ࡱ> CEB =bjbjss 4,=FF<p>1 #%%%%%%$VI===I^= #=#͗m:Gt0GX=======IIAv================F f: Ecosystems Additional teacher information Fieldwork techniques Soil fieldwork Soil types Students will use identification keys. Lower ability at  HYPERLINK "http://www.soil-net.com/sm3objects/activities/Activity_TestingSoil.pdf" www.soil-net.com/sm3objects/activities/Activity_TestingSoil.pdf. Higher ability at  HYPERLINK "http://www.soil-net.com/downloads/resources/handtexturing.pdf" www.soil-net.com/downloads/resources/handtexturing.pdf Another interesting experiment to demonstrate / do if you have the time can be found at  HYPERLINK "http://www.soil-net.com/dev/page.cfm?pageid=casestudies_jamjar&menuplaceholder=casestudies" www.soil-net.com/dev/page.cfm?pageid=casestudies_jamjar&menuplaceholder=casestudies pH Good introduction and basic info can be found at  HYPERLINK "http://www.soil-net.com/dev/page.cfm?pageid=casestudies_ph&menuplaceholder=casestudies" www.soil-net.com/dev/page.cfm?pageid=casestudies_ph&menuplaceholder=casestudies Instructions on how to use a pH probe can be found at  HYPERLINK "http://www.soil-net.com/sm3objects/activities/Activity_pH.pdf" www.soil-net.com/sm3objects/activities/Activity_pH.pdf Infiltration Good demo for the classroom to help students understand that different soil types affect water transmission can be found at  HYPERLINK "http://www.soil-net.com/sm3objects/activities/Activity_SoilSoaking.pdf" www.soil-net.com/sm3objects/activities/Activity_SoilSoaking.pdf If you dont have an infiltrometer, the FSC have a section on their website looking at DIY fieldwork using home-made equipment. Go here to find a simple infiltration method;  HYPERLINK "http://www.field-studies-council.org/outdoorscience/diy.htm" www.field-studies-council.org/outdoorscience/diy.htm Alternatively, you can use a stop watch to record the length of time it takes for water to be absorbed by different surfaces. Microclimate fieldwork Precipitation Encouraging students to design and create their own fieldwork apparatus can really help them to understand the purpose of that technique. They will also enjoy making and using it, and develop a sense of ownership over their data collection. It could also be developed into a cross curricular project between Geography and Science or Technology. Students could make their own rain gauges one method can be found here:  HYPERLINK "http://www.ciese.org/curriculum/weatherproj2/en/docs/raingauge.shtml" www.ciese.org/curriculum/weatherproj2/en/docs/raingauge.shtml, or here:  HYPERLINK "http://www.metoffice.gov.uk/education/primary/teachers/raingauge.html" www.metoffice.gov.uk/education/primary/teachers/raingauge.html The gauges should be set up at each site prior to the fieldwork day (preferably left out), so that students can record the amounts on the fieldwork day. The guides suggest keeping the gauges away from vegetation, but dont worry if any of the sites are close to or under vegetation, as it may be interesting to examine the effects of interception. Wind direction Provide students with a weather vane, or encourage them to make / devise their own method. Some nice ideas can be found here:  HYPERLINK "http://www.epa.nsw.gov.au/resources/atmos_7.pdf" www.epa.nsw.gov.au/resources/atmos_7.pdf, or here:  HYPERLINK "http://www.ciese.org/curriculum/weatherproj2/en/docs/windvane.shtml" www.ciese.org/curriculum/weatherproj2/en/docs/windvane.shtml Wind speed Students, especially younger / lower ability students could use the Beaufort scale a nice copy of this with a matching activity is available here:  HYPERLINK "http://www.epa.nsw.gov.au/resources/atmos_8.pdf" www.epa.nsw.gov.au/resources/atmos_8.pdf Alternatively, students could be provided with an anemometer, or create their own. There are some ideas here:  HYPERLINK "http://www.epa.nsw.gov.au/resources/atmos_9.pdf" www.epa.nsw.gov.au/resources/atmos_9.pdf or here:  HYPERLINK "http://www.ciese.org/curriculum/weatherproj2/en/docs/anemometer.shtml" www.ciese.org/curriculum/weatherproj2/en/docs/anemometer.shtml Encouraging students to think about, and create their own fieldwork apparatus can really help them to understand the purpose of that technique. They will also enjoy making and using it, and develop a sense of ownership over their data collection. It could also be developed into a cross curricular project between Geography and Science or Technology.   +,-BCDST_`sƻ~p^SH9HjhWi/h_2TOJQJUhWi/h_2TOJQJhWi/hOJQJ"hWi/h_2T5>*CJOJQJaJhWi/h5>*OJQJ"hWi/h5>*CJOJQJaJh"MP5>*CJaJhWi/h_2T5>*OJQJ"hWi/h_2T5>*CJ OJQJaJ h"MP5>*CJ$aJ$hh"hWi/hh5>*CJ(OJQJaJ("hWi/h_2T5>*CJ4OJQJaJ4"hWi/hh5>*CJ4OJQJaJ4 +,-BCDST_`2 `ax$a$gdh/ 0 D E " #   } ~    R ƴƢƓsa#j'hWi/h_2TOJQJU"hWi/h_2T5>*CJOJQJaJhWi/h_2T5>*OJQJhWi/h_2TCJOJQJaJ#j.hWi/h_2TOJQJU#jhWi/h_2TOJQJUhWi/h_2TOJQJhWi/h_2T0JOJQJjhWi/h_2TOJQJU#jhWi/h_2TOJQJU R S T   l m n W_`_`ƴƔƉƉzhz[zSHhHhpI%OJQJhpI%OJQJhWi/h+ 0JOJQJ#j> hWi/h+ OJQJUjhWi/h+ OJQJUhWi/h+ OJQJ#jhWi/h_2TOJQJUhWi/h_2T5>*OJQJ"hWi/h_2T5>*CJOJQJaJhWi/h_2TOJQJhWi/h_2T0JOJQJjhWi/h_2TOJQJU#jhWi/h_2TOJQJU`awxy+,-.õr`rSrHHh]%`h"MPOJQJh]%`h`0JOJQJ#j h]%`h`OJQJUjh]%`h`OJQJUh]%`h`OJQJh]%`OJQJh]%`hHOJQJh]%`h+ OJQJhWi/h`OJQJh]%`h`5>*OJQJhWi/h`5>*OJQJ"hWi/h+ 5>*䴳ϴ"¾/5>*䴳ϴ¾/"ѱϴ:;<= !_`KLMNO宣|t|te|SeFeh]%`h+ 0JOJQJ#jh]%`h+ OJQJUjh]%`h+ OJQJUh]%`OJQJh]%`h+ OJQJh]%`h+ 5>*OJQJh]%`h]%`5>*OJQJh5>*OJQJh]%`h`OJQJaJh]%`h`OJQJh]%`h"MP0JOJQJ#j\ h]%`h"MPOJQJUh]%`h"MPOJQJjh]%`h"MPOJQJUSTUVb567_` 78@AB޿޴wjXj#j8h]%`h+ OJQJUh]%`h+ 0JOJQJ#jh]%`h+ OJQJUjh]%`h+ OJQJUh]%`h+ 5>*OJQJh]%`h"MP5>*OJQJh]%`h+ OJQJh]%`hj0JOJQJ#jNh]%`hjOJQJUjh]%`hjOJQJUh]%`OJQJh]%`hjOJQJ"BC+-:;<=𻳻hWi/h_2TOJQJh_2T h_2Th_2Th]%`OJQJh]%`h+ OJQJh]%`hj0JOJQJ#jh]%`hjOJQJUh]%`hjOJQJjh]%`hjOJQJU 21h:p_2T. A!S"S#S$S% DyK Ghttp://www.soil-net.com/sm3objects/activities/Activity_TestingSoil.pdfyK http://www.soil-net.com/sm3objects/activities/Activity_TestingSoil.pdfyX;H,]ą'cDyK >http://www.soil-net.com/downloads/resources/handtexturing.pdfyK http://www.soil-net.com/downloads/resources/handtexturing.pdfyX;H,]ą'cDyK [http://www.soil-net.com/dev/page.cfm?pageid=casestudies_jamjar&menuplaceholder=casestudiesyK http://www.soil-net.com/dev/page.cfm?pageid=casestudies_jamjar&menuplaceholder=casestudiesyX;H,]ą'cDyK Whttp://www.soil-net.com/dev/page.cfm?pageid=casestudies_ph&menuplaceholder=casestudiesyK http://www.soil-net.com/dev/page.cfm?pageid=casestudies_ph&menuplaceholder=casestudiesyX;H,]ą'cDyK >http://www.soil-net.com/sm3objects/activities/Activity_pH.pdfyK http://www.soil-net.com/sm3objects/activities/Activity_pH.pdfyX;H,]ą'cDyK Ghttp://www.soil-net.com/sm3objects/activities/Activity_SoilSoaking.pdfyK http://www.soil-net.com/sm3objects/activities/Activity_SoilSoaking.pdfyX;H,]ą'c}DyK <http://www.field-studies-council.org/outdoorscience/diy.htmyK http://www.field-studies-council.org/outdoorscience/diy.htmyX;H,]ą'cDyK Ehttp://www.ciese.org/curriculum/weatherproj2/en/docs/raingauge.shtmlyK http://www.ciese.org/curriculum/weatherproj2/en/docs/raingauge.shtmlyX;H,]ą'cDyK Fhttp://www.metoffice.gov.uk/education/primary/teachers/raingauge.htmlyK http://www.metoffice.gov.uk/education/primary/teachers/raingauge.htmlyX;H,]ą'cMDyK 0http://www.epa.nsw.gov.au/resources/atmos_7.pdfyK xhttp://www.epa.nsw.gov.au/resources/atmos_7.pdfyX;H,]ą'cDyK Dhttp://www.ciese.org/curriculum/weatherproj2/en/docs/windvane.shtmlyK http://www.ciese.org/curriculum/weatherproj2/en/docs/windvane.shtmlyX;H,]ą'cMDyK 0http://www.epa.nsw.gov.au/resources/atmos_8.pdfyK xhttp://www.epa.nsw.gov.au/resources/atmos_8.pdfyX;H,]ą'cMDyK 0http://www.epa.nsw.gov.au/resources/atmos_9.pdfyK xhttp://www.epa.nsw.gov.au/resources/atmos_9.pdfyX;H,]ą'cDyK Fhttp://www.ciese.org/curriculum/weatherproj2/en/docs/anemometer.shtmlyK http://www.ciese.org/curriculum/weatherproj2/en/docs/anemometer.shtmlyX;H,]ą'c^ 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH DA D Default Paragraph FontRiR  Table Normal4 l4a (k (No List 6U`6 _, Hyperlink >*B*phFV`F jFollowedHyperlink >*B* phH@H ]%` Balloon TextCJOJQJ^JaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] =,R `B= x=/D"~Sm_- _ N  S 6_7B=XXXXXXXXXXXXXX8@0(  B S  ? _Hlt191981260 _Hlt191981373 ?@@ ??+,-CT`s0D"__` K L M V #*9<?TTnn``yy? */J+ `pI%_,Wi/eHA"MP_2T]%`h_Hj=?@=@UnknownG*Ax Times New Roman5Symbol3. *Cx ArialA. Trebuchet MS5. .[`)TahomaA$BCambria Math"hJaGJaG!SS24552QHP ?_2!xx  AdministratorEOLGUESTOh+'0$ px   AdministratorNormal EOLGUEST2Microsoft Office Word@@c:@c:՜.+,D՜.+,T hp  ,Kingswood Learning & Leisure (Group) Ltd5  Titleh  8@ _PID_HLINKSA TNX'Fhttp://www.ciese.org/curriculum/weatherproj2/en/docs/anemometer.shtml5U$0http://www.epa.nsw.gov.au/resources/atmos_9.pdf4U!0http://www.epa.nsw.gov.au/resources/atmos_8.pdf/2Dhttp://www.ciese.org/curriculum/weatherproj2/en/docs/windvane.shtml;U0http://www.epa.nsw.gov.au/resources/atmos_7.pdf_Fhttp://www.metoffice.gov.uk/education/primary/teachers/raingauge.htmlEhttp://www.ciese.org/curriculum/weatherproj2/en/docs/raingauge.shtml!><http://www.field-studies-council.org/outdoorscience/diy.htmI8Ghttp://www.soil-net.com/sm3objects/activities/Activity_SoilSoaking.pdfr >http://www.soil-net.com/sm3objects/activities/Activity_pH.pdf=P Whttp://www.soil-net.com/dev/page.cfm?pageid=casestudies_ph&menuplaceholder=casestudies+A[http://www.soil-net.com/dev/page.cfm?pageid=casestudies_jamjar&menuplaceholder=casestudiesOB>http://www.soil-net.com/downloads/resources/handtexturing.pdfE4Ghttp://www.soil-net.com/sm3objects/activities/Activity_TestingSoil.pdf  !"$%&'()*+,-./013456789;<=>?@ADRoot Entry Fm:FData *1Table#WordDocument4,SummaryInformation(2DocumentSummaryInformation8:CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q