This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• analyse the biotic and abiotic factors that influence forest soil development
• use a soil profile to identify soil horizons
• analyse the physical properties of soils
• assess practices that protect soils and minimize degradation

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students dig a soil pit and examine and sketch or record their observations (e.g., soil profile, soil texture, horizons, organisms, rooting depth). Alternatively, take the class to a road cut or other soil exposure.
• Ask students to create a checklist of factors affecting soil development in the forest, including parent material, climate, topography, plants and animals (microfauna and macrofauna), fungi and microbes, time, and human activities. Students then select a local forest area and determine the effects of various factors on soil formation.
• Set up a lab and ask students to describe the characteristics of soil texture, structure, and horizon depth. As an extension, students can test infiltration rate, pH level, and for the presence of nutrients such as nitrogen, potassium, and phosphorus.
• Have students look at a soil sample under magnification and describe the organisms they see. As a class, discuss the role of micro-organisms in soils.
• Have students research different types of soil degradation (e.g., erosion, salinization, acidification, compaction, organic matter loss). Then ask them to select, research, and present cases of soil degradation in British Columbia. Student presentations should:
  • identify the types of degradation taking place
  • explain the major causes
  • suggest methods for reducing or preventing degradation (e.g., using helicopter or low-impact skidder, planting)
  • assess the extent to which human activity is a factor in the soil degradation
  • analyse the long-term consequences of continued degradation

SUGGESTED ASSESSMENT STRATEGIES

• Have small groups of students write the evolutionary story of a soil profile. Once the soil profiles are complete, have groups exchange soil profiles and analyse them to determine physical properties and horizons. Ask them to also compare notes on the soil samples and discuss possible interpretations of the soil profiles. As students work in their groups, look for evidence that they are able to:
  • identify soil horizons
  • analyse the physical properties of soil to determine parent material
  • use deductive reasoning to suggest possible causes of events
• To help students review what they have learned about soil, pose questions such as:
  • What are the most important ideas to remember in terms of forest soil development?
  • What do you consider to be the main causes of forest soil degradation?
  As students respond to questions, look for evidence that they are aware of factors affecting soil development and degradation (e.g., parent material, climate, topography, time, plants and animals, human activities).
• Have students explore a local site and create photo essays on soil degradation. Use criteria such as the following to assess students' work:
  • accuracy (identifies type of erosion)
  • awareness of cause-and-effect relationships (identifies major and minor causes of degradation)
  • includes detailed descriptions of any measures taken (or that should be taken) to reduce or prevent further degradation
  • visual material supports and extends the textual information
  • strong overall visual impact

• Balancing Act: Environmental Issues in Forestry
• Forest Practices Code Guidebooks
• Wildwood: A Forest for the Future, Second Edition

• Excavators

Previous Page Next Page

  BC Ministry of Education Home Page