Soil, Plants, and Habitats

1. Soil, Plants, and Habitats Analyze the importance of soils as an integral component of terrestrial ecosystems.Examine the role plants play in an ecosystem, including the ways in which humans use plants.Recognize the need for intact habitat to support animal populations and biodiversity.

2. Soil Analyze the importance of soils as an integral component of terrestrial ecosystems.

3. Indicators • (a) Discuss how First Nations and Métis people value soil as an integral component of Mother Earth, including traditional ways of looking after soil. ((STSE, A) • (b) Recognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). ((K) • (c) Understand the interconnectedness between soil characteristics, ecozones and natural vegetation in Saskatchewan. ((K) • (d) Experiment with different soil mixtures, using black earth, compost, sand, top soil, manure, peat moss, vermiculite, loam and/or sand, to determine their suitability for growing different plant species. ((S) • (e) Explain common methods scientists use to sample and monitor soil quality over time. ((STSE, K) • (f) Collect and analyze soil data (e.g., pH, nitrate, phosphate, potassium, porosity and moisture) using technologies such as sensors and soil test kits safely and effectively. ((A, S, STSE) • (g) Research causes and consequences of soil degradation (e.g., wind and water erosion, salinity and desertification) and mitigation strategies (e.g., conservation tillage, contour farming, grassed waterways and shelterbelts) used to reduce the loss of topsoil. ((A, K) • (h) Recognize the role and diversity of organisms (e.g., nitrogen fixing bacteria, fungi, mycorrhizae, insects, plants and protists) found within soil environments. ((K) • (i) Discuss the role of soil in biogeochemical cycling, including carbon storage and nitrogen fixation, nitrification and denitrification. ((STSE) • (j) Examine how phenomena such as erosion, desertification and soil pollution, whether natural or human-caused, affect soil productivity and food production. ((STSE) • (k) Investigate how various small- and large-scale composting systems such as composting toilets, trench composting, vermicomposting, windrow composting, anaerobic digestion and mechanical biological treatment work to maintain and improve soil quality. ((S, STSE) • (l) Collaborate with a group of peers to propose a landscaping investigation or action plan concerning an aspect of an urban ecosystem (e.g., rooftop gardens, green walls and green spaces) while ensuring conditions affecting local soil are represented. ((A, STSE)

4. First Nations and Ecosystems – Honouring EarthDiscuss how First Nations and Métis people value soil as an integral component of Mother Earth, including traditional ways of looking after soil. ((STSE, A) • When considering soil and plants, treating Earth with reverence goes a long way to preservation of ecosystems. • “Take what you need rather than taking excess for personal gain/wealth” is a worldview to consider when making decisions regarding environmental policy in SK. • The theme of sustainable growth and connectedness of systems should continue to serve as a backdrop to this unit, as much of the issues are borne of creating excess rather than a harmonious relationships – soil represents a prime example of connectedness among characteristics.

5. SoilRecognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). (K) • Soil is a • It has a variety of depths (_______, _________, _________) based on its contents when we look at a ___________. • Soil ultimately is

6. SoilRecognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). (K) • Soil is a mixture of organic matter, minerals, gases, liquids, and organisms that support life. • It has a variety of depths (topsoil, subsoil, bedrock) based on its contents when we look at a soil profile. • Soil ultimately is formed over time through weathering, erosion, and decomposition of organisms.

7. Soil Profile DepthsRecognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). (K) • Soil Profile (or horizons) are • Different depths have certain characteristics – typically with declining amounts of nutrients the deeper you go. • ___________ basically is ___________, the one we are typically most concerned with for plants and agriculture.

8. Soil Profile DepthsRecognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). (K) • Soil Profile (or horizons) are assessments or analyses of the contents of soil. • Different depths have certain characteristics – typically with declining amounts of nutrients the deeper you go. • O Horizon (and A) basically is topsoil, the one we are typically most concerned with for plants and agriculture.

9. Soil FormationRecognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). (K) • Soil formation is at different stages depending on the regions we are observing. It occurs via: • Weathering – • Erosion – • Deposition – • Decomposition –

10. Soil FormationRecognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). (K) • Soil formation is at different stages depending on the regions we are observing. It occurs via: • Weathering – breakdown of rock/parent material by weather conditions (ice, water, wind, temperature). • Erosion – movement of sediment that was broken down by weathering conditions. • Deposition – build-up of sediment deposits in an area (where erosion stops) • Decomposition – the breakdown of organic material

11. Soil PropertiesRecognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). (K) • Soil, like water, has a variety of properties we can use to make inferences about its contents and suitability for certain plant growth. • Colour – • Texture – • Structure – • pH – Sask soil pH levels Moose Jaw has a dominantly clay soil!

12. Soil PropertiesRecognize how the breakdown of parent material through various processes (e.g., weathering, erosion, deposition and decomposition of organisms) results in soil with varying properties (e.g., colour, texture, structure and pH). (K) • Soil, like water, has a variety of properties we can use to make inferences about its contents and suitability for certain plant growth. • Colour – influenced by minerals and organic matter. (red = iron oxide, purple = manganese oxide) • Texture – cumulative content of different particles (structures) - Sand (largest), silt (middle), and clay (smallest). • Structure – how these particles come together. • pH – acidity of the soil, different plants prefer different acidity (but many like 5.5-7.0). Sask soil pH levels Moose Jaw has a dominantly clay soil!

13. My Plants and their Soil Experiment with different soil mixtures, using black earth, compost, sand, top soil, manure, peat moss, vermiculite, loam and/or sand, to determine their suitability for growing different plant species. (S) • Aloe Vera – what is the best soil type for them? Why?Sandy soil – Aloe Vera is a succulent so it is from dry environments – sand drains water better and is therefore drier. • Spider Plant – what is the best soil type for them? Why?Standard potting soil – should have good forms of drainage – dry-ish soil. • Oats – what is the best soil type for them? Why? Potting soil – average drainage. In SK, clay-soil is suitable for oat growth.

14. Soil in SK: EcozonesUnderstand the interconnectedness between soil characteristics, ecozones and natural vegetation in Saskatchewan. ((K) • When considering all these soil characteristics, we need to remember the variety of ecozones in SK. • What are some Canadian ecozones? (Find and describe one: Location, climate, geology and geography, flora and fauna). • Ecozone: Location – Climate – Geology/Geography – Flora (provide examples) – Fauna (provide examples) -

15. Soil in SK: EcozonesUnderstand the interconnectedness between soil characteristics, ecozones and natural vegetation in Saskatchewan. ((K) • When considering all these soil characteristics, we need to remember the variety of ecozones in SK. • What are some Canadian ecozones? (Find and describe one: Location, climate, geology and geography, flora and fauna). • Ecozone: Boreal Plain Location – mid-northern parts of SK Climate – winter long and cold, summer short and warm. Geology/Geography – shale bedrock, less fertile Flora (provide examples) – coniferous forests (pine trees) Fauna (provide examples) – great-horned owl, beavers, trout, pike

16. Soil in SK: EcozonesUnderstand the interconnectedness between soil characteristics, ecozones and natural vegetation in Saskatchewan. ((K) • When considering all these soil characteristics, we need to remember the variety of ecozones in SK. • What are some Canadian ecozones? (Find and describe one: Location, climate, geology and geography, flora and fauna). • Ecozone: Prairies Location – southern AB, SK, MB Climate – -10°C (winter), 15°C (summer) Geology/Geography – flat landscapes, fertile soil Flora (provide examples) – wheat, choke cherry Fauna (provide examples) - deer, prairie dog, burrowing owl

17. Soil in SK: EcozonesUnderstand the interconnectedness between soil characteristics, ecozones and natural vegetation in Saskatchewan. ((K) • The right is a link to an interactive map of ecozones in SK. • ___________________have ___________________ based on their ___________________–

18. Soil in SK: EcozonesUnderstand the interconnectedness between soil characteristics, ecozones and natural vegetation in Saskatchewan. ((K) • The right is a link to an interactive map of ecozones in SK. • Different areas have different vegetation based on their different soils – we more rarely see moss or rocky soil in the Prairies, but north of La Ronge, most of the ground is hard rock – as such certain vegetation grows in certain ecozones.

19. Soil in SK: Crude PowerUnderstand the interconnectedness between soil characteristics, ecozones and natural vegetation in Saskatchewan. ((K) • Crude Power: Chapter 4 – Earth • In Saskatchewan, we have radically impacted the landscape for the sake of agriculture and resource extraction. What are the ramifications of this? • What do we consider as okay and not okay?

20. Testing Soil- Explain common methods scientists use to sample and monitor soil quality over time. ((STSE, K)- Collect and analyze soil data (e.g., pH, nitrate, phosphate, potassium, porosity and moisture) using technologies such as sensors and soil test kits safely and effectively. ((A, S, STSE) • Much like water testing – many different simple things can be used to measure soil characteristics. • We will use some of these tests when we do our outdoor trip. What do each of the letters represent? Why do we test for them in soil (why do we need them)? Is there an ideal amount? • P - phosphorus • K (1 or 2) - potassium • N - nitrate • pH – acidity – high pH’s (less than 5, greater than 8) will negatively impact a plant’s ability to take up nutrients.

21. Testing Soil (and Biogeochemical Cycles) - Phosphorus- Explain common methods scientists use to sample and monitor soil quality over time. ((STSE, K)- Collect and analyze soil data (e.g., pH, nitrate, phosphate, potassium, porosity and moisture) using technologies such as sensors and soil test kits safely and effectively. ((A, S, STSE) What do each of the letters represent? Why do we test for them in soil? Is there an ideal amount? • P - phosphorus

22. Testing Soil (and Biogeochemical Cycles) - Phosphorus- Explain common methods scientists use to sample and monitor soil quality over time. ((STSE, K)- Collect and analyze soil data (e.g., pH, nitrate, phosphate, potassium, porosity and moisture) using technologies such as sensors and soil test kits safely and effectively. ((A, S, STSE) What do each of the letters represent? Why do we test for them in soil? Is there an ideal amount? • P – phosphorus Phosphates are a part of fertilizer. Required for plants to grow. ~50ppm is an ideal-ish amount of phosphates we should find in soil.

23. Testing Soil (and Biogeochemical Cycles) – Potassium - Explain common methods scientists use to sample and monitor soil quality over time. ((STSE, K)- Collect and analyze soil data (e.g., pH, nitrate, phosphate, potassium, porosity and moisture) using technologies such as sensors and soil test kits safely and effectively. ((A, S, STSE) What do each of the letters represent? Why do we test for them in soil? Is there an ideal amount? • K (1 or 2) - potassium

24. Testing Soil (and Biogeochemical Cycles) – Potassium - Explain common methods scientists use to sample and monitor soil quality over time. ((STSE, K)- Collect and analyze soil data (e.g., pH, nitrate, phosphate, potassium, porosity and moisture) using technologies such as sensors and soil test kits safely and effectively. ((A, S, STSE) What do each of the letters represent? Why do we test for them in soil? Is there an ideal amount? • K (1 or 2) – potassium Helps plants in cell division and development (growth) – helps with taking in CO2 as well. 70-100ppm is ideal in soils to facilitate typically plant growth. POTASH is mostly Potassium – Big Industry in SK

25. Testing Soil (and Biogeochemical Cycles) – Nitrate- Explain common methods scientists use to sample and monitor soil quality over time. ((STSE, K)- Collect and analyze soil data (e.g., pH, nitrate, phosphate, potassium, porosity and moisture) using technologies such as sensors and soil test kits safely and effectively. ((A, S, STSE) What do each of the letters represent? Why do we test for them in soil? Is there an ideal amount? • N - nitrate

26. Testing Soil (and Biogeochemical Cycles) – Nitrate- Explain common methods scientists use to sample and monitor soil quality over time. ((STSE, K)- Collect and analyze soil data (e.g., pH, nitrate, phosphate, potassium, porosity and moisture) using technologies such as sensors and soil test kits safely and effectively. ((A, S, STSE) What do each of the letters represent? Why do we test for them in soil? Is there an ideal amount? • N – nitrate • Essential nutrient to plants – part of fertilizer. • Fertilized land typically 25-30ppm is a high amount. • Too much in water (in soil) can be bad, but it can be difficult to reach that.

27. Biogeochemistry of SoilDiscuss the role of soil in biogeochemical cycling, including carbon storage and nitrogen fixation, nitrification and denitrification. ((STSE) • Soil is the medium in which a lot of these nutrients cycle through life. • It acts as a • All of these molecules are essential to the functioning of life as we know it.

28. Biogeochemistry of SoilDiscuss the role of soil in biogeochemical cycling, including carbon storage and nitrogen fixation, nitrification and denitrification. ((STSE) • Soil is the medium in which a lot of these nutrients cycle through life. • It acts as a storage location of nutrients like carbon, nitrogen, phosphates, or potassium! • All of these molecules are essential to the functioning of life as we know it.

29. Biogeochemistry and Organisms in SoilRecognize the role and diversity of organisms (e.g., nitrogen fixing bacteria, fungi, mycorrhizae, insects, plants and protists) found within soil environments. ((K) • In all of these cycles – some form of soil decomposition or atomic fixation was occurring. • Nitrogen-fixing bacteria • Fungi/insects act as Fungi also • Plants and other photosynthetic organisms (like protists)

30. Biogeochemistry and Organisms in SoilRecognize the role and diversity of organisms (e.g., nitrogen fixing bacteria, fungi, mycorrhizae, insects, plants and protists) found within soil environments. ((K) • In all of these cycles – some form of soil decomposition or atomic fixation was occurring. • Nitrogen-fixing bacteria change atmospheric nitrogen into something organic for plants to use. • Fungi/insects act as decomposers breaking down dead and decaying organisms. Fungi also extend the roots of plants using their mycorrhizae (“fungi roots”). • Plants and other photosynthetic organisms (like protists) fix CO2 from the atmosphere.

31. Soil ProductivityExamine how phenomena such as erosion, desertification and soil pollution, whether natural or human-caused, affect soil productivity and food production. ((STSE) • How does erosion affect these nutrient levels? • How do humans affect these nutrient levels? • How do these affect productivity and crop yields? • How might this lead to a positive feedback loop with irrigation, fertilizer and pesticide use?

32. Soil ProductivityExamine how phenomena such as erosion, desertification and soil pollution, whether natural or human-caused, affect soil productivity and food production. ((STSE) • How does erosion affect these nutrient levels? Topsoil contains nutrients – erosion moves/eliminates topsoil – less nutrients! • How do humans affect these nutrient levels? Addition of nutrients (fertilizer), Crops we choose (diff. plants = diff. nutrient required), irrigation can increase salinity in soil which can negatively impact nutrients. • How do these affect productivity and crop yields? More nutrients = more crops = more productivity • How might this lead to a positive feedback loop with irrigation, fertilizer and pesticide use? If you use fertilizers and have a great crop, it may deplete the soil of nutrients, requiring a greater input of fertilizer next season.

33. Soil DegradationResearch causes and consequences of soil degradation (e.g., wind and water erosion, salinity and desertification) and mitigation strategies (e.g., conservation tillage, contour farming, grassed waterways and shelterbelts) used to reduce the loss of topsoil. ((A, K) • Soil degradationis a decline in the fertility of topsoil. • Weathering/erosion can cause this, but humans also force nature’s hand or make weathering/erosion exponentially worse. • What is a human activity that causes soil degradation? • Is there a means to reduce the impact of this? How does it work?

34. CompostingInvestigate how various small- and large-scale composting systems such as composting toilets, trench composting, vermicomposting, windrow composting, anaerobic digestion and mechanical biological treatment work to maintain and improve soil quality. ((S, STSE) • Composting is an activity that breaks down food scraps and waste to recontribute nutrients to the soil – recycling! • Which are practical/plausible? • Trench • Vermi • Toilets

35. Plants Examine the role plants play in an ecosystem, including the ways in which humans use plants.

36. Indicators • (a) Discuss the many roles of plants including their roles as providers of ecological goods and services as well as natural capital. ((K) • (b) Examine the significance (e.g., medicinal, spiritual, nutritional and shelter) of plants, including tobacco, in First Nations and Métis cultures. ((K, STSE) • (c) Explain how plant morphology and physiology determines the role of plants in an ecosystem (e.g., anchoring soil, filtering air and water, providing shelter for other organisms and providing organic matter to the ecosystem). ((K) • (d) Interpret the relationship between photosynthesis, respiration and net primary productivity. ((K) • (e) Identify factors that influence plant pollination and reproduction, including the role of integrated pest management. ((K) • (f) Analyze the relationship between plants and climate change, including plants' roles in reducing greenhouse gases, as well as potential impacts of climate change on plant growth and distribution. ((STSE) • (g) Examine advances in crop science that have influenced the types and yields of agricultural and/or horticultural crops grown in various areas of Saskatchewan. ((STSE, K) • (h) Assess the economic, environmental and societal impacts of various agriculture practices (e.g., industrial, traditional, subsistence, sustainable agriculture, organic farming, urban agriculture, local food and community supported agriculture). ((STSE) • (i) Analyse forestry practices (e.g., selective cutting, clear cutting, shelterwood system and integrated resource management) in terms of productivity, profitability and environmental stewardship. ((STSE) • (j) Assess the impact of agriculture or forestry on a natural ecosystem. ((S)

37. Plants as a Source of Natural CapitalDiscuss the many roles of plants including their roles as providers of ecological goods and services as well as natural capital. ((K) • Five minutes – list as many different ways plants are important as you can.

38. Plants – Uses, Morphology and ImportanceIndicators a-e • Using the note booklets available on the website, answer the associated sheet of questions. • Be prepared to share responses.

39. Bill Nye and GMOs • What were some points that stood out from the video? • Bill was a bit biased in favour of GMOs, however current evidence doesn’t indicate there is negative effects on us for consumption. • People may be scared because they are considered “unnatural”.

40. Agricultural Technology Articles (Use iflScience, EurekAlert)(g) Examine advances in crop science that have influenced the types and yields of agricultural and/or horticultural crops grown in various areas of Saskatchewan. ((STSE, K)(h) Assess the economic, environmental and societal impacts of various agriculture practices (e.g., industrial, traditional, subsistence, sustainable agriculture, organic farming, urban agriculture, local food and community supported agriculture). ((STSE)(i) Analyse forestry practices (e.g., selective cutting, clear cutting, shelterwood system and integrated resource management) in terms of productivity, profitability and environmental stewardship. ((STSE) • Hand-in Assignment (Email or written) – summarize an article or information on, include title /10 Be prepared to share Find an article related to: • An advance in crop sciences related to agricultural yields • An agricultural practice (industrial, traditional, subsistence, sustainable agriculture, organic farming, urban agriculture, local food and community supported agriculture) and it’s economic, environmental or societal impact. • A forestry practice (selective cutting, clear cutting, shelterwood system or integrated resource management) and how it connects to economic, environmental or societal impact.

41. Habitats Recognize the need for intact habitat to support animal populations and biodiversity.

42. Indicators • (a) Justify the need for habitat protection and restoration in terms of biodiversity (e.g., genetic diversity, species diversity and habitat diversity) and resilience within ecosystems both locally and globally. ((K) • (b) Describe examples of First Nations and Métis people's contributions in recognizing the effects of natural and human- caused changes to habitat on historical migration patterns of animals in Saskatchewan. ((STSE, A) • (c) Examine how habitat management and protection decisions are influenced by the extent to which Indigenous land rights (e.g., custodians of the land versus individual land ownership) are reflected through the spirit and intent of various treaties. ((K, STSE, A) • (d) Explain the roles of individuals, governmental and non- governmental organizations such as the Saskatchewan Prairie Conservation Action Plan, Ducks Unlimited and the Committee on the Status of Endangered Wildlife in Canada (COSEWIC), and legislation such as the Species at Risk Act (SARA) in protecting and maintaining habitats and biodiversity. ((A) • (e) Relate an organism's specific adaptations and behaviour to its niche in an ecosystem. ((K) • (f) Correlate the range and habitat of various animals with Saskatchewan's ecozones and ecoregions and identify changes to an animal's range and habitat due to human activities such as agriculture, mining, oil and gas development, forestry, urbanization and recreation. ((K) • (g) Discuss the implications of the competitive exclusion principle with respect to animals and plants in an ecosystem, including the introduction of invasive species and the potential for shifting ecozones due to climate change. ((K) • (h) Evaluate the importance of a keystone species in a specific terrestrial ecosystem. ((S) • (i) Assess current or potential impacts of a changing climate on a specific representative animal and its habitat. ((S) • (j) Provide examples of projects undertaken to restore damaged or destroyed habitats. (STSE)

43. BiodiversityJustify the need for habitat protection and restoration in terms of biodiversity (e.g., genetic diversity, species diversity and habitat diversity) and resilience within ecosystems both locally and globally. (K) • Biodiversity is • ____________________ = ____________________ • ____________________ = ____________________ • Maintaining or protecting habitats protects biodiversity. This keeps natural areas intact and this organism diversity may contribute to further advances agriculturally or medically!

44. BiodiversityJustify the need for habitat protection and restoration in terms of biodiversity (e.g., genetic diversity, species diversity and habitat diversity) and resilience within ecosystems both locally and globally. (K) • Biodiversity is the variety of life in a particular habitat or ecosystem. • More biodiversity = more variety of life. • More variety of life = more adaptability to change (ecosystem is more stable). • Maintaining or protecting habitats protects biodiversity. This keeps natural areas intact and this organism diversity may contribute to further advances agriculturally or medically!

45. Different Types of BiodiversityJustify the need for habitat protection and restoration in terms of biodiversity (e.g., genetic diversity, species diversity and habitat diversity) and resilience within ecosystems both locally and globally. (K) • Genetic Diversity – • Species Diversity – • Habitat (ecosystem) Diversity –

46. Different Types of BiodiversityJustify the need for habitat protection and restoration in terms of biodiversity (e.g., genetic diversity, species diversity and habitat diversity) and resilience within ecosystems both locally and globally. (K) • Genetic Diversity – genetic differences existing within a species (the sum of all different alleles/traits). • Species Diversity – the number of different types of organisms in an area. • Habitat (ecosystem) Diversity – the number of different habitable locations in an area.

47. Viewing Diversity • How might genetic diversity be present? • How might species diversity be present? • How might habitat diversity be present?

48. Viewing Diversity • How might genetic diversity be present? In specific species of moss, there will be different genes/DNA present in different patches of growth. • How might species diversity be present? Fish, deer, moss, trees, bacteria in water, frogs, grass, ferns, insects, birds • How might habitat diversity be present? In the lake, in the trees, on the rocks, inside the fish

49. Biodiversity ScopeJustify the need for habitat protection and restoration in terms of biodiversity (e.g., genetic diversity, species diversity and habitat diversity) and resilience within ecosystems both locally and globally. (K) • Biodiversity and habitats are a matter of relativity (they are _________). • The further we scope out we see more habitat diversity (__________________________ ________  ________  ________). • On a small scale we need biodiversity ________ (tree varieties in Moose Jaw). • On a large scale we need biodiversity ________(our collective planet and biomes can influence one another).

50. Biodiversity ScopeJustify the need for habitat protection and restoration in terms of biodiversity (e.g., genetic diversity, species diversity and habitat diversity) and resilience within ecosystems both locally and globally. (K) • Biodiversity and habitats are a matter of relativity (they are systems). • The further we scope out we see more habitat diversity (specific locations like Buffalo Pound  ecozones biomes  planet). • On a small scale we need biodiversity locally (tree varieties in Moose Jaw). • On a large scale we need biodiversity globally (our collective planet and biomes can influence one another).