Journal Entry 1:
- The processes of weathering, erosion, and deposition are critical to the development of soil worldwide. Soil has developed or has been brought onto Leesville's campus since it's construction. Provide a detailed description of evidence that weathering, erosion, and deposition are each currently occurring on the campus.
- Explain, using observations from our campus walk, how the design of Leesville's campus and activity on campus has impacted the development of soil in some areas and loss of soil in others.
- Use specific details and vocabulary from the unit to explain where and why soil has developed where it has on campus.
- Observe the collection and movement of water on the school campus. Draw the water visible at the site visit and label the following: a meander, area of erosion, area of deposition, direction of water flow.
- Why has water collected in this area on campus? Use specific observations from our walk to the creek and vocabulary from the unit to answer the question.
- What is the quality of water in the creek? What observation, specific details have you used to come to this conclusion?
- Observe the effects of temperature and precipitation in our region on the local ecosystems of the school campus (natural ecosystems, not those designed to be a part of the landscaping of the school). What kinds of plants and animals are most dominant here? What adaptations make them successful in this climate?
- The humid mid-latitude climate that we are a part of experiences all four seasons. What kind of seasonal changes have you observed in this area? How do these seasonal changes help/hurt the ecosystems of the school campus?
- Microclimates represent areas within a larger climate that experience a difference in temperature and/or precipitation in their small area. Identify a microclimate on the school campus and explain how it is different from the surrounding climate. Draw a picture of this microclimate and submit with your journal entry.