1. Feeding relationships
Interdependence: hierarchy of knowledge
How is an expert’s understanding of the subject organised?
Big idea Species are interdependent
In an ecosystem, organisms grow and reproduce by obtaining necessary resources through interdependent relationships with other organisms and the physical environment. These interactions can enhance or limit the size of populations.
Unit concept
Feeding relationships
Unit concept
Competition
Unit concept
Abiotic & abiotic
Sub-concepts
Food chain, ecosystem, population, producer, consumer
Sub-concepts
Pollination, seed dispersal
Sub-concepts
Environment
Facts
Examples of abiotic and biotic factors
A community is all the different organisms that live in an ecosystem
Facts
Decomposers (fungi and bacteria) carry out decay
Predators catch and eat prey
What scientific reasoning, maths, literacy and problem solving skills are developed?
Skill area
Present evidence
Justify a scientific claim, question or decision by presenting evidence and logical reasons
Skill area
Develop models
Create simplified descriptions of phenomena to explain
Draft
Note: the content is in draft form and may change when published © Mastery Science, 2018

2. I can use my knowledge to
Interdependence: learning stages & objectives
Decide
Activate
I understand earlier concepts
Acquire
I can understand that ..
Apply
In unfamiliar situations, I can ..
Analyse
I can use higher order thinking to ..
Feeding relationships
Habitat
Animal groups
Food webs link together several food chains and show how energy is transferred between organisms
Use the model to predict how changing one population affects another
Use the model to explain how energy is transferred
Make a logical argument to support a claim about energy in food chains
Competition
Habitat
Competition between organisms occurs when resources are limited
Use the model to explain how a change in resources could affect a population
Explain examples where organisms compete for resources
Draw conclusions based on information about how competition affects a population
Abiotic & biotic factors
Habitat
Abiotic and biotic factors affect the population of an organism
Support an opinion about how biotic and abiotic factors may affect populations
Interpret a graphical model of a predator-prey cycle to make predictions
Act
I can use my knowledge to
Decide if an unfamiliar species should be introduced into or removed from an ecosystem
Note: the content is in draft form and may change when published © Mastery Science, 2018

3. (AQA Trilogy combined science)
Interdependence: national curriculum
Which parts of KS3 are covered?
AQA KS3 syllabus: Interdependence
Which parts of GCSE are covered?
(AQA Trilogy combined science)
Feeding relationships
Communities
Levels of organisation
Competition
Abiotic & biotic factors
Abiotic factors
Biotic factors
Adaptations.
7.2.1 Levels of organisation
Present evidence
WS 3.6 Present reasoned explanations
Develop models
WS 1.2 Use a variety of models
What resources are there to teach this unit?
Below are some ideas. Visit to see more teaching & assessment resources, including:
Advanced planners with teaching ideas for Acquire
Mastery Practice Books to practise Apply
Diagnostic and summative assessments for Acquire, Apply and Analyse
Teaching
ideas
Act Choose an example e.g. Cane toads being introduced into Australia or current dilemmas, such as introducing beetles to control the spread of ragweed in Europe. Students decide the best option and present facts, scientific ideas, data, or conclusions that support their decision
Note: the content is in draft form and may change when published © Mastery Science, 2018