APPENDIX B 119 



nutrients what parts do the higher-order animate seek? Dig with 

 fingers in the litter of the woodland floor, searching for the runways 

 of rodents. What is there for these animals to eat? Which trees 

 produce abundant seed the shaded or unshaded? 



(3) On a field trip, determine the dominant species of several 

 areas those plants greatest in number and size. Explain the presence 

 of different associations in terms of ecological factors. How much 

 tolerance toward variations in these factors do you observe ; e.g., how 

 far from water are willows found; how far from dry ridges do you 

 find black oaks? (Set up such questions based on your region.) 



(4) Locate a variety of micro-climates, where life forms reflect 

 the variation in light, moisture, wind, temperature, soil type. Com- 

 pare the depth of leaf litter on the windward and lee sides of a wooded 

 hilltop. Observe the edge of a forest or woodlot ; what differences are 

 caused by the change from shade to light ; where are the greatest con- 

 centrations of seedlings found ? Can you reach any conclusions about 

 ' ' edge ' ' in relation to wildlife ? Compare the height from the ground 

 of leaf bearing branches on trees in the open with trees in a dense 

 stand; (How would this affect browsing animals?) Take temperatures 

 in summer and in winter at these same locations. 



(5) Tour a farm, ranch, or plantation. What areas or fields are 

 best suited to trees, to grass, to row crops? Why? Is the land user 

 making any mistakes? Is there any erosion, any unvegetated drain- 

 age ways, any grazing in woodland? Ask a soil conservationist to 

 accompany you and discuss proper land use according to the capabili- 

 ties of various areas. 



(6) Locate a pond or lake where dry land slopes gently into 

 marsh, then into shallow water. Note the changes in plant and 

 animal species as you move from one extreme to the other (dry to 

 wet). Is the water area changing to land area? 



(7) Find relatively bare areas. Determine their cause. Note the 

 primitive and low grade species present. Find wornout or abandoned 

 fields. Note the species there. What species do conservationists plant 

 on areas in process of reclamation? Are they the climax species? 

 Why? Inquire as to the probable succession of species. 



(8) List the plant indicators in your community, and what they 

 indicate. This requires some effort and time, but is worth while since 

 it will help in removing one of the curses of American education : 

 ignorance of the local environment. The best source of information 

 should be the botany department of your state university. Other 

 sources may be the county extension agent, district forester, game and 

 fish management agents, soil conservationist, or nearest agricultural 

 experiment station. 



CHAPTER VIII 



(1) To demonstrate raindrop impact, set a jar lid, or saucer, of 

 soil in the center of a large sheet (two or three feet square) of paper 

 or cardboard. Release a few drops of water from a height of several 



