Lesson Plan: B2.5.02

LESSON PLAN

Teacher	Subject	Period	Date	Year	Ability	LSA/Other Support
	Science

Context and Landmark Assessment	B2.5.02 Landmark Assessment: Progress Observation Opportunity

Remember to have high expectations

Lesson Title: Today we are learning about
What is the difference between abiotic and biotic factors?

Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding

Success Criteria:	You will show your learning by...
Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context. 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. 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) Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context. 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. 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. (WS) Extract and interpret information from charts, graphs and tables Students should understand that photosynthetic organisms are the producers of biomass for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis. In relation to abundance of organisms students should be able to understand the terms mean, mode and median (MS) In relation to abundance of organisms students should be able to calculate arithmetic means (MS) In relation to abundance of organisms students should be able to plot and draw appropriate graphs selecting appropriate scales for the axes (MS) Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles. Interpret graphs used to model predator-prey cycles (WS) (MS) Students should be able to interpret graphs used to model these cycles.

Success Criteria:

You will show your learning by...

Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context.
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.
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)
Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context.
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.
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.
(WS) Extract and interpret information from charts, graphs and tables
Students should understand that photosynthetic organisms are the producers of biomass for life on Earth.
Feeding relationships within a community can be represented by food chains.
All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis.
In relation to abundance of organisms students should be able to understand the terms mean, mode and median (MS)
In relation to abundance of organisms students should be able to calculate arithmetic means (MS)
In relation to abundance of organisms students should be able to plot and draw appropriate graphs selecting appropriate scales for the axes (MS)
Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers
Consumers that kill and eat other animals are predators, and those eaten are prey.
In a stable community the numbers of predators and prey rise and fall in cycles.
Interpret graphs used to model predator-prey cycles (WS) (MS)
Students should be able to interpret graphs used to model these cycles.

Think about how you can match the needs of ALL students

Keywords:

Links: Literacy, Numeracy, SMSC, British values

Memory Anchor:

AFL/Key Questions:

What is an abiotic factor?
An abiotic factor is a non-living factor.
What abiotic (non-living) factors affect a community?
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.
What is a biotic factor?
A living factor.
What types of Biotic (living) factors affect a community?
Biotic (living) factors which can affect a community are: ? availability of food ? new predators arriving ? new pathogens ? one species outcompeting another so the numbers are no longer sufficient to breed.
What are the producers of biomass for life on Earth?
photosynthetic organisms are the producers of biomass for life on Earth.
How can feeding relationships be represented?
Feeding relationships within a community can be represented by food chains.
What do all food chains begin with?
Food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis.
What is the difference between mean, mode and median?
Mean = add all the repeats up and divide by the number of repeats. Mode = the number that occurs the most. Median = the middle number when all repeats are put in order from smallest to largest
What is the order of energy transfer between secondary consumer, tertiary consumer, producer and primary consumer
producer -> primary consumer -> secondary consumer -> tertiary consumer.
What is an organism that eats a consumer called? What is a consumer that is eaten by another consumer called?
Predator eats another consumer. Prey are consumers that are eaten by another consumer.
What is a predator-prey cycle?
In a stable community the numbers of predators and prey rise and fall in cycles, dependent on the numbers of each.

Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes

Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS

Starter Activity	Differentiation and Challenge question/task
Students to copy and complete the keywords. Teacher reveals missing letters; Students correct mistakes; Discuss the scientific meanings of the words. Students to write down the definitions of the most important / new keywords. Discuss the 'Memory Anchor'. What does it show? How does it relate to the what we are learning about today (title)?

Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Remember to give time to apply knowledge, skills and understanding

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Plenary	Differentiation and Challenge question/task
Students to answer the 'Key Questions' with learning partners.
Progress Check Teacher to reveal and discuss the answers to the questions.	Extension What have learnt about the 'Big Ideas' today?

Homework	Differentiation and Challenge question/task