importance, how humans benefit and how we are degrading the ecosystem. Present findings back to the rest of the class. Plenary Students to pick an image out of a hat of a UK marine ecosystem. They are to describe how it may be used as a resource and how it is under threat. 1 lesson Key idea 3.4: 3.4a: Biotic and Amazon Tropical Use and interpretation of Starter (1 hour) Tropical abiotic characteristics Rain Forest nutrient diagrams Call my - give students three possible rainforests show of the tropical and food web diagrams. definitions for biotic and abiotic. They should a of rainforest ecosystem work in pairs to decide which definition is the distinguishing (climate, water, correct one for each term. features. plants, animals and humans). Main activity Suggested Show some images of the Amazon or video clips. learning Key words: There are many on BBC Class Clips or YouTube objectives: Biodiversity to get students enthused. To know the Biotic Students to describe the characteristics. characteristics of Abiotic Make a list of all the biotic and abiotic factors for the tropical rain the tropical rain forest. Explain how these forest and how 3.4b: The interact to enable the rain forest to function nutrients are interdependence of properly. cycled within the biotic and abiotic students with a blank Gersmehl model for ecosystem. characteristics the tropical rain forest - (climate, soils, water, Make sure the circles for biomass, soil and litter To understand plants, animals and are the appropriate size. how energy can humans) and the There is a good example on slide 18 of this be passed on nutrient cycle presentation - Teacher to guide students through through the (Gersmehl model). model to show nutrients and energy are ecosystem. circulated within the ecosystem. How nutrients Key words: can be added or lost. Nutrient cycling Discuss with students about how this could be Energy flows disrupted. Imagine if the Amazon has been deforested. Students now draw a Gersmehl model to show the changes after deforestation.
importance, how humans benefit and how we are degrading the ecosystem. Present findings back to the rest of the class. Plenary Students to pick an image out of a hat of a UK marine ecosystem. They are to describe how it may be used as a resource and how it is under threat. 1 lesson (1 hour) Key idea 3.4: Tropical rainforests show a of distinguishing features. Suggested learning objectives: To know the characteristics of the tropical rain forest and how nutrients are cycled within the ecosystem. To understand how energy can be passed on through the ecosystem. 3.4a: Biotic and abiotic characteristics of the tropical rainforest ecosystem (climate, water, plants, animals and humans). Key words: Biodiversity Biotic Abiotic 3.4b: The interdependence of biotic and abiotic characteristics (climate, soils, water, plants, animals and humans) and the nutrient cycle (Gersmehl model). Key words: Nutrient cycling Energy flows Amazon Tropical Rain Forest Use and interpretation of nutrient diagrams and food web diagrams. Starter Call my - give students three possible definitions for biotic and abiotic. They should work in pairs to decide which definition is the correct one for each term. Main activity Show some images of the Amazon or video clips. There are many on BBC Class Clips or YouTube to get students enthused. Students to describe the characteristics. Make a list of all the biotic and abiotic factors for the tropical rain forest. Explain how these interact to enable the rain forest to function properly. students with a blank Gersmehl model for the tropical rain forest - Make sure the circles for biomass, soil and litter are the appropriate size. There is a good example on slide 18 of this presentation - Teacher to guide students through model to show nutrients and energy are circulated within the ecosystem. How nutrients can be added or lost. Discuss with students about how this could be disrupted. Imagine if the Amazon has been deforested. Students now draw a Gersmehl model to show the changes after deforestation.
Edexcel_2016_GCSE_Geography_A_Topic_3_Ecosystems_biodiversity_and_management_Scheme_of_Work.docx