To understand Nutrient cycling Make a list of all the biotic and abiotic factors for how energy can Energy flows the deciduous forest. Explain how these interact be passed on to enable the deciduous forest to function through the properly. ecosystem. Issue students with a blank Gersmehl model for a deciduous forest. Make sure the circles for biomass, soil and litter are the appropriate size for the storage of nutrients. Teacher to students through the model to show nutrients and energy are circulated within the ecosystem. How nutrients are added or lost. Discuss with students about how this could be disrupted. Plenary What’s the question? Give students the answer to a question from the lesson. Students need to think of what the question is. 1 lesson Key idea 3.6: 3.6c: Why deciduous Epping Forest UK Starter (1 hour) Deciduous woodlands have Compare climate graphs for the UK and the woodlands show moderate biodiversity tropical rain forests. a of and how plants (leaf Discuss how the climate influences the distinguishing size and structure, vegetation in a temperate deciduous forest. features. water conservation in Main activity winter) and animals Annotate a diagram that shows the vegetation Suggested (migration, hibernation structure of the temperate forest. learning and food storage) are Students to research the biodiversity of the objectives: adapted to that temperate deciduous forest. To understand environment. Students to some images or draw some why deciduous images of one animal and one plant. Describe forests only have Key words: their characteristics and explain how they are moderate Biodiversity linked to the climate and soils and how they have biodiversity Adaptation adapted to the environment. compared to Hibernation tropical rain Plenary forests.
To understand how energy can be passed on through the ecosystem. Nutrient cycling Energy flows Make a list of all the biotic and abiotic factors for the deciduous forest. Explain how these interact to enable the deciduous forest to function properly. Issue students with a blank Gersmehl model for a deciduous forest. Make sure the circles for biomass, soil and litter are the appropriate size for the storage of nutrients. Teacher to students through the model to show nutrients and energy are circulated within the ecosystem. How nutrients are added or lost. Discuss with students about how this could be disrupted. Plenary What’s the question? Give students the answer to a question from the lesson. Students need to think of what the question is. 1 lesson (1 hour) Key idea 3.6: Deciduous woodlands show a of distinguishing features. Suggested learning objectives: To understand why deciduous forests only have moderate biodiversity compared to tropical rain forests. 3.6c: Why deciduous woodlands have moderate biodiversity and how plants (leaf size and structure, water conservation in winter) and animals (migration, hibernation and food storage) are adapted to that environment. Key words: Biodiversity Adaptation Hibernation Epping Forest UK Starter Compare climate graphs for the UK and the tropical rain forests. Discuss how the climate influences the vegetation in a temperate deciduous forest. Main activity Annotate a diagram that shows the vegetation structure of the temperate forest. Students to research the biodiversity of the temperate deciduous forest. Students to some images or draw some images of one animal and one plant. Describe their characteristics and explain how they are linked to the climate and soils and how they have adapted to the environment. Plenary
Edexcel_2016_GCSE_Geography_A_Topic_3_Ecosystems_biodiversity_and_management_Scheme_of_Work.docx