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Trees and woodland are a central way of understanding how human and physical processes interact to influence and change landscapes, environments and the climate. This investigation can also be used to develop pupils’ fieldwork and map skills which are also key elements of the KS3 National Curriculum.
Fieldwork to assess microclimates in different land uses
This could be linked to climate change and mitigation or resilience to extreme heat. For more information visit: Climate Change Resources – Field Studies Council . The measurements taken will depend on the land uses available within the school grounds or nearby green space.
Aim: to set up an investigation to assess the impact of different vegetation cover on microclimates.
Method:
- Using relevant scale OS maps, identify at least two different land uses. These could include tree cover (deciduous and or coniferous), concrete playground or car park and grassland / school field.
- Identify a suitable sized area that can be investigated in each of the areas, so the sample is comparable.
- Set up a random sample in each area, using random coordinates to identify points to sample at, with a minimum of 10 samples in each of the areas, which can be split up over the class size.
- At each site, measure light intensity, temperature at ground level and rainfall.
- To measure light intensity, you will need a light meter. Digital light meters are best and can be picked up online for variable prices or ask your science department as they may have some.
- Digital or analogue thermometers are both viable options for taking temperature at ground level, but again, ask your science department.
- For the precipitation, you will need some containers that are a standard size (e.g. yoghurt pots or plastic cups), these need to be dug into the ground, or secured if using a hard surface, and be left out overnight, or for an extended period (until rain has been recorded).
Considerations:
- It is best to conduct this data collection in Spring or early Autumn when trees are in leaf but there is also a chance of rain.
- Be careful about leaving containers either dug into ground or secured in open spaces due to trip hazards.
Data collection:
It is best to get students to create their own data collection tables, considering the best way to measure data, record it and display it. You can give them a template table to work from. They can then choose how best to record the data.
Questions:
- How many recordings should we make in each area, to get reliable and representative data?
- How can we analyse this data? Should we calculate mean, medians or modes?
Data Presentation:
Students can create simple bar graphs of average values for the measurements in three areas. This could be extended by creating an annotated microclimate map of the area.
The Geographical Association (GA) has worked closely with the Field Studies Council (FSC) to develop these resources.
