Prior knowledge: Nothing explicitly relevant in Core/Additional Science specifications. Time Learning activity with opportunity Assessment Learning Outcome Resources Learning objective taken to develop skills opportunities The concepts of 0.4 Explain what is Learning activities: Specimen Rich questions: biodiversity, species assessment material: weeks meant by the terms teacher led explanation of the Define what we richness and index of biodiversity, species A-level Paper 1 (set 1) concepts of biodiversity, mean by the terms: diversity. richness and index Q3 species richness and the biodiversity; species – of diversity. Calculation of the index of diversity richness; and index AS Paper 2 (set 1) – Calculate the index of diversity (d). worked examples of how to of diversity. Q6 of diversity when calculate the index of diversity Why is the of Farming techniques supplied with AS Paper 2 (set 1) – students could then research diversity a more reduce biodiversity. The relevant Q7 farming methods and suggest useful measure balance between information. what the impact of these than counting the conservation and Interpret information methods is number of species farming. and draw Past exam paper teacher led discussion of in an area? conclusions from material: examples of conservation Explain some of the the index of where a balance has been ways in which BIOL2 Jan 2013 Q7 – diversity for struck farming causes a different habitats. June 2012 Q7 – exam questions. reduction in Explain how BIOL2 Jan 2011 Q5 biodiversity. – farming techniques BIOL2 June 2013 Q2 impact on – Skills developed by learning Biological Sciences biodiversity and the activities: BIOL2 June 2011 Q8 – Review, November reason why MS 1.5/MS 2.3 students BIOL2 Jan 2010 Q7 2007. Tropical – techniques are – be given data from random rainforests: used sampling, from which to conservation or Evaluate calculate an index of diversity preservation. conservation
Prior knowledge: Nothing explicitly relevant in Core/Additional Science specifications. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The concepts of biodiversity, species richness and index of diversity. Calculation of the index of diversity (d). Farming techniques reduce biodiversity. The balance between conservation and farming. 0.4 weeks Explain what is meant by the terms biodiversity, species richness and index of diversity. Calculate the index of diversity when supplied with relevant information. Interpret information and draw conclusions from the index of diversity for different habitats. Explain how farming techniques impact on biodiversity and the reason why techniques are used Evaluate conservation Learning activities: teacher led explanation of the concepts of biodiversity, species richness and the of diversity worked examples of how to calculate the index of diversity students could then research farming methods and suggest what the impact of these methods is teacher led discussion of examples of conservation where a balance has been struck exam questions. Skills developed by learning activities: MS 1.5/MS 2.3 – students be given data from random sampling, from which to calculate an index of diversity Specimen assessment material: A-level Paper 1 (set 1) – Q3 AS Paper 2 (set 1) – Q6 AS Paper 2 (set 1) – Q7 Past exam paper material: BIOL2 Jan 2013 – Q7 June 2012 – Q7 BIOL2 Jan 2011 – Q5 BIOL2 June 2013 – Q2 BIOL2 June 2011 – Q8 BIOL2 Jan 2010 – Q7 Rich questions: Define what we mean by the terms: biodiversity; species richness; and index of diversity. Why is the of diversity a more useful measure than counting the number of species in an area? Explain some of the ways in which farming causes a reduction in biodiversity. Biological Sciences Review, November 2007. Tropical rainforests: conservation or preservation.
AQA-7401-SOW.DOCX