Lesson Plan - Between the dune and bog.

scenariuszeWe present lesson scenario for high school pupils.

General Information


Between the dune and bog.

Target group

pupils - upper secondary level

Location and time of the lesson

  • Słowinski National Park - city Rabka near Leba

Duration of the lessons:

  • introductory lesson - 45 minutes
  • field study - 3,5 hours
  • survey of research results, veryfication of the hypothesis and  summary - 45 minutes

Presentation prepared by the pupils, summarizing the results of field research may be scheduled as a homework to do after school.

Main goal of the lessons

  1. Recognizing the relationship between geology, soil type, climatic elements and hydrographical- hydro geological as well as human activities and biodiversity of Słowinski National Park.
  2. Improving the skills of searching, acquiring and analyzing spatial information based on field research carried out independently and GIS data. 
  3. Deepening the knowledge on biodiversity.
  4. Reminder to the responsible use of natural resources.
Operational objectives (list of the detailed goals)


Participant of lessons:

  • lists the factors (geology, soil, climatic and hydrographic features, hydrological, anthropogenic) affecting the diversity of habitat, ecological and species,
  • lists the main habitats, forest plant communities and non-forest plant communities of Słowinski National Park
  • lists examples of indicator species selected habitats
  • lists the main types of soils in Slowinski National Park
  • define the concepts of biological diversity,
  • primary succession, secondary succession, oglejenia process

Formal skills

Participant classes:

  • formulate a research hypothesis,
  • selects appropriate materials for analysis
  • conducts observations according to principles of scientific research,
  • carry out field measurements of temperature, salinity, soil pH;
  • perform GPS measurements (navigates to the points, record points)
  • document the results of their own field study,
  • uses a simple key to determine the organisms,
  • describes adaptation to the environment of the three selected species of organisms, indicating these elements in the specimen,
  • draws a survey transect (topographical)
  • uses geoportal applications (displays thematic data, upload the data collected in the field using a GPS receiver, analyze data, display data editing style, creates a simple thematic maps)
  • verify the research hypothesis and formulate conclusions
  • examines the human impact on the environment,
  • explains the relationship of various factors to biodiversity.


Participant of lessons:

  • justify the need for wildlife protection,
  • formulate rules for the conservation of observed habitat
  • during the field activities behave in accordance with the principles of sustainable development

Methods /

  • lecture
  • briefing
  • field observations and measurements
  • Working with source materials: procure and selection of Internet data, analysis and interpretation of data (geoportal)
  • moderated discussion

Organization of the  pupils work

Collective, team-work, individual task

Teaching aids

  1. Particular maps for Slowinski National Park area:
  • topographic
  • orthophotomap
  • geological
  • soil map
  • forest and non-forest plant communities
  • historical
     2. Charts with indicator species
     3. GPS with brief instructions
     4. Geoportal application
     5. pH meters, thermometers
     6. Job cards
     7. Coordinate system scaled to profile??

Description of the lesson  proceedings

Introductory phase
(45 minutes)

Introduction to the subject

  • organizational matters - work organization (division of fieldwork + classes with computers)
  • biodiversity of Slowinski National Park - influencing factors - the presentation ppt + video
  • distribution of printed maps to particular groups (orthophotomap, relief map, soil map) and become familiar with materials.
Recognition and formulation of the research problem What factors influenced to formation of the biodiversity in Slowinski National Park?

Statement of research hypotheses

Pupils are divided into 20-person patrols. During the discussion, moderated by teachers on the basis of examined presentations and maps, they formulate a research hypothesis:

Biodiversity of Slowinski National Park influenced mainly: geology and soil structure, human activity as well as climate elements (wind - an aeolian factor) and hydrogeological conditions (depth to groundwater).

The teacher leads a discussion moderated, which has a guide the pupils to such a hypothesis.

Introduction to field study

  • organizational matters - discuss health and safety principles of work in the field, presentation of the route on which the classes will be held.
  • hand over the GPS receivers to the groups
  • quick reference guide of GPS (navigation to a point, points record);
  • Distribute to pupils the packages containing:
  • orthophotomap with the selected course route and location of individual positions,
  • job cards, including soil diary and photo phytosociological diary
  • Slowinski National Park map (topographic, geological and soil map)
  • banners with pictures of characteristic indicator species for habitats of Slowinski National Park.

Implementation phase

Data acquisition

1. Data obtained by pupils during research and field measurements (for designated positions):

-      determine on the basis of the source text from 1939, historical maps, current topographic maps and their own observations of changes that have occurred in the settlement area of town (job card "History of the Rabka);

-      study the soil profile - determine moisture, temperature, soil pH at different levels, determine the soil type (job card "soil diary");

-      doing a simple phytosociological mapping - identification number of some species of plants in the groundcover, the understory and the stand (job card "phytosociological diary");

-      Detection of changes - a comparison of historical materials and current topographic map / orthophoto use of meadow, influence of drainage on the condition of the meadow habitat (job card "Drainage");

-      soil profile examination - determination of moisture, temperature, soil pH at different levels, as well as the soil type (job card "soil diary");

-      doing a simple phytosociological mapping - identification number of some species of plants in the groundcover, the understory and the stand (job card "phytosociological diary");

-      determine on the basis of field observations such succession, which occurrence on a gray dune (job card "Types of succession");

-      determination of species characteristic of moist habitats, identification of habitat around the point based on information in the worksheet type (job card "moist habitats").

2. Data collected by pupils during research and field measurements (in the route sections):

-      record points in the GPS receiver and a selection of topographic profile locations where there is a change in environmental conditions within the transect - plants, the features of the landscape, etc. Performance of the photographic documentation (job card "transect study").

-      determination on basis of the Digital Terrain Model and hypsometric map and their own observations of particular landforms represented by the figure of contour line (how the hills are presented, and how the reduce of the field is presented), designate on the contour line drawing, suitable land flow direction depending on the recognized forms of relief (job card "the lie of the land").

Data processing and data analysis

  • Displaying thematic data in geoportal application (soil map, forest and non-forest communities, geological map, hydrographic map, historical map of Rabka)
  • Upload data collected during the field study with GPS to geoportal application (location of measurement points, observation points, the route passes) - change the style of displaying data,
  • Analysis of the relationship between vegetation (habitats) and other elements of the natural environment - topographic profile analysis, thematic maps;
  • Fill out the job card "Conclusion"

Data presentation

Preparation of thematic maps in .pdf format.

Results and answers on formulated research problems

Formulating conclusions based on the results of field and classroom works. Noticing the relationship between habitat types and other elements of the natural environment (geology structure, soil, climatic and hydrographic features, human activities).

Summary phase

Discussion of the results of research - answer the question if in the course the research hypothesis is proved or refuted.


Preparing a presentation and a list of proposals regarding to the results of field research


Evaluation questionnaire for pupils


Introductory lesson (45 minutes):

Introductory lesson consists of a mini-lecture informing about the organization of work during the classes (field studies + work in the computer lab). Then, pupils have the opportunity to familiarize with a short presentation, which deals with biodiversity of Slowinski National Park, and presents the overall topic, which will be discussed in class.


After an illustrated lecture, the organizers provide prepared mapping material to participants (divided into 20-person patrols)

Moderated discussion and lectures are designed to:


a) make pupils understand that:

-     elements of natural environment of Slowinski National Park are diversed,

-     reason for the diversification of surface formation (clays, sands, aeolian, coastal sands, silt, gyttja) is the origin of this area,

-     observed landscape is very young, made up by successive events: ice-sheet activities (glaciation of the Vistula in pomeranian phase), activities of sea and wind,

-     young bottom of the Baltic Sea has a similar morphology as the land areas

b) identification:

-      typical spity- lagoon seaside landscape


c) perception

-      soil- forming stages (formation of the soil, importance of matrix, water relations and vegetation in the soil-forming processes).


At the beginning of lessons the research problem is formulated (e.g. What factors influenced on the biodiversity of Slowinski National Park?). Then, during a discussion moderated by teachers - pupils in subgroups analyze the available material, discuss and agree a common hypothesis (e.g. biodiversity of Slowinski National Park influenced mainly: geology structure, soils, human activities and climatic and hydrological features as well as anthropopressure).


The purpose of field studies is to verify the hypothesis raised by the group.

Field study (3,5 hours):

Groups receive the necessary materials and job cards, GPS devices, and user's guide. Each group has a designated route for the march on orthophotomap and knows in what order to reach the designated points (according to schedule).


Teachers are awaiting on arrival of groups (at designated points of transect of Slowinski National Park). They watch whether the groups come in full force and record their arrival. They distribute necessary measuring devices (only if group is complete), as well as assist in carrying out the measurements, provide essential information, consult the tasks, monitor security and schedule. After passing all groups the teachers come off the points.


Participants perform tasks on the route at designated points. They copy the data obtained in the field using a GPS receiver for teacher’s laptop (station A). After lessons pupils give back all the job cards(except those which were left after the execution of tasks at designated points).


The computer room clesses (45 minutes):

Pupils in groups come to the designated computer rooms. Computers are efficient and have an Internet connection. Students plug the GPS to the computers and copy data according to  instructions. Then log on to the geoportal (application launched by the teacher), which provides: access to thematic maps in numerical version, visualization their own data (collected using GPS), a simple spatial analysis, create simple thematic maps. Pupils will become familiar with the application (basic functionality, including GPS data connection).

Pupils using data available on geoportal, data collected by GPS receivers and analyzed topographical profile verify the research hypothesis. The results and the decision of hypothesis verification (prove or refute) they write down in job card, "Conclusion."

Homework can be considered as an extension of the subject which students could perform during lessons. The presentation should contain the following elements:
• group number (with the name of a group)
• list of participants
• objectives, the research problem and hypothesis
• organization of research
• brief information of the results of fieldwork, enriched with images
• image maps created in Google Earth with marked points from GPS
• survey transect
• conclusions (among others prove or refute the hypothesis)

The scenerio was developed by: Agnieszka Chrząstowska, Małgosia Pietrzak, Renata Stoczkowska, Ela Wołoszyńska, Ela Zalewska

gridw Project partners: mscdn hogskolen grants
Project implemented with support from Iceland, Liechtenstein and Norway through the EEA Financial Mechanism of the European Economic Area and Norwegian Financial Mechanism under the Scholarship and Training Fund