The effects of human Construct and a colonisation and successive with each partner working on Education Scotland resources on activity on succession of graphs and use plant cover of lichen, mosses, one ecosystem and then Moorland – illustrated by one statistical skills. grasses and shrubs sharing their findings. plagioclimax such as a hydrolysis and chelation as the Developing extended Group discussion about what heather moorland. main weathering processes to writing skills. students think are the help soil formation and liberate characteristics of the climatic Using atlas maps. nutrients for further climax in the UK. development and succession Producing annotated Students could construct a subsequent arrival of soil fauna maps. small project on the and micro-organisms which Practising exam style temperate deciduous speed up the rate of soil questions. Including woodland biome as found in formation. the use of peer the British Isles. This should (Specific detail will depend on the assessment. include: chosen ecosystem.) distribution within the Conducting Students will be able to analyse and British Isles independent and evaluate the succession and characteristics climate, – group research tasks. climatic climax of a hydrosere vegetation, structure ecosystem in the British Isles. Any Making links within, (canopy sub canopy ecosystem in the British Isles which across and beyond layer, herb layer), starts in a freshwater lake or pool. this area of the succession stages, Students may address the specification. vegetation adaptations. following: Students could be Engage with the early colonization of rushes, encouraged to be creative in remotely sensed reeds and sedges the method used to present satellite data. waterlogged posing their findings. These could problems of nutrient availability be traditional reports, the role of plants like Alder and revision sheets, mind maps, Bog Myrtle in fixing atmospheric or electronic presentations to nitrogen share on a VLE. (There are climax of terrestrial shrubs and opportunities for students to trees as soil levels build up work together, or above the water table. independently.) (Specific detail will depend on the discussion in chosen ecosystem.) – what ways do students think Students will reinforce the concept human activity affects of climatic climax, and be able to analyse and evaluate the
The effects of human activity on succession – illustrated by one plagioclimax such as a heather moorland. Construct and a of graphs and use statistical skills. Developing extended writing skills. Using atlas maps. Producing annotated maps. Practising exam style questions. Including the use of peer assessment. Conducting independent and group research tasks. Making links within, across and beyond this area of the specification. Engage with remotely sensed satellite data. colonisation and successive plant cover of lichen, mosses, grasses and shrubs hydrolysis and chelation as the main weathering processes to help soil formation and liberate nutrients for further development and succession subsequent arrival of soil fauna and micro-organisms which speed up the rate of soil formation. (Specific detail will depend on the chosen ecosystem.) Students will be able to analyse and evaluate the succession and climatic climax of a hydrosere ecosystem in the British Isles. Any ecosystem in the British Isles which starts in a freshwater lake or pool. Students may address the following: the early colonization of rushes, reeds and sedges waterlogged posing problems of nutrient availability the role of plants like Alder and Bog Myrtle in fixing atmospheric nitrogen climax of terrestrial shrubs and trees as soil levels build up above the water table. (Specific detail will depend on the chosen ecosystem.) Students will reinforce the concept of climatic climax, and be able to analyse and evaluate the with each partner working on one ecosystem and then sharing their findings. Group discussion about what students think are the characteristics of the climatic climax in the UK. Students could construct a small project on the temperate deciduous woodland biome as found in the British Isles. This should include: distribution within the British Isles characteristics – climate, vegetation, structure (canopy sub canopy layer, herb layer), succession stages, vegetation adaptations. Students could 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. (There are opportunities for students to work together, or independently.) discussion – in what ways do students think human activity affects Education Scotland resources on Moorland
AQA-7037-SOW-PG-EUS.DOCX