Download GCSE BIOLOGY - School

KS4 BIOLOGY SCHEME OF WORK
AQA GCSE– BIOLOGY UNIT 1(b)
Lesson
s
1+2
Learning Objectives
Possible Learning Activities
B1.4 (B1.4.1)
• to suggest how organisms are
adapted to the conditions in
which they live
• to develop an understanding
of the ways in which
adaptations enable organisms
to survive
• observe the adaptations, e.g.
body shape, of a range of
different organisms from
different habitats
• Organisms, including
microorganisms have features
(adaptations), which enable
them to survive in the
conditions in which they
normally live.
• Animals and plants may be
adapted for survival in the
conditions where they normally
live e.g. deserts, the Arctic.
• Animals and plants may be
adapted to cope with specific
features of their environment
e.g. thorns, poisons and
warning colours to deter
predators.
Students to list 3/5 different animals and then for each animal identify one way it is
specifically adapted for survival (way of life).
Or
Ask students to identify the main environmental factors associated with particular habitats.
Use of powerpoint/pictures to identify adaptations of animals in particular in arctic/desert
environments
Also bring in cactus and discuss plant adaptations. Draw cactus picture and label,
describing its adaptations. Especially surface area (leaves), water-storage tissues, extensive
root system.
Nelson pages 76-77 and 80-81, Longman 50-51
Assessment
Opportunities
Homework sheet?
‘Surviving with little
water’ from
photocopied B1 pack
page 63 (research
sheet).
OR
‘Well adapted plants’
photocopied B1 pack
page 64.
Possibly also use pictures of camel and polar bear (copy and distribute) or draw own to
discuss animal adaptations and make notes on adaptations, particularly surface area,
thickness of coat, body fat and camouflage.
Nelson 78-79 and Longman 52-53.
Lesson 17?
Mini practical comparing caribou fur (B1b:1) and insulation or can complete practical
comparing/ looking into effects of surface area on heat loss. Sheets available for both. Will
need extra time to complete – homework?
OR there is a huddling practical page 65-66 in photocopied B1 pack pages 65-66 (watch
youtube clip on penguin behaviour first?
Some parts of Worksheet B1b:2 seem ok for lower ability sets – or possibly as a homework.
Camels in Desert worksheet B1 photocopied pack page 69.
Show powerpoint pictures to class to say how the 5 animals/ plants are adapted. Can use
mini whiteboards here or work in small groups.
PAST QUESTIONS AND MARK SCHEME ON AREA
Page 1
Lesson
3
Learning Objectives
Possible Learning Activities
B1.4 (B1.4.1)
• to suggest the factors for
which organisms are competing
in a given habitat
• To survive, organisms require
a supply of materials from their
surroundings and from the
other living organisms there.
• Plants often compete with
each other for light, space,
water and nutrients from the
soil.
• Animals often compete with
each other for food, mates and
territory.
• Some organisms live in
environments that are very
extreme. Extremophiles may be
tolerant to high levels of salt,
high temperatures, or high
pressures.
• evaluate data concerned with
the effect of environmental
changes on the distribution and
behaviour of living organisms
Students in pairs to write down as many reasons as possible why animals are coloured.
Discuss
Or
Recap from last lesson(s) and write down how a polar bear and camel are adapted to survive
in its environment.
Assessment
Opportunities
Worksheets from B1
photocopied pack:
‘Squirrel competition’
page 74.
‘Is there life on mars’
page 75.
Discuss and main points listed of factors animals compete for.
Then repeat with plants.
‘Bacteria friend or foe’
page 76
Nelson 82-85, Longman 54-55.
Students to design an experiment to study competition in plants and the effect on growth.
E.g. grow 2 species together in a pot to see which grows best. Students to think about
variables, how to measure and get useable data for comparison, also how to make the
experiment reliable.
Discussion of extremophiles, possibly linked to reduced competition due to harsher
environment. Possibly watch BBC worldwide Extremophiles video on youtube
http://www.youtube.com/watch?v=y3GF3PFNx8Y
Longman pages 56-57, Nelson page 77.
Students to list on whiteboards factors that animals and plants compete for.
Or/And
Discussion of a couple of the experiment plans and group to suggest improvements/
comment.
Page 2
Lesson
s
4+5
Learning Objectives
Possible Learning Activities
B1.4.2
a) Changes in the
environment affect the
distribution of living
organisms.
Discuss with students what environmental factors affect distribution of living species. See if
students can give examples of specific species. Make sure students are aware that the
distribution of a species can be due to a change in a living or non-living aspect of the
environment.
Nelson pages 90-91. Longman 58-59.
b) Animals and plants are
subjected to environmental
changes. Such changes may
be caused by living or nonliving factors such as a change
in a competitor, or in the
average temperature or
rainfall.
c) Living organisms can be
used as indicators of pollution:
− lichens can be used as air
pollution indicators
− invertebrate animals can be
used as water pollution
indicators.
d) Environmental changes can
be measured using non-living
indicators such as oxygen
levels, temperature and
rainfall.
Demonstrate/show equipment that can be used to measure oxygen levels, temperature
(possibly max/min thermometer) and rainfall.
Demo burning sulphur in gas jar test with universal indicator. Discuss, link with ‘acid rain’,
then bring in idea of indicator organisms eg. Lichens
Assessment
Opportunities
Worksheets from B1
photocopied pack:
‘Where have the bees
gone?’ page 79
Climate change etc
80 + 81
‘Lichens as pollution
indicators’ page 87
‘Indicator Organisms’
page 88
ASK - How can you tell that a river or lake is polluted?
Introduce idea of pollution indicators and living organisms can be used (as well as chemical
tests) – powerpoint of some different invertebrates available.
Various sheets not 100% specific to this topic but some can be quite useful:
Exercise on pollution in river Lugg, there are a couple of sheets in pack that can be used,
sheets link well with analysis of graphs. (old Salters sheme) – see NB for sheet
Effect of sewage on a river sheet B1b: 14
Clean air B1b: 15
The effect of acid rain on natural habitats B1b: 16
Longman pages 60-61, Nelson 88-89
Match the organisms with pollution level?
PAST QUESTION AND MARK SCHEME IN AREA
Page 3
Lesson
6
Learning Objectives
Possible Learning Activities
B1.5.1 Energy in Biomass
a) Radiation from the sun is
the source of energy for most
communities of living
organisms. Green plants and
algae absorb a small amount of
the light that reaches them.
The transfer from light energy
to chemical energy occurs
during photosynthesis. This
energy is stored in the
substances that make up the
cells of the plant.
Starter:
Watch exert from lion king ‘ circle of life explanation’ and discuss with class.
b) The biomass (mass of living
material) at each stage in a
food chain is less than it was at
the previous stage. The
biomass at each stage can be
drawn to scale and shown as a
pyramid of biomass. NEXT
LESSON
c) The amounts of material and
energy contained in the
biomass of organisms is
reduced at each successive
stage in a food chain because:
- some materials and energy
are always lost in the
organisms’ waste materials
- respiration supplies energy for
living processes including
movement. Much of this energy
is eventually transferred to the
surroundings.
Assessment
Opportunities
Brainstorm information from KS3 to assess understanding of main terminology involved in
food chains(webs).
Discussion and notes on main terminology associated with food chains. Students to construct
their own food chains IF NECESSARY?
Students need to develop understanding that not all energy/biomass is passed on through
food chains to next organism and reasons why not. Nice powerpoint that discusses energy
losses. Also Nelson book pages 96-97 (or Longman 62)
In past I have drawn pictures of leaf and animals etc and used arrows to show energy flow
to explain energy harnessed and lost.
Old sheet from Salters with some nice questions on energy flow along a food chain. See NB.
(Black smoker sheet B2a:11 on system – not brilliant but possibly a useful resource?)
Plenary?
Students to come up with longest food chain they can think of, then give reasons why can’t
really be that long – linked to energy and biomass loss.
Students to think why energy losses are greater in mammals and birds.
Page 4
Lesson
7
Learning Objectives
Possible Learning Activities
B1.5
To be able to construct and
interpret pyramids of biomass.
Knowledge that biomass can
be drawn to scale and shown in
the pyramid. (Pyramids of
number not needed – but may
be useful?!)
Starter:
Recap pyramids of number, possible use of powerpoint and/or questions see sheet (E3 see
NB) with a couple of questions on it.
Assessment
Opportunities
Use of powerpoint, second part to explain pyramids of biomass and construct.
Worksheet b2a.12 may be useful
Also, Nelson 94-95 and Longman 62-63 questions and further construction of pyramids.
Plenary?
Food chains/pyramids questions – see sheet/word file.
Page 5
Lesson
8
Learning Objectives
Possible Learning Activities
B1.6.1
Starter:
a) Living things remove
materials from the
environment for growth and
other processes. These
materials are returned to the
environment either in waste
materials or when living things
die and decay.
Show images of rotting food or use website below to show mouse/sparrow decomposing
b) Materials decay when
broken down (digested) by
microorganisms.
Microorganisms are more
active and digest materials
faster in warm, moist, aerobic
conditions.
Recycling
c) The decay process releases
substances that plants need to
grow.
Assessment
Opportunities
http://www.exploratorium.edu/traits/energy.html# (go to energy from death)
Discussion and recap of what causes rotting/decay and conditions in which it occurs best.
Nelson pages 98-99 and Longman 64-65 both useful resources, especially Nelson, including
Summary Questions and Practical planning task.
Discussion of Recycling issues using pages 66-67 in Longman or 102-103 in Nelson, focussing
especially on evaluation of the different schemes (necessity and effectiveness).
Compost heap question sheet – or can be adapted – may be useful as a homework?
d) In a stable community the
processes that remove
materials are balanced by
processes that return
materials. The materials are
constantly cycled.
B1.6
Evaluate the necessity and
effectiveness of schemes for
recycling organic kitchen or
garden waste.
Page 6
Lesson
9
Learning Objectives
Possible Learning Activities
B1.6.2 The Carbon Cycle
Starter:
See if students can recall word equations for respiration and photosynthesis.
Or
Get students to think of substances containing carbon.
- Carbon dioxide removed from
environment by green plants and
algae for photosynthesis and used
to make carbohydrates, fats and
proteins, which make up the body
of plants and algae.
- Some CO2 returned to
atmosphere when green plants and
algae respire.
- When green plants and algae are
eaten by animals some of the
carbon becomes part of the fats
and proteins that make up their
bodies.
- Animals respire releasing some of
the carbon in their bodies as CO2
into the atmosphere.
- When plants, algae and animals
die, some animals feed on their
bodies, carbon is released into the
atmosphere as CO2 when these
organism respire.
- By the time the microorganisms
and detritus feeders have broken
down the waste products and dead
bodies of organisms in ecosystems
and cycled the materials as plant
nutrients, all the energy originally
captured by green plants and algae
has been transferred.
- Combustion of wood and fossil
fuels releases CO2 into the
atmosphere.
NB has a carbon cycle activity to use with class if needed – see NB, Use of powerpoint as
master to go with this. Students can copy or complete cut/stick activity.
Sheet B2a.18 – has a cut and stick carbon cycle to use.
Assessment
Opportunities
Homework
B2a.17 – difficult
worksheet based on
elements, possible
good for extension or
higher ability
students. Will need
some research.
May be worth noting some key points underneath Carbon Cycle diagram.
Questions and info from Nelson pages 100-101 and Longman 68-69.
Some good summary questions on this section in Nelson pages 104-105.
Page 7
Lesson
10
Learning Objectives
Possible Learning Activities
B1.7.1 Why organisms are
different
a) The information that results
in plants and animals having
similar characteristics to their
parents is carried by genes
which are passed on in the sex
cells (gametes) from which the
offspring develop.
b) The nucleus of a cell
contains chromosomes.
Chromosomes carry genes that
control the characteristics of
the body.
c) Different genes control the
development of different
characteristics.
d) Differences in the
characteristics of different
individuals of the same kind
may be due to differences in:
- the genes they have inherited
- the conditions in which they
have developed (environmental
causes)
- or a combination of both.
In teams/individually draw animal cell to check knowledge from previous years. Can get
student from one group to draw on board. Discuss nucleus and ask to come up with some
ideas about nucleus in pairs/groups. Talk about.
Assessment
Opportunities
Use link to following website for details about genes/chromosomes – can also use model of
DNA
http://ology.amnh.org/genetics/youYou/youyou.html
Draw magnification diagram from cell through nucleus/chromosome/DNA to gene either on
board or individually. (we have about 20,000 genes – 3 billion base pairs – per cell)
Chromosome worksheet to answer questions on see NB
Use pictures of parents and offspring on whiteboard to recap/explain some features in
common on powerpoint in lesson 25 folder or on echalk.
Questions/info in text books to use
Nelson pages 106-107
Longman 72-73
Page 8
Lesson
Learning Objectives
Possible Learning Activities
11
B1.7.2 Reproduction
Possibly introduce with pictures of organisms on powerpoint to group, without telling
students about different types of reproduction – see if some can deduce!!
a) There are two forms of
reproduction:
− sexual reproduction. the
joining (fusion) of male and
females gametes. The mixture
of the genetic information from
two parents leads to variety in
the offspring
− asexual reproduction. no
fusion of gametes and only one
individual is needed as the
parent. There is no mixing of
genetic information and so no
variation in the offspring.
These genetically identical
individuals are known as
clones.
Assessment
Opportunities
Asexual and sexual reproduction to discuss and notes on with examples – worth bringing in
spider plant here.
Use of Longman pages 74-75 or Nelson 108-109 textbooks for students to complete
independent work on asexual/sexual reproduction.
Then produce table listing advantage of asexual and sexual reproduction. Worksheet B1b:3
may be useful for lower ability.
Cloning can be discussed if time. Students to answer following questions. Is it right to clone
mammals? Is it right to clone humans? Who (which groups of people) would be for and
which against cloning and for what reasons?
Plenary:
Summary questions to cover areas on the topic – see powerpoint
And/or
Concept map to produce using key words from last slide of powerpoint (or see powerpoint
from previous lesson).
Page 9
Lesson
12
Learning Objectives
Possible Learning Activities
B1.7 – B1.7.2
Demo setting up a cutting from a geranium plant and leaving in a small beaker of water.
(Leave for a week or so then show root development). Discuss the reasons for taking
cuttings and some possible advantages.
Or
Students to write a sentence including the following words - nucleus, chromosome, gene,
gametes, fertilisation.
Discussion and notes on different methods of cloning.
Plants 1. Cuttings
2. Tissue culture
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/geneticvariation/reproductionrev3.sht
ml
Animals 1. Embryo transplants
2. Fusion cell/adult cell cloning.
http://ology.amnh.org/genetics/cloning/index.html
• to interpret information about
cloning techniques and genetic
engineering techniques
b) New plants can be produced
quickly and cheaply by taking
cuttings from older plants. These
new plants are genetically identical
to the parent plant.
• Modern cloning techniques
include:
− tissue culture - using small
groups of cells from part of a plant
− embryo transplants - splitting
apart cells from a developing
animal embryo before they
become specialised, then
transplanting the identical embryos
into host mothers
− adult cell cloning – the nucleus
is removed from an unfertilised
egg cell. The nucleus from an adult
body cell e.g. a skin cell, is then
inserted into the egg cell to begin
to divide to form embryo cells.
These embryo cells contain the
same genetic information as the
adult skin cell. When the embryo
has developed into a ball of cells, it
is inserted into the womb of an
adult female to continue its
development.
Assessment
Opportunities
There is a powerpoint with a slide on tissue culture and one showing fusion cell cloning.
Textbook: Nelson pages 112-115, Longman 76-77
NOTES – NEW TISSUE CULTURE (BANANAS) YOUTUBE BBC JIMMYS GOBAL HARVEST FROM
14:44 TO 27:30 http://www.youtube.com/watch?v=Y-_1nEeXY1A
Can discuss cloning issues. I.e. Is it right to clone mammals? Is it right to clone humans?
Who (which groups of people) would be for and which against cloning and for what reasons?
Students in small groups to explain 1 difference between/feature of each type of cloning.
Or
Different groups to produce a flow chart for one of the different cloning methods
Page 10
Lesson
13
Learning Objectives
Possible Learning Activities
B1.7.2
• to interpret information about
cloning techniques and genetic
engineering techniques
d) In genetic engineering,
genes from the chromosomes
of humans and other organisms
can be ‘cut out’ using enzymes
and transferred to cells of other
organisms.
e) Genes can also be
transferred to the cells of
animals or plants at an early
stage in their development so
that they develop with desired
characteristics.
Use of article on powerpoint to discuss re designer babies
- New genes can be transferred
to crop plants
- crops that have had their
genes modified in this way are
called genetically modified
(GM) crops
- examples of GM crops include
ones that are resistant to insect
attack or to herbicides
- GM crops generally show
increased yields.
B1.7.2
f) Concerns about GM crops
include the effect on
populations of wild flowers and
insects and uncertainty about
the effects of eating GM crops
on human health.
Assessment
Opportunities
Diabetes – ask some questions about the disease and treatment. Link to GM insulin.
Discussion of genetic engineering, what it is and its uses. Some good links include the
websites below. Use of textbook Nelson 116-117, Longman 78-79.
BBC bitesize info and short animation:
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/geneticvariation/reproductionrev5.sht
ml
Modified tomato http://ology.amnh.org/genetics/index.html
genetic modification http://www.food.gov.uk/multimedia/flash/gmgame.swf
insulin production http://www.kscience.co.uk/animations/making_insulin.htm
Couple of different sheets available for use, depending upon ability of group/teacher
preference.
Nelson 118-119, Longman 80-81
Powerpoint questions on GM maize
or
Students to list some possible advantages of genetic engineering to society and also some
possible concerns
Page 11
Lesson
14
Learning Objectives
Possible Learning Activities
Assessment
Opportunities
B1.8.1 Evolution
a) Darwin’s theory of evolution by
natural selection states that all
species of living things have
evolved from simple life-forms that
first developed more than three
billion years ago.
e) Evolution occurs via natural
selection:
− individual organisms within a
particular species may show a wide
range of variation because of
differences in their genes
− individuals with characteristics
most suited to the environment are
more likely to survive to breed
successfully
− the genes, which have enabled
these individuals to survive, are
then passed on to the next
generation.
f) Where new forms of a gene
result from mutation there may be
relatively rapid change in a species
if the environment changes.
Evolution powerpoint to discuss and write information/notes around
Nelson 122, Longman 84
Survival of the fittest worksheet B1b: 9????
Discussion of other examples of natural selection with class
Plenary:
Past question on powerpoint to recap knowledge/understanding (on voles) – rest of
powerpoint next lesson.
Page 12
Lesson
15
Learning Objectives
Possible Learning Activities
B1.8.1 Evolution
Starter:
Darwin as an ape picture – see evolution powerpoint, students to discuss their thoughts and
ask them to put themselves into position of a Victorian and how they may view Darwin’s new
theories. Sheets from old OCR scheme on why people disagreed with Darwin etc
b) The theory of evolution was
only gradually accepted because:
- the theory challenged the idea
that God made all the animals and
plants that live on Earth
- there was insufficient evidence at
the time the theory was published
to convince many scientists
- the mechanism of inheritance
and variation was not known until
50 years after the theory was
published.
C) Other theories, including that of
Lamarck, are based mainly on the
idea that changes that occur in an
organism during its lifetime can be
inherited. We know now that in the
vast majority of cases that this
type of inheritance cannot occur.
d) Studying the similarities and
differences between organisms
allows us to classify living
organisms into animals, plants and
microorganisms and helps us to
understand evolutionary and
ecological relationships. Models
allow us to suggest relationships
between organisms.
Assessment
Opportunities
Discussion/notes on Darwin’s theory of evolution and why it took time to become fully
accepted. Use of syllabus points.
Sheets on evolution of antibiotic resistant bacteria and Darwin’s big idea
Text books: Nelson 125, Longman 86
Use of evolution powerpoint to discuss Lamarck’s theory of evolution as well as Longman 86
and Nelson 122
Would probably be an ideal; place to show a video of evolution/Galapagos/Darwin if anyone
has a good one? Although Natural Selection video on videoserver is a VERY old BUT good
video!
Tree of life video (2009) – excellent http://www.wellcometreeoflife.org/video/ and good link
into classification.
Classification theory and notes – classification into animals, plants and microorganisms. To
include what classification is and how organisms are classified (what types of evidence).
Evolutionary trees.
Nelson 128-129 or Longman 82-83
• to interpret evidence relating to
evolutionary theory
• to suggest reasons for the
different theories.
Page 13