Topic 5: Ecology and evolution (16 hours)
5.1Communities and ecosystems 5 hours
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Assessment statement |
Obj |
Learning Activities |
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5.1.1 |
Define species, habitat, population, community, ecosystem and ecology. |
1 |
Intro Powerpoint - to record notes from reading text book activity |
5.1.2 |
Distinguish between autotroph and heterotroph. |
2 |
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5.1.3 |
Distinguish between consumers, detritivores and saprotrophs. |
2 |
Colouring in activity in revision booklet. |
5.1.4 |
Describe what is meant by a food chain, giving three examples, each with at least three linkages (four organisms). |
2 |
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5.1.5 |
Describe what is meant by a food web. |
2 |
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5.1.6 |
Define trophic level. |
1 |
Feeding Realationships photo quiz |
5.1.7 |
Deduce the trophic level of organisms in a food chain and a food web. |
3 |
Ecosystem introduction videos |
5.1.8 |
Construct a food web containing up to 10 organisms, using appropriate information. |
3 |
Revision booklet activity: Check that species names are detailed enough. |
5.1.9 |
State that light is the initial energy source for almost all communities. |
1 |
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5.1.10 |
Explain the energy flow in a food chain. |
3 |
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5.1.11 |
State that energy transformations are never 100% efficient. |
1 |
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5.1.12 |
Explain reasons for the shape of pyramids of energy. |
3 |
Questions on page 171 allott. |
5.1.13 |
Explain that energy enters and leaves ecosystems, but nutrients must be recycled. |
3 |
Read Clegg - |
5.1.14 |
State that saprotrophic bacteria and fungi (decomposers) recycle nutrients. |
1 |
Past paper questions on ecological terms |
5.2The greenhouse effect 3 hours
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Assessment statement |
Obj |
Learning Activities |
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5.2.1 |
Draw and label a diagram of the carbon cycle to show the processes involved. |
1 |
Learn to draw diagram of the CARBON CYCLE Complete worksheet on data - evidence for changes in the Carbon cycle |
5.2.2 |
Analyse the changes in concentration of atmospheric carbon dioxide using historical records. |
3 |
Watch - David Attemborough walks through the data (video) Mauna Loa, Hawaii,monitoring station (video) |
5.2.3 |
Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect.
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3 |
Read the - Answer these question on greenhouse effect ppt Modelling the Greenhouse effect in conical flasks. Critical consideration of Evidence activity - p181 of Allott. |
5.2.4 |
Outline the precautionary principle. |
2 |
The uncertainty principal. Allott p182, questions 1&3 |
5.2.5 |
Evaluate the precautionary principle as a justification for strong action in response to the threats posed by the enhanced greenhouse effect. |
3 |
Evaluation Activity - Polar Bears, Oil & precautionary principal |
5.2.6 |
Outline the consequences of a global temperature rise on arctic ecosystems. |
2 |
Summary past paper questions on greenhouse effect. & answers |
5.3Populations 2 hours
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Assessment statement |
Obj |
Learning Activities |
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5.3.1 |
Outline how population size is affected by natality, immigration, mortality and emigration. |
2 |
Powerpoint notes... |
5.3.2 |
Draw and label a graph showing a sigmoid (S-shaped) population growth curve. |
1 |
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5.3.3 |
Explain the reasons for the exponential growth phase, the plateau phase and the transitional phase between these two phases. |
3 |
Experiment to model S-shaped growth in a yeast population. |
5.3.4 |
List three factors that set limits to population increase. |
1 |
5.4Evolution 3 hours
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Assessment statement |
Obj |
Learning Activities |
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5.4.1 |
Define evolution. |
1 |
Read notes in Evolution powerpoint. & scan through the textbook. |
5.4.2 |
Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures. |
2 |
Workbook Section 2. |
5.4.3 |
State that populations tend to produce more offspring than the environment can support. |
1 |
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5.4.4 |
Explain that the consequence of the potential overproduction of offspring is a struggle for survival. |
3 |
Workbook Section 3 |
5.4.5 |
State that the members of a species show variation. |
1 |
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5.4.6 |
Explain how sexual reproduction promotes variation in a species. |
3 |
Workbook Section 4 |
5.4.7 |
Explain how natural selection leads to evolution. |
3 |
This is a great animation which explains evolution This video “how does evolution really work is really good Students give an explanation of the four steps Workbook Question 4 |
5.4.8 |
Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria. |
3 |
Presentation. - of antibiotic resistance This PBS video shows great details for a study of darwin finches…. Data is in year13 evolution folder on desktop |
5.5Classification 3 hours
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Assessment statement |
Obj |
Learning Activities |
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5.5.1 |
Outline the binomial system of nomenclature. |
2 |
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5.5.2 |
List seven levels in the hierarchy of taxa—kingdom, phylum, class, order, family, genus and species—using an example from two different kingdoms for each level. |
1 |
Powerpoint on classification |
5.5.3 |
Distinguish between the following phyla of plants, using simple external recognition features: bryophyta, filicinophyta, coniferophyta and angiospermophyta. |
2 |
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5.5.4 |
Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda. |
2 |
Flowers on the field - Photo identification sheet with key external features.
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5.5.5 |
Apply and design a key for a group of up to eight organisms. |
3 |
A dichotomous key should be used. |
Revision Multi-Choice Questions on Whole topic