now designed and
suitable equipment discussed
Practical session 2 (fieldwork):
• detailed investigation of the two areas of woodland to test the hypotheses
which the pupils have suggested
• identification in the field and careful release of invertebrates collected
• teacher collects pupils’ data sheets for safe keeping
Classroom/practical session:
data collation and presentation
• hand data sheets back
• pupils enter data into prepared spreadsheets
• after auditing printouts of all results are given to pupils
• groups of pupils are allocated different sections of the data and asked
to prepare displays which help to decide whether to accept or reject each hypothesis
Coursework/homework
• internet research on individual species and their adaptations
• preparation of presentation by each group - who will say what
Classroom sesssion 4: summing it all up
• brief (5 minute maximum) presentation by each group
• review of methods used and suggested improvements, further research
• discussions on adaptation and competition and ways of avoiding competition
• revisit the idea of pyramids of numbers – why is it too simplistic?
• introduce the idea of pyramids of biomass and explain why animals, plants
and leaf litter have not been weighed
• final discussion on management and sustainability of the woodland
Key Stage 4 Single Science:
Woodland regeneration in a restored quarry
Preparation for the unit
Classroom session 1: introduction
In the first lesson, ask the pupils to tell you what they already
know about
• food webs
• pyramids of numbers
• energy transfer
• adaptation and competition
Then tell them that they will be doing practical work - an investigation into parts of a local woodland.
If a quarry is used
• emphasise that it is not a natural habitat
• it is the result of industrial activity
• ask the pupils what was obtained form the quarry
For all sites
• Hand out or project maps showing the site
• Ask pupils initially asked to research the chosen site using secondary
sources.
• Information is needed on
o the age of the woodland
o trees and other plants recorded
o soil and underlying geology
o local climate.
• Ideally groups of pupils choose a specific topic from this list to research.
Coursework/homework
Sustainability of the woodland
By asking the questions below pupils will be able to
• Decide on the appropriate use of first-hand observations or secondary
sources
• Research and use existing scientific knowledge
Is woodland in a restored
quarry sustainable?
• should the woodland be allowed to regenerate naturally or should it
be planted? Why? consider costs and benefits of the alternatives
• are the species used suitable? Do they match what occurs locally? Are
they suited to the local climate, soil and geology? look at local natural/semi-natural
woodlands – secondary data (internet – English Nature or local Wildlife
trust). Visit virtual quarry.
• is the management appropriate? Will current management lead to an increase
in diversity? – secondary data (internet – English Nature or local
Wildlife trust). Visit virtual quarry.
• is the woodland large enough? – secondary data (internet –
English Nature or local Wildlife trust). Visit virtual quarry.
• is it close enough to local natural/seminatural sites? – secondary
data (internet – English Nature or local Wildlife trust). Visit virtual
quarry.
what effects will our investigations have on the woodland? (trampling, removal
of invertebrates). Will they affect the sustainability of the woodland?
Key Stage 4 Single Science:
Woodland regeneration in a restored quarry
Practical session 1 (fieldwork): Pupils carry out a pilot study
which involves:
• a preliminary visit to 2 contrasting areas of the woodland or, if only
one area is available, an area for which secondary data exists
• identification of the main plant species present (FSC Guide to Woodland
Plants, Guide to trees)
• a brief look at leaf-litter invertebrates in 2 areas (FSC Woodland name
trail)
• setting up initial predictions (e.g ‘there are more plants in
area 1 than in area 2’; ‘there is more light reaching the ground
in area 1’; ‘there is more leaf litter on the ground in area 2’;
‘there are more invertebrates in the litter in area 2’; ‘the
soil will be different in the 2 areas’ etc.
• decisions on how to sample trees, ground vegetation and invertebrates
– sample area, sampling strategy (random or systematic) and methods (quadrats
– plain, gridded for plants, counting trees, volume samples for invertebrates
in leaf litter; ways of measuring light)
• if the work is being compared with secondary data then the same strategies
and methods should be used
• a very brief pilot sample from each area
• careful collection of whole leaves from each tree and ground plant species
Coursework/homework/teacher preparation
Leaves from the trees and ground plants can be scanned to produce identification
aids – printed at about life-size. named and laminated they will be very
helpful.
A set of scans is provided as a resource.
Identification resources
There are 3 excellent colour guides
in the Field Studies Council’s ‘Fold-out Chart’ series:
• Woodland name trail
• Woodland plants
• Tree name trail
All available from
FSC Publications
Preston Montford
SHREWSBURY
SY4 1HW
Tel.: 0845 345 4072 Fax: 01743 852101
Email: [email protected]
Website: www.field-studies-council.org
Key Stage 4 Single Science:
Woodland regeneration in a restored quarry
Classroom session 2: presentation
of pupils’ research, preparation for pilot study
Ask pupils to consider what happens as woodland grows up.
• How does woodland regeneration affect adaptation and competition?
• what happens to the trees?
• how do they affect the soil and climate of the woodland as they grow
up?
• what effect will this have on the ground plants and on invertebrates?
What adaptations might be successful?
Pupils decide on what will be investigated
• what further information is needed? Can it be gained from secondary
sources or is practical investigation needed?
• preparation for pilot study – instructions on what to bring (lunch,
suitable clothing, notebooks & pencils, digital cameras etc,)
Key Stage 4 Single Science:
Woodland regeneration in a restored quarry
Classroom session 3: Setting
up hypotheses and designing the investigation
• recap on the pilot study and secondary data
• look at the predictions made during the pilot study and turn them into
testable hypotheses. Discussion might include:
• ‘there are more plants in area 1 than in area 2’, ‘there
are more invertebrates in the litter in area 2’
• do we mean ‘more individuals’ or ‘more kinds’
or both?
• ‘there is more light reaching the ground in area 1’
• this is already a testable hypothesis
• ‘there is more leaf litter on the ground in area 2’
• what do we mean by ‘more’? is it deeper, denser?
• ‘the soil will be different in the 2 areas’
• what do we mean by ‘diffferent’? is it deeper in one area,
more acid in one area?
• then get pupils
to suggest, and agree on, hypotheses – trees, plants, ground vegetation,
invertebrates: for example
1. there will be more trees in area 1 (the younger area)
2. the trees in area 1 will be smaller
3. less light will reach the ground in area 2 (the older area)
4. there will be more kinds of ground plants in the younger area
5. there will be more leaf litter in area 2 (the older area)
6. there will be more kinds of invertebrates in the litter in area 2 (the older
area)
7. the soil will be more acidic (the pH will be lower) in area 2 (the older
area)
sampling strategies and methods which will test these hypotheses are now designed and suitable equipment discussed, e.g.:
• working areas: need
to be large enough to reduce impact but far enough from woodland margins, rides
or footpaths to avoid ‘edge effects’
• strategies: random sampling gives least bias and fairest comparisons
for ground vegetation, soil and invertebrates but trees are best counted and
measured individually. Random number tables are needed; the random numbers should
include zero and should be in increments which are the size of the gridded quadrat.
For example, if the quadrat is 0.5m x 0.5m and the working area is 10m x 10m,
then the numbers should include 0, 0.5, 1, 1.5, 2 …………
8.5, 9, 9.5. If no random number tables are available most mobile phones will
generate them or pupils can draw numbered corks from a pot.
• sampling methods:
1. trees: count all trees and measure them. How do we measure trees? Simple
clinometer, measure along a slope.
2. light: ‘canopy cover tubes’ to record canopy cover on a simple
scale:
• 0 = no branches or leaves visible
• 1 = up to ¼ of the grid occupied by branches or leaves
• 2 = ¼ - ½ of the grid occupied by branches or leaves
• 3 = ½ – ¾ of the grid occupied by branches or leaves
• 4 = more than ¾ of the grid occupied by branches or leaves
Canopy cover tubes while not as sophisticated as light meters are not expensive
and do give as much useful information about light levels reaching the ground.
If light meters are to be used it is necessary to obtain a matched pair of readings
for each quadrat – one reading right out in the open (to give a reference
point) and one at the quadrat position. Light at the quadrat position is then
expressed as a % of the light in the open. Obviously there has to be a totally
open area close by for this method to be practical.
3. Ground plants: gridded quadrat 500 x 500mm, subdivided into 25 equal squares;
record number of squares in the quadrat containing each plant species
4. soil: soil pins (charity sop knitting-needles!) to measure depth, soil pH
kits to measure acidity
5. invertebrates: after recording the plants in the gridded quadrat remove it
and put all the leaf litter from the quadrat in a large labelled polythene bag
If equipment is not readily available, discussions with the DT department may give opportunities for pupils to make the necessary items such as gridded quadrats and canopy cover tubes.
Pupils can now design recording
sheets.
• These can be as simple as a series of pictures with boxes next to them
or more sophisticated Excel spreadsheets
• for the IT aficionados these can be incorporated into data collation
workbooks but it is crucial that the field recording sheets, computer worksheets
and results summary sheets maintain a uniform appearance.
Pupils can discuss levels of precision here – they will be different for e.g. tree height (cm) and soil depth (mm).
Health and safety
Pupils can think about safe use of equipment
• it is not only non-random but also dangerous to throw gridded quadrats
around.
• if ranging poles are to be used to mark out the corners of the working
area then they are not to be used as javelins!
• canes should have an inverted filmpot on the top to avoid potential
eye damage
• when walking through woodland take care to avoid tripping over roots
or allowing low branches to whip back
• leaving litter is not a sustainable activity!
Ideally there should be one member of staff per 8 pupils at the most and if suitably CRB cleared parent volunteers are available then 1:4 is ideal.
Before the fieldwork visit
• give each working group of pupils the task of listing what they will
be doing in the field
• ask each group to describe one aspect of the work to the rest of the
class.
‘QUESTIONS ABOUT QUADRATS’
can also be found on the SAPS (Science & Plants for Schools) website at:
http://www-saps.plantsci.cam.ac.uk/osmos/os25.htm#web
Key Stage 4 Single Science:
Woodland regeneration in a restored quarry
Practical session 2 (fieldwork
investigation)
Each group writes their group number and the names of the recorders on their
recording sheets before leaving for the woodland.
Check recording sheets and equipment on leaving the classroom and again on arrival at the working site.
Ask pupils to look at an area just outside the working area and to try to match the plants they see with the picture sheets. A few minutes spent doing this will dramatically increase the reliability of recording!
Then ask the class to record plants, soil pH, light levels and to collect leaf-litter invertebrates in a specific order Each group should
1. find their first quadrat
position using a pair of random coordinates (e.g. 1.5, 4). One member walks
1.5m up one side of the area while another walks 4m up the adjacent side. They
then walk into the area and they meet at the sampling position.
2. plae the gridded quadrat is placed on the ground and for each plant species
(the list may be complete, or selective, depending on the number of species
present) note the number of squares (out of 25) in which it occurs
3. record the number of different kinds of plant in the total area of the quadrat
4. carefully examine the leaf litter and surface soil within the area of the
quadrat is and record the presence of different layers (if any) – are
there differences in colour, degree of leaf brakdown?
5. put the leaf litter and surface soil from within the area of the quadrat
into a labelled plastic bag which is then sealed and kept in the shade.
6. measure and record the pH of the surface soil
7. finally one member of the group stands in the centre of the quadrat position
(after removing the quadrat) and looks vertically upwards through the canopy
cover tube. Canopy cover is scored.
Sample size
The total number of quadrats put down for plant recording should ideally cover
1 – 2% of the sample plot; i.e. in a 10m x 10m plot an area of 1 –
2 square metres (4 – 8 quadrats of 50 x 50 cm) but probably a minimum
of 16 is needed to emphasise the need for reliable data.
For leaf-litter samples one bag per group from each of the 2 areas is as much as can be examined in a reasonable time.
When all the quadrats have
been completed, line up the whole group along one edge of the area and tree
recording begins.
• assign a small group of pupils to help identify the trees and designate
one as recorder.
• the group advances across the area; each time a pupil comes into contact
with a tree he or she shouts ‘stop’ and the tree is identified and
tallied
• then measure the trees to the required accuracy (e.g. 5.45m) using the
most suitable method available (see appendix – measuring trees)
Ideally,identify and count invertebrates (careful handling) as soon as possible after capture, then released on site. They should be kept in the shade while awaiting examination
Handling and returning invertebrates
– care and sustainability
It is critically important to handle invertebrates carefully and to return them
to the place where they were found.
• they are fragile and slow-growing
• careless handling and drying out will kill them
• repeated removal will dramatically reduce populations; for example Pill
millipedes need 10 -11 years to reach maturity and to reproduce!
• depletion will affect the results of future fieldwork
• depletion will also dramatically affect the woodland ecosystem!
Weighing invertebrates is not recommended, even though pyramids of biomass will be discussed later. Weighing is stressful and damaging to most invertebrates!
Leaving the site
Carefully check back in equipment and carry out a litter sweep.
On return to the classroom
collect in recording sheets for safe keeping.
Before leaving pupils are asked to think about ways of collating presenting
their findings.
Measuring trees
Tree height
There are several ways of doing this. Here are two of them:
Using a clinometer
Walk away from the tree until you can form an angle of 45o between the top of the tree and your eye
(b)
(a)
The height of the tree in metres will be:
Your distance from the tree in metres plus the distance from your eye to the
ground in metres, that is (a) + (b)
Using a ruler and a friend:
1. Hold a ruler straight
out in front of you and line it up with the tree. Make sure that you can fit
the whole tree into the length of the ruler!
2. Ask a friend to stand under the tree and record
• how many centimetres tall he or she seems to be on the ruler
• how many centimetres the tree seems to be on the ruler
3. Now do this sum:
a. Work out your friend’s real height in centimetres divided by what he
or she measured on the ruler
b. Then multiply this figure by the height of the tree on the ruler.
For example: your friend is 1.5m tall (150 centimetres). He or she measures 2 centimetres on the ruler. The tree measures 25 centimetres on the ruler.
The height of the tree is:
X 25 = 1875 centimetres or 18.75 metres
Using a ruler and a 2m ranging
pole
1. Hold a ruler straight out in front of you and line it up with the tree. Make
sure that you can fit the whole tree into the length of the ruler!
2. Ask a friend to stand under the tree, holding a ranging pole vertically against
the trunk, and record
• how many centimetres tall the ranging pole seems to be on the ruler
• how many centimetres the tree seems to be on the ruler
3. Now do these calculations:
• divide the apparent height of the tree in cm by the apparent height
of the ranging pole in cm
for example tree appears to be 30cm, ranging pole appears to be 5cm so calculation
is 30/5 = 6
• multiply the result by the actual height of the ranging pole (2m) so
the calculation is 6 x 2 = 12 and the height of the tree is 12m.
Girth (circumference) of
the tree trunk
This is usually measured 1.3 metres above the ground and is the distance round
the trunk.
Tree canopy
Measure the broadest spread of the canopy, for example:
A bird’s eye view!
KEY STAGE 4 SINGLE SCIENCE:
WOODLAND REGENERATION STUDY
RESOURCES NEEDED
Computer network for internet access and worksheet design and production
Virtual Quarry Resource – information on local woodlands in restored quarries
Information may also be available from English Nature, Woodland Trust and local
Wildlife Trust websites
Digital cameras, photocopier, laminator for production of plant identification
resources
Plastic gun clinometers.
ranging poles or canes
30m measuring tapes (available very cheaply from ‘Pound shops’);
Old metal knitting needles (available very cheaply from charity shops)
Soil pH kits
Large polythene bags for leaf-litter collection
Hand-lenses (or credit-card sized Fresnel lenses), plastic teaspoons, paint-brushes
Sorting trays – large white ice-cream or ‘spread’ cartons
are good
Gridded quadrats and canopy cover tubes (could be produced in DT lessons);
gridded quadrat – each side 0.5m, divided into 25 equal squares
sides can be wood with nylon fishing line divisions, or whole quadrat made of
wire.
Canopy cover tube
Petri dish with grid (divided
into 4 quadrants) photocopied onto acetate and stuck inside. This is then glued
onto the top of the canopy cover tube.
Plastic drainpipe (30mm diameter approx) with padding on bottom end to protect
eye
Identification keys for
woodland plants, trees and woodland litter invertebrates: Field Studies Council
fold-out charts are convenient for fieldwork.
• Woodland name trail (minibeasts): FSC occasional publication no. 32.
(This was written for Key Stage 2 – a more detailed Key Stage 3-4 version
is in preparation)
• Woodland plants: FSC occasional publication no. 83
• Tree name trail: FSC occasional publication no. 81
All these are available from:
FSC Publications, Preston Montford, Shrewsbury SY4 1HW.
Tel. 0845 354 4072 fax 01743 852101
Email: [email protected]
Web site: www.field-studies-council.org
Key Stage 4 Single Science:
Woodland regeneration in a restored quarry
Classroom/practical session:
data collation and presentation
• hand data sheets back
• pupils enter data into prepared spreadsheets
• after auditing give printouts of all results to pupils
• allocate different sections of the data to groups of pupils and ask
them to prepare displays which help to decide whether to accept or reject each
hypothesis
Data collation and presentation
This is best done using networked spreadsheets designed by members of the group
but examples are provided (appendices). Each spreadsheet should contain a summary
sheet which can be accessed and a suitable chart type or types discussed.
Ask pupils to work in small
groups preparing 5-minute presentations of the results of different sections
of the work
• plant abundance
• species richness
• number of trees
• soil pH
• leaf-litter invertebrates
and interpreting them, relating the results to the original hypotheses and suggesting
improvements to the way the work was carried out.
Ask them to:
• decide who will present what (ideally each member of the group should
have a specific task) and then prepare the presentation in which they
• outline the topic they have investigated
• restate the original hypothesis
• summarise the sampling method(s)
• summarise the results, with simple data tables and charts as appropriate
• draw conclusions about their results
• state whether the results fit in with the original hypothesis
• say what sources they have used in preparing the work (books, web sites,
acknowledgements of personal help)
• suggest refinements of methods
• suggest follow-up work (e.g. looking at light penetration at other times
of year)
Coursework/homework
• internet research on individual species and their adaptations
• preparation of presentation by each group - who will say what
Key Stage 4 Single Science:
Woodland regeneration in a restored quarry
Classroom sesssion 4: drawing
it all together
This begins with a brief (5 minute maximum) presentation by each group as above.
Then look at the class results as a whole, discussing any differences between
sites and the possible reasons for them, and looking at pyramids of numbers.
However it becomes obvious that there are far more consumers than producers – there are not many ground plants and trees, but probably hundreds of invertebrates - and this leads to the idea that pyramids of biomass are a better reflection of an ecosystem (but practically impossible because of the damage which will be caused to the system).
Seasonal variation can also be considered – many species are absent at the time of sampling – and the fact that the tree canopy was not sampled is brought out. Also, what about birds and mammals? They are rarely seen, let alone sampled!
Discussion points should
include:
• adaptations of woodland plants to low light regimes, e.g. storage of
resources in a bulb (Bluebell) or rhizome (Dog’s mercury, Bracken) to
enable the plant to grow and mature before the tree canopy forms
• light - the reasons for using canopy cover tubes rather than light meters,
changes in light intensity with season, movement of light patches within the
woodland as the earth rotates during the day
• the role of trees and ground vegetation in nutrient uptake
• seasonal variations and the whole year cycle – the class sample
is a ‘snapshot in time’
• the way in which leaf-litter is broken down by detritivores which leads
to an increase in surface area and enables decomposers to act more efficiently
(here some simple maths looking at the surface area of a 5x5cm cube (each of
the 6 sides has an area of 25cm2 giving a total surface area of 150 cm2) and
then at the same cube broken down into 1x1 cm cubes (each of the 125 cubes has
a surface area of 6cm2 giving a total surface area of 750cm2).
Finally
Don’t forget to write to the landowner and send a set of results (and
photographs of possible). This will not only provide useful information but
also generate goodwill. Put the results on the school website – next year’s
classes will find them useful!