FSC Derrygonnelly
Lesson Plan
Sand Dune Study
Fieldwork Day: Sand Dune Study
Specification: CCEA
Level: GCSE Biology
Peer & Self Assessment
Involving Teaching Staff
Prior to Arrival
This unit focuses on Unit 1: Cells, Living Processes and Biodiversity specifically Unit 1.2 Photosynthesis and
Plants and Unit 1.7 Ecological Relationships and Energy Flow. It is best if, prior to their arrival at the
centre, students have a basic knowledge of succession, qualitative and quantitative studies, abiotic, biotic,
edaphic, climatic factors and a basic knowledge of how sand dunes are formed.
Learning Objectives:
Knowledge & Understanding:
 Be able to understand the processes involved in conducting a biological investigation.
 To understand how vegetation in an ecosystem changes over time leading to a climatic climax.
 Consider which factors are causing this change in vegetation.
 Understand how abiotic factors influence the distribution of plant species on a sand dune.
Biological Skills:
 Increase proficiency with biological fieldwork equipment.
 Increase ability to analyse and interpret field data.
Learning Outcomes:
.All students will be able to:
 Describe the aim of the investigation and outline their hypothesis.
 Recall and use several techniques used during the study.
 Identify at least 3 plant species found at Mullaghmore.
Most students will be able to:
 Justify data collection techniques and describe the sampling strategies employed during the study.
 Relate abiotic factors measured to the distribution of plant species on a sand dune.
 Describe the adaptations of species found.
Some students will be able to:
 Provide limitations to the techniques used in the investigation and suggest possible improvements.
Introductory Session: (Maximum of 45 mins)
Resources
Starter: Using the sand dune diagram showing each stage of sand dune succession,
Sand dune diagram
students place the appropriate plant species, and environmental factors at the
and labels.
correct stage.
Main Activity: Using the ppt as a guide, introduce the students to the main activity
Introduction
of the day. This should include:
PowerPoint
1) A review of key terms, dune formation and abiotic conditions of a dune
system.
Google Earth file of
2) Information on the location and fieldwork site.
sites
3) Sampling strategies that could be used.
4) Go through measurements to be made, i.e. biotic (percent cover) and abiotic
(humidity, temperature, windspeed, soil moisture and pH)
5) Health and Safety
FSC Derrygonnelly, Derrygonnelly Field Centre, Tir Navar, Creamery Street, Derrygonnelly, Enniskillen, Co. Fermanagh, BT93 6HW
Tel: 028 686 41673 Fax: 028 686 41771
E-mail: [email protected]
Website: www.field-studies-council.org/derrygonnelly
Field Studies Council is a limited Company, registered in England and Wales No. 412621 and a Charity No. 313364. Registered Office; Preston Montford, Shrewsbury, Shropshire SY4 1HW
Fieldwork Day Outline: (Time varies with each group – up to 3 hours)
Data Recording
Main Activity:
Sheet
1) Tutor to demonstrate how to use field equipment.
2) Students work in groups to collect data required along an interrupted belt
Field Equipment
transect (sample points every 10m), starting near the strandline and finishing
when they reach the plagioclimax.
3) Measurements to be made include: percent cover of plant species, slope,
windspeed, humidity, temperature, height of vegetation and percent bare
ground.
Tutor to collect soil samples at each sample point. These samples will be analysed
on return to the centre.
Teachers to help monitor data collection, species identification & to help with health
& safety.
Follow up on Return to Centre: Methodology, Soil Analysis & Data Collation
(Suggested 1-1.5 hours, depending on the group)
Main Activity:
1) Students begin their soil analysis and completion of the Soil Analysis Data
Sheet.
2) Students complete the Methodology Table, including how the measurement
was made, limitations and justification.
Teacher to assist students with write up, suggesting limitations and justifications
Follow up after dinner: Data Representation (Suggested 1 hour)
Main Activity:
1) Tutor to go through different examples of how to represent data from the
Sand Dune Succession Day.
2) Students then given the opportunity to graph dune profiles, kite diagrams of
species, and do a bar chart of soil pH.
Possible Extension Activities
Possible extension activities include doing a Spearman’s Rank with the students’
data.
Alternative Activities for Inclement Weather
If the weather does not allow for measurements to be taken at a particular location,
secondary data is available which can be used from previous groups.
Useful Websites
http://www.geography-fieldwork.org/ FSC website dedicated to geography
fieldwork, including sand dunes.
http://www.georesources.co.uk/csdintro.htm This is a virtual fieldwork unit based
on sand dunes in North Wales which can be used as a case study.
http://www.sandsoftime.hope.ac.uk/index.htm This site provides detailed
information on the sand dunes of the Sefton coast in North West England and can
be used as a case study.
Methodology Table
Soil Analysis Data
Sheet
Data Presentation
– Sand Dunes
PowerPoint
Graph Paper
Spearman’s Rank
Worksheet
Key Terms:
psammosere
succession
embryo, yellow, and
grey dunes
plagioclimax
climax community
abiotic and biotic
conditions
kite diagram
dune profile
FSC Derrygonnelly, Derrygonnelly Field Centre, Tir Navar, Creamery Street, Derrygonnelly, Enniskillen, Co. Fermanagh, BT93 6HW
Tel: 028 686 41673 Fax: 028 686 41771
E-mail: [email protected]
Website: www.field-studies-council.org/derrygonnelly
Field Studies Council is a limited Company, registered in England and Wales No. 412621 and a Charity No. 313364. Registered Office; Preston Montford, Shrewsbury, Shropshire SY4 1HW