Soil and Water Management

Class 2

Soil Concepts and Components

Soil is a dynamic composition of: • Minerals

• Water and its solutions

• Organic matter (detritus)

• Air and other gas mixtures...

• ...which, through interacting with each other and with plant roots, allows for the growth of photosynthesizing terrestrial plants

• …and acts as a habitat for micro- and macro-organisms …which also interact with plants and plant roots

• Or…

Soil is the Mother of All

Terrestrial Life

Conceptual Aspects:

• Habitat

Micro-organisms

Bacteria, Fungi – both good and bad

Viruses

Macro-organisms

Worms, Arthropods, Detrivores and Predators

Plants

Small Mammals

Birds

Conceptual Aspects:

• Provider to plant life

Rooting substrate

Water holding and release, and filter

Nutrient supply and reserve

Heat sink and release

Soil gases

Symbionts

Bacterial and fungal

Insects

Physical Aspects: • Minerals (from rocks) Sand

Silt

Clay and Colloids

• Organic Matter

Plants and Roots

Detritus (decaying organic matter)

Animal waste (including microbes)

• Pore Space

Air/Gases

Water

Carbon Sink

Water filter

Indicator of ecosystem health

We need to keep all these things in mind

in our management practices

How does this change how we treat the

soil?

Habitat • What happens when we disturb this habitat? At micro and macro level?

• What happens when we make additions to, or removals from, this habitat? Carbon:Nitrogen ratio?

How do soil organisms and plants respond?

Nutrient loss or gain?

Providing for plant life

• What are the short-term and long-term results? • Are we providing for the soil as well as the plants? What is the difference?

As a habitat we need to treat soil like a

living organism, which requires:

• Food

Organic Matter and Minerals

• Water

Irrigation and Natural

• Air

• Shelter

Cover crops, Cash Crops, Mulches

• Tender loving care…

Where does soil come from?

Soil comes from the weathering of rocks over

long periods of time – a process highly

influenced by biological organisms,

topography, aspect and human activity…

1. Parent Material

2. Climate

3. Biota

4. Topography

5. Time

1. Parent Material • Transported

Gravity - Colluvium

Wind - Eolian

Water - Alluvium

Ice - Glacial

• Cumulose

Due to plant life and anaerobic conditions

High water table

Peat and muck soils

• Residual

In situ; long periods of weathering

2. Climate

• Temperature and rainfall are major factors

Affect intensity of weathering

• Increased T and precipitation accelerate

weathering

3. Biota

• Plants influence organic matter

• Arthropods and worms mix soil; add to OM

• Small mammals also mix soil

4. Topography • Slope influences soil development Water infiltration rate

Surface runoff

Vegetation

• Aspect North and South slopes develop differently

• Elevation Climate changes with altitude

5. Time

• Often noted as most important soil formation

factor

• Our soils in Lower Mainland are relatively

young

Since last ice age 10,000 years ago

Primary Minerals Sand and Silt • Formed at high T and P (at depth); anaerobic

conditions • Physically and chemically formed Quartz, Feldspars, Micas,

Secondary Minerals Clay

• Come from primary minerals • Formed at low T and P (at surface) with Oxygen

present • Mostly chemically formed Silicate Clays

Weathering of Rocks

Physical

Chemical 1

Chemical 2

Chemical 3

Biological

Great Soil Formation Videos Here

Additions

Losses

Transformations

Translocations

Organic (O) Horizon • High in organic residue from plant drop

A Horizon • Mineral component mixed with OM

• Most fertile part of soil; location of much root activity

• Exhibits Eluviation in soil solution

B Horizon • Subsoil

• Exhibits Illuviation of clay, OM, oxides

C Horizon • Little influence by soil-forming processes

Water (W) Horizon • Due to high water table

• Found in Gleysols

Bedrock • Underlying consolidated material (solid rock)

LFH Horizons • Usually found in forest soils with high surface

residue

Horizon Modifiers

Additions to horizon letters which

provide additional information about a

specific soil profile • Ah

• Ae

• Bf

• Bfh

In a given area, over the period of soil formation,

environmental conditions cause a certain set of soil

processes to occur, which leads to a distinctive set of

soil horizons at the time we observe the soil.

These soil horizons are the basis for classifying the soil

in the Canadian System of Soil Classification.

Interactive Soil Orders Map

Podzol Gleysol

Chernozem Brunisol Luvisol Organic

Solonetzic Vertisol Regosol Cryosol

Video here

Video here

Class 1

• Class 1 land is capable of producing the very widest range of crops. Soil and climate conditions are optimum, resulting in easy management.

Class 2

• Class 2 land is capable of producing a wide range of crops. Minor restrictions of soil or climate may reduce capability but pose no major difficulties in management.

Class 3

• Class 3 land is capable of producing a fairly wide range of crops under good management practices. Soil and/or climate limitations are somewhat restrictive.

Class 4

• Class 4 land is capable of a restricted range of crops. Soil and climate conditions require special management considerations.

Class 5

• Class 5 land is capable of production of cultivated perennial forage crops and specially adapted crops. Soil and/or climate conditions severely limit capability.

Class 6

• Class 6 land is important in its natural state as grazing land. These lands cannot be cultivated due to soil and/or climate limitations.

Class 7

• Class 7 land has no capability for soil bound agriculture.

A system is a set of elements or parts that

are interconnected in a pattern or

structure that produces a certain

behaviour over time

Aspects of a system which we use for

analysis: • Goals

• Components/Parts

• Interactions

Both internal and external

• Boundaries

• Inputs and Outputs

System example: respiratory system

Goals

• What is the goal of the system? Bring oxygen into our bodies and into our cells, and to

release CO2 from our cells

Oxygen is terminal electron acceptor ATP

Components

• Mouth and nose; trachea; lungs, bronchus and

bronchioles; diaphragm; brain

System example: respiratory system

Interactions • Internal Circulation system

• External Atmospheric gases; temperature; germs

Boundaries • Physical boundaries of respiratory tissue/body

• Environmental boundaries (underwater)

System example: automobile

Inputs and Outputs

• Oxygen, CO2, mucous, airborne contaminants

SWOT Analysis is useful for further

analysis of our system which aids in

developing actions • Strengths

• Weaknesses

• Opportunities

• Threats/Challenges

SWOT analysis is applied to each piece elements of our system

Goal: bring oxygen into cells • Strengths: Allows for mammalian terrestrial life;

capitalize on easily available atmospheric O

• Weaknesses: does not work under water; susceptible to airborne contaminants; requires O

• Opportunities: inhaled medicines; breathing exercises

• Threats: air pollution; airborne infections; drowning

Goal: ability to transport goods • Strengths: Allows for mammalian terrestrial life;

capitalize on easily available atmospheric O Actions

• Weaknesses: Does not work under water; susceptible to airborne contaminants; requires O Actions use of SCUBA gear; use of filter mask

• Opportunities: Inhaled medicines; breathing exercises Actions research medicines; develop breathing class

• Threats: Air pollution; airborne infections; drowning Actions clean air policy; education; swimming

lessons

Goal: Deliver produce by bicycle • Strengths: Low carbon delivery; marketing opp.;

good exercise; easy parking Actions Promote bike use; bike maintenance plan

• Weaknesses: Limited load capacity; weather;

Actions Lighten loads where possible; use electric bikes; wear proper rain gear

• Opportunities: Deliveries for other businesses; promoting bicycle use Actions Contact other businesses; Media exposure

• Threats: Traffic; tipping delivery loads; Actions Rider training; balanced loading of trailers

1. Identify System and its Elements

2. SWOT Analysis of each element

3. Develop actions based on above

We will apply this analysis framework to

the Richmond Sharing Farm compost

system

Work will be done collaboratively in

class and online

We will attempt to execute identified

actions by end of season