and intensification, Conducting Typical development issues in and savanna grassland. To implications for independent and each biome to include changes in include the themes listed in biodiversity and group research tasks. population, economic the previous column. sustainability. development, agricultural Student should be Making links within, extension and intensification, encouraged to be creative in across and beyond implications for biodiversity and the method used to present this area of the sustainability. their findings. These could specification. be traditional reports, Engage with revision sheets, mind maps, remotely sensed or electronic presentations to satellite data. share on a VLE. But as a guide it should include the information listed in previous column. (There are opportunities for students to work together, or independently.) Also opportunities for discussion and debate of the issues involved. Opportunity to use a range of practice exam questions to assess learning. Week 5-6 Use of key subject Students will be able to analyse and group discussion climatic climax in the British Isles – Ecosystems in the British and technical evaluate the succession and what is the meant by Chalk downland succession British Isles Isles over time terminology. climatic climax of a lithosere succession and climatic Chalk Downlands ecosystem in the British Any climax? Hydrosere succession Succession and climatic Opportunities to ecosystem in the British Isles which FSC hydrosere fieldwork ideas climax as illustrated by develop skills such as Students to use a range of starts on a bare rock surface, eg lithoseres and drawing, labelling textbook, library and internet climatic climax temperate woodland recently glaciated landscape, cliff, hydroseres. and annotating resources to research the quarry, scree slope, exposed rocky diagrams. succession and climatic The characteristics of the coastline. Students may address climax in lithoseres and climatic climax: Online research into Plagioclimax heather moorland the following: – hydroseres. Including the temperate deciduous ecosystems in the CrashCourse video impacts of human dominant ecological problems factors outlined in the woodland biome. British Isles over activity on succession including aridity and the soilless previous column. This could time. surface be completed as a paired task extremely slow soil formation
and intensification, implications for biodiversity and sustainability. Conducting independent and group research tasks. Making links within, across and beyond this area of the specification. Engage with remotely sensed satellite data. Typical development issues in each biome to include changes in population, economic development, agricultural extension and intensification, implications for biodiversity and sustainability. and savanna grassland. To include the themes listed in the previous column. Student should be encouraged to be creative in the method used to present their findings. These could be traditional reports, revision sheets, mind maps, or electronic presentations to share on a VLE. But as a guide it should include the information listed in previous column. (There are opportunities for students to work together, or independently.) Also opportunities for discussion and debate of the issues involved. Opportunity to use a range of practice exam questions to assess learning. Week 5-6 Ecosystems in the British Isles over time Succession and climatic climax as illustrated by lithoseres and hydroseres. The characteristics of the climatic climax: temperate deciduous woodland biome. Use of key subject and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Online research into ecosystems in the British Isles over time. Students will be able to analyse and evaluate the succession and climatic climax of a lithosere ecosystem in the British Any ecosystem in the British Isles which starts on a bare rock surface, eg recently glaciated landscape, cliff, quarry, scree slope, exposed rocky coastline. Students may address the following: dominant ecological problems including aridity and the soilless surface extremely slow soil formation group discussion – what is the meant by succession and climatic climax? Students to use a range of textbook, library and internet resources to research the succession and climatic climax in lithoseres and hydroseres. Including the factors outlined in the previous column. This could be completed as a paired task climatic climax in the British Isles Chalk downland succession British Isles Chalk Downlands Hydrosere succession FSC hydrosere fieldwork ideas climatic climax temperate woodland Plagioclimax – heather moorland CrashCourse video impacts of human activity on succession