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Lesson 1: Importance of Plants and Photosynthesis

Learning Outcomes – The aim of this lesson

• To develop my knowledge and understanding (KU) of the importance of plants and photosynthesis.

• I can describe the various uses of plants

• I can identify structures found within a plant cell

• I can state what photosynthesis is

Success Criteria – What you will learn in this lesson

Various uses of Plants

Can you think of why a coconut

tree is useful to us?

Coconut palm

Tea & Coffee 2. What everyday substance is made from this plant?

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3. What are the wet fields called, and what crop is grown in them? 4. Give a reason why the Amazon Rainforest should NOT be cut down for agricultural land?

5. What flowers are these and where are they grown? 6. Why were these onions boiled in the past?

7. What is being collected from the tree? 8. What are the 4 main fibrous ingredients that make up cereals?

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9. What other ingredients (that are obtained from plants) are added to cereals for flavour?

10. What is the name of this crop and the important export made from it?

Various uses of Plants

1) Food Coconut milk can be used to make curries and puddings 2) Building Materials The leaves can be used to make a roof. The tree trunks can used to make bridges across narrow rivers. The fibers from the bark of the tree can used to make rope. 3) Medicine Coconut water can be used to restore your body salts and water when you are dehydrated.

Coconut palm

Uses of plants

• Copy the table

• Work together with the others in your group to complete table – use plants other than coconuts!

Area of use Plant Use

Food

Medicine

Raw materials

Uses of plants

• Plants also help keep the balance of gases in the atmosphere.

CO2 produced in respiration

CO2 taken in

O2 taken in

O2 given out Do you know the name of this process?

Photosynthesis

• Watch the following video to identify:

What is photosynthesis?

What do plants need to photosynthesize?

What do plants release once they have photosynthesised?

• http://www.tigtagworld.co.uk/film/photosynthesis-PRM00101/

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Photosynthesis

• Photosynthesis is the way in which green plants make their food. • In order to leave this class, you must answer a question from the teacher.

• The first person to raise their hand after the question has been asked, will answer the question.

• Once you have answered a question you may line up at the door quietly.

• Anyone who is noisy will return to answer another question.

Exit Pass

Lesson 2: Photosynthesis

Last

• To develop my knowledge and understanding (KU) of the importance of plants and photosynthesis.

• I can describe the various uses of plants

• I can state what photosynthesis is

• I can identify the raw materials required for photosynthesis

• I can identify the products of photosynthesis

• I can create a word equation for photosynthesis

• I can describe an experiment to measure the rate of photosynthesis

Success Criteria – What you will learn in this lesson

Last lesson SC’s:

• I can describe the various uses of plants

• I can identify structures found within a plant cell

• I can state what photosynthesis is

Can you answer these SC’s?

Last lesson Recap Learning Outcomes

• To develop my KU of photosynthesis.

• I can state what photosynthesis is

• I can identify the raw materials required for photosynthesis

• I can identify the products of photosynthesis

• I can create a word equation for photosynthesis

• I can state that this carbohydrate can be stored as starch

Success Criteria

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Plant Cell – Identify the structures

A

B

C

D

E

F

Cell Membrane

Cytoplasm

Nucleus

Cell Wall

Vacuole

Chloroplast

Photosynthesis – What is needed?

Water

Carbon dioxide and water

These are the RAW MATERIALS

Carbon dioxide from the air

Photosynthesis – What is needed inside the cell?

Light

Chlorophyll to trap the light energy and change it to chemical energy

Chlorophyll is found in chloroplasts

Photosynthesis – What do plants make?

Glucose and Oxygen

Oxygen is released into the air

These are the PRODUCTS

Photosynthesis

Raw materials Products

• Can you fill in the blanks to create a word equation for photosynthesis?

Carbon Dioxide Water

Sunlight

Chlorophyll

Oxygen Glucose

Photosynthesis

• The plants use the glucose for

An energy source

Some is stored as Starch – the storage carbohydrate

Some starch is made into cellulose – the structural carbohydrate

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Measuring the rate of photosynthesis

http://www.reading.ac.uk/virtualexperiments/ves/preloader-photosynthesis-full.html

Observing

Exit Pass

To leave this class you must write down one thing you have either:

(1) Newly learnt (did not know before)

(2)Don’t understand/Need to revise

And hand it in.

Lesson 3: Testing a leaf for starch

Recap Questions - Write in the back of your jotter

1. Name a plant and give an example of it’s use

2. What is the name of the process by which plants make their own food?

3. What gas is produced by this process?

4. What is the name of the carbohydrate produced by this process?

5. Name the green pigment found in plant cells (hint: it’s found in the chloroplast)

Learning Outcomes

• To develop my KU of photosynthesis.

• I can describe an experiment to test for starch

• I can name the solution used to identify the presence of starch

• I can identify whether starch is present due to a colour change.

Success Criteria

Testing leaves for starch

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Testing a Leaf for Starch

Equipment:

• GOGGLES

• Geranium leaf

• 250ml beaker, one-third full of water

• Bunsen burner

• Heatproof mat

• Tripod stand

• Tweezers or spatula

You will be told to collect equipment later on.

Equipment Handling

Testing a Leaf for Starch (ctd.)

Method

1. Boil leaf in water for 2

minutes to kill the cells and make

them soft.

Turn off Bunsen!

Testing a Leaf for Starch

Now collect the following Equipment:

• Boiling tube half-filled with alcohol

• Iodine solution ( one bottle per table)

• White cutting tile

Testing a Leaf for Starch (ctd.)

Method

1. Boil leaf in water for 2

minutes to kill the cells and make

them soft.

Turn off Bunsen!

2. Put leaf in test tube of ethanol and place in hot

water.

3. Rinse the leaf with water and spread on

a white tile.

4. Stain with 2-3 drops of

iodine solution

Testing a Leaf for Starch notes

Match the procedure to the correct reason, and copy into your jotter:

Write in the correct answer, and copy the sentence into your jotter:

Iodine turns brown/red or blue/black in the presence of starch.

Procedure Reason 1. Boil leaf in water 2. Boil in alcohol 3. Rinse leaf in water 4. Add iodine solution

To dissolve and remove the Chlorophyll Show presence of starch Make cells more permeable Rinse off excess alcohol

BONUS: Once you have finished, using a ruler draw the equipment for each stage of the experiment.

Homework 1: Photosynthesis and the Use of Plants

(you can find this in the homework booklet or at

www.mrsphysics.co.uk/bge )

Homework due: 00/00/0000

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Lesson 4: Ecosystems

• Going around the class, each person must name or describe a structure, word, experiment etc. that they learnt last week.

• Hint:

Brain starter

Learning Outcomes

• To develop my KU of key words in Biology

• To develop my understanding of what affects an ecosystem

• I can describe what population, habitat, community and ecosystem are.

• I can identify a population, habitat, community and ecosystem.

• I can give an example of different factors affect the population of a species

• I can state what apparatus would be used to measure these factors

Success Criteria

Key Words

Community

Population

Habitat

Ecosystem

Is the total number of one type (species)of organisms

living within a community.

Describes all living organisms living together in an

ecosystem

Is the combination of living and non living things in an

area

Is the place where an organism lives

Predator

An organism that naturally preys on others

An organism that is being hunted and eaten by others

Prey

Ecosystem Challenge

Easy Medium Hard

Find 1 population and its habitat Find 3 populations and their habitats Find 5 populations and their habitats

Factors affecting an ecosystem

• In your groups, discuss what you think might affect where a population might live.

• What would you use to test these factors?

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Factor What can I use to measure it?

Factors affecting an ecosystem

Temperature

Moisture levels

sunlight

Wind

pH

Thermometer

Sunlight and

moisture meter

pH paper/indicator

anemometer

• Each person on your table will receive a word on a piece of paper.

• One person is selected to guess the word written on the piece of paper.

• Using definitions, acronyms, etc. the person being questioned must guess the word on the paper.

Hot Seat

Lesson 5: Adaptations BGE 1st year

1. What is the key word – is the combination of all living and non living things

2. Describe what a habitat is.

3. Give an example of a population.

4. Name a factor which affects where an organism lives.

5. What equipment is used to measure this factor?

Log onto your laptops AND Recap

Learning Outcomes

• To develop my understanding of adaptations and how these allow organisms to survive is different environments.

• I can describe what an adaptation is

• I can name two types of adaptation

• I can give examples of adaptations and describe how they allow an organism to survive in a specific environment

• I can research and create an information poster about a specific organism

Success Criteria

• In your pairs, what do you think is meant by “adaptation”?

• https://www.twigonglow.com/film/adaptation-1125/

• An adaptation is an inherited characteristic (from the parents) that allows an organism to survive within its environment.

Adaptation

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A variation in the shape, structure, colour etc. of an organism e.g. snail shell, anteater’s snout.

Physical Adaptations

The way which and organism acts or responds within an environment (its behaviour!) eg. Nocturnal, migration, swarming etc.

Behavioural Adaptations

Hobbies migrate from Africa to the UK. About 2961miles

• Copy the table below, using your laptops complete the table.

Research

Organism Adaptation Function of Adaptation

Camel

Turtle

Polar bear

Mantis shrimp

Tiger

Cactus

Research Task

• In order to leave this class, you must answer a question from the teacher.

• The first person to raise their hand after the question has been asked, will answer the question.

• Once you have answered a question you may line up at the door quietly.

• Anyone who is noisy will return to answer another question.

Exit Pass

Lesson 6: Sampling our Environment

BGE 1st year

• Open your jotters to your homework and swap with the person sitting across from you.

• Homework /15

Homework 1 Due!

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Learning Outcomes

• To develop my understanding of why and how we could sample an ecosystem.

• I can state what sampling is

• I can explain why we would sample an ecosystem.

• I can identify different sampling methods

• I can describe how these methods can be used

• I can identify potential errors when sampling an ecosystem.

Success Criteria

• In your groups discuss why we sample an ecosystem, and how we could do this.

Why Sample?

2 minutes

End

• Estimate the population of a species

• Identify new species

• Investigate the effects of humans on an ecosystem

• We can’t count ALL the organisms living in an area

We sample an ecosystem to: Sampling Methods

Branch Beating Pitfall Trap Quadrat

• Quadrat Used to sample: Possible errors: • Pitfall trap Used to sample: Possible errors: • Branch beating Used to sample: Possible errors:

Sampling Methods

Homework 2: Ecosystems and Adaptations.

This is on page 3 of the homework booklet or can be found at

www.mrsphysics.co.uk/bge

Homework due: 00/00/0000

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• In order to leave this class, you must answer a question from the teacher.

• The first person to raise their hand after the question has been asked, will answer the question.

• Once you have answered a question you may line up at the door quietly.

• Anyone who is noisy will return to answer another question.

Exit Pass

Lesson 7: outside BGE 1st year

Learning Outcomes

• To develop my KU of how to use sampling techniques

• I can name sampling techniques

• I can accurately use different sampling techniques to sample an area

• I can reflect and identify potential errors during sampling

• I can create a table to record results from sampling an area.

Success Criteria

• Quadrat

• Pitfall trap

Using Sampling Techniques Recap Equipment Handling

No. of Throws Species of Plant No. of Species

1

• • • • •

2

• • • • •

3

• • • • •

• You must sample a minimum of 3 areas.

Quadrat results table Identifying a Species

• You may find a few of the following species:

• Even if there is no flower, you can identify a plant by its leaves!

Dandelion Daisy Clover

Plantain Buttercup

Observing

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• Always listen to the instructions given by your teacher.

• You must use the pedestrian crossing to cross the road.

• When using quadrats, a gentle toss is all you need. Ensure there is no one in the path

of the quadrat.

• Do not throw the quadrat near trees. If it gets stuck you will pay for a new one!

• Enjoy the weather!

Lesson 8: Using a Key and Processing data

BGE 1st year

Learning Outcomes

• To develop my KU of using a key and data processing.

• I can use a key to identify different species

• I can create a table of results

• I can create a bar graph from a table of results

Success Criteria

Each pair should get a petri dish containing pieces of paper with different organisms and a number on the back.

1. Using the Key, identify the different organisms in your petri dish.

2. Create a table of results to record the type of organism and how many there are (the number on the back).

3. From your table of results create a bar graph.

After each stage you should check your progress with your teacher before continuing.

Challenge – Complete in the back of your jotter Bar Graphs

• Make a key of one of the following

• For example • Dog breeds

• Favourite cars/ tractors

• People you live with

Early finishers

Lesson 9: Collecting data BGE 1st year

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• Open your jotters to your homework and swap with the person sitting across from you.

• Homework /15

Homework 2 Due!

Homework 3: Sampling and Data Processing

This is on page 4 & 5 of the homework booklet or can be found at

www.mrsphysics.co.uk/bge

Homework due: 00/00/0000

• Always listen to the instructions given by your teacher.

• You must use the pedestrian crossing to cross the road.

• When retrieving your pitfall trap, return the area to the way you found it!

• Enjoy the weather!

• Each pair should use the key to identify the organisms caught in the pitfall trap.

• Record your results in a results table.

Identifying organisms

Lesson 10: Processing data BGE 1st year

Learning Outcomes

• To develop my KU of using a key and data processing.

• I can use a key to identify different species

• I can create a table of results

• I can create a bar graph from a table of results

Success Criteria

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Using the results collected from your samples you must carry out the following:

1. From your table of results create a bar graph.

2. Identify which organism was most abundant in that area

3. Identify the percentage of the organisms that were this most abundant organism.

After each stage you should check your progress with your teacher before continuing.

Complete in the back of your jotter Processing

Data

Lesson 11: Respiration BGE 1st year

1. Why do Scientists sample an area?

2. What kinds of organisms would a pitfall trap be used to sample?

3. What sampling method would be used to sample plant species?

4. What could you do to make your sampling more reliable?

Sampling Recap Learning Outcomes

• To develop my KU of the process respiration.

• I can state what organisms require energy for

• I can describe what respiration is

• I can identify what gas is required for respiration

• I can identify what gas is released at the end of respiration.

• I can create a word equation for respiration

Success Criteria

• What process will the leaves in the uncovered bottle carry out?

• What process will the leaves in the covered bottle carry out?

• What will happen to the carbon dioxide levels in both bottles?

Set up the 2 following Experiments

Laptop CO2 probe

Bottle

Basil leaves

Laptop CO2 probe

Bottle covered with tin foil

Basil leaves

Hypothesising

• In your pairs, discuss what our bodies use energy for and where we get this energy from.

What do we need energy for?

2 minutes

End

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We need energy to….

Move

Grow

Repair our bodies and replace cells

Maintain our body Temperature at 37°C

Chemical reactions in our whole body In your pairs, think (i) what is respiration (ii) what substances do you take into your body, and what substances you give out.

Respiration

Take into our body Give out from our body

Respiration

Glucose + Oxygen water + carbon dioxide

Energy

Respiration is the breakdown of food (glucose) to release energy! Word equation:

+ +

• Look the results from the experiments set up at the beginning of the class.

• In which bottle do you think the leaves are:

(i) Photosynthesising

(ii) Respiring

(iii) Why?

Checking CO2 levels Taking

Readings

Homework 4: Identifying Organisms and Respiration

This is on page 6 & 7 of the homework booklet or can be found at

www.mrsphysics.co.uk/bge

Homework due: 00/00/0000 Exit Pass

To leave this class you must write down one thing you have either:

(1) Newly learnt (did not know before)

(2)Don’t understand/Need to revise

And hand it in.

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Lesson 12: Carbon Cycle BGE 1st year

• Open your jotters to your homework and swap with the person sitting across from you.

• Homework /15

Homework 3 Due!

1. What is respiration?

2. What gas is used in respiration?

3. What gas is given out during respiration

4. If a plant does not have access to sunlight, will it photosynthesise or respire?

5. What happens to the concentration of CO2 inside an enclosed bottle during respiration?

Respiration Recap Learning Outcomes

• To develop my KU of the Carbon Cycle

• I can state what climate change, global warming, and the green house effect is

• I can give an example of a green house gas.

• I can give examples of processes with contribute to climate change.

• I can describe the process of maintaining a balance between the gases in the air

• I can identify causes and implications of changes in atmospheric gas balance.

Success Criteria

Definitions

Climate Change

Any long-term change of climate elements (such as temperature, pressure, or winds) sustained over several decades or longer. There is thought that this is contributed to by human activity.

Global Warming

Carbon

Footprint

Greenhouse

Effect

Greenhouse

Gases

Carbon

Offsetting

an increase in the planet’s average temperature over time.

the amount of carbon dioxide (CO2 ) produced from the activity of an individual or a group.

the process of trapping heat from the sun in the atmosphere

CO2 , methane and water vapour.

ways of balancing increasing CO2 levels in the atmosphere

Carbon Cycle

CO2 in air

1. CO2 is taken in by plants for PHOTOSYNTHESIS and turned into carbohydrates

2. Plants release CO2 through RESPIRATION

3. - EATING

The carbon taken in by plants is then eaten by animals

4. Animals release CO2 through

RESPIRATION 5. – DEATH

Animals (and plants) die and their remains are fed on by microbes

6. These microbes also release CO2 through RESPIRATION

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Choose one of the following topics to Research and Present. Find out about all the gases in the air – Use a pie chart to show how the air is made

up of gases and in what percentage. What happens if any of these are altered?

What is meant by your ‘carbon footprint?’ How can you change your lifestyle to reduce it?

What is meant by ‘carbon footprint’ and ‘carbon offsetting’? – Give examples to illustrate your definitions.

What is the Greenhouse Effect? – and Enhanced Greenhouse Effect? Include in your explanation the gases involved and ways we can reduce the effect.

Global warming – What is this and what are the factors that contribute to it?

What is ‘climate change’ - what evidence is there that it is induced by human activity? - include evidence and examples

Research Task

Homework 5: Carbon Cycle Research Task

This is on page 8 of the homework booklet or can be found at

www.mrsphysics.co.uk/bge

Homework due: 00/00/0000

• In order to leave this class, you must answer a question from the teacher.

• The first person to raise their hand after the question has been asked, will answer the question.

• Once you have answered a question you may line up at the door quietly.

• Anyone who is noisy will return to answer another question.

Exit Pass

Homework 4: Identifying Organisms and Respiration

Homework due: 00/00/0000

Lesson 13: Carbon Cycle Presentations

BGE 1st year

Homework 5: Carbon Cycle Presentations

Homework due: 00/00/0000

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Lesson 14 : Revision Lesson

Lesson 15 : Assessment

Lesson 16 : Feedback and evaluation