Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to develop scientific communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.6.4 4.6.4 Classification Traditionally organisms have been classified into groups depending on their structure and characteristics. Organisms were classified into smaller and smaller groups. Carl Linnaeus studied the similarities and differences between organisms to classify them. He developed the binomial system to name organisms by and species. Today powerful microscopes are used to see internal structures. This and biochemical analysis has led to Classify organisms based on their similarities. Describe classification using: Kingdom Phylum Order Family Species. Explain why the importance of the binomial system to name organisms. Explain how modern technologies have affected how organisms are classified today. 1 Exhibition of organisms to classify, use post-it to explain groupings – observe and discuss choices made by other groups. Watch BBC video clips about Linnaeus and classification (see resources). Compare the classification of related and unrelated organisms using the Linnaeus system. Look at the variety of names given to the same plant and discuss why the binomial system is more useful. BBC video clip about chemical analysis and its use in classifying organisms (see resources). Exhibition of organisms to classify into groups (this could be the first lesson on evolution). Compare classification information on related and unrelated organisms. Pictures and names of different plants to discuss. Exhibition of pictures and specimens of plants and animals. Video clips Cards to sort. Range of National Stem Centre resources – search ’classification’.
4.7 Ecology 4.7.1 Adaptations, interdependence and competition Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to develop scientific communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.7.1.1 Communities Organisms need a supply of materials from surroundings and other organisms to survive and reproduce. One species depends on others for food, shelter, pollination, seed dispersal etc. This is called interdependence. Stable communities. Plants compete for light, space, water and mineral ions. Understand and use the ecosystem, community, competition, habitat, interdependence. Describe factors that affect the survival of organisms in their habitat. Explain how one species depends on others for survival. Describe a stable community as one where all the species and environmental factors are in balance, so population sizes remain fairly constant. Give an example of a stable community. Describe resources that plants and animals compete for in a given habitat. 1 Look at pictures of different habitats and brainstorm factors that affect the survival of organisms in a habitat. Discuss how organisms depend on each other for survival and introduce the term ‘interdependence’. Resource competition – hide cards with resources around room – you have to obtain 3 different resources to survive. Investigate competition in radish or cress seedlings. Observe organisms in their habitats and suggest Investigate the effect of planting density on height of seedlings. Measure height and calculate Present and analyse the results. Competition: radish or cress seeds seed trays compost ruler. relationships.
4.7.4 Trophic levels in an ecosystem This section overlaps with 4.7.2 Organisation of an ecosystem. Producers link with 4.4.1, Photosynthesis. Decomposition with 4.7.2.2, How materials are cycled, and 4.7.2.3, Decomposition. The detail of decomposition should be taught with those sections. Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing Opportunities to develop scientific communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.7.4.1 4.7.4.1 Producers, consumers and decomposers. Organisms obtain food as producers, consumers or decomposers. Producers are mostly plants and algae. They transfer about 1% of incident light for photosynthesis. Consumers include herbivores, carnivores and omnivores. Decomposers down dead plant and animal matter. Use and explain the terms: producer, consumer, decomposer, herbivore, carnivore and omnivore. Consider the effect on absorption of light, of plants being green in colour and often having a shiny surface. Describe how decomposers secrete external enzymes to digest dead plants and animals, then the small molecules diffuse into the microorganism. 1.5 Identify the organisms in a food using the terms: producer, consumer, decomposer, herbivore, carnivore and omnivore. Discuss why plants only absorb 1% of the incident light for photosynthesis. Demonstrate the effect of shining different colours of light on a plant. Compare the adaptations of herbivores, carnivores and omnivores and relate these to the food they eat. Watch time-lapse films showing a dead animal and decomposing. Discuss what causes it to happen. Use to represent food chains. Observe the colour of a plant in different coloured light and suggest which colours of light are absorbed by a green plant. Light absorption: projector coloured filters.
organisms. Arrange them as in the carbon cycle. Students use the idea to produce cards to make a model for the water cycle. Evaluate each other’s models. 4.7.2.3 Decomposition Factors affect the rate of decay of organic matter. Required practical: investigate the effect Describe the factors which affect the rate of decay as: temperature availability of oxygen availability of moisture availability of microorganisms to carry out decay pH build-up of toxic substances. Interpret data showing how factors affect the rate of Calculate the rate of decay using data. Required practical: plan and carry out a controlled investigation. Identify 2 Describe how plants and animals return materials to the environment. Bread mould practical. Discuss what would happen if things didn’t decay when they die. Classify items as biodegradable and and agree criteria for classification. Discuss how the rate of decay can be controlled by considering food preservation, bodies preserved in bogs, compost heaps. Demo: Investigate the rate of decay of grass Classify items and present conclusions with reasons. Apply scientific reasoning to unfamiliar situation. Demo: Explain why each flask was set up and predict the results. Consider what controls are set up. Interpret data and calculate Exhibition of objects and pictures to classify. Grass clippings: thermos flasks with thermometers/ temperature probes disinfectant wet and dry composting agent. Required practical: See Practical Handbook.
of temperature on the rate of decay of fresh milk by measuring PH change. variables; record, present and analyse result; calculate rates of decay. clippings. Observe results in later lesson Interpret data about decay. Required practical. Required practical: plan and carry out a controlled investigation. Identify variables; record, present and analyse result; calculate rates of decay.
4.7.2.3 Decomposition Compost provides gardeners and farmers with a natural fertiliser for plants and crops. Anaerobic decay produces methane gas. Biogas generators can produce methane can be used as a fuel. Explain how decay is useful to plants (links with 4.4.1.3). Evaluate the necessity and effectiveness of recycling organic kitchen or garden wastes. Describe how gardeners and farmers try to provide optimum conditions for rapid decay of wastes. Explain the difference between aerobic and anaerobic decay. Define the term biogas. Evaluate the use of biogas generators. Explain why the output from a biogas generator is affected by climatic conditions. 2 Research how kitchen and garden wastes can be recycled. Competition – whose potato will decay the fastest? Observe results in later lesson. Discuss where and why biogas generators are useful. BBC video showing different biogas generators (see resources). Compare and evaluate different types of biogas generator. Design and build a simple gas generator. Evaluate the designs and select the best to demonstrate how the methane can be burned as a fuel. Competition: plan the best conditions for decay. Evaluate designs. Competition: Potatoes and equipment as described in Biogas generator: Past exam questions on biogas generators.
4.7.3 Biodiversity and the effect of interaction on ecosystems Biodiversity could be taught with Classification, 4.6.4.1, to illustrate the wide variety of organisms and the need to classify them into groups. There is a lot of useful information on the following websites: , and . Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing Opportunities to develop scientific communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.7.3.1 Biodiversity Biodiversity is the variety of all life on Earth. A great biodiversity ensures stability of ecosystems. The future of the human species relies on us maintaining a good level of biodiversity. Human activities can reduce biodiversity and we should try to stop this. Define the term biodiversity. Explain how great biodiversity maintains food supplies and shelter for organisms, and maintains the physical environment. Describe examples of how a reduction in biodiversity can affect climate, food supplies for humans, useful chemical for the future etc. 0.5 Exhibition or video clips to show the variety of life, to include microorganisms and different plants and animals (links with 4.6.4.1 Classification) (see resources). Discuss how some of these help humans, directly and indirectly. Brainstorm activities that are reducing biodiversity. Evaluate environmental effects and ethical issues related to human activities. 4.7.3.2 Waste management Rapid growth in the human population means more resources are used and more Describe the problems associated with an increasing human population. 2 Discuss the effects and problems associated with an increasing population. Interpret graphs showing human population growth Show how fast the human population is increasing globally and in different countries using the counter on
4.7.3.2 4.7.3.2 wastes are produced, which could lead to more pollution. Pollution kills plants and animals which can reduce biodiversity. Waste may pollute water with sewage, fertilisers or toxic chemicals. Waste may pollute air with smoke and gases such as sulfur dioxide, which contributes to acid rain. may pollute land with toxic chemicals such as pesticides and herbicides, which may Interpret graphs showing human population growth. Describe how water can be polluted with sewage, fertiliser or toxic chemicals. Analyse and interpret data about water pollution. Describe examples of air pollutants and where they come from. Describe the effects of smoke on buildings, humans and plant photosynthesis. globally and in different parts of the world. Watch BBC activity videos (see resources). Show images of sewage, industries, eutrophication and effects on life. Brainstorm types of water pollutants and where they come from. Show images illustrating the effects of acid rain on buildings, trees, lakes and images of smog. Brainstorms what air may be polluted with and where the pollutants come from. Measure the pH of rainwater samples. Investigate the effect of sulfur dioxide on seed germination. the Worldometers website. Interpret graphs showing human population growth – look for patterns and trends, extrapolate and make predictions. Interpret colour change of indicator. Carry out a controlled investigation, present and analyse the results. Consider the social, economic and environmental implications of advances in technology over the centuries. Plan a controlled investigation; present and analyse the results. Rain water: rainwater samples indicator paper or pH probe. Sulfur dioxide: dishes cotton wool water pots of sodium metabisulfite solution cress seeds plastic bags with ties goggles. Demo: beakers containing different concentrations of fertiliser duckweed plants oxygen sensors data loggers. PPT B3.4.1 from human activity
increased the release of carbon dioxide by burning and microbial activity reduced the rate at which carbon dioxide is removed from the atmosphere by photosynthesis to be ‘locked up’ in wood led to a reduction in biodiversity. Define the term deforestation. Explain why vast tropical areas have been cleared of trees. Explain how deforestation increases the amount of carbon dioxide in the atmosphere and leads to a reduction in biodiversity. Discuss the effects deforestation has on the environment. Observe images or clips of land used for timber, biofuel crops, cattle and rice. Explain why of tropical rain forest are being cleared. Prepare a newspaper article for either: a scientific journal tabloid newspaper environmental news burger chain. Present a bias of choice to suit the article for or against deforestation. 4.7.3.5 Global warming Levels of carbon dioxide and methane in the atmosphere are increasing and Explain the terms greenhouse effect and global warming. Explain with the aid of a diagram how levels of carbon dioxide and 1 Research the causes and effects of global warming. Produce a poster to explain the greenhouse effect including sources of carbon dioxide and methane. Draw a model to explain the greenhouse effect. Use results to explain the greenhouse effect using the words or clip Greenhouse: temperature sensors
contribute to ‘global warming’. Consequences of global warming include: loss of habitat when low lying areas flood changes in the distribution of species where temperature of rainfall changes changes in migration patterns. methane contribute to global warming. Describe the possible effects of global warming. Describe the possible effects of global warming. Show a computer simulation of the greenhouse effect. Measure the temperature inside and outside a greenhouse over 24 hours. Demonstrate how a black object absorbs and heat using sensors or hold near the skin. phrases ‘absorb’ and ‘re-radiate’. data loggers. Demo: black object infrared lamp temperature sensors. 4.7.3.6 Maintaining biodiversity Programmes have been put in place to reduce the negative effects on ecosystems and biodiversity. Describe programmes introduced to maintain biodiversity: breeding programmes for endangered species protection and regeneration of rare habitats, eg coral reefs, mangroves, heathland reintroduction of field margins and hedgerows in agricultural areas 1 Recap what biodiversity is and how all the topics covered in 4.7.3 might affect biodiversity. Research the list of programmes that could help to maintain biodiversity. Brainstorm what individuals, businesses and governments could do to
reduction of deforestation and carbon dioxide emissions by some governments recycling resources rather than dumping waste in landfill. Explain and evaluate conflicting pressures on maintaining biodiversity. slow down the reduction in biodiversity. Discuss why it is difficult to make changes that will maintain biodiversity. 4.7.2.4 Impact of environmental change Environmental changes affect the distribution of species in an ecosystem. Describe how environmental changes, such as availability, temperature and atmospheric gases may be seasonal, geographic or caused by human interaction. Explain the possible impact of each environmental change on the distribution of species in an ecosystem. 1 Discuss in groups variation in water availability, temperature and atmospheric gases due to: the seasons geographic position human interaction. Consider how they could affect the distribution of organisms in an ecosystem. Produce a presentation to the in a suitable format. It should include references to some named organisms.
4.7.5 Food production GM crops links to Genetic engineering, 4.6.2.4 Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to develop scientific communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.7.5.1 Factors affecting food security These include: the increasing human population changing diets in developed countries means scarce food resources are transported around the world new pests and pathogens affect farming environmental changes affect food production cost of agricultural inputs conflicts in some parts of the world over the availability of water or food. Explain how factors affect food production and food security locally and globally. Interpret population and food production statistics to evaluate food security. 1 Give each one factor that affects food production and security to discuss. Consider whether anything can be done to address each problem. Present their findings to the class. List each factor with possible solutions. Research the work of Oxfam and other charities. Produce an advert in suitable format to encourage people to donate to famine relief. Consider the pros and cons of eating foods that have travelled a long way.
4.7.5.1 New ways must be found to feed all people without endangering the ecological balance of the planet. 4.7.5.2 Farming techniques The efficiency of food production can be improved by restricting energy transfer from food animals. Battery chickens and calves raised in pens are examples of ‘factory farming’. Fish grown in cages can be fed high protein food and have restricted movement. There are moral and ethical objections to some ‘factory farming’ techniques. Explain how restricting the movement of animals and controlling the temperature of their surroundings improves efficiency of food production. Define the term factory farming and give examples of animals farmed in this way. Evaluate modern farming techniques. 1 Discuss the food and energy requirements of animals raised outdoors and raised by ‘factory farming’. Suggest reasons for the difference. Consider the rate of meat production, flavour and health considerations of the animals. Role play: a conversation between a battery hen and a free hen or a farmer and an animal rights supporter. out a survey to find out what sort of eggs people buy and why. Model – role play. Design a questionnaire, out a survey, present and analyse the results. Consider whether the survey would produce valid results.
4.7.5.3 Sustainable fisheries Fish stocks are declining and need to be maintained at levels where breeding continues or some species may disappear. Net size and fishing quotas play important roles in conservation of fish stocks. Explain why some fish stocks are declining and why this is a problem. Describe ways that fish stocks can be conserved. Give an example of sustainable food production. 0.5 Competition – who can catch the most fish? Discuss the problems of catching both large and small fish and relate to the fishing industry. How can we maintain fish stocks? Research fishing quotas for different types of fish and display the information. Research what has happened to bluefin tuna and what we could do to increase fish stocks. Model fishing nets. Present and analyse data. Fishing: Different sized nets and different sized fish or objects to represent fish, troughs or buckets of water. 4.7.5.4 Role of biotechnology Modern biotechnology techniques enable large quantities of microorganisms to be cultured in industrially controlled vats for food or medical purposes. The fungus Fusarium is useful for producing mycoprotein, a food suitable for Describe how microorganisms can be grown in large vats to produce useful products. Explain how the conditions in the vat are monitored and controlled for optimal growth. 1 Label a diagram of an industrially controlled vat for microbial growth. Explain all the sensors and control features. Do a taste comparison of a mycoprotein based food and its ‘real’ counterpart. Model an industrially controlled vat.