Key area 5 Food Production

I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity. SCN 4-01a

Key Area 5 Learning Outcomes Glue learning outcomes into your notebook

Starter activity What is the human population? How fast do you think the human population is increasing?

Food Production Learning Intention: To describe the effect of the increasing human population on food production. Success Criteria: State that the increasing human population requires an increased food yield. State that increasing food yield can involve the use of fertilisers and pesticides. State that fertilisers provide chemicals such as nitrates which increase crop yield. State that plants and animals which reduce crop yield can be killed by pesticides.

Skills for life, learning and work: Literacy, Numeracy, HWB: I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-15a / LIT 4-15a Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources. LIT 3-14a / LIT 4-14a   Skills for life, learning and work: Becoming confident in new biological terms Listening Note taking Extracting information from video clips

The growing human population

Live Human Population Clock Click Here

Human Population The human population is continuing to increase. To provide enough food for the increasing population, methods of increasing food yields are needed. Farming is the main method of producing food. A lot of effort has gone into increasing yields from farms. Some of these methods of increasing food production have negative impacts on biodiversity.

Why has the human population grown so much? Vaccinations against disease Better sanitation and sewage treatment Clean drinking water More medicines and better healthcare Better food availability Better disinfectants

Right’s Respecting School: UN Convention of the Right’s of a Child Article 17: Every child has the right to reliable information from the media. This should be information that children can understand. Governments must help protect children from materials that could harm them. Research hwk- causes and types of diabetes, what it is etc.

Watch the video & answer the following questions: YouTube: How did we get so big so fast? Watch the video & answer the following questions: What was the human population a thousand years ago? What is the current world population? Name 2 countries where most people live. Why did the population not grow much a thousand years ago? Why are people now living longer? How long did it take to grow from 1 billion to 7 billion? By the end of the century what does the UN think the population will be? A third of a billion 7 billion China & India High infant death rate Better medicine & better agriculture 200 years 10 billion

Modern Farming in Brazil How has farming changed? Early farming Modern Farming in Brazil An increase in the human population requires an increase in food yield (how much food is produced).

We will be looking at fertilisers and pesticides in this topic. increasing mechanisation switch to monoculture increased field size What kind of developments have there been in agriculture over the last 100 years? increased use of fertilisers Use of Genetically modified (GM) crops increased use of pesticides to kill crop predators. We will be looking at fertilisers and pesticides in this topic.

Think, pair, share… What are pesticides? What are fertilisers?

Pesticides Plants and animals which reduce crop yield can be killed by pesticides. (We will come back to pesticides later in this topic).

Fertilisers Fertilisers provide chemicals such as nitrates which increase crop yield.

Food Production Learning Intention: To describe the effect of the increasing human population on food production. Success Criteria: State that the increasing human population requires an increased food yield. State that increasing food yield can involve the use of fertilisers and pesticides. State that fertilisers provide chemicals such as nitrates which increase crop yield. State that plants and animals which reduce crop yield can be killed by pesticides.

Starter activity Write down the definition of: Pesticides Fertilisers

Fertilisers Learning Intention: To understand why plants and animals need nitrates. Success Criteria: State that nitrates that are dissolved in soil water are absorbed into plants. Nitrates are used to produce amino acids which are then made into proteins. Animals consume plants or other animals to obtain amino acid for proteins Fertilisers can be added to soil to increase the nitrate content of the soil.

Skills for life, learning and work: Literacy, Numeracy, HWB: I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-15a / LIT 4-15a Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources. LIT 3-14a / LIT 4-14a   Skills for life, learning and work: Becoming confident in new biological terms Listening Note taking

Fertilisers Fertilisers are used by farmers to replenish minerals in the soil and improve growth of the crop, so increasing the yield.

Nitrates Nitrates that are dissolved in soil water are absorbed into plants. Fertilisers can be added to the soil to increase the nitrate content of the soil.

Nitrates Nitrates are used to produce amiNo acids which are then made into proteiNs.

Nitrates Animals consume plants or other animals to obtain amino acids for protein synthesis.

Fertilisers Learning Intention: To understand why plants and animals need nitrates. Success Criteria: State that nitrates that are dissolved in soil water are absorbed into plants. Nitrates are used to produce amino acids which are then made into proteins. Animals consume plants or other animals to obtain amino acid for proteins Fertilisers can be added to soil to increase the nitrate content of the soil.

Starter activity What are nitrates used to make in plants and animals? How can you add more nitrates to the soil? How do animals get nitrates? How many variables should you change in an experiment?

Fertiliser experiment Learning Intention: To set up an experiment to investigate the effect of fertilisers on the growth of plants. Success Criteria: Communicate well with others in your group. Develop interpersonal and leadership skills within your group. Follow instructions to set up an experiment. Analyse results. Draw conclusions from your results.

Skills for life, learning and work: Literacy, Numeracy, HWB: I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. / HWB 3-11a / HWB 4-11a   I understand and can demonstrate the qualities and skills required to sustain different types of relationships. HWB 3-44b / HWB 4-44b Skills for life, learning and work: Becoming confident in new biological terms Listening Communication Leadership Practical Following instructions

Right’s Respecting School: UN Convention of the Right’s of a Child Article 15: Every child has the right to meet with other children and to join groups and organisations, as long as this doesn’t stop other people from enjoying their rights. Research hwk- causes and types of diabetes, what it is etc.

Investigating the effect of fertilisers on the growth of plants Aim : To find out how different levels of fertiliser affect the growth of plants

Through investigating the nitrogen cycle and evaluating results from practical experiments, I can suggest a design for a fertiliser, taking account of its environmental impact. SCN 4-03a

Setting up the minipots You will need: a set of minipots 4 wicks growing mix - a spatula fertiliser pellets 12 seeds a dropper a sticky label

Setting up the minipots This is the order in which you put things in the pot. (from the bottom up) 1 3 2 Each minipot is the same, except the number of fertiliser pellets. growing mix seeds growing mix fertiliser pellets growing mix wick

Setting up the minipots Wet each wick thoroughly. Put one wick through the hole in the bottom of each minipot. Half of the wick should be outside and half inside. Cover the hole under one minipot with your finger and half fill with growing mix. Push down gently into the corners. Repeat for the other 3 pots. Mark the numbers 0, 1, 2 and 3 on the side of each pot. Add this number of fertiliser pellets to the pots. Add more growing mix to fill to the top. Press down gently. Add 3 seeds to each minipot. Cover with more growing mix. Label the pot with your initials. Water from above using a dropper until water drips through. Place the minipot on the box under the lights for 5-7 days. Compare the growth of each set of plants.

Keeping the minipots watered capillary matting wick to soak up water from reservoir water reservoir

Results How will you assess the effect of the different levels of fertiliser? What measurements will you take? How will you ensure that the results are reliable? Construct a suitable results table. Make sure you have suitable headings including units of measurement.

Results Height of plants (mm) Group 1 2 3 4 5 6 7 8 Average Number of NPK pellets 1 2 3 4 5 6 7 8 Average

Analysis and conclusion Analysis - Draw a graph to show the class average results. What kind of graph will this be? Conclusion – Write a sentence to describe what the results show.

Evaluation What was done to make this a valid comparison between the different pots? What aspects of this experiment could be sources of error? How could the experiment be improved? How could you use the same apparatus to investigate other factors affecting plant growth?

Fertiliser experiment Learning Intention: To set up an experiment to investigate the effect of fertilisers on the growth of plants. Success Criteria: Communicate well with others in your group. Develop interpersonal and leadership skills within your group. Follow instructions to set up an experiment. Analyse results. Draw conclusions from your results.

Starter activity How can energy be lost in a food chain? Name the 2 stages of photosynthesis. List the 3 limiting factors of photosynthesis.

Fertilisers Learning Intention: To understand the environmental impact of fertilisers leaching into fresh water. Success Criteria: State that fertilisers can leach into fresh water, adding extra, unwanted nitrates. This will increase algal populations and cause algal blooms. Algal blooms reduce light levels, killing aquatic plants. These dead plants, as well as dead algae, become food for bacteria which increase greatly in number. The bacteria use up large quantities of oxygen, reducing the oxygen availability for other organisms.

Skills for life, learning and work: Literacy, Numeracy, HWB: I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-15a / LIT 4-15a Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources. LIT 3-14a / LIT 4-14a   Skills for life, learning and work: Becoming confident in new biological terms Listening Note taking Extracting information from video clips

Problems with fertilisers Fertilisers leach from fields into freshwater due to heavy rain This increases the growth of algae in the water (creates algal blooms) The blooms blocks out sunlight and kills plants. Algae start to die and are broken down by bacteria along with the dead plants. These bacteria divide and use up the oxygen reducing the oxygen in the water. This results in the death of many organisms. YouTube: Eutrophication

Algal blooms

Problems with Fertilisers

Complete the cut and stick activity- put the stages into the correct order

Food Production Learning Intention: To understand the environmental impact of fertilisers leaching into fresh water. Success Criteria: State that fertilisers can leach into fresh water, adding extra, unwanted nitrates. This will increase algal populations and cause algal blooms. Algal blooms reduce light levels, killing aquatic plants. These dead plants, as well as dead algae, become food for bacteria which increase greatly in number. The bacteria use up large quantities of oxygen, reducing the oxygen availability for other organisms.

GM crops Learning Intention: To understand that Genetically Modified (GM) crops can be used to reduce the use of fertilisers. Success Criteria: State that Genetically Modified (GM) crops can be used to reduce the use of fertilisers. Understand what a GM crop is.

Skills for life, learning and work: Literacy, Numeracy, HWB: I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-15a / LIT 4-15a Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources. LIT 3-14a / LIT 4-14a   Skills for life, learning and work: Becoming confident in new biological terms Listening Note taking Extracting information from video clips

Genetically Modified crops Genetically Modified (GM) crops can be used to reduce the use of fertilisers. GM crops are crops that have the genes (DNA) from other organisms inserted into them to help them grow. For example, DNA from arctic fish that help them to withstand cold weather could help a tomato plant grow in the winter. (We will cover Genetic Modification more in the next unit)

I can debate the moral and ethical issues associated with some controversial biological procedures. SCN 4-13c I have researched new developments in science and can explain how their current or future applications might impact on modern life. SCN 4-20a

GM crop debate https://www.youtube.com/watch?v=7TmcXYp8xu4

GM Crops- The Ethical Debate In your groups you will now complete a Diamond 9 activity to discuss the ethical implications of GM food.

Diamond 9 Agree with most Agree with least

Genetic Modification extensions GM introduction GM story GM or not? GM agree or disagree

A C B D Yes Not sure Only if they No were cheaper! Would you eat GM tomatoes if they sold them in Scotland? A Yes C Not sure B Only if they were cheaper! No D

GM crops Learning Intention: To understand that Genetically Modified (GM) crops can be used to reduce the use of fertilisers. Success Criteria: State that Genetically Modified (GM) crops can be used to reduce the use of fertilisers. Understand what a GM crop is.

Starter activity What are fertilisers? Describe what happens when fertilisers leach into freshwater. What are pesticides? What could be used as an alternative to fertilisers?

Pesticides Learning Intention: To understand the environmental effects of using pesticides and alternatives to using pesticides. Success Criteria: State that pesticides that are sprayed onto crops can accumulate in the bodies of organisms over time. State that as pesticides are passed along food chains they can reach lethal levels. State that biological control and GM crops can be used as alternatives to pesticides.

Skills for life, learning and work: Literacy, Numeracy, HWB: I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-15a / LIT 4-15a Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources. LIT 3-14a / LIT 4-14a   Skills for life, learning and work: Becoming confident in new biological terms Listening Note taking Extracting information from video clips

What must a famer think of when managing a farm? Look through the power point to give you more information.

Pesticides Pesticides are used to kill a range of pests that will affect the growth of a crop. Pesticides that are sprayed onto crops can accumulate in the bodies of organisms over time. As pesticides are passed along food chains they can reach lethal levels. This is known as bioaccumulation. YouTube: Bioaccumulation YouTube: The reason pesticides may be worse than you think

The disappearance of bees YouTube: What happens if all the bees die? YouTube: The Buzz about Pesticides

What else can be used as an alternative to pesticides? Biological control GM Crops

Biological Control This involves using living things to control pest numbers. For example- using a predator to reduce the number of prey

Biological Control For example- using a predator to reduce the number of prey

Biological Control Other examples: Using the caterpillar moth (Cactoblastis) to kill cacti (Optunia) Using a virus to kill rabbits (Myxoma virus, causing Myxomatosis)

Pesticides Learning Intention: To understand the environmental effects of using pesticides and alternatives to using pesticides. Success Criteria: State that pesticides that are sprayed onto crops can accumulate in the bodies of organisms over time. State that as pesticides are passed along food chains they can reach lethal levels. State that biological control and GM crops can be used as alternatives to pesticides.

Key Area 3.5 Food Production Past Paper Practice National 5 Key Area 3.5 Food Production Total Marks /

Question 1 1 mark

Question 1

Question 2 1 mark

Question 2

Question 3 1 mark

Question 3

Question 4 1 mark

Question 4 1 5 4 2

Question 5 1 mark

Question 5 Initial populations all had different starting sizes

Question 6 1 mark

Question 6 4.3%

Question 7

Starling yellow wagtail Question 7 Starling yellow wagtail

Question 8 1 mark

Question 8 When predators are present (the number of red spider) mites decrease / there are more (red spider) mites when there is no predator 1 mark

Question 9 2 marks

Question 9 To allow it to be compared to the one with the predator/to compare the number of (red spider) mites with and without the predator/to show any difference is due to the predator Biological control 2 marks

Question 10

Question 10

Question 11

Question 11

Question 12

Question 12

Question 13

Question 13 Set up more than one field for each variety/ Repeat the (whole) investigation/ Use more potatoes/plants in each field Not acceptable - repeat it/ repeat the experiment

Question 14

Question 14 175

Question 15

Question 15 Number of potatoes/plants; Spacing between potatoes/plants; pH of soil; Nutrient content of soil; Moisture content of soil; Fertility of soil; Type of soil Pesticides/insecticides/predator/ biological control/crop rotation

Question 16

Question 16 To make protein/amino acids