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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