Vegetation
Marjorie Henry, Contributor

This week I will continue to share with you how to write descriptions as is required by the syllabus. In the last two lessons I discussed the description of drainage. I will now go on to other descriptions, beginning with vegetation. This is either natural vegetation or cultivated crops (agriculture). Invariably, what you are being asked to do is clearly stated in the question. To describe vegetation, you must rely heavily on the legend or key of the map. Study this carefully to identify the symbols for each type of vegetation or agricultural activity indicated on the map. It does not matter how well you know the country from which the map extract was taken; you must refer to the section that is represented on the extract given.

Natural vegetation includes forest of different types, scrub, grassland and woodland. In keeping with the syllabus, you are often asked to explain the relationship between the type of vegetation and the relief of the land. The approach I would recommend is:

• Study the legend to see the natural vegetation listed.
• Study the map extract to see if those listed in the legend are present on it.
• Observe closely the relief of the land where each type of vegetation identified is found.
• Make a link between both.

For example, what is the vegetation found in the highlands, on steep slopes, on gentle slopes? Give examples of the height at which particular vegetation is found. Woodland could be found above a certain height and on steep slopes, while forest is lower down on the same steep slope. Grassland could be on gentle slopes at lower elevation.

Cultivated crops would be those typical of the Caribbean region since the map extracts you are given to use are all from the region. The crops include sugar cane, banana, coconut, rice and citrus. Sometimes you are asked to list a specific number of the cultivated crops. In that case, once you have identified the crops in reference to the legend, simply list them on your answer sheet. For other times, you are asked to account for the distribution of them. In the latter situation, you are required to link vegetation with the relief of the land. The approach is similar to that of discussing natural vegetation, as was given above.

• Study the legend to see the cultivated crops listed.
• Study the map extract to see if those listed in the legend are present on it.
• Observe closely the relief of the land where each type of crop is cultivated.
• Make a link between both.

For example, you may find sugar cane on low lands, citrus on gentle slopes and rice on flat swampy lands. In addition, you can observe and comment on whether the cultivation of the crop is scattered because of the relief - may be steep slopes and the rugged nature of the land. The availability of water can be included in your response if asked to account for the distribution of agricultural activities. That is the presence of rivers or streams to provide water for irrigation. You may even identify areas where cultivated crops are absent, suggesting reasons for this.

Let me now go on to description of settlements. These are usually shown by dots on the map and in the legend. These dots may be referred to as 'other buildings'. You must have knowledge of the different settlement patterns to be able to identify these on the extract. Let me revise these very quickly. When the settlement (the dots) follows a line of movement, for example, a road or a river and sometimes along the coast, this is linear. A nucleated or compact settlement is identified when the buildings are close together and are connected by roads. In areas where there may be hilly terrain or extensive farming activities are present, a dispersed settlement pattern is identified. These three settlement patterns are shown in the diagram below.

In your description of settlement, once you have identified the pattern state the name of both the settlement and the pattern and give four-figure grid references for its location. You must ensure that the examiner knows exactly what you are writing about.

The discussion will continue in the next lesson.

Marjorie Henry is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com