| Method |
Precise Learning Objective |
Linked |
Question / Activity
(Designed for maximum working out) |
Stepping Stones |
Pitstop Check
(Thinking Map) |
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Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context. |
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What is an abiotic factor? |
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Abiotic (non-living) factors which can affect a community are:
- light intensity
- temperature
- moisture levels
- soil pH and mineral content
- wind intensity and direction
- carbon dioxide levels for plants
- oxygen levels for aquatic animals. |
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What abiotic (non-living) factors affect a community? |
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Students should be able to extract and interpret information from charts, graphs and tables relating to the effect of abiotic factors on organisms within a community. Extract and interpret information from charts, graphs and tables. (MS) |
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Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context. |
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What is a biotic factor? |
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Biotic (living) factors which can affect a community are:
- availability of food
- new predators arriving
- new pathogens
- one species out-competing another so the numbers are no longer sufficient to breed. |
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What types of Biotic (living) factors affect a community? |
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Students should be able to extract and interpret information from charts, graphs and tables relating to the effect of biotic factors on organisms within a community. |
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(WS) Extract and interpret information from charts, graphs and tables |
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Students should understand that photosynthetic organisms are the producers of biomass for life on Earth. |
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What are the producers of biomass for life on Earth? |
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Feeding relationships within a community can be represented by food chains.
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How can feeding relationships be represented? |
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All food chains begin with a producer which synthesises
molecules. This is usually a green plant or alga which makes glucose by photosynthesis. |
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What do all food chains begin with? |
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In relation to abundance of organisms students should be able to understand the terms mean, mode and median (MS)
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What is the difference between mean, mode and median? |
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In relation to abundance of organisms students should be able to calculate arithmetic means (MS) |
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In relation to abundance of organisms students should be able to plot and draw appropriate graphs selecting appropriate scales for the axes (MS) |
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Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers |
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What is the order of energy transfer between secondary consumer, tertiary consumer, producer and primary consumer |
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Consumers that kill and eat other animals are predators, and those eaten are prey. |
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What is an organism that eats a consumer called? What is a consumer that is eaten by another consumer called? |
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In a stable community the numbers of predators and prey rise and fall in cycles. |
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What is a predator-prey cycle? |
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Interpret graphs used to model predator-prey cycles (WS) (MS) |
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Students are to describe and explain the predator-prey graph for foxes and rabbits. |
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Students should be able to interpret graphs used to model these cycles. |
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