Download Read More - Field Studies Council

2013-2015
Geography A2 Succession (AQA)
Course descriptor
Enquiry Question:
To investigate distribution and abundance of plant species in a temperate woodland.
Learning Goals: Students will be given the opportunity to study the stages of succession, collecting both quantitative and
qualitative data. Students will design their own fieldwork technique, collect data from the field and evaluate their methodology
in small groups, presenting their findings to the rest of the class. There is also an optional plenary session on analysing data using
kite diagrams and/ or Spearman’s Rank Correlation Coefficient.
Level:
A2
Key Questions
Key Words
Assessment
What is an ecosystem?
What is succession?
Why would succession not reach a
climax community?
What are examples of interrupting
factors?
What are the implications of interrupting
factors?
Ecosystem
Climax/ Climatic climax community
Primary/ secondary succession
Interrupting factor
Seral stage
Learners will be initially and dynamically
assessed through questioning and the
starter activity of site observations.
Learners will be provided with
opportunities throughout the course to
assess their own understanding and that
of others in order to facilitate self and
peer review. Learning walls will be
provided to support this.
Learning Objectives
Know
Understand
Be able to
All learners
Describe how to sample along a
transect
Describe the succession seral
stages in Epping Forest
Identify some plants to family
Most learners
Describe how to sample along a
belt and line transect
Describe succession seral stages
and associated plants in Epping
Forest and identify the
interrupting factors
Describe the decisions to be
made about a transect to ensure
standardised and reliable
sampling
Identify a range of plants to
family
Draw kite diagrams using their
own data
Record percentage cover
vegetation readings along a
transect
Make conclusions on plant
distribution based on kite
diagrams of their own data
Some learners
Appreciate the benefits of
interrupting succession to
conserve biodiversity
Identify the limitations of their
methodology
Activity Outline:
Start:
0930
Activity
Location
Domestic & safety briefing.
(Toilets and boots).
Classroom
Objectives
Classroom
Outcomes: by the end of the activity learners will be able to…..

Operate in the building and field safely.







Describe the objectives of the day.
Describe the plan of the day.
Describe succession.
Describe seral stages.
Describe how to use quadrats (open, gridded, point) and when they
are suitable for use.
Describe seral stage vegetation.
Plan their own investigation as a group.

Describe how to collect vegetation data using transects and quadrats.
Analysis
On site
(RP; PN; PM)
Classroom

Use Spearman’s Rank.
Data Presentation
Classroom

Draw Kite diagrams using data.
Site Visit
How to sample vegetation
Planning
Classroom
Fieldwork
Finish:
On site (OP/ PM,
RP)
On site Centre
grounds
1600
Please note that any adjustment to the recommended times may result in some of the programme not being delivered.
Pre and post course learning
It is recommended that learners read the ‘Management of Epping Forest’ booklet and the EFFC Succession summary before their
visit. The booklet and summary sheet can be downloaded from the website.
A Chernobyl disaster analysis pack will be made available as a post course activity after attendance at Epping Forest Field Centre,
which is designed to allow students to consider succession concepts in a wider context.
Specification Links
AQA
Unit 3 GEOG3 Contemporary Geographical Issues
Physical Option 3
Ecosystems: Change and Challenge
 Structure of ecosystems
 Succession and climatic climax: illustrated by a lithosere
 The characteristics of the climatic climax: temperate deciduous woodland biome
The effects of human activity on succession: illustrated by one plagioclimax
Unit 4A GEO4A Geography Fieldwork Investigation