Doc Brown's Revision KS3 Science
BIOLOGY Unit 8D Ecological relationships
What the Quiz is based on - original work schemes - programmes of study
All of KS3 Science is now under review
and the quizzes will be adapted to suit the NEW National Curriculum for KS3 Science
In this unit pupils:
• study a habitat in detail and learn how:
– organisms can be identified and sizes of populations compared
– feeding relationships can be modelled quantitatively
– living things within a community influence each other and are affected by the environment
In scientific enquiry pupils:
• model consequences of environmental changes within a habitat
• learn how to sample in biological investigations
• collect, present and interpret data and use this to make predictions
• undertake fieldwork to collect information about organisms within a habitat
The activities in this unit are intended to be combined into a full day of fieldwork. This could focus on habitats studied in unit 7C ‘Environment and feeding relationships’, but it would be preferable to use a contrasting habitat. Many urban environments provide ample opportunities for the work in this unit. Alternative classroom-based activities are suggested within the unit.
This unit is expected to take approximately 9 hours.
This unit builds on unit 7C ‘Environment and feeding relationships’ and unit 7D ‘Variation and classification’.
It draws on unit 8C ‘Microbes and disease’ and relates to unit 9C ‘Plants and photosynthesis’ and unit 9G ‘Environmental chemistry’. It provides a foundation for unit 9D ‘Plants for food’.
It also provides a foundation for work in key stage 4 on energy transfer through an ecosystem and its relationship to food production.
This unit provides links with unit 3 ‘Processing text and images’ and unit 7 ‘Measuring physical data’ in the ICT scheme of work, with opportunities for presentations on, and measurements in, the environment.
Unit 7 ‘Rivers – a fieldwork approach’ in the geography scheme of work also covers fieldwork.
At the end of this unit
in terms of scientific enquiry
most pupils will: suggest what data should be collected to investigate a habitat and choose appropriate apparatus and techniques to make measurements and observations; use a sampling technique to collect data to compare populations in habitats; use ICT to collect, store and present information in a variety of ways
some pupils will not have made so much progress and will: collect data to investigate a question about a habitat using appropriate apparatus and techniques; use ICT to collect, store and present information
some pupils will have progressed further and will: plan how to collect reliable data, taking into account the fact that variables cannot readily be controlled
in terms of life processes and living things
most pupils will: classify some plant specimens into the main taxonomic groups of plants; identify and name organisms found in a particular habitat and describe how they are adapted to the environmental conditions, explaining how the adaptations help survival; relate the abundance and distribution of organisms to the resources available within a habitat and begin to represent this using pyramids of numbers
some pupils will not have made so much progress and will: name some organisms found in a habitat and describe how they are adapted to environmental conditions; recognise that the abundance and distribution of organisms is different in different habitats
some pupils will have progressed further and will: explain how pyramids of numbers represent feeding relationships in a habitat
It is helpful if pupils:
• know that different living things live in different habitats
• can describe ways in which animals and plants are adapted to survive in a habitat
• can represent feeding relationships by food chains and food webs
• know that organisms can be classified into animals and plants and about the main taxonomic groups of animals
Risk assessments are required for any hazardous activity. In this unit pupils:
• carry out fieldwork outside the school
• handle a variety of living things
Many employers have specific guidance on fieldwork. Model risk assessments used by most employers for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow these as indicated in the guidance notes for the activities, and consider what modifications are needed for individual classroom situations.
Through the activities in this unit pupils will be able to understand, use and spell correctly:
• words and phrases relating to the environment, eg community, habitat, pyramid of numbers
• words with similar but distinct meanings, eg predator, carnivore, habitat, environment, ecosystem
• words and phrases relating to the classification of plants, eg taxonomic group, mosses, ferns, conifers
• words and phrases relating to an investigation of a habitat, eg environmental conditions, quadrat sampling, transect, population sizes, reliable data
Through the activities pupils could:
• describe and evaluate how the work was undertaken and what led to the conclusions
• group sentences into paragraphs that are clearly focused and well developed
sources to explore animal and plant communities living in different habitats,
• specimens of a variety of plants, eg mosses, liverworts, ferns, conifer branches, pelargonium, grasses in flower
• secondary data providing information on food webs, population sizes, etc, in a range of environments
• keys and field guides for use in fieldwork
• datalogging equipment and software
• prepared spreadsheet template for recording data from fieldwork
• apparatus for collecting specimens during fieldwork
• quadrats and other sampling apparatus
• video camera and/or digital camera and associated software
• simulation software for investigating predator-prey interactions
• visit a range of habitats, eg nature reserves, bird sanctuaries, national parks
• visit libraries or museums to find out more about the animal and plant communities living in different habitats, and their adaptations, and about issues related to the environment
• watch wildlife videos and television programmes about a range of very different habitats
• take part in environmental awareness or improvement projects
• use internet sites, eg www.ase.org.uk/envlnk.html that offer opportunities to find out about ecological relationships, biodiversity and environmental issues
• read newspaper articles, magazine articles and books about habitats, including those that are under threat or where protection schemes have resulted in species re-establishing themselves
• read fiction with an emphasis on the natural environment, eg Watership Down
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