SCIENCE 10 Unit 1: FIELD TRIP
Part I: Biomes, Climatograms and Biotic and Abiotic Factors
Complete Questions 1-3 at red gate entrance, then 4-6 at first lookout.
1. Location: ______________________________________
Type of Ecosystem: ______________________________
2. Describe as many characteristics of this environment as you can. Use the sign board and group
the characteristics as abiotic and biotic components; be specific regarding names of organisms.
3. The largest and most predominant biome of Canada is the ________________________. The
area we are in however is not a biome but an ecosystem. Explain the difference.
4. Examine the climatograms of all the major
biomes from Chapter 1 in your textbook. Pick the
one you think most closely depicts this
environment and copy that climatogram in the
space below. Be sure to include labeled axes
and a title for the graph
5. Give a minimum of three (3) observations about
this environment that support your choice of climatograph above.
6. Identify 3 things discussed in chapter one that not only influence the distribution of major biomes
but would also explain why we see different ecosystems, like this here, within a major biome.
7. What is biodiversity? Does Kalamalka Provincial Park seem like an environment with a high
biodiversity, explain why or why not?
Part II: PHOTO SCAVENGER HUNT
1. Take photos to illustrate the following:
a) Adaptations: take a photo of one living organism, plant, animal or fungi. Think about the
structural, physiological, and behavioural adaptations we discussed in class and identify one that
your organism has to help it survive in this environment.
Image
Explanation
b) Food webs/ chains: Take a photo of each of the following: a producer, one type of consumer, and
a detrivore. Explain why you’ve selected the organism for that trophic level.
Image
Explanation
c) Ecological succession: Vernon was, at one time, scraped clean by massive glaciers! It was bare
rock (omg)! Glaciers are no longer agents of change in this region, give one example a current
natural agent of change in this area. ____________________________________
d) Since glaciers have left the area 10’s of thousands of years ago we are likely only to see
secondary succession in this region. Describe secondary succession.
_____________________________________________________________________________
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e) Include two photos indicating a pioneer species and a climax community. Describe the image and
state two reasons why the image you’ve taken is a good representation.
Image
f)
Explanation
Human Influences: Give two ways you think humans impact this environment one positive and
one negative.
Image
Explanation
g) Invasive species: in several locations, invasive species are dominating the area. Find and take a
picture of a NATIVE species and an INVASIVE SPECIES, explain what makes a species
‘invasive’. (HINT: The sign boards will be helpful for this activity)
Image
Explanation
h) Find and take a picture of two organisms living in a symbiotic relationship. Classify it as
commensalism, parasitism, or mutualism and explain.
Image
Explanation
Part III: Examining Diversity
Procedures:
1. Using your string map out an area 1m 2 of flat ground (a quadrant) that has a good cover
of dead leaves, twigs, moss and grasses.
2. Measure the temperature 1m above the plot, at the ground level and underneath the
litter. The thermometer must be in the shade during all readings. Allow 2 min for the
thermometer to set before reading a temperature. Record the temperatures in a table.
1 m above
Temp (
Ground level
Below litter
)
a. Which region has the highest and lowest temperatures?
3. At one corner of the plot, use the shovel and or your hand to remove a soil core of at
least 20cm. Strata soil (layers) are usually visible and consist of humus, topsoil and a
number of subsoil layers. Make a sketch of the core and label thickness, color, hardness
and water content.
a. Beside your diagram identify several abiotic and biotic factors that influence the
characteristics and development of the soil described above.
4. Have each member of your group mark off a 25cm X 25cm square (a nested quadrant)
within your original plot. In each nested quadrant, count as many organisms, plant and
animal, as you can by removing layers of soil. Record your data in the table below.
Quadrant
Number of Plants
Number of Animals
Answer any one of the questions below.
5. In a short paragraph below define biodiversity and reflecting back on your response to
#7, in part I, and all the activities and data collected today, write a short paragraph
indicating whether or not you feel this ecosystem has a high biodiversity and whether or
not it is an environment worth protecting. Give reasons supporting your response.
6. Think back to everything we discussed and hopefully, you’ve learned. Regardless of
whether you go on in science or not identify at least three things you currently do or
things you would change that would have a positive impact on Sustaining Earth’s
Ecosystems.
7. Out of all the various activities we’ve done in this unit identify your two favorite and one
least favorite. Out of all the topics/concepts we’ve discussed identify 3 that you’ve
enjoyed learning about and explain what it is you liked about those topics.