Download Year 10 TRIPLE Biology Learning Cycle 3 Overview

Year 10 TRIPLE Biology Learning Cycle 3 Overview
How do organisms interact with one another as well as the environment and what is their impact?
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
What impact do organisms have on the environment?
Biomass is how much energy there is in an organism
Dead organisms decay on their own
Organic matter can decay at different rates
Line of enquiry 2:
Hypothesis 4
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
Oxygen is vital for all life process
Breathing produces carbon dioxide
Deforestation is a bad thing for the carbon cycle
Respiration is vital for all life
Respiration rate increases when you do exercise
Anaerobic respiration is important when resting
Week 1
Week 1/2
Year 10 TRIPLE Biology | Learning Cycle 3 | Medium Term Plan | Science 2015/16
How do organisms interact with one another as well as the environment and what is their impact?
Line of enquiry one: What impact do organisms have on the environment?
Intentions for learning AQA schemes of work/specification:
ENERGY IN BIOMASS

Be able to construct and interpret pyramids of biomass.

Describe how energy and mass is transferred along a food chain.

Explain why energy and biomass is reduced at successive stages
in a food chain.
Home Learning
Week 1: Pupils to be given a short exam paper consisting of biology,
chemistry and physics questions from LC1 & 2. These are marked
weekly by the member of staff not on Y10 timetable and handed
back the following week.
DECAY PROCESS

Describe how plants and animals return materials to the
environment.

Describe the role of microorganisms in decay.

Be able to name the type of living organism that causes leaves to
decay?

Describe factors affecting the rate of decay.

Explain how decay is useful to plants.

Evaluate the necessity and effectiveness of recycling organic
kitchen or garden wastes.
Lesson 1: Biomass is how much energy there is in an organism
Key words: biomass, pyramid of biomass, consumer, producer, urea
Learning Intentions:
Students should develop an understanding of:
 what biomass is, how it is transferred between organisms and
how its levels change through a food chain.
Success Criteria:
 Recall how to construct and Interpret pyramids of biomass
 Describe how energy and mass is transferred along a food
chain
 Explain why energy and biomass reduces at successive stages
in a food chain
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Self assessed activity in class
Lesson 2: Dead organisms decay on their own
Lesson 3: Organic matter can decay at different rates
Key words: decomposers, detritus feeders
Learning Intentions:
Students should develop an understanding that:
 Animals return organic matter to the environment and it is
used by other organisms (microorganisms)
Key words: sewage treatment, compost
Learning Intentions:
Students should develop an understanding that:
 The organic matter returned by animals and plants has a use
for other organisms
Success Criteria:
 Recall the type of living organism that causes leaves to decay
 Describe the role of microorganisms in decay
 Describe how plants/animals return materials to the
environment
Success Criteria:
 Recall and describe factors that affect rate of decay
 Explain how decay is useful to plants
 Evaluate the necessity/effectiveness of recycling organic
kitchen matter/garden waste
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Extended writing exam question provided and will be tutor
marked
Knowledge input | Check | Development | REACH | Improvement
Details: Act on feedback given by tutor and improve work
Year 10 TRIPLE Biology | Learning Cycle 3 | Medium Term Plan | Science 2015/16
How do organisms interact with one another as well as the environment and what is their impact?
Line of enquiry two: Oxygen is vital for all life process
Intentions for learning AQA schemes of work/specification:
THE CARBON CYCLE

Explain the carbon cycle in terms of photosynthesis, respiration,
feeding, death and decay, combustion of wood and fossil fuels.

Explain the role of microorganisms and detritus feeders in decay.

Explain why deforestation increases the amount of carbon
dioxide in the atmosphere.
AEROBIC RESPIRATION

Describe the word equation for aerobic respiration.

Define the term ‘aerobic’.

Describe some uses of energy in animals and in plants.

Explain why respiration has to occur continually in plant and
animal cells.

State the site of aerobic respiration and be able to give examples
of cells that contain a lot of mitochondria.

Describe the test for carbon dioxide.

State that all animals and plants produce carbon dioxide all the
time as a by-product of aerobic respiration.

Describe the test for carbon dioxide.

Design an investigation to find out the effect of exercise on heart
and breathing rates.

Plot the results in a graph.



Explain why heart rate and breathing rate increase during
exercise.
Interpret data relating to the effects of exercise on the body, e.g.
spirometer tracings.
Write equations and explain the conversion between glucose and
glycogen in liver and muscle cells
ANAEROBIC RESPIRATION

Write the equation for anaerobic respiration in animal cells.

Explain the effect of lactic acid build up on muscle activity.

Explain why anaerobic respiration is less efficient than aerobic
respiration.

Define the term oxygen debt.

Write the equation for the Breakdown of lactic acid into carbon
dioxide and water.
Home Learning
Week 2: Pupils to be given a short exam paper consisting of biology,
chemistry and physics questions from LC1 & 2. These are marked
weekly by the member of staff not on Y10 timetable and handed
back the following week.
Lesson 4: Breathing produces carbon dioxide
Key words: fossil fuels, combustion, respiration, decay
Learning Intentions:
Students should develop an understanding that:
 A variety of chemical reactions add carbon dioxide into the
environment
Success Criteria:
 Recall the equation for photosynthesis and respiration
 Describe which process add carbon dioxide to the environment
 Explain the role of microorganisms and detritus feeders in
decay
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Peer marked exam question on slide with rubric provided
for pupil-given formative feedback
Lesson 5: Deforestation is a bad thing for the carbon cycle
Lesson 6: Respiration is vital for all life
Lesson 7: Respiration rate increases when you do exercise
Key words: photosynthesis, algae
Learning Intentions:
Students should develop an understanding that:
 Some chemical reactions can remove carbon dioxide out of the
environment
Key words: mitochondria, respiration
Learning Intentions:
Students should develop an understanding:
 Of the importance of respiration in living things
Key words: glycogen, exercise
Learning Intentions:
Students should develop an understanding that:
 x
Success Criteria:
 Define the term aerobic and where this type of respiration
happens in cells
 Describe the test for carbon dioxide
 Explain why respiration must occur continuously in plant and
animal cells
Success Criteria:
 Interpret basic data relating to the effects of exercise on the
body
 Explain why heart rate and breathing rate increase during
exercise
 Design an investigation to find out the effect of exercise on
heart and breathing rates
Success Criteria:
 Recall the equation for photosynthesis and respiration
 Describe which process removes carbon dioxide from the
environment
 Explain why deforestation increases the amount of carbon
dioxide in the atmosphere
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Self assessed activity in class
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Extended writing exam question provided and will be
tutor marked
Knowledge input | Check | Development | REACH | Improvement
Details: Act on feedback given by tutor and improve work
Year 10 TRIPLE Biology | Learning Cycle 3 | Medium Term Plan | Science 2015/16
How do organisms interact with one another as well as the environment and what is their impact?
Lesson 8: Anaerobic respiration is important when resting
Key words: anaerobic, lactic acid
Learning Intentions:
Students should develop an understanding that:
 cells can still respire when there is little/no oxygen available
Success Criteria:
 Recall the equation for anaerobic respiration
 Describe the breakdown of lactic acid in muscles
 Explain the effect of lactic acid build up on muscle activity
 Explain why anaerobic respiration is less efficient than aerobic
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Peer marked exam question on slide with rubric provided
for pupil-given formative feedback