create negative and positive feedback diagrams. Ensure students have definitions of key terms used so far. All of the above provide opportunity for an independent research task. Students given a brief to research and create a short report on the key ideas relating to the concepts of biodiversity and ecosystems. Various opportunities above to assess learning with a range of exam-style questions and peer assessment. Week 2-3 Use of key Students will understand the Opportunity to construct a The nature of ecosystems: Ecosystems and processes specific and technical nature of ecosystems, including: range of diagrams to terminology. their structure the two main illustrate the nature of – Nature of ecosystems – components: ecosystems including: their structure, energy Opportunities to abiotic components such as their structure – flows, trophic levels, food develop skills such as Structure of ecosystems: rain, wind, temperature, energy flows chains and food webs. drawing, labelling altitude, soil, pollution, trophic levels and annotating Application of systems nutrients, pH, types of soil, food chains diagrams. concepts to ecosystems Ecosystems energy flows: sunlight food webs. – – inputs, outputs, stores Online research into biotic components – Opportunity to use a range of and transfers of energy ecosystems and producers, consumers, exam question types and and materials. Concepts processes. decomposers. peer assessment for students of biomass and net energy flows ecosystems as – Construct and Trophic levels and food webs: to test their understanding of primary production. open systems (see below) annotate a range of each of the above. trophic levels Concepts of succession: graphs and use Paired/small group discussion food chains seral stages, climatic statistical skills. to identify the inputs, food webs. Systems and energy flows:
create negative and positive feedback diagrams. Ensure students have definitions of key terms used so far. All of the above provide opportunity for an independent research task. Students given a brief to research and create a short report on the key ideas relating to the concepts of biodiversity and ecosystems. Various opportunities above to assess learning with a range of exam-style questions and peer assessment. Week 2-3 Ecosystems and processes Nature of ecosystems – their structure, energy flows, trophic levels, food chains and food webs. Application of systems concepts to ecosystems – inputs, outputs, stores and transfers of energy and materials. Concepts of biomass and net primary production. Concepts of succession: seral stages, climatic Use of key and technical terminology. Opportunities to develop skills such as drawing, labelling and annotating diagrams. Online research into ecosystems and processes. Construct and annotate a range of graphs and use statistical skills. Students will understand the nature of ecosystems, including: their structure – the two main components: abiotic components – such as rain, wind, temperature, altitude, soil, pollution, nutrients, pH, types of soil, sunlight biotic components – producers, consumers, decomposers. energy flows – ecosystems as open systems (see below) trophic levels food chains food webs. Opportunity to construct a range of diagrams to illustrate the nature of ecosystems including: their structure energy flows trophic levels food chains food webs. Opportunity to use a range of exam question types and peer assessment for students to test their understanding of each of the above. Paired/small group discussion to identify the inputs, The nature of ecosystems: Structure of ecosystems: Ecosystems – energy flows: Trophic levels and food webs: Systems and energy flows: specific
AQA-7037-SOW-PG-EUS.DOCX