Learning Objective Teaching activity / Learning Outcome Resources Differentiation ECM Literacy and (pupils should learn): & numeracy scale Citizenship Enquiry Question: What is an ecosystem? Key questions: Images of ecosystems Through 1.1 for extended Must: be able to define Card sorting task seating plan 1.2 writing What is an ecosystem? ecosystem and name both Concept map (2 and 1.5a What are the parts of an living and non-living levels) differentiated 2.1a Acquisition and ecosystem? components. Writing frame for LO’s 2.4a use of new How does an ecosystem function? ‘What would happen 3a subject specific What is a biome? Should: be able to if’ 3f vocabulary. describe how an Venn diagram outline Via different Teaching/Learning activities: ecosystem functions and (2 levels) levels of Labelling living and non-living explain how it would resource parts of an ecosystem. change if certain Either (i) Card sorting activity components were Longman Geography: Via grouping (paired or group task): place the altered/removed. Choice components of an ecosystem (e.g. Via use of key desert or TRF) according to how Could: explain in detail Longman Geography: terminology lessons they could link together and 2 using key terminology how Challenge p38 investigate and explain the effect an ecosystem functions, MA: making of moving/withdrawing particular the interdependence of Investigating connections parts – how would the function be the components and how C p86-7, via concept Geography affected. this function would map and 90-91 Or (ii) Concept map with the same change if certain key through the purpose as above. components were open-ended Both these tasks lead to extended removed or altered. ‘What would writing ‘What would happen if…’ happen if’ task Venn diagram of inputs/processes Geography Bingo to reinforce new terms.
scale Learning Objective (pupils should learn): Teaching activity / Learning Outcome Resources Differentiation ECM & Citizenship Literacy and numeracy 2 lessons Enquiry Question: What is an ecosystem? Must: be able to define ecosystem and name both living and non-living components. Should: be able to describe how an ecosystem functions and explain how it would change if certain components were altered/removed. Could: explain in detail using key terminology how an ecosystem functions, the interdependence of the components and how this function would change if certain key components were removed or altered. Key questions: What is an ecosystem? What are the parts of an ecosystem? How does an ecosystem function? What is a biome? Teaching/Learning activities: Labelling living and non-living parts of an ecosystem. Either (i) Card sorting activity (paired or group task): place the components of an ecosystem (e.g. desert or TRF) according to how they could link together and investigate and explain the effect of moving/withdrawing particular parts – how would the function be affected. Or (ii) Concept map with the same purpose as above. Both these tasks lead to extended writing ‘What would happen if…’ Venn diagram of inputs/processes Geography Bingo to reinforce new terms. Images of ecosystems Card sorting task Concept map (2 levels) Writing frame for ‘What would happen if’ Venn diagram outline (2 levels) Longman Geography: Choice Longman Geography: Challenge p38 Investigating Geography C p86-7, 90-91 Through seating plan and differentiated LO’s Via different levels of resource Via grouping Via use of key terminology MA: making connections via concept map and through the open-ended ‘What would happen if’ task 1.1 1.2 1.5a 2.1a 2.4a 3a 3f for extended writing Acquisition and use of new subject specific vocabulary.
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