Ecological succession
Introduction
Students study authentic ecological succession, from bare rock surfaces through to climax vegetation.They study secondary succession in relation to burning and the establishment of exotic grasslands and gap regeneration in relation to beech (spp. Nothofagus) forest.
Groups can arrange to take samples of the soil horizon and are encouraged to hypothesise about the development and role of key chemical elements, such as nitrogen and phosphorus, nitrogen fixing plants and non-leguminous nitrogen fixers.
Level
Year groups: 11-13
Curriculum levels: 6-8
Learning areas
|
Learning Area* |
Discipline |
Strand/AO |
|---|---|---|
|
Biology |
Microcellular life processes, adaptation A.S. 1.1, 1.3, 1.5, 2.1, 2.3, 2.4, 2.6, 3.2, 3.4 |
|
|
Chemistry |
Explain aspects of selected elements |
|
|
Education for Sustainability |
A.S. 2.2 , 3.2, |
|
|
Geography |
Understand how people interact with environments and the consequences Understand how processes explain the environment A.S. 1.1, 2.1, 3.1 |
|
|
Science |
Nature of Science |
Investigation in science (multiple AO) |
|
Living World |
Ecology, Ecology (multiple AO) |
|
|
Material World |
Properties and changes of matter – acids and bases |
|
*If you have another learning area you wish to explore, we can adapt.
Learning objectives
Students will:
- recognise the biological significance of Aoraki/Mount Cook moraines
- conduct sampling (vegetation, soil horizon) to identify primary and secondary succession
- interpret the role of key plants and elements (phosphorous and nitrogen) in succession.
Key competencies
Thinking, managing self and contributing
Logistics
Location: Aoraki/Mount Cook National Park Visitor Centre
Duration: Various depending on key focus
Hazard level: Moderate (outside climatic conditions and terrain)
Cost: LEOTC fee (presentation only)