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Ecosystems

Key Questions Knowledge, Understanding, Skills, Content Activities Resources
·         What are ecosystems? ·         to understand what ecosystems are and that they come in all sizes

·         to know the main components of an ecosystem

·         to introduce food chains

·         introduce the main aims of the sub-unit

·         briefly brainstorm ‘ecosystem’; put up definition on OHT and students to copy

·         read through p.44-5 Geog.2

·         consumers/producers/decomposers sorting exercise

·         complete questions on worksheet

·         ecosystem word sort activity

·         ‘what eats what’ ecosystem puzzle – complete differentiated activities

·         prep: follow up work from ecosystem puzzle: students to write up an encyclopaedia entry on three of the animals, based on the diagram

·         aims OHT

·         ‘ecosystem’ definition OHT

·         Geog.2 p.44-5 photocopies

·         consumers/producers/

decomposers sorting exercise

worksheet

·         ecosystem word sort activity; scissors, glue

·         ‘What eats what’ ecosystem puzzle resource sheets

·         What are biomes?

 

·         to understand what biomes are and why they are so different from each other ·         recap what ecosystems are and what the food chain is

·         on OHT, define what a ‘biome’ is – students to copy definition

·         place world biomes map on OHT – students to make their own copy on blank outline map; link photos around edge of map to an area they represent

·         extension for more able: students to describe the map they have just drawn

·         explain why the biomes are so different from each other

·         complete worksheet (differentiated)

·         extension for higher ability: ‘Biomes’ table

·         plenary: the biome most likely to…

·         definition OHT

·         biomes world map OHT

·         ‘biomes’ table

·         most likely to… questions

·         Where can we find the tropical rainforest?

·         What is the climate like?

 

·         to know where the tropical rainforests in the world can be found and what the climate is like

·         to map the tropical rainforest

·         starter: ‘the picture reveals’ powerpoint – students to begin to put together some mental images of what the tropical rainforest is like

·         mapwork: students to map the tropical rainforest on a blank world outline map

·         climate graph: using climate data, students to complete a climate graph for the tropical rainforest and describe its main features

·         prep: ‘the Equatorial climate’ worksheet

·         PP

·         Maps

·         Climate data, graph paper

·         Equatorial Climate WS

·         How have plants and animals adapted to the climate of the tropical rainforest?

 

·         to appreciate how flora and fauna have adapted to the climate of the tropical rainforest ·         starter: sorting exercise: students to sort cards into the correct order to introduce how the vegetation has adapted to the climate

·         on OHT, show the different layers of the rainforest – students to copy and annotate

·         plenary: 20 questions – animal/vegetable/mineral

·         cards for sorting exercise

·         OHT showing layers of the rainforest

·         20 questions guidance sheet

·         How do humans interact with the tropical rainforest?

 

·         to understand how humans are destroying the tropical rainforests

·         to understand that there is an alternative solution – sustainable living – and what it entails

·         starter: who killed Chico Mendez mystery

·         read through p.52-3 in Geog.2

·         complete Q. 1-3 & 5

·         higher ability to complete Q. 4 and 6

·         read p.54-5 in Geog.2

·         complete Q. 1-3

·         higher ability complete Q. 4-5

 

·         mystery cards

·         Geog.2 p.52-3

·         Geog.2 p.54-5

·         Where can we find the savanna?

·         What is the climate like?

 

·         to understand where the savanna is and what the climate is like

·         to map the savanna

·         starter: show clip from ‘The Lion King’ and/or ‘the picture reveals’ to show elements of the savanna – students to begin to recognise elements of the savanna ecosystem

·         mapwork: on a map of the world, students to identify Africa; on an enlarged copy of Africa, students to show the savanna

·         using data for the savanna, students to draw a climate graph – extension: describe the graph or annotate it

·         ‘The Lion King’ video or DVD or the picture reveals PowerPoint

·         maps, atlases, colouring pencils, pencils, rubbers, glue

·         climate data, graph paper

·         How have plants and animals adapted to life in the savanna?

 

·         to appreciate how flora and fauna have adapted to the climate of the savanna ·         using two pictures, students to add labels for ‘the wet season’ and ‘the dry season’

 

·         labels and pictures
·         How do humans interact with the savanna?

 

·         to understand how humans are destroying the tropical rainforests

·         to understand that there is an alternative solution – sustainable living – and what it entails

·         read p.58-9 in Geog.2

·         complete Q.1-4

·         higher ability to complete Q. 5-6

·         Geog.2 p.58-9

 

 

·         Where can we find deserts?

·         What is the climate like?

 

·         to understand where the desert is and what the climate is like

·         to map the desert

·         starter: true/false quiz to recap savanna and tropical rainforest ecosystems

·         mapwork to map the hot deserts

·         using data, students to draw a climate graph of the hot deserts – extension: describe the graph or annotate it

·         true/false quiz

·         maps, atlases, colouring pencils, rubbers, glue

·         climate data, graph paper

·         How have plants and animals adapted to life in the desert?

 

·         to appreciate how flora and fauna have adapted to the climate of the desert ·         students to look through information boxes and assign them to either plants or camels to understand how both adapt to the climate ·         information boxes, picture of a camel, picture of a cactus
·         Design your own animal ·         to recap the concepts of adaptation ·         each pair of students is given an envelope containing a set of cards which describe a variety of adaptations that animals might have. Students should read the ecosystem description on the outside of their envelope and then look at the cards inside. They should decide which cards are relevant to their ecosystem and put the irrelevant cards to one side. Students use the relevant cards to design an animal for their ecosystem, creating a display poster. ·         cards in envelopes, instructions, poster paper, glue, scissors
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