Soil Erosion: Advanced Crop and Soil Science. A Course of Study, Study notes of Environmental Science

Download Soil Erosion: Advanced Crop and Soil Science. A Course of Study and more Study notes Environmental Science in PDF only on Docsity! DOCUMENT RESUME ED 098 288 CE 002 333 AUTHOR Miller, Larry E. TITLE Soil Erosion: Advanced Crop and Soil Science. A Course of Study. INSTITUTION Virginia Polytechnic Inst. and State Univ., Blacksburg. Agricultural Education Program.; Virginia State Dept. of Education, Richmond. Agricultural Education Service. PUB DATE 74 NOTE 33p.; For related courses of study, see CE 002 334-337 and CE 003 222; Photographs were deleted because of marginal reproducibility EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS *Agricultural Education; Agronomy; Behavioral Objectives; Conservation (Environment) ; *Conservation Education; Course Content; Course Descriptions; *Curriculum Guides; Ecological Factors; Environmental Education; Instructirnal Materials; Lesson Plans; Natural Resources; Post Secondary Education; Secondary Education; *Soil Conservation; *Soil Science IDENTIFIERS Virginia ABSTRACT The course of study represents the last of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil erosion. Upon completion of the two day lesson, the student will be able to: (1) define conservation, (2) understand how erosion takes place, and (3) list ways of controlling wind and water erosion. The course outline suggests teaching procedures, behavioral objectives, teaching aids and references, problems, a summary, and evaluation. A materials source list for the complete soil module is included. (Mil) BEST COPY AVAILABLE Agdex 570 LJ 5 ;,,t- f.,A14 t me NI OF sEaLr+4 :"VCAT$ON FARE NATIONAL ,NSfI'LITE QF k Du( At tot. SOIL EROSION Agricultural Education, College of Education Virginia Polytechnic Institute and State University, Blacksburg, VA 24081 In Cooperation With Agricultural Education Service, Division of Vocational Education State Department of Education, Richmond, VA 23216 Prepared by Larry E. Miller Publication AP-14 1974 How to Use This Book This course ol study is divided into six modules, as enumerated in the index. Each lesson plan contains the title of the: course, module, a suggested time allotment, a suggested teaching procedure, objectives of the lesson, example introduction techniques, suggested references and teaching aids, problems, summary. and example evaluatory statements. Space is provided for individual evaluation. Modules are lettered consecutively, with numbered pages within each module. A small letter following the number denotes its position within the numbered sequence. Following the lesson plans, pages are also denoted with the letter "H ", recommended as a handout; and the letter "T", recommended as an over- head transparency. Sonic instructors may find it of greater convenience to assemble a "slide-bank" of these teaching aids. Materials Source List (Soil Module Only) it ° ERIC SE LECTE I) It Books: *Profitahle Soil Management, Knurl, Korpi and Hicle, Prentice-Hall, Englewood Cliffs, New Jersey 07632, 1969, $8.36. Introductory Soils, Berger, K. C. , 1965, Macmillan Company, 566 3rd. Avenite, New York, N. Y. 10(122, $8. 5!. *Soils! An introduction to Soils and Plant Growth, 2nd Ed., Donahue, Prentice- HAL 1964, $9. 75. *\p_proyed Practices in Soil Conservation, Foster, Interstate, 1964, $3.50. *Our Soils and Their Management, Donahue, Interstate, $5.00. Farm Soils, Worthen and Aldrich, NViley & Sons. Fundamentals of Soil Science, Millar, Turk. Nature and Properties of Soils, Buckman and Brady, 'Macmillan, w''''oTS---and Soil Fertility, Thompson, McGraw-Hill. Soil Fertility and Pertilizers, Tisdale and Nelson, Macmillan, 2nd Ed ''''Soil tTsc and Improvemrut, Stallings, J. H. , Prentice-Hall, $5,36. "Soil Management for Conservation and Pioduction, Cock, J. W. Wiley and Sons, 1962. Physics, Kohnkc, **Using Commercial Fertilizers, MeVicker, Interstate, 1961, $4.00 d. * *Our Nat.iral Resources, McNall, Interstate, 1964. *" Soil Science Kohnke & Helmut, Bolt, 1962. Good. **Soil Conservation, Stallings, 11-entice-Hall, 1957, $11.75. *1Txperiments in Soil Sc:ence, California State Polytechnic College, San Luis ohisfY,, California 93401, $4.00. Factors of Soil Formation, jenny. 1969, $10.94. 19bb, $12.94. Bullet ins: .n..../* "Soil Ilidging in Indi.ma" Purdue Mimeo 1.D. 72. ('olor" Voc. Ag. Service, 434 Muinford Hall, Urbana, Illinois 61801 "Soil Texture" - Illinois V. A. S. ""Teaching Soil and Water Conservation, A Classroom and Field Guide" PA 341 P. S. 1). A. ""Water intake by Soil Experiements for High School Students" Misc. Publ. No. 925, S. D. A. 'Soils Yearbook, 11.S.D. A. **1 Land Capabi lity Classifica!'on, Agriculture Handbook No. 21(1, i1. S. D. A. "Soil Survey Manual, U. S. D. A. 'Sampling the Soil", National Fertilizer Association, Washington, D. C. Testing" Purdue University Extension Circular, 458. **"The Fertilizer Handbook:, National Plant Food Institute (NITI) 1700 K. street N. W. , Washington, D. C. 20006 'Student Reference **Instructor or Classroom reference iii USDA Bulletins (1 each of 100 publici.itions, free) Publications Division, Office of Information, U. S. D. A. Washington, D.C. 20250. ':.FOR SALE ONLY NO. PUBLICATION AH210 Land Capability Classification. 1961 A1-118 Soil Survey Manual. 1951. AB320 Know the Soil You Build On. 1967. L539 Land Forming, A Means of Controlling Surface Water on Level Fields. 1967 L512 Mulch Tillage in the Southeast Y131957 Soil (Yearbook) L307 How Much Fertilizer Shall I Use ? 1963. G89 Selecting Fertilizers for Lawns and Gardens. 1971, TITLE Superphosphate: Its History, Chemistry, and Manufacture. 1964. *"Maintaining Organic Matter in Soils" VAS, Illinois *"Soil Structure" VAS, Illinois *Student Reference **Instructor or Classroom Reference vi PRICE . 1 $3. 50 c, o 5 $ 4 00* $3.25" TEACHING AIDS: 1. Samples of Soil separates, Purdue Agronomy Club Life Science Building Purdue University Laf ayette, Indiana 47907 2. Soil Profiles Information and directions necessary to make soil profiles. 3. Land Capability Maps - Local S. C. S. Office. 4. Soil Auger! Nasco, price range $4.79 - $13.50. 5. Tissue Test Kit V. A.S. $4.00/kit. 6. Transparencies. 7. Samples of soil structure. MI.:PARING FOR SOILS MIMI...F. Proper preparation, as in all things, is one of the best assuranccs of success. Therefore, it is imperative that prior planning be completed before teaching each lesson. Plans should he made several weeks or months preceding the need for much of the material. films should be hooked as soon as possible to assure their arrival when ncedeti. This will necessitate careful thought in the preparation of your teaching calendar for this module. An inventory of present equipment should yield information necessary to securing needed teaching aids, equipment, and replenishing t7vplies. Many other teaching aids can be compiled on shorter notice. Handouts and overhead transparencies can he supplied on rather short notice in most schools. Adjustments will he necessary according to the instructor's and school's clerical assistance in this area. Short range planning varies considerably with individ'ial instructor's compen- tencies in the teaching area and with previous teaching experience. One may generalize, however, and conclude from good teaching methods, that films should be previewed; experiments and demonstrations "pre-run". Subject matter should he reviewed, and adapted and updated lesson plane will be of benefit for each lesson. The author has attempted to exclude materials that were presumably taught in previous vo-ag. offerings. It will he necessary for each instructor to discern if a review of previous material is necessary. The author has attempted to provide several teaching techniques for each lesson. It is not assumed that all would be used within the time allotment, but that you may have as many alternatives as possible from which to select. viii Bulletins: "Teaching Soil and Water Conservation, A Classroom ancli Field Guide", USDA "Experiments in Soil Science", pp 63-75, V. E. P. "Our Land and Its Care," N. P. F. I. Film Bulletin: "Films to Tell the Soil and Water Conservation Story", S. C. S. Problems: I. What is conservation? 2. What happens tc the soil and water when it rains? 3. What is the overall effect of erosion? 4. What does erosion cost the farmer? 5. What factors influence water erosion? 6. How does wind erode the soil? 7. How does water erode the soil? K. How can you control water erosion? 9. How can you control wind erosion? 10. Is it economical to terrace land? Summary: Erosion is constantly robbing us of our valuable fertilizer, organic matter, and soil. The means we use to control this loss often seem expensive, but are inexpensive in the long run, as they increase the value of our land and prevent a tremendous loss. Evaluation: A. Have the students been able to achieve the lesson's objectives. B. Do they realize the consequences of erosion? C. Do they understand what measures can be taken to control erosion? Student evaluation: 3 CONSERVATION: MEANS "WISE USE" t T O P SO IL I S LO S T M A T 1 1A P P E N S ' H E N IT R A IN S ? W A T E R I S LO S -7 1 - 17 st O W IL F A LL O W 3 01 1. rf ,0 " ,. C O R N 7, to w , R O T A T IO N 7, o G R A S S 1 A Ic to r, A L FA L FA A _A 1 lo o T 5 __ R I_ _ 5O 9, 57 7s z. 5- T Q N S O F SO IL P E R A C R E P rim e- N T /4 4r O F R A IN F A LL 7 FACTORS INFLUENCING WATER EROSION 1. COVER 2, SLOPE A) PERCENT B) LENGTH c) UNIFORMITY 3, SOIL CONDITION A) ORGANIC MATTER B) STRUCTURE RAINFALL A) INTENSITY B) DURATION c) FREQUENCY OF OCCURANCE ID) SEASONAL DISTRIBUTION SOIL WATER EROSION 1, SPLASH EROSION A) DETACHES SOIL P) DESTROYS GRANULATION c) TRANSPORTS SOIL 2. SURFACE FLOW, SHEET EROSION A) SURFACE CREEP E) SUSPENDED SOIL IN WATER 3, WATER FLOW CONCENTRATED A) RILL E) GULLY IN T R O D U C T IO N T O S O IL S T R A N S P A R E N C IE S . S O IL S C IE N C E 1 9 G U L L Y E R O SI O N G ul ly e ro si on is th e m os t n ot ic ea bl e ty pe . L ar ge vo lu m es of s oi l a re r em ov ed in a c on ce nt ra te d ar ea . G ul lie s ar e w ha t m os t p eo pl e th in k of w he n th ey th in k of e ro si on . G ul lie s ar e us ua lly f ou nd n ea r th e bo tto m o f th e sl op e. A s a re su lt of gu lly in g, s oi l i s lo st , t ile li ne s ar e w as he d ou t, fi el ds a re di vi de d in to tw o or m or e pa rt s, a nd p ro du ct iv e lo w la nd so il is co ve re d w ith s an d, g ra ve l, st on es , o r lo w -f er til ity su bs oi l fr om th e sl op es a bo ve . V O C A T IO N A L A G R IC U LT U R E S E R V IC E 43 4 M U M F O F ID H A LL U R B A N A , I LL IN O IS A le t,1 1 IN T R O D uc rr T O S O IL S S c v4 0 14 % W A T E R E R O SI O N E ve ry m ud dy c re ek o r ri ve r sh ow s th at v al ua bl e so il is be in g ca rr ie d aw ay . A bo ut th re e- fo ur th s of o ur s oi ls a re o n sl op es s te ep e no ug h to c au se w at er e ro si on . O n m an y fi el ds m -i st o r al l o f th e or ig in al to ps oi l h as b ee n lo st in th is w ay . E ve ry ti m e a ha rd r ai n hi ts u np ro te ct ed la nd , m or e so il is w as he d aw ay . A n in ch o f ra in f al lin g on a n ac re o f la nd co nt ai ns e no ug h en er gy , i f w e co ul d us e it, to p lo w 1 0 ac re s. E ve ry r ai nd ro p fa lli ng o n ba re , w et s oi l i s lik e th e ex pl os - io n of a ti ny b om b. T he f or ce o f th e sp la sh d is lo dg es f in e so il pa rt ic le s w hi ch c lo g th e so il po re s, r ed uc in g th e so il' s ab ili ty to a bs or b w at er . A s a re su lt, m or e w at er r un s of f th e la nd . It is e st im at ed th at d ur in g a he av y st or m a s m uc h as 1 00 to ns o f so il m ay b e bo un ci ng u p an d do w n on ea ch ac re . N ot o nl y is s oi l t or n lo os e to b e w as he d do w n th e sl op e, b ut a va ila bl e pl an t f oo d is d is so lv ed a nd c ar ri ed a w ay al so . V O C A T IO N A L A G R IC U LT U R E S E R V IC E 43 4 M LI M F O R O H A LL U R B A N A . I LL IN O IS 61 60 1 T R A N S P A R E N C IE S - S C S C IE N C E 1 6 S c G E N E R A LI Z E D S O IL E R O S IO N M A P O F T H E U N IT E D S T A T E S SE V E R E 1N T R O D U C - IO N T O S O IL S G E N E R A L IZ E D S O IL E R O SI O N M A P O F T H E U N IT E D S T A T E S T he U ni te d St at es h as a pp ro xi m at el y tw o bi lli on a cr es of la nd . C ro pl an d m ak es u p ab ou t 6 10 m ill io n ac re s of th is to ta l l an d ar ea . T he S oi l C on se rv at io n Se rv ic e ha s es ti- m at ed th at a pp ro xi m at el y 50 m ill io n ac re s ha ve b ee n ru in ed by e ro si on a nd a no th er 5 0 m ill io n ha ve b ee n su bs ta nt ia lly da m ag ed b y er os io n. W he n a he av y ra in e ro de s to ps oi l, th e su bs oi l i s cl os er to th e su rf ac e. T he s ub so il m ay c on ta in in cr ea se d cl ay , le ss o rg an ic m at te r, d ec re as ed n ut ri en ts , d ro ug ht y sa nd y m at er ia l, w or th le ss h ar dp an o r ev en r oC k. Su bs oi l f ar m - in g is u su al ly a m or e un pr of ita bl e ve nt ur e. W ha t i s E ro si on ? E ro si on is th e w ea ri ng a w ay o f th e so il by f or ce s of w at er a nd w in d. T he ir a ct io n is d if fe re nt b ut th e re 3u lts ar e th e sa m e. T he y bo th r em ov e su rf ac e so il fr om th e la nd . W in d er os io n, w hi le n ot g en er al ly s er io us in I lli no is , do es in ju re r el at iv el y sm al l a re as o f sa nd y la nd in s ev er al T R A N S P A R E N C IE S - S O IL S C IE N C E /5 C C pa rt s. U nd er c er ta in c on di tio ns h ea vi er s oi ls m ay al so b e co ns id er ab ly d am ag ed b y w in d. W at er e ro si on is v er y se ri - ou s in th e st at e. N at ur e ha s pr ov id ed p ro te ct io n fo r th e so il in th e fo rm s of v eg et at iv e co ve r. V eg et at io n pr ot ec ts th e so il by b re ak in g th e fo rc e of r ai nd ro ps , a nd h ol di ng th e so il to ge th er b y th e ro ot s ys te m . M an , h ow ev er , h as u ps et th e ba la nc e by r em ov in g ve ge ta tio n an d le av in g th e so il de fe ns e- le ss a ga in st th e cl im at ic f or ce s of w at er a nd w in d. T he tr an sp ar en cy s ho w s th e re la tiv e im po rt an ce o f so il er os io n fo r th e U ni te d St at es . L ev el a re as h av e lit tle o r no e ro si on w hi le a re as th at a re sl op in g or h ill y su ff er m os t fr om e ro si on . In a re as th at r ec ei ve 3 0 in ch es o r m or e of ra in fa ll an nu al ly , m os t e ro si on is c au se d by w at er . W he n ra in fa ll is le ss th an 2 0 in ch es , w in d be co m es th e m aj or el o di ng f or ce . R ot h w in d an d w at er w ill c au se e ro si on w he re th e ra in fa ll is b et w ee n 20 a nd 3 0 in ch es . W he n ra in fa ll ex - ce ed s th e ra te a t w hi ch s oi l c an a bs or b th e m oi st ur e, r un of f an d er os io n w ill o cc ur . V O C A T IO N A .'_ A G R IC U LT U R E S E R V IC E M U M F O R D H A LL U R B A N A , I LL M O rS 61 80 7 WIND EROSION 3 TYPES 1. SALTATION BOUNCES, ACT OF ESCAPING 2, SUSPENSION IN AIR 3, SURFACE CREEP GROUND SURFACE MOVEMENT FORCES OF WIND EROSION 1. DETRUSION PEAKS OR SURFACE PROJECTION GIVE UP COARSE GRAINS TO WIND. .05 TO ,5 MM BY DIRECT PRESSURE OF WIND SURFACE CREEP OF PARTICLES TOO LARGE TO SALTATE FINE PARTICLES IN SUSPENSION CHIPPING OFF PARTICLES 2. EFFLUXIUS 3. EXTRUSION 4. EFFLATION 5. ABRASION 24 25 CONTROLLING WATER EROSION 1, CONTOUR FARMING SURFACE-FLOW ONLY 2, STRIP FARMING SURFACE-FLOW ONLY 3. TERRACES SURFACE-FLOW ONLY 4, VEGETATIVE COVER CONTROLLING WIND EROSION 1, DAMP SOIL 2. PLANT COVERS 3, WIND BREAKS 4, MOST WATER EROSION CONTROL METHODS 5, MULCH TILLAGE 6, RIDGING AT RIGHT ANGLES TO PREVAILING WIND