S1 Planet Earth Global Biodiversity Abiotic & Biotic Factors Identifying Organisms The Need for Plants Fertilisers & Farming Topical Science

Lesson 1 Learning Intentions: By the end of this series of lessons you will be able to; State that a habitat is a place where an organism lives Explain that an ecosystem is made up of the habitats and all living organisms in the one area Describe biodiversity as the living variety of all organisms on earth. Confidently be able to discuss how organisms are adapted to survive in their habitats and provide examples.

Habitats A habitat is a place where a living organism lives. There are many different types of habitat. Look at the following examples and discuss each organisms habitat.

Ecosystems An ecosystem is made up of all the organisms and their habitats in an area. Essentially all the living and non-living parts which interact with one another.

Biodiversity Bio means ‘living’ while diversity means ‘variety’ so biodiversity simply means the living variety of all organisms on earth. Which picture is more appealing? Why? During discussion highlight the importance of variety for survival.

Adapt to Survive Imagine a world without electricity – how would you survive? Humans are remarkable creatures, we adapt to changes all the time! Plants and animals are also adapted to survive in their environments.

Case Study: Adaptions Read the 2 case studies provided. In each case describe it’s habitat and it’s adaptations that aid its survival. (Structural or Behavioural) Can you think of 1 more example? Discuss with your partner and add this to your notes.

Lesson 2a Learning Intentions: By the end of this series of lessons you will be able to; State that an abiotic factor in an environment is non-living. Provide examples of abiotic factors such as temperature, light intensity, pH and soil moisture. Use the correct equipment to measure abiotic factors and highlight ways to avoid errors in their use.

Abiotic Factors Abiotic factors are non-living factors which can affect the distribution of organisms. Examples of abiotic factors include: - Light intensity - pH - Soil Moisture - Temperature We can measure abiotic factors using the correct equipment.

Workcard 1 Measuring Abiotic Factors Follow the instructions on Workcard 1 to measure various abiotic factors. REMEMBER! Wipe the probe clean between samples to avoid cross contamination.

Lesson 2b Learning Intentions: By the end of this series of lessons you will be able to; State that a biotic factor in an environment is living. Provide examples of biotic factors such as predation, disease, grazing and prey. Use the correct equipment to measure biotic factors and highlight ways to avoid errors in their use.

Biotic Factors Biotic factors are living factors which can affect the distribution of organisms. Examples of abiotic factors include: - Predation - Prey - Disease - Grazing We can measure biotic factors using the equipment such as quadrats to estimate the number of organisms present in an area.

Workcard 2a Quadrats Follow the instructions on Workcard 2a to measure various abiotic factors. REMEMBER! DO NOT aim your throw and ensure the area is clear before you throw the quadrat.

Pitfall Traps Another sampling technique called a PITFALL TRAP can be used to sample small ground organisms such as bugs. Camouflage on the top of your trap is essential and you must ensure you check the trap regularly.

Workcard 2b Pitfall Traps Follow the instructions on Workcard 2b to measure various abiotic factors. REMEMBER! Ensure your cup is level with the soil surface.

Lesson 3 Learning Intentions: By the end of this series of lessons you will be able to; State that living organisms sampled are identified using a biological key. Explain the difference between a branched key and a paired statement key. Confidently create and use keys to identify unknown organisms.

Identifying Organisms: Keys A biological key is a simple way to identify different plants and animals based on their characteristics. There are two types of keys we use for this; - paired statement - branched diagram

A B C D A Branching Key frowning not frowning Start here frowning not frowning Blushing not blushing teeth no teeth Paul Sheila Lawrence Ian

A B C D Face frowning…………..go to 2. Face not frowning ……..go to 3. A Paired Statement Key A B C D Face frowning…………..go to 2. Face not frowning ……..go to 3. 2. Blushing…………………Paul. Not Blushing……………Sheila. 3. Showing teeth…………..Lawrence. Not showing teeth….......Ian.

Lesson 4 Learning Intentions: By the end of this series of lessons you will be able to; State that green plants create their own food via a process called photosynthesis. Correctly identify the raw materials and products of this process using a word equation. Explain that light energy is converted to chemical energy using a compound called chlorophyll. Discuss that the food created is stored as starch in plant leaves and can be tested for using iodine. Explain why in certain circumstances no starch is detected in leaves. Discuss why humans need plants to survive.

What is Photosynthesis? Photosynthesis is when green plants make their own food (glucose) by converting light energy to chemical energy using the pigment chlorophyll. The raw materials required for photosynthesis are Carbon Dioxide and Water which a plant takes in from its roots and pores called stomata. The products are Glucose and Oxygen. This can be shown in a word equation as shown below: Light Energy Carbon Dioxide + Water Glucose + Oxygen Chlorophyll

Workcard 3 Stomata Peel Read the instructions on Workcard 3 carefully. REMEMBER: You must let the nail varnish dry completely before peeling it off the underside of your leaf.

Testing Photosynthesis Workcard 4 Testing for Photosynthesis Testing Photosynthesis Without light, chlorophyll and carbon dioxide, green plants would not be able to undergo photosynthesis. Starch can be detected using a chemical called Iodine. In the presence of starch, Iodine will change colour from a red/brown to a blue black.

Human Need For Plants Humans depend on the biodiversity of plants and organisms for survival. Can you think of a reason why? Use the picture below for ideas.

Lesson 5 Learning Intentions: By the end of this series of lessons you will be able to; State that fertilisers are used by farmers to increase their crop yield. Explain that fertilisers contain 3 core elements: N,P & K for plant growth and development. Confidently be able to research a variety of agricultural methods and present your findings to the class including pesticides, herbicides and GM Crops.

Fertilisers Fertilisers are used by farmers to help increase crop growth. Fertilisers often contain 3 main elements: Nitrogen, Potassium and Phosphorus Fertilisers can be natural (such as manure) or chemical.

Workcard 5 Fertilisers Follow the instructions on Workcard 5 REMEMBER: Use a sharp pencil to create a small hole in the tinfoil lid! RESEARCH TASK Use the available resources to find out what the following farming terms mean; Pesticides, Herbicides, Intensive Farming and GM Crops

Lesson 6: Learning Intentions By the end of this series of lessons you will be able to; Explain what is meant by the term ‘Endangered Species’ Provide an example of an animal that is considered Endangered Explain what is meant by conservation and describe methods used by humans to do this. Be able to discuss the advantages and disadvantages to conservation programs.

Endangered Species: Project Using the Ipads choose an animal which is classified as endangered from the following website: www.worldwildlife.org/species/directory You must research the animal you have chosen and create a fact file which covers the following; - What does endangered mean? - Why is my animal endangered? - What is conservation? - Why is conservation helpful/ harmful? - Interesting facts about your animal / pictures.