8D TEACHER GUIDE.pdf - swallowhillresources

8D 

The way of the dodo 

8 

D 

This unit revises work on habitats, classification, adaptation 

and feeding relationships from Year 7. This is extended by 

considering the differences between how scientists find out 

about these things for extinct organisms and those that are 

still living. Population changes, fieldwork techniques and the 

interdependence of organisms within a community are also 

introduced. 

We recommend between 7.5 and 9 hours of teaching time for this 

unit. 

From KS2/previous units most pupils will know: 

• that animals and plants are adapted to their habitats 

• that food chains and food webs can be used to represent feeding 

relationships 

• that animals can be endangered 

• the main taxonomic groups of animals 

• what a fossil is. 

It is envisaged that pupils will only collect data about living 

organisms, comparing those ways of data collection with the 

ways in which data needs to be collected when studying extinct 

organisms. Each topic comes with a range of fieldwork tasks but 

depending on where your school is located you may wish pupils 

to study Topics 8Da through to 8Dd and then consolidate pupils’ 

learning by undertaking a full day of fieldwork. If time or resources 

do not allow fieldwork, each topic has a range of alternative 

classroom-based tasks that make it possible to cover the material 

without fieldwork. 

• Topic 8Da looks at some examples of extinct organisms to 

provide revision on habitats and animal classification. It also 

provides an introduction to plant classification. There is an 

optional investigation for Attainment Target 1 on the development 

of a classification system. A set of level descriptions is provided in 

the ASP. There is Could level material on designing a key. 

• Topic 8Db introduces a wide range of different sampling methods 

that allow us to find out about communities, population sizes and 

distribution. It also considers how fossils can provide evidence 

about communities and populations. 

• Topic 8Dc looks at physical environmental factors in a habitat, 

how they are measured and their effects on the organisms. 

This is contrasted with a look at how scientists work out what 

environments used to be like, using rocks, ice cores and fossils. 

Could level material looks at how global warming is monitored. 

• Topic 8Dd introduces the effects of living factors in a habitat 

and the interrelationships between the different organisms in a 

habitat. Food chains and webs are revisited. 

• Topic 8De introduces pyramids of numbers and the effects of 

toxic chemicals on food webs. The last page of the Pupil’s Book 

looks at the reasons why animals become endangered and the 

efforts to save some animals. There is Could level material on 

pyramids of biomass and trophic levels. 

Expectations 

Key concepts 

At the end of this unit… 

All pupils must: 

(WT4) Recall that animals and plants can be classified into groups. 

(L4) Recall some ways in which scientists tell each other about their 

findings. 

(L5) Recall that there are different theories about how organisms 

have become extinct. 

(L5) Recognise how a theory is used to make predictions that are 

then tested. 

Most pupils should: 

(L5) Describe how human activity has caused some animals to 

become endangered or extinct. 

(L6) Critically evaluate theories in terms of the evidence they 

explain. 

(L6) Critically analyse evidence to determine whether it is reliable. 

Some pupils could: 

(L7) Recall some of the theories and the supporting evidence to 

explain dinosaur and plant extinction 65 million years ago. 

(L8) Describe how computers are used to model scientific ideas. 

Key processes 



(L4) Select appropriate methods and apparatus to collect data 

about a habitat. 

(L5) Compare different habitats. 


(L4) Collect, store and present information using ICT. 

(L5) Select and use suitable sampling methods to collect data from 

a habitat. 


(L7) Plan how to collect data in cases when it is difficult to control 

some variables. 

Range and content 



(L4) Describe how organisms are adapted to their environments. 

(L4) Draw and interpret food chains and food webs. 

(L5) Identify some reasons for differences in communities, 

populations and distributions in different habitats. 

(L5) Classify some plants into their main taxonomic groups. 


(L5) Explain how adaptations aid survival. 

(L6) Relate the number and the distribution of organisms to the 

resources available. 

(L7) Draw and interpret pyramids of numbers. 


(L7) Explain the advantages and disadvantages of biological control. 

(L8) Describe how some environmental conditions are linked. 

(L8) Draw and interpret pyramids of biomass. 

For a list of updated and vetted websites that can be used to 

support your teaching of this unit please visit the 

Exploring Science: How Science Works E-Forum 

(http://groups.google.co.uk/group/exploringscience). 

108 

Exploring Science edition © Pearson Education Limited 2008



8D NC statements covered 

From KS2 

Sc2 1c 

Sc2 3a 

(pt) 

Statement 

To make links between life processes 

in familiar animals and plants and the 

environments in which they are found. 

The effect of light, air, water and temperature 

on plant growth. 

Topic 

all 

8Da, 8Db, 

8Dc, 8Dd 

Sc2 4a To make and use keys. 8Da, 8Dc, 

8Dd 

Sc2 4b 

Sc2 4c 

Sc2 5a 

(pt) 

Sc2 5b 

Sc2 5c 

Sc2 5d 

Sc2 5e 

Sc2 5f 

At KS3 

1 Key concepts 

1a 

1b 

2a 

2b 

4a 

How locally occurring animals and plants can 

be identified and assigned to groups. 

That the variety of plants and animals makes 

it important to identify them and assign them 

to groups. 

About ways in which living things and the 

environment need protection. 

About the different plants and animals found 

in different habitats. 

How animals and plants in two different 

habitats are suited to their environment. 

To use food chains to show feeding 

relationships in a habitat. 

About how nearly all food chains start with a 

green plant. 

That micro-organisms are microscopic living 

organisms that are often too small to be 

seen, and that they may be beneficial or 

harmful. 

Statement 

Using scientific ideas and models to explain 

phenomena and developing them creatively to 

generate and test theories. 

Critically analysing and evaluating evidence from 

observations and experiments. 

Exploring how the creative application of 

scientific ideas can bring about technological 

developments and consequent changes in the 

way people think and behave. 

Examining the ethical and moral implications of 

using and applying science. 

Sharing developments and common 

understanding across disciplines and boundaries. 

2 Key processes 

1a 

1b 

1c 

2a 

2b 

3a 

Statement 

Use a range of scientific methods and techniques 

to develop and test ideas and explanations. 

Assess risk and work safely in the laboratory, field 

and workplace. 

Plan and carry out practical and investigative 

activities, both individually and in groups. 

Obtain, record and analyse data from a wide 

range of primary and secondary sources, including 

ICT sources, and use their findings to provide 

evidence for scientific explanations. 

Evaluate scientific evidence and working 

methods. 

Use appropriate methods, including ICT, 

to communicate scientific information and 

contribute to presentations and discussions about 

scientific issues. 

8Da 


8Da, 8De 






8De 

Topic 

all 

8Da, 

8Db, 8Dc 


8Db, 

8Dc, 8De 



Topic 

all 



all 

all 




all 

3 Range and content 

3a 

3c 

3d 

3e 

4c 

Statement 

Life processes are supported by the organisation 

of cells into tissues, organs and body systems. 

Conception, growth, development, behaviour and 

health can be affected by diet, drugs and disease. 

All living things show variation, can be classified 

and are interdependent, interacting with each 

other and their environment. 

Behaviour is influenced by internal and external 

factors and can be investigated and measured. 

Human activity and natural processes can lead to 

changes in the environment. 

4 Curriculum opportunities 

a 

b 

c 

d 

e 

f 

g 

h 

i 

j 

k 

Statement 

Research, experiment, discuss and develop 

arguments. 

Pursue an independent enquiry into an aspect of 

science of personal interest. 

Use real-life examples as a basis for finding out 

about science. 

Study science in local, national and global 

contexts, and appreciate the connections 

between these. 

Experience science outside the school 

environment, including in the workplace, where 

possible. 

Use creativity and innovation in science, and 

appreciate their importance in enterprise. 

Recognise the importance of sustainability in 

scientific and technological developments. 

Explore contemporary and historical scientific 

developments and how they have been 

communicated. 

Prepare to specialise in a range of science 

subjects at Key Stage 4 and consider career 

opportunities both within science and in other 

areas that are provided by science qualifications. 

Consider how knowledge and understanding of 

science informs personal and collective decisions, 

including those on substance abuse and sexual 

health. 

Make links between science and other subjects 

and areas of the curriculum. 

Links with other units 

7C 

Food chains and webs, 

sensors, global warming. 

7I 

Topic 



all 

8Db, 8Dd 


8Dd, 8De 

Topic 

all 



8Db, 8Dc, 









8Da, 8Db 


Energy transfer, global 

warming. 

7D Classification of animals. 8C Microbes and disease. 


8Da, 8Dd 

7E Acid rain. 9C Photosynthesis, sustainable 

development, food chains. 

7F Acid rain. 9D Learned behaviour. 

7G Global warming. 9G Pollution and the 

environment. 

7H 

Sedimentary rocks and fossils. 

Cross-curricular links 

Topic 


8Db 

8Dc 


Links 

Geography – environmental issues, fieldwork. 


Geography – environmental issues, monitoring physical 

environmental factors, fieldwork. 

ICT – using computers for modelling, and recording and 

transmitting data. 


Skills opportunities for Personal, Learning and Thinking Skills (PLTS), 

literacy, numeracy and ICT are included in the individual topic notes. 

8 

D 

© Pearson Education Limited 2008 Exploring Science edition 109



Framework statements covered by Unit 8D 

1 How Science Works 

1.1 Explanation, arguments and decisions 

Code Framework threads Year 8 Topic 

1.1a1 Scientific thinking: developing 

explanations using ideas and 

models 

1.1a2 Scientific thinking: challenge and 

collaboration in the development 

of explanations 

1.1a3 Scientific thinking: developing 

argument 

1.1b Applications, implications and 

cultural understanding 

1.1c Communication for audience 

and with purpose 

Describe more than one model to explain the same phenomenon and discuss 

the strengths and weaknesses of each model. 

Describe how the use of a particular model or analogy supports an explanation. 8Db, 8Dd 

Recognise that science is a communal, and therefore fallible, human activity 

and that different explanations can arise from individual bias. 

Recognise questions that the scientific process cannot yet answer. 

Identify a range of scientific data and other evidence to back an argument and 

the counterclaim in more complex and/or less familiar contexts, e.g. use of 

antibiotics. 

Describe how scientific evidence from different sources carries different weight 

in supporting or disproving theories. 

Explain some issues, benefits and drawbacks of scientific developments with 

which they are familiar. 

Recognise that decisions about the use and application of science and 

technology are influenced by society and individuals, and how these could 

impact on people and the environment. 

Use a range of scientific vocabulary and terminology consistently in discussions 

and written work. 

Adapt the stylistic conventions of a range of genres for different audiences and 

purposes in scientific writing. 







8Dc, 8Dd, 


8Dc, 8Dd, 


all 


8 

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1.2 Practical and enquiry skills 

Code Framework threads Year 8 Topic 

1.2a Using investigative approaches: 

planning an approach 

1.2c Using investigative approaches: 

assessing risk and working safely 

1.2d Using investigative approaches: 

obtaining and presenting primary 

evidence 

1.2e Working critically with primary 

evidence 

1.2f Working critically with secondary 

evidence 

Describe an appropriate approach to answer a scientific question using 

sources of evidence and, where appropriate, making relevant observations or 

measurements using appropriate apparatus. 

Explain how to take action to control the risks to themselves and others, and 

demonstrate competence in their practical technique. 

Explain how the observation and recording methods are appropriate to the task. 

Describe ways in which the presentation of experimental results through the 

routine use of tables, charts and line graphs makes it easier to see patterns and 

trends. 

Describe how the patterns and trends in the results link to the conclusions 

drawn and whether the evidence is sufficient. 

Describe and suggest, with reasons, how planning and implementation could 

be improved. 

Describe what needs to be considered in the collection and manipulation of 

simple secondary evidence to evaluate the conclusion or interpretation made. 

Recognise that the selection, ordering or rejection of secondary data could lead 

to different conclusions. 

all 













2 Organisms, behaviour and health 

Code Framework sub-strands Year 8 Topic 

2.1 Life processes Explain how the organs and tissues in plants and animals function to support 

the seven life processes in a healthy organism. 

2.2 Variation and interdependence Explain how variation has benefits and limitations for the survival of organisms 

in specific habitats. 

Explain energy transfer in food chains and webs and relate this to the 

abundance of organisms. 

2.3 Behaviour Explain how changes in learned behaviour due to internal and external stimuli 

are of benefit to the organism. 

5 Environment, Earth and universe 

Code Framework sub-strands Year 8 Topic 

5.1 Changing environment and 

sustainability 

Explain some changes that have led to the composition of the current 

atmosphere. 


8Da, 8Dc, 





110 




8D Routes through the unit 

This page suggests routes through the unit at three different levels but many other teaching sequences are possible. We recommend between 7.5 and 9 hours of teaching time for this unit. 

Topic Level Learning objectives Key words Tasks 

Starter 1, Explaining 1, Starter 3, 

Explaining 2, Exploring 1, 

Explaining 3, Plenary 5, Homework 1 

amphibian, animal kingdom, bird, classification, 

environment, extinct, fish, fossil, global warming, 

habitat, invertebrate, kingdom, mammal, plant 

kingdom, physical environmental factor, reptile, 

resources, vertebrate 

8Da Must All pupils must: describe how changes in the environment of a habitat can cause extinction; recall 

that animals and plants can be classified into groups; describe one way in which fossils are used as 

evidence; recall that plants lose water through their leaves; explain how there can be many theories 

to explain one observation. 

Starter 1, Explaining 1, Starter 2, 

Exploring 1, Explaining 2–3, 

Plenary 3–4, Homework 2 

acid rain, adaptation, arachnid, arthropod, centipede, 

cone, conifer, crustacean, cuticle, echinoderm, 

fern, flowering plant, fruit, insect, mollusc, moss, 

photosynthesis, seed, spore, xylem vessel 

Should Most pupils should: recall the main features used to divide vertebrates and invertebrates into groups; 

recall the main features used to divide plants into groups; explain how plants make food using 

photosynthesis; describe some adaptations of plants to drier environments; explain why one theory 

may carry more weight than another. 

Starter 1–2, Explaining 1–3, 

Exploring 2, Plenary 1, Homework 3 

Could Some pupils could: recall some of the theories and the supporting evidence to explain dinosaur and 

plant extinction 65 million years ago. 

Starter 1, Explaining 1&3, Exploring 4, 


community, distribution, pond dipping, population, 

quadrat, sample, sweepnet, tree beating 

8Db Must All pupils must: recall some ways in which scientists find evidence for what organisms are in a 

community; recall some ways in which scientists count populations; describe how organisms can be 

distributed in different parts of a habitat; use some simple sampling methods, including quadrats. 

ecologist, estimate, pitfall trap, Tullgren funnel Starter 2, Explaining 1&3, Exploring 4, 


Should Most pupils should: estimate a population size from a sample; use and explain the use of Tullgren 

funnels and pitfall traps; explain why many samples need to be taken to compensate for uneven 

distribution; explain how sampling can help scientists to find out about distribution. 

Could Some pupils could: use or explain the use of transects. transect Starter 3, Explaining 3, Exploring 5, 


anemometer Starter 1, Explaining 1, Exploring 4, 

Homework 2 (as classwork), 

Plenary 3, Homework 1 

8Dc Must All pupils must: use simple ways of measuring physical environmental factors; identify how an 

organism is adapted to its habitat; describe how changes in environmental factors cause changes 

in populations and communities due to organisms’ adaptations being unsuitable for the changed 

conditions; recall some ways in which scientists tell each other about their findings. 

anemometer Starter 2, Explaining 1, Exploring 3, 


Should Most pupils should: describe how different types of evidence are obtained to show environmental 

changes; explain how ICT is used to measure, record and describe environmental factors; identify 

relationships between physical environmental factors within a habitat. 

computer modelling Starter 2, Explaining 1&3, Exploring 1, 


Could Some pupils could: describe how computers are used to model scientific ideas; explain how 

evidence from rocks and ice cores can be used to work out how levels of gases in the atmosphere 

have changed; describe how organisms and geological events have affected the levels of gases in the 

atmosphere. 

Starter 3, Exploring 3, Explaining 1–2, 

Exploring 5, Plenary 2, Homework 1 

consumer, feeding relationship, food web, living 

factor, predator, prey, producer, top predator 

8Dd Must All pupils must: describe the feeding relationships shown by food webs; recall the resources that 

plants and animals need in a habitat; recall what living factors are. 

competition, learned behaviour, migration Starter 1, Exploring 1, Explaining 1–2, 


Should Most pupils should: explain how changes in one population can affect another in terms of numbers 

and behaviour (migration); explain why organisms compete; identify specific resources that 

organisms compete for; recall what a learned behaviour is. 

Starter 1, Exploring 1, Explaining 1–2, 


Could Some pupils could: explain how specific human activities deplete the resources available for 

organisms. 

Starter 1, Explaining 1, Exploring 5, 

Explaining 2, Exploring 4, Plenary 6, 

Homework 1 

chemical energy, endangered, overfishing, pest, 

pesticide, sustainable 

8De Must All pupils must: describe how energy is lost in food chains; list some reasons why animals become 

endangered, including the effects of humans on food chains; list some ways in which we can save 

endangered animals; recall what pesticides do. 

Starter 2, Explaining 1–2, Exploring 6, 


insecticide, primary consumer, pyramid of numbers, 

secondary consumer, tertiary consumer 

Should Most pupils should: classify consumers as primary, secondary or tertiary; use pyramids of numbers to 

describe energy losses in a food chain; explain how human use of pesticides impacts on food webs. 

biological control, pyramid of biomass, trophic level Starter 2, Explaining 1–2, Exploring 6, 


Could Some pupils could: use pyramids of biomass to describe energy losses in a food chain; recall what 

trophic levels are; explain the advantages and disadvantages of biological control. 

8 

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8 

D 

8D Background information 

Further reading 

A range of field guides is useful for much of the material in this unit. 

Suggestions include: 

The Usborne Spotter’s Guide to Trees, Usborne, 

ISBN 978 0 8602 0106 9 

How to identify trees, Collins, ISBN 978 0 0022 0067 7 

The Easy Way guides, Kingfisher, ISBNs 978 0 8627 2040 7, 

978 0 8627 2027 8, 978 0 8627 2088 9 – set out as long 

non-dichotomous statement keys. 

Collins Field Guide: Lakes, Rivers, Streams and Ponds of Britain and 

North-West Europe, HarperCollins, ISBN 978 0 0021 9999 5 

A Field Guide in Colour to Plants and Animals, Bookmart, 

ISBN 978 1 8560 5437 9 

Collins Complete British Wildlife, HarperCollins, 

ISBN 978 0 0022 0071 4 

Field Guide to Insects of Britain and Northern Europe, Crowood, 

ISBN 978 1 8522 3937 4 

Collins Field Guide: Insects of Britain and Northern Europe, 

HarperCollins, ISBN 978 0 0021 9918 6 

8Da – Dead as a dodo/Death of the dinosaurs/Prehistoric 

plants 

The beginning of this unit revises work covered in topics 7Ca, 7Cb, 

7Db, 7Dd and 7De. However, this topic invites pupils to use and 

extend their knowledge from these previous topics by considering 

the evidence used to work out what extinct plants and animals 

looked like, where they lived and how they died out. 

It should be noted that the term dinosaur relates to land-dwelling 

reptiles and does not include pterosaurs (flying reptiles) or marine 

reptiles that were living at the same time. 

There are literally hundreds of theories put forward over the years 

to explain why the dinosaurs died out 65 millions years ago. Only 

four are touched upon in the Pupil’s Book (meteorite impact, 

volcanic eruption, disease, mammals). The first two of these are 

much the most popular amongst scientists, with the meteorite 

impact ahead in the race. However, it is not inconceivable that 

a meteorite impact caused the volcanic eruptions, or that the 

combined effects of both the volcanoes and the meteorite spelt 

the end for the dinosaurs. Or the temperature could have dropped 

(rather than risen) due to volcanoes pumping out huge amounts of 

ash. Equally, some of the less popular theories may have had a role 

to play in a much bigger picture. This is an area of great debate and 

active research. 

Useful information about habitats, adaptations and classification 

can be found in the Teacher and Technician Planning Guide for 

Units 7C and 7D. Throughout this course the Whittaker (1969) five 

kingdom approach to classification has been used: animals, plants, 

bacteria, fungi and protoctists (also called protists). This is now 

regarded as somewhat old-fashioned by biologists but suits the 

purposes of Key Stage 3 science well. There are other systems (see 

the Background Information for Topic 7Dd for more details). 

Fungi are not considered in this topic since they are not plants. 

Plants can make their own food. Fungi, on the other hand, are 

saprophytes which means that they feed off dead organic matter 

to which they are attached. This method of nutrition puts fungi in a 

kingdom of their own. 

Plant classification differs from book to book. In some textbooks, 

algae are considered to be plants. Although capable of 

photosynthesis, they are now usually considered to be members 

of the protoctist kingdom since they do not possess true leaves. 

That is how they are treated in this course. Note that seaweeds are 

algae too. 

Liverworts are also members of the moss group and this group is 

often described as being ‘mosses and liverworts’. 

Spores (used for reproduction in mosses, liverworts and ferns) are 

very, very small, often consisting of a single cell. They are produced 

from a single plant. Seeds (produced by conifers and flowering 

plants) are much bigger multicellular structures. They contain a 

food store and an embryo. The embryo develops from the cell 

produced by the fusion of two sex cells from different plants. 

Further reading 

Dinosaur Detectives, Dorling Kindersley (Readers: Level 4), 

ISBN 978 0 7894 7383 7 

Encyclopedia of Dinosaurs and Prehistoric Life, Dorling Kindersley, 

ISBN 978 0 7513 0955 3 

8Db – Detective work 

All the organisms within a habitat are known as a community. 

Within a community there will be different numbers of different 

species. The number of individuals of a species is known as the 

population. This topic deals with how to measure a population. 

An important concept here is that of sampling. Taking a sample of 

the organisms in an area gives the biologist information on what 

organisms live there and their numbers. If the total area (or volume 

in the case of aquatic systems) is known, an estimate of the total 

population size of each organism can be worked out. This is, of 

course, dependent on distribution and usually different samples 

are taken from different areas to work out a more reliable estimate 

of the population in a habitat. Sampling in different areas will also 

tell the biologist something about the distribution of the organisms 

within the habitat and this can be related to physical environmental 

factors (such as moisture and light) which are covered in the next 

topic. A full range of sampling methods is outlined in the Pupil’s 

Book and some are covered in more detail on Skills Sheets 47–50 

from Year 7 CHAP. 

8Dc – Physical environmental factors/Focus on: Complete 

modelling 

The material in this topic concentrates on how physical 

environmental factors in a habitat are studied, how organisms are 

adapted to these factors and what the consequences of some of 

these adaptations are if conditions change. Simple adaptations of 

organisms to their habitats were introduced in Unit 7C. 

The most commonly studied physical environmental factors in 

terrestrial habitats are: temperature, moisture, soil pH, wind speed 

and light. The most commonly studied in aquatic habitats are: 

temperature, water pH, water flow speeds and light. 

Just one physical environmental factor can have a profound 

effect on the organisms living in an area. To take the example 

of water speed; the community of organisms in still pond water 

is more diverse than in flowing water, and the populations are 

larger because the organisms are not washed away in the current. 

Organisms that live in fast-flowing water have adaptations to 

withstand the current (e.g. mayfly larvae burrow in the mud or 

cling to stones, caddis fly larvae live inside a casing of pebbles 

that weighs them down and prevents them being washed away). 

Plants root easily in the still waters of a pond, but are generally only 

found near the banks of rivers, mainly because the water flows less 

fast there. Plants that grow in fast-flowing water have thin, flexible 

stems so that the current does not break them. 

Organisms that live on a seashore have to cope with the power and 

movement of the waves as well as tides, which cause organisms 

to be covered by water at some times and exposed to the air at 

others. Related to this are the temperature variations on a shore. 

Organisms also have to cope with the high salinity of the water. 

Plants that are salt tolerant are known as halophytes. 

112 




Pupils can use ICT to collect, store and present environmental data 

if suitable sensors, dataloggers and software are available. This is 

covered on Skills Sheet 26 from Year 7 CHAP. 

8Dd – Living factors 

This topic introduces the idea that living factors (other plants 

and animals) in a habitat also have an effect on the community, 

populations and distributions of organisms. 

Food chains and food webs were originally met in Unit 7C. They 

are revisited here in terms of feeding relationships controlling 

population size. 

Predator–prey graphs are a useful way to show the changes in 

population size over a period of time. The population of a predator 

is partly controlled by the size of its food supply. The population of 

prey organisms is partly controlled by the number of organisms that 

feed on it. This, of course, is an oversimplification and many other 

factors affect population size such as competition for resources, 

disease, shelter, overcrowding, as well as climate and seasonal 

changes. 

8De – Pyramids and poisons/The end of the road 

The numbers of organisms usually decrease through a food 

chain. There are normally lots of producers and far fewer primary 

consumers, fewer still secondary consumers, etc. The reason for 

this is the loss of energy at each level. So much energy is lost, that 

there is very little left to support vast numbers of top predators. This 

relationship is shown as a pyramid of numbers, for example: 

1 sparrowhawk 

5 robins 

1000 caterpillars 

10 000 grass plants 

There are many examples of toxins entering the food chain, the 

most famous and oft quoted of which is DDT. This is the example 

used here. DDT is fatal to large birds in high doses. It does have 

other affects though, one of which came to light in Britain in the 

early 1960s when it was discovered that DDT caused birds of prey, 

like Peregrine falcons, to lay eggs with very thin shells. The eggs 

were subsequently crushed as the birds tried to incubate them. DDT 

has other effects in other groups of animals too. Bats, for instance, 

are highly sensitive to it. Levels of about 10 mg/kg body mass in 

humans cause nausea, tremors, vomiting and confusion. 

Biological control of pests is an alternative to chemical control. 

The potential problem with this form of pest control is the 

impact that the control agent organism may have on the wider 

environment, perhaps disrupting natural food webs or becoming a 

pest itself. 

Pupils often think of extinction as something to do with the 

dinosaurs, whereas it is a process (sometimes natural, but often 

caused directly or indirectly by human intervention) that happens 

every day. Many extinctions go completely unnoticed, mainly due to 

the small size of the organisms involved. Scientists have estimated 

that we are losing between 50 and 80 species per day, and some 

have dubbed this current large reduction in the number of species 

as the ‘Sixth Extinction’. The first was about 440 million years ago, 

and wiped out many marine species (there was little life on land at 

the time). The second was about 370 million years ago. The third 

was about 245 million years ago, with over half of all species lost. 

The fourth was about 210 million years ago, when about a quarter 

of all species were lost. The fifth was the famous ‘extinction of the 

dinosaurs’ event, about 65 millions years ago. 

8 

D 

Pupils may have trouble with the concept of energy loss and may 

be given the simpler explanation that as you go up a food chain the 

organisms become bigger. Thus, one robin must eat many, much 

smaller caterpillars. 

Most pupils appreciate that the bars in a pyramid of numbers get 

smaller as you go upwards because the size of each successive 

organism is bigger. Big animals need to eat a lot of smaller ones. 

Sometimes pupils are confused when presented with facts such as: 

‘a man would eat many cows’. It is best explained by considering 

how many cows one person would eat in their entire lifetime. One 

report puts the amount of meat consumed by the average Briton 

in a lifetime at about: 8 beef cattle, 36 pigs, 36 sheep and 550 

poultry birds. 

Pyramids of numbers can look odd if the producer is particularly 

large. Replacing 10 000 grass plants with one oak tree in the 

example above would stop it looking like a pyramid. Most KS3 

pupils should appreciate that this can happen. Some will be able to 

go further and study pyramids of biomass that represent the mass 

of organisms at each level, rather than their numbers. Pyramids of 

biomass are always pyramid shaped because they show the total 

mass of living material at each level, rather than just the numbers 

of individuals. The amount of energy available is the main factor 

controlling the amount of mass of all the organisms at one feeding 

level (trophic level). 



Dead as a dodo 

Pupil’s materials 

8 

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a 

Number and title Level Location Type Tasks 

Dead as a dodo Must/Should PB p49 Classwork Explaining 1 

Death of the dinosaurs Must PB pp50–51 Classwork Explaining 2 

Prehistoric plants Must/Should PB pp52–53 Classwork Explaining 3 

8D Quick Quiz Must/Should ASP Classwork Starter 1 

8D Quick Quiz Answer Sheet Must/Should ASP Classwork Starter 1 

8Da Quick Check Must/Should ASP Classwork Plenary 2 

8Da Word Sheet Must/Should ASP Classwork Plenary 5 

8Da(1) Death of the dinosaurs Must CHAP Access Explaining 2 

8Da(2) Prehistoric plants Must CHAP Access Explaining 3 

8Da(3) Sorting kingdoms Must/Should CHAP Practical Exploring 1 

8Da(4) Habitats Must CHAP Classwork Starter 2 

8Da(5) Classifying plants Must/Should CHAP Classwork Exploring 4 

8Da(6) Classifying dinosaurs Must CHAP Homework Exploring 5 

8Da(7) What’s the plant Must CHAP Homework Homework 1 

8Da(8) Animal acrostic Should CHAP Homework Starter 4 

8Da(9) Evidence from rocks Should CHAP Homework Homework 2 

8Da(10) Dodo evidence Could CHAP Homework Homework 3 

Objectives 


(1) describe how changes in the environment of a habitat can 

cause extinction 

(2) recall that animals and plants can be classified into groups 

(3) describe one way in which fossils are used as evidence 

(4) recall that plants lose water through their leaves 

(5) explain how there can be many theories to explain one 

observation. 

Correctly use the words amphibian, animal kingdom, bird, 

classification, environment, extinct, fish, fossil, global 

warming, habitat, invertebrate, kingdom, mammal, 

plant kingdom, physical environmental factor, reptile, 

resources, vertebrate. 


(6) recall the main features used to divide vertebrates and 

invertebrates into groups 

(7) recall the main features used to divide plants into groups 

(8) explain how plants make food using photosynthesis 

(9) describe some adaptations of plants to drier environments 

(10) explain why one theory may carry more weight than another. 

Correctly use the words acid rain, adaptation, arachnid, 

arthropod, centipede, cone, conifer, crustacean, cuticle, 

echinoderm, fern, flowering plant, fruit, insect, mollusc, 

moss, photosynthesis, seed, spore, xylem vessel. 


(11) recall some of the theories and the supporting evidence to 

explain dinosaur and plant extinction 65 million years ago. 

Topic notes 

• Targets for the topic can be accessed via the ActiveBook or 

ActiveTeach from the link next to the initiator question. 

• This first topic reminds pupils of various things that were met in 

Year 7, including environments and their effects on organisms 

(7C), classification (7D), global warming (7C, 7G, 7I) and acid rain 

(7E, 7F). Whilst these are met in a new context, with the emphasis 

on theories and evidence, you may wish to use worksheets from 

these Year 7 units to see how much pupils have retained. 

Exemplar topic plans 

MUST 

PB pages 

49–53 

COULD 

PB pages 

49–53 

Starter 1 

Explaining 1 

Starter 3 

Explaining 2 

Exploring 1 

Explaining 3 

Plenary 5 

Homework 1 

Starter 1 

Starter 2 

Explaining 1 

Explaining 2 

Exploring 2 

Explaining 3 

Plenary 1 

Homework 3 

*This table is repeated in 8Db. 

SHOULD 

PB pages 

49–53 

SHOULD 

PB pages 

49–55 

Starter 1 

Explaining 1 

Starter 2 

Exploring 1 

Explaining 2 

Plenary 3 

Explaining 3 

Plenary 4 

Homework 2 

2 Yr KS3* 

8Da Starter 1 

8Da Explaining 1 



8Da Plenary 3 



8Db Explaining 1 

8Db Plenary 2 

8Db Exploring 3 

(as homework) 

Be prepared: 8Da 

Exploring 1: animals and plants, preserved specimens and 

pictures for exhibition. 

Exploring 4: access to secondary sources on plants that live in 

or near water. 

114 




Topic task planner 

Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’ 

rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach; 

where these symbols appear in brackets it indicates that the task can be carried out with or without their use. 

Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO 

Starter 1 M/S 4–7 Classwork whole unit PLTS (Rl) 3d 

Starter 2 M/S 5–7 Classwork 1, 9 PLTS (Tw, Ep) 3d a 

Starter 3 M/S 5–7 Classwork 1, 3 PLTS (Tw, Ep) 3d a 

Starter 4 M 4–5 Classwork 2, 6 Lit (WF) 3d 

Exploring 1 M/S 4–7 Practical 2, 6, 7 PLTS (Ie) 3d a 

Exploring 2 M/S/C 4–8 Classwork 1, 2, 3, 5, 6 Lit (RR), ICT (IR), PLTS (Ie) 1a, 1b 3d a, b 

Exploring 3 M/S 4–6 Practical 4 ICT(SS) 1b 1a, 1c, 2a, 

2b, 3a 

Exploring 4 M/S/C 4–8 Classwork 2, 7 PLTS (Ie), Lit (EC) 1b 1a, 1c, 2a, 

2b, 3a 

Exploring 5 M 5 Classwork 2, 3 2a 3d 

Explaining 1 M/S 5–7 Classwork 1, 3 1a, 1b, 

4a 

Explaining 2 M/S 5–7 Classwork 1, 2, 3, 5, 6, 

10, 11 

Explaining 3 M/S 5–7 Classwork 1, 2, 3, 4, 5, 7, 8, 

9, 11 

3a 

3d 

2a, 2b 3d 

1a, 1b 2b 3d, 4c 

1a, 1b 2b 3a, 3d, 

4c 

Plenary 1 M/S 4–7 Classwork 1, 2, 6, 7, 9 PLTS (Ct) 3d 

Plenary 2 M/S 4–7 Classwork whole topic PLTS (Ct, Rl) 3d 

Plenary 3 M/S 5–6 Classwork 1, 2, 3, 5, 6 Lit (WF) 3d 

Plenary 4 M/S 5–7 Classwork 1, 2, 4, 5, 7, 8, 9 Lit (WF) 3d 

Plenary 5 M/S 4–7 Classwork 1, 2, 3, 6, 7, 8 Lit (WF) 3d 

Homework 1 M 5 Homework 2, 3, 4 Lit (WF) 3d 

Homework 2 S 6–7 Homework 1, 2, 3, 4, 5, 7, 

8, 9 

1a 2a 3d 

Homework 3 C 7–8 Homework 6, 10 1a 2a 3d h, k 

a 

a 

8 

D 

a 

Starters 

1: Quick Quiz 

Afl Use the 8D Quick Quiz for baseline assessment. Pupils can use 

the 8D Quick Quiz Answer Sheet to record their answers. 

2: Habitats 

Worksheet 8Da(4) provides some drawings of habitats. Ask pupils 

to jot down, for each drawing, some suggestions of organisms that 

live there and a description of the physical environmental factors. 

Then ask pupils to pool their ideas in pairs or in groups, to choose 

one organism in each habitat and to say how it gets everything 

that it needs to survive. Conclude by asking pupils to choose one 

organism in one habitat and one physical environmental factor that 

affects it. Ask pupils to describe how that organism copes with the 

change in that environmental factor and what would happen if that 

environmental factor changed too much. Pupils should contribute 

suggestions to the class. 

3: Extinction brainstorm 

Ask pupils to jot down as many facts about extinct organisms as 

they can. Pupils should do the first part individually for a couple of 

minutes, and then work in small groups to organise their ideas in a 

more systematic way (e.g. as lists of extinct animals, ways in which 

things become extinct). A spokesperson for each group should then 

share with the class how their group has organised the information 

and what information they know. 

4: Animal acrostic 

Revision work on how animals are classified can be undertaken 

quickly using Worksheet 8Da(8). 

Exploring tasks 

1: Practical: Sorting kingdoms 

Provide pupils with a circus of examples of animals from as many 

of the vertebrate and invertebrate groups as possible, including 

some that are difficult to classify (e.g. octopus, mite, scorpion, 

butterfly, whale, shark, sea horse). Also arrange a variety of mosses, 

ferns, conifers and flowering plants around the room. Some more 

unusual flowering plants should be included, (e.g. grasses, cacti, 

trees). Each organism should be labelled, avoiding use of the 

names of the groups in which they are found. 

Pupils then classify the organisms into the plant or animal kingdom, 

using Worksheet 9Da(3). Plants should then be classified into 

one of the four groups. For animals, students should first decide 

whether the organism is a vertebrate or invertebrate before trying 

to classify them into smaller groups. They should be encouraged to 

provide reasons for their classification. 

Warn pupils of the dangers of preservation fluids and do not 

allow them to pick up jars of any specimens preserved 

in liquids. 

Resources (for circus) 

Exhibition of plants and animals, or pictures, with name cards 

arranged around the room; Worksheet 8Da(3). 




8 

D 

a 

2: Research work 

Ask pupils to do some research on a dinosaur. They should include 

the following things: name, when it lived, what it ate, its size, what 

it looked like (this may include a picture but note that images 

downloaded from the internet may be subject to copyright). 

• Must: ask pupils to compile a simple fact sheet on a dinosaur of 

their choice. 

• Should: ask pupils to include a description of what evidence has 

been used to work out when their dinosaur lived, what it ate, its 

size and what it looked like. 

• Could: ask pupils to include an explanation of how our 

understanding of a dinosaur has changed thanks to new evidence. 

Resources 

Library/internet access. 

3: Practical: Water loss in leaves 

Exploring 1 from Topic 7Ae in Year 7 is also suitable for use here. 

See page 47 of the Year 7 TTPG for details. 

The AB spreadsheet link on page 52 opens Water loss in leaves 

– which contains some data about water loss in different types of 

leaves for pupils to interpret. 

4: Developing a classification system 

This task links to the Practical box on page 53 of the Pupil’s 

Book. Pupils use secondary sources to list plants that grow in and 

around fresh and/or salt water. They then use their lists to develop 

a classification system. Their sources must provide sufficient 

information about the plants’ features to allow pupils to classify 

them into groups. It is possible to do this task ‘in the field’ but this 

takes a long time and it is often not suitable for pupils to work near 

water. 

This practical can be used to carry out an AT1 investigation. A set of 

level descriptions is provided on pages 126–127 of the ASP. The use 

of Worksheet 8Da(5) will limit the strands that can be assessed. 

• Must/Should: pupils use Worksheet 8Da(5) to help them 

construct their classifications. 

• Could: pupils work without the Worksheet and without teachersupport. 

They should explain why some plants share certain 

features and relate this in terms of adaptations to where they live. 

Resources 

Internet/library access or a selection of secondary source 

material containing information about different plants found in 

or near water (e.g. reference books, CD-ROMs). 

5: Classifying dinosaurs 

Worksheet 8Da(6) provides some simple practice in the sorts of 

skills palaeontologists use to identify and classify the fossils that 

they find. 

Explaining tasks 

1: Pupil’s Book page 49 (AB/AT) 

This page reminds pupils about the idea of extinction and the sort 

of evidence that is required to work out what something looked 

like. Pupils should realise that different types of evidence carry 

different ‘weights’ – some are better than others. 

• The AT video link opens Cryptozoology – in which Jonathan 

Downes, director of the Centre for Fortean Zoology, talks about 

the recent interest in hunting for dodos. Pupils should appreciate 

that scientists often hold very different views but they must 

reach their own decisions about these issues based on their 

understanding of the evidence. 

2: Pupil’s Book pages 50–51 (AT/AB) 

These pages introduce pupils to some of the theories to explain the 

extinction of the dinosaurs, whilst revising habits, environments and 

animal classification from Year 7. Worksheet 8Da(1) is the Access 

Sheet. 

• The AT animation link on page 50 opens Habitats – a simple drag 

and drop exercise inviting pupils to match various animals with 

the correct habitat. 

• The first AB document link on page 51 opens More theories 

– in which pupils think about the sort of evidence that would be 

needed to support many of the different theories about dinosaur 

extinction. 

• The AT animation link on page 51 opens Vertebrates and 

invertebrates – a simple drag and drop classification exercise. 

3: Pupil’s Book pages 52–53 (AB/AT) 

These pages introduce pupils to plant classification in the context of 

finding and identifying plant fossils, which in turn provides evidence 

for environments and environmental changes. You may find that 

pine cones and fruits provide useful props. Worksheet 8Da(2) is the 

Access Sheet. 

• The first AT video link on page 52 opens Rediscovered plants – in 

which Jonathan Downes talks about why some people think that 

some plants have become extinct when in fact they are still living. 

• The AB spreadsheet link on page 52 opens Water loss in leaves 

(see Exploring 4). 

• The second AT video link on page 52 opens The plant kingdom 

– in which the major features of the four main groups in the plant 

kingdom are outlined. 

• The AT animation link on page 52 opens Plant groups – a simple 

drag and drop classification exercise. 

• The AT animation link on page 53 opens Seeds or spores 

– another simple drag and drop classification exercise. 

Plenaries 

1: Thinking about habitats, plants and animals (AT) 

Afl Use the following thinking skills questions as a plenary. 

• PMI: amphibians should have a waterproof skin. (Possible 

answers: P – they would not dry out on land; M – they would 

not be able to breathe through it in water; I – if the skin were 

waterproof, would the amphibians need to spend time in water) 

• CAP: the dinosaurs are extinct. (Possible answers: a meteorite 

impact made it too cold for them to live; volcanic eruptions 

produced greenhouse gases making it too hot/too cold; disease; 

mammals ate their eggs.) 

• OOO: insect, arachnid, crustacean, fish. (Possible answers: fish is 

the only one with a backbone; insect is the only one that can fly.) 

• Mnemonics: design a mnemonic to remember the different 

vertebrate groups (e.g. MR FAB, My Favourite Animal Runs 

Backwards). 

• PMI: the UK should have a hotter, drier climate. (Possible 

answers: P – we would not need to go abroad on holiday; we 

would not suffer from flooding; we would be able to grow tropical 

crops; M – crops might die from lack of water; we would suffer 

from drought; I – is global warming causing this to happen) 

• CAP: a plant has xylem vessels. (Possible answers: it is a fern; it is 

a flowering plant; it is a conifer.) 

• OOO: apple tree, grass, bracken, daffodil, tulip. (Possible answers: 

bracken doesn’t have flowers; apple tree is the only one with 

edible fruit.) 

• OOO: tree fern, moss, bracken, daffodil, tomato. (Possible 

answers: daffodil is the only one that grows from a bulb; moss is 

the only one that doesn’t have roots/xylem/cuticle; tomato is the 

only one with edible fruit.) 

116 




The second AT presentation link on page 53 opens Thinking about 

habitats, plants and animals – a PowerPoint presentation version 

of these tasks. 

2: Quick Check 

Afl The Quick Check sheet provides the start of a concept map 

and asks pupils to complete it using the words on the sheet. 

Encourage pupils to share their concept maps with each other in 

pairs and to identify areas that they are unsure about. 

• Should: photocopy the sheet without the words. 

3: I can… cloze exercise AB/AT 

Afl The third AB document link on page 51 opens a cloze 

exercise covering the material on pages 50–51. There is also an AT 

presentation version with answers. 


Afl The AB document link on page 53 opens a cloze exercise 

covering the material on pages 52–53. There is also an AT 


5: Word meanings 

Afl Cut out the words and their meanings from the Word Sheet for 

this topic and give the cut out pieces to groups. Ask pupils to match 

the correct word with the correct meaning. 

Homework tasks 

1: Worksheet 8Da(7) consolidates learning about the four plant 

groups. 

2: Worksheet 8Da(9) provides interpretation questions on climate 

change and plant identification based on fossils. 

3: Worksheet 8Da(10) allows pupils to see how data trends can be 

used to provide evidence for a theory. 

8 

D 

a 



Detective work 


8 

D 

b 


Detective work Must/Should PB pp54–55 Classwork Explaining 1 

8Db Quick Check Must/Should ASP Classwork Plenary 1 

8Db Word Sheet Must/Should ASP Classwork 

8Db(1) Detective work Must CHAP Access Explaining 1 

8Db(2) Tack population 1 Must CHAP Practical Exploring 1 

8Db(3) Plant populations Must CHAP Practical Exploring 2 

8Db(4) Tack population 2 Should CHAP Practical Exploring 1 

8Db(5) Sampling a lawn Should CHAP Classwork Exploring 3 

8Db(6) The lawn Should CHAP Classwork Exploring 3 

8Db(7) A pond community Must CHAP Homework Homework 1 

8Db(8) Quadrat studies Should CHAP Homework Homework 2 

8Db(9) Plants and light Could CHAP Homework Homework 3 

8Da(4) Habitats Must/Should CHAP – Topic 8Da Classwork Starter 1 

SS47–52 Sampling methods and organisms Must/Should/Could Year 7 CHAP Skills Sheet Exploring 2 

Exploring 5 

Explaining 3 

Objectives 


(1) recall some ways in which scientists find evidence for what 

organisms are in a community 

(2) recall some ways in which scientists count populations 

(3) describe how organisms can be distributed in different parts 

of a habitat 

(4) use some simple sampling methods, including quadrats. 

Correctly use the words community, distribution, pond 

dipping, population, quadrat, sample, sweepnet, tree 

beating. 


(5) estimate a population size from a sample 

(6) use and explain the use of Tullgren funnels and pitfall traps 

(7) explain why many samples need to be taken to compensate 

for uneven distribution 

(8) explain how sampling can help scientists to find out about 

distribution. 

Correctly use the words ecologist, estimate, pitfall trap, 

Tullgren funnel. 


(9) use or explain the use of transects. 

Correctly use the word transect. 

Topic notes 



• This topic deals with how evidence for populations and 

communities is collected. The next topic deals with how physical 

environmental factors affect the communities and populations in 

habitats. 


MUST 

PB pages 

54–55 

COULD 

PB pages 

54–55 

Starter 1 

Explaining 1 

Explaining 3 

Exploring 4 

Explaining 2 

Plenary 1 

Homework 1 

Starter 3 

Explaining 3 

Exploring 5 

Explaining 1 

Plenary 3 

Homework 3 

*This table is repeated in 8Da. 

SHOULD 

PB pages 

54–55 

SHOULD 

PB pages 

49–55 

Starter 2 

Explaining 1 

Explaining 3 

Exploring 4 

Explaining 2 

Plenary 3 

Homework 2 

2 Yr KS3* 








8Db Explaining 1 

8Db Plenary 2 

8Db Exploring 3 

(as homework) 

Be prepared: 8Db 

Exploring 2, Exploring 4 and Exploring 5: assess a fieldwork 

site for risks. 

Exploring 4: Colman’s ® English mustard powder. 

118 








Also consider using one of the plenaries from the previous topic as a starter task in this topic. 


Starter 1 M 5 Classwork 1, 3 3d a 

Starter 2 M/S 5–7 Classwork 1, 3, 7 PLTS (Ep) 1a 3d a 

Starter 3 M/S 5–7 Classwork 1, 2, 4 PLTS (Ep) 1a 1a 3d 

Exploring 1 M/S/C 4–7 Practical 2, 3, 4, 5, 7, 8 PLTS (Tw), Num (C), ICT (SS) 1a 1a, 1c, 2a, 2b, 3a 3d a 

Exploring 2 M/S/C 4–7 Practical 2, 3, 4, 5, 7, 8 PLTS (Tw), Num (C), ICT (SS) 1a, 1c, 2a, 2b, 3a 3d a, c, e 

Exploring 3 M/S 6 Classwork 2, 3, 4, 5, 7, 8 Num (C), ICT (SS) 1a 1a, 1c, 2a, 2b, 3a 3d a 

Exploring 4 M/S 6 Practical 2, 3, 4, 5, 7, 8 PLTS (Tw), Num (C), ICT (SS) 1a, 1c, 2a, 3a 3d a, c, e 

Exploring 5 S/C 6–7 Practical 1, 2, 3, 4, 5, 6, 7, 8 PLTS (Tw, Ct, Ep), ICT (MS, 

PS) 

1a, 1b, 1c, 2a, 

2b, 3a 

Exploring 6 C 7–8 Practical 9 Lit (RR), ICT (IR), PLTS (Ie) 1a 3d a, b 

Explaining 1 M/S 4–7 Classwork 1, 2, 3, 4, 5, 6, 7, 8 Num (C) 1b, 1a, 2b 3d a, c, d, h 

Explaining 2 M/S 6–7 Classwork 3, 7, 8 1a 1a, 2b 3d a 

Explaining 3 M 5 Classwork 1 2b 2b 3d a, g 

Explaining 4 S 7 Practical 6 1a 1a 3d a 

Plenary 1 M 5–6 Classwork 1, 2, 4, 6 1a 3d 

Plenary 2 M/S 4–7 Classwork 1, 2, 3, 4, 5, 6 Lit (WF) 1a 3d 

Plenary 3 M 5 Classwork 1, 2, 6 PLTS (Ct, Ep) 1a 3d 

Homework 1 M 5 Homework 1, 2, 3 Num (B) 3a 3d 

Homework 2 S 7 Homework 2, 3, 4, 8 Num (B) 2a, 3a 3d 

Homework 3 C 7–8 Homework 8, 9 Num (L) 1b 2a, 2b, 3a 3d 

Starters 

1: More habitats 

Use Worksheet 8Da(4) from the previous topic again. You might 

choose to concentrate on just two examples, the pond and the 

woodland being good choices. Ask pupils to suggest animals and 

plants that might live in each habitat, and where in the habitat the 

different organisms might be found. For instance: woodlice are 

likely to be found under fallen logs or leaf litter in the woodland; 

grass or fern plants will be most plentiful in the clearing but less 

common under deciduous trees, and not found at all under the 

conifer; caterpillars would be found on leaves, but only at certain 

times of the year. Pupils could be asked to give reasons for their 

suggestions. Follow up this discussion by asking pupils how they 

could find out if their suggestions are correct – this leads on to 

sampling methods, which is the main focus of this topic. 

2: Classroom samples 

Tell pupils that the local council has asked your school to supply 

some information about how popular different types of music are 

in all the schools in the area. Explain to pupils that it’s too timeconsuming 

to ask every pupil in every school and so the council 

has just asked a few schools to supply the information – it’s just 

taking a sample. Ask pupils how they could take samples of pupils 

in Year 8 to find out what sort of music was most popular in Year 8. 

What would happen if they didn’t ask enough pupils What is the 

problem with asking everyone Explain to pupils that this is another 

form of sampling. Discuss the way that sampling is used to come 

up with predictions as to the outcome of elections or trends in 

consumer spending. 

3d 

a, c, e 

3: Sampling brainstorm 

Remind pupils of the work they carried out in Unit 7C. Give pupils 

40 seconds to jot down as many of the ways of sampling organisms 

that they can remember from that unit. Select pupils at random to 

contribute ideas and record these on the board. 

• Should: discuss with pupils how this task is a model for thinking 

about sampling. (If you asked only one pupil would that be a 

reliable means of telling how much the class remember from 

Unit 7C) 


1: Practical: Tack population (AB) 

This task is linked to the Practical box on page 54 and can be done 

as a class practical or as a demonstration to explain how quadrats 

are used to estimate population sizes. The task is not only a 

practical but also a way of modelling this sampling method. Ensure 

that steel tacks are used and that the magnets are sufficiently 

powerful to lift the tacks out of the sand. This practical is extended 

to a real situation in Exploring 2. 

Discuss with pupils about how the practical is a model and ask 

them how this model supports the idea of sampling in the field. 

Show pupils the apparatus they will use and ask them to say how 

they will keep themselves and others safe during this practical. 

• Must: pupils use Worksheet 8Db(2). 

• Should: pupils use Worksheet 8Db(4). 

8 

D 

b 




8 

D 

b 

• Could: pupils plan and carry out this task using just the initiator 

information from the Practical box on Pupil’s Book page 54. 

You could ask some pupils to create the tack trays for others to 

examine, recording how many tacks they have put into the sand. 

The AB spreadsheet link on page 54 opens Quadrat data – which 

will give pupils ideas on how to manipulate their data using a 

spreadsheet. 

Resources (per group) 

Large tray containing small steel tacks or ball-bearings buried in 

sand; bar magnet; small quadrat; Worksheet 8Db(2) or 8Db(4). 

The number of tacks and size of quadrat will depend on the size 

of the tray used. 

2: Practical: Quadrats to measure populations (AB) 

Use quadrats to estimate the population of a certain plant on a 

piece of land near the school. In Topic 7Ca pupils may have used 

quadrats to try to find a link between a physical environmental 

factor and the growth of a certain plant. In this task the quadrat is 

only being used to work out an estimate for a total population of a 

plant. 

If there is time, consider using Exploring 1 as a preliminary 

investigation for this task, which models the sampling technique 

being used. 

• Must: pupils use Worksheet 8Db(3). 

• Should: pupils use Skills Sheet 47 from Year 7 CHAP or they 

could use the area method (Year 7 CHAP Skills Sheet 48). 

• Could: pupils plan and carry out this task using information 

gleaned from the Pupil’s Book. 



spreadsheet. 

Pupils should wash their hands after this investigation – plants 

and soil may both be contaminated with animal urine and/or 

faeces. The area where this task is carried out should be assessed 

for risks beforehand and obvious physical hazards removed 

hygienically. 


Quadrat; Worksheet 8Db(3) or Year 7 CHAP Skills Sheets 47, 48. 

3: Classroom quadrats (AT) 

This task provides a way for pupils to practice the skills involved with 

quadrat sampling without having to go out into the ‘field’. Pupils 

use a small square of plastic and Worksheets 8Db(5) and 8Db(6). 



spreadsheet. 

Resources 

1 cm × 1 cm square of clear plastic (e.g. OHP acetate); 

Worksheets 8Db(5), 8Db(6). 

4: Practical: Earthworm populations (AB) 

Earthworms may be coaxed to the surface of the soil using mustard 

and water (15 cm 3 Colman’s ® English mustard powder per litre 

and use 10 litres per 1 m 2 ). Quadrats can be used and the mustard 

solution applied evenly to the ground. After 5 minutes, the numbers 

of earthworms can be counted. Pupils will need to work in groups 

and pool their results before calculating mean earthworms per 

square metre and an estimate of the total number of earthworms 

in the whole area. This is more likely to be successful if it has 

recently been raining as after a long dry spell, worms are likely to 

be far from the surface. If possible, use an area where there are 

worm casts on the surface: this soil is likely to contain worms that 

do come to the surface (not all do!). 

Pupils could be asked to think about what data they would need to 

collect from each group and how they are going to manipulate the 

data. It would also be a good time to discuss with the class what 

would happen if some of the class data was missed out or rejected. 

• Should: ask pupils to plan a way of finding out how accurate 

this method is (which will probably involve them digging up the 

earth and sifting through it). Studies have shown that only about 

40% of the worms in soil emerge when treated with mustard. 

There are other chemicals that are more effective but these can be 

harmful to the worms or plants, whereas mustard is not. 

Ask pupils to think about what they are going to write down as 

results, how accurate these results will be and why it is a good 

idea to display them as a table. 




for risks beforehand and obvious physical hazards removed 

hygienically. 



spreadsheet. 


Quadrat; mixture of Colman’s ® English mustard powder in water 

(15 cm 3 Colman’s ® English mustard per litre and use 10 litres 

per 1 m 2 of ground); watering can. 

5: Practical: Sampling 

Take pupils to an outside area and provide them with all the 

resources below. Some of these items will be useful and some will 

not. Ask pupils to pick an organism and to work out an estimate for 

that organism’s population in the area. Pupils pick the equipment 

they need and say how they will stay safe before setting to work, 

modifying their ideas as they progress. Access to a digital camera 

for pupils to take pictures of organisms and their working methods 

will also be useful. At the end of the task pupils should prepare 

presentations to explain what they did. They should say: 

• what organism they investigated 

• whether they decided to investigate a different organism once 

they had started and why 

• how they carried out the sampling 

• what difficulties they had 

• why the sample method chosen was appropriate 

• what their estimate of population size is. 

• whether they had enough results to predict population size 

Presentations could be given using presentation software and some 

pupils asked to give their presentations to the class. 

Could: ask pupils to consider what they know about this habitat 

already and how this knowledge helped them to plan this 

investigation. 

If using Tullgren funnels, the lamp should be at least 15 cm 

away from dried leaves, since there is a fire risk. Pupils should 

wash their hands after this investigation – plants/soil/water may 

be contaminated with animal urine and/or faeces. The area where 

this task is carried out should be assessed for risks beforehand and 

obvious physical hazards removed hygiencially. Pooter tubes should 

be sterilised in Milton ® for 30 minutes before and after use. School/ 

local authority guidelines for off-site visits must be observed. 


Access to: quadrats, pooters, pond-dipping nets or buckets, 

white plastic trays, tree beating collection sheets, Tullgren funnel 

apparatus, pitfall trap apparatus, sweepnets; Year 7 CHAP Skills 

Sheets 47–50; Pupil’s Book pages 54–55. 

120 





Ask pupils to find out how a transect is carried out or to find out 

some other methods of sampling habitats to provide evidence for 

communities and populations. 

Resources 




These pages revisit some of the ways in which ecologists collect 

evidence and put this in the context of communities and 

populations. Some new methods are also introduced. Pupils should 

appreciate that sampling is a way of avoiding having to count every 

individual, which would be time-consuming and for smaller 

organisms almost impossible. They should also appreciate that 

more accurate results are obtained by taking more samples, but that 

there has to be a balance between the number of samples taken 

and the time that it takes. Worksheet 8Db(1) is the Access Sheet. 

• The AT animation link on page 54 opens Habitats and 

populations – in which pupils need to suggest sensible estimates 

for various populations in different habitats. 

• The AB spreadsheet link on page 54 opens Human populations 

– a spreadsheet with human population data that pupils use to 

plot graphs, identify trends and draw conclusions. 

• The AB spreadsheet link on page 55 opens Quadrat data – a 

spreadsheet in which pupils set up calculation fields to calculate 

populations and population densities from some data. Pupils 

could copy the ideas met in this asset and use them to create 

their own spreadsheet to use with their own data from Exploring 

1, 2 or 3. 

• The first AT video link on page 55 opens Animals from the past 

– in which Jonathan Downes discusses animals that were once 

thought to be extinct but have been rediscovered (the coelacanth) 

and animals that were thought to be extinct in a certain area but 

have since been rediscovered (European green lizard). 

• The second AT video link on page 55 opens Bigfoot – in which 

Jonathan Downes discusses Bigfoot and the evidence that people 

have presented for its existence. If you do a search on YouTube 

for ‘Bigfoot Patterson’ you will find the famous film clip of Bigfoot 

in 1967. 

Note also that there are other AT video clips available showing an 

ecologist using some of the sample methods in Unit 7C. 

2: Distribution 

Ask pupils to imagine that the classroom/lab is a habitat. Is there 

an even or an uneven distribution Are there areas where there 

are no pupils Why Are there areas where there are only girls 

Why Explain to pupils that the classroom can be used as a model 

to think about the distribution of organisms in habitats. Many 

organisms have an uneven distribution. Continue the model to 

explain why more than one sample needs to be taken from a 

habitat (for instance, in trying to estimate the percentage of boys in 

the class). 

3: Taking care 

Explain to pupils the effects that an ecologist might have on a 

habitat and the organisms that live there and stress the fact that 

ecologists want to affect the environment as little as possible. 

Trampling plants and small animals, scaring animals away by 

movement and noise should be mentioned. Animals that have 

been removed from a habitat to inspect should be returned to 

where they were found so as not to upset populations in the area 

or to spread diseases. Health and safety issues, to protect the 

ecologist, should also be mentioned and related to the tasks to be 

carried out (e.g. not handling animals unless necessary, washing 

hands after touching animals/soil (which may be contaminated 

with urine or faeces), using sterile equipment (such as pooter 

mouthpieces). 

Ask pupils to suggest measures that they remember taking in other 

fieldwork investigations in order to minimise their impact on the 

environment, and on the organisms being studied. 

4: Practical: Tullgren funnel (demonstration) 

Set up a Tullgren funnel before the lesson and use it to explain 

how it works. Use fresh leaf litter and preferably leave it set up for 

a good hour or so before the demonstration. Skills Sheet 49 from 

Year 7 CHAP provides details. 

The lamp should be at least 15 cm away from dried leaves, 

since there is a fire risk. Wash hands after handling leaf litter. 

Resources (for demonstration) 

Funnel with a narrow end of about 5 mm in diameter; clamp 

and stand; lamp; freshly collected leaf litter; large beaker; Year 7 

CHAP Skills Sheet 49. 

Plenaries 


Afl The Quick Check sheet provides a set of cards showing 

sampling techniques, and the kinds of organisms that can be 

sampled using those techniques. Pupils can be asked to work in 

small groups to sort the cards into sets, and each group can then 

report back to the rest of the class. Some of the cards give the 

names of organisms. Pupils can be asked where these organisms 

live, and therefore which sampling method is best for investigating 

their distribution. Some of the organisms can live in more than one 

place, which should provide the basis for some discussion during 

the report-back session. 





3: Dramatic sampling 

Ask pupils to create a ‘still frame’ of one of the sampling methods 

met in this topic. This entails a group of 3–4 pupils arranging 

themselves as though they were a still from a piece of video 

footage miming the use of one sampling method. Ask other pupils 

to say what they think each person in the ‘still frame’ is doing. 


1: Worksheet 8Db(7) asks pupils to plot a bar chart and answer 

simple questions about populations and communities. 

2: Worksheet 8Da(8) asks pupils to plot two sets of data on a bar 

chart and answer questions about plant populations. Graph 

paper is required. 

3: Worksheet 8Da(9) asks pupils to plot two sets of data on a line 

graph and answer questions about plant populations. Graph 

paper is required. 

8 

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Physical environmental factors 



Physical environmental factors Must/Should PB p56 Classwork Explaining 1 

Focus on: Computer modelling Could PB p57 Classwork Explaining 3 

8Dc Quick Check Must/Should ASP Classwork Plenary 1 

8Dc Word Sheet Must/Should ASP Classwork 

8Dc(1) Physical environmental factors Must CHAP Access Explaining 1 

8Dc(2) Focus on: Computer modelling Should CHAP Access Explaining 3 

8Dc(3) Invertebrate homes Must CHAP Practical Exploring 1 

8Dc(4) Comparing environmental factors Should CHAP Practical Exploring 3 

8Dc(5) Keeping fish Must CHAP Homework Homework 1 

8Dc(6) A well-adapted creature Should CHAP Homework Homework 2 

8Dc(7) Adaptation problems Should CHAP Homework Homework 3 

8Dc(8) Seasonal climate changes Could CHAP Homework Homework 4 

8 

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SS26 Datalogging Should Year 7 CHAP Skills Sheet Exploring 1, 

Exploring 3 

SS49 Using a Tullgren funnel Could Year 7 CHAP Skills Sheet Exploring 1 

SS51 Woodland organisms Must Year 7 CHAP Skills Sheet Exploring 3 

Objectives 


(1) use simple ways of measuring physical environmental factors 

(2) identify how an organism is adapted to its habitat 

(3) describe how changes in environmental factors cause 

changes in populations and communities due to organisms’ 

adaptations being unsuitable for the changed conditions 

(4) recall some ways in which scientists tell each other about 

their findings. 

Correctly use the word anemometer. 


(5) describe how different types of evidence are obtained to 

show environmental changes 

(6) explain how ICT is used to measure, record and describe 

environmental factors 

(7) identify relationships between physical environmental factors 

within a habitat. 

Correctly use the word anemometer. 


(8) describe how computers are used to model scientific ideas 

(9) explain how evidence from rocks and ice cores can be used 

to work out how levels of gases in the atmosphere have 

changed 

(10) describe how organisms and geological events have affected 

the levels of gases in the atmosphere. 

Correctly use the words computer modelling. 


MUST 

PB page 

56 

COULD 

PB pages 

56–57 

Starter 1 

Explaining 1 (page 

57 only) 

Exploring 4 

Homework 2 (as 

classwork) 

Plenary 3 

Homework 1 

Starter 2 

Explaining 1 

Explaining 3 

Exploring 1 

Plenary 3 

Homework 4 

*This table is repeated in 8Dd. 

SHOULD 

PB page 

56 

SHOULD 

PB pages 

56, 

58–59 

Starter 2 

Explaining 1 

Exploring 3 

Plenary 2 

Homework 3 

2 Yr KS3* 

8Dc Starter 2 

8Dc Explaining 1 

8Dd Exploring 1 

8Dd Explaining 1 

8Dc Plenary 4 

8Dd Homework 3 

Topic notes 



Be prepared: 8Dc 

Exploring 1: samples of soil/leaf litter from distinct sites. 

Exploring 2: mustard. Assess a fieldwork site for risks. 

Exploring 3: assess a fieldwork site for risks. 

122 










Starter 1 M 4–5 Classwork 2 3d 

Starter 2 M/S 6 Classwork 2, 3 PLTS (Ct) 3d 

Starter 3 M/S 4–7 Classwork 1, 5, 6 1a 3d 

Exploring 1 M/S/C 4–8 Practical 1, 2 PLTS (Tw), Num (M), ICT (DL) 1a, 1b, 1c, 2a, 

2b, 3a 

Exploring 2 M/S 6 Practical 1, 2 PLTS (Tw), Num (M) 1a, 1c, 2a, 

2b, 3a 

Exploring 3 M/S 6–7 Practical 1, 2, 6, 7 PLTS (Tw), Num (M), ICT (DL, 

MS, WP) 

3d 

3d 

a, c, e 

a, c, e 

1b, 2b 1a, 1c, 2a, 3a 3d a, c, e, g 

Exploring 4 M 5 Classwork 2 Lit (DS) 3d 

Exploring 5 M/S/C 6 Classwork 2, 3 Lit (RR), ICT (IR), PLTS (Ie) 4a 3d a, b, d, g, j 

Exploring 6 C 6 Classwork 1, 2, 3, 4, 5, 6, 8 Lit (EW) 3a 3d a, b 

Explaining 1 M/S 4–8 Classwork 1, 2, 3, 4, 5, 6, 7 4a 3d 

Explaining 2 M/S 6 Practical 1, 5, 6 1a 3d a 

Explaining 3 C 8 Classwork 8, 9, 10 1a 3d 

Plenary 1 M/S 6–7 Classwork first three topics Lit (WF) 3d 

Plenary 2 M/S 4–7 Classwork 1, 2, 3, 6, 7 Lit (WF) 3d 

Plenary 3 M/S 4–7 Classwork 1, 2, 3, 4, 5, 6, 7 PLTS (Ep, Rl) 3d a 

Homework 1 M 5 Homework 1, 2, 3 

Homework 2 M/S 6 Homework 2, 3 Lit (EW), PLTS (Ct) 

Homework 3 S 7 Homework 2, 3, 6 3d 

Homework 4 C 8 Homework 6, 10 Lit (EC) 1a 2a 3d 

8 

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Starters 

1: Human adaptations 

Ask pupils to jot down one way that humans are adapted to 

the environments in which we live. Choose pupils at random to 

contribute their answers to the class and write a list on the board. 

You may get suggestions of the things humans do when the 

environment changes (e.g. putting on thicker clothes in winter) 

and, if so, follow this up by asking pupils to suggest some things 

that animals do when seasonal or daily changes in the environment 

occur (revising material from Unit 7C). 

2: Unsuitable adaptations 

Pupils looked at the adaptations of animals and plants to 

their environments in Unit 7C. Ask them to revise this work by 

considering what would happen to organisms if one or more of 

their adaptations were changed. This could take the form of a 

PMI exercise (see the notes on PMI activities on page 16 of the 

Introduction). Some possible PMI statements are: 

• Polar bears should be black. (Possible answers: P – they would 

absorb more heat from the Sun when it is shining; M – prey 

would be able to see them and it would be much more difficult 

for them to catch their food; I – their white coat makes them 

blend into the landscape.) 

• Elephants should not have such big ears. (Possible answers: P 

– their ears would be less likely to get damaged; M – elephants 

would not be able to keep cool; I – why do different species of 

elephants have different sized ears) 

• Dolphins should have gills. (Possible answers: P – they wouldn’t 

have to come up for air; M – they wouldn’t be able to spend 

much time with their heads out of the water; I – how long can a 

dolphin stay underwater for) 

• Amphibians should have a waterproof skin. (Possible answers: 

P – they would not lose so much water through evaporation; M 

– less oxygen would get into their bodies; I – how much oxygen 

do amphibians get through their skins) 

• Cactus plants should have lots of leaves. (Possible answers: 

P – they would be able to grow faster; M – they would need 

much more water; I – what is the relationship between number 

of leaves/total leaf surface area and amount of water a plant 

requires) 

• Bluebells should flower in the autumn. (Possible answers: P – it 

would make woodlands more colourful in autumn; M – they 

might get covered in dead leaves; I – bluebells flower in the 

spring before leaves on the trees have come out fully.) 

The fourth AT presentation link on page 56 opens Thinking about 

unsuitable adaptations – a PowerPoint presentation version of this 

task. 

3: What’s it for (AT) 

Display a range of equipment used to measure physical 

environmental factors in habitats. Hold up each one and ask 

what it’s for and how you use it. Or ask pupils to write down their 

answers and go through the answers at the end. 

Apparatus (for display) 

A range of apparatus used to measure physical environmental 

factors (e.g. pH meter, moisture meter, light meter, anemometer, 

water flow meter, oxygen probe, rain gauge, thermometer). 




8 

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1: Practical: Invertebrates 

This is a simple practical in which pupils look for woodlice in two 

different areas and draw conclusions about which areas woodlice 

prefer and why. 

• Must: pupils follow the instructions on Worksheet 8Dc(3). 

Encourage them to make suggestions on how to improve the 

practical (e.g. by using a moisture meter, thermometer, etc. to 

measure physical environmental factors). 

• Should: ask pupils to plan an investigation to answer the question: 

What places do woodlice prefer and why Ask them to assess the 

risks involved in an investigation like this (they should consider 

both the risks to themselves, and the risks to other organisms). 

Ask pupils to think about how they are going to collect their 

results and how they will make sure that the results are accurate. 

Pupils could also discuss the best way to display their results once 

they have been collected and any improvements they could make 

to the practical (giving reasons for the changes). When examining 

the results, pupils should be able to say whether their evidence is 

sufficient or not. 

• Could: challenge pupils to plan an investigation to answer the 

question using a Tullgren funnel. Ask them to assess the risks 

involved in an investigation like this. 

Pupils must wash their hands after handling leaf litter/ 

invertebrates. Pooter tubes should be sterilised in Milton ® for 30 

minutes before and after use. Any animals removed from a habitat 

should be replaced where they were found. For the Tullgren funnel, 

the lamp should be at least 15 cm away from the dried leaves, since 

there is a fire risk. 

Apparatus (per group) 

Samples of soil/leaf litter from distinct sites; pooter; specimen 

tubes; paintbrush. Possibly: hand lens; graph paper; 

thermometer; light sensor; moisture sensor; datalogger; 

Worksheets 8Dc(3); Year 7 CHAP Skills Sheets 26, 49. 

2: Practical: Earthworms and moisture 

Exploring 4 from Topic 8Db could be repeated here but this time 

with the additional use of a moisture meter to see if there is a 

relationship between soil moisture and earthworm numbers. 

Moisture meters are very unreliable; a good evaluation point. A 

better way of measuring soil moisture is to take a sample of soil, 

measure its mass and then heat it gently in a low oven (50 °C) until 

it is dry. By measuring its mass again you can work out the moisture 

content of the original sample. 




for risks beforehand and any obvious physical hazards removed 

hygienically. 


Quadrat; mixture of mustard in water; moisture meter; watering 

can. Optional: access to balance; oven at 50 °C. 

3: Practical: Comparing environmental factors 

In this practical pupils record how two environmental factors vary 

in a habitat and then look for a relationship between the two. 

Whilst doing this they look for and collect small organisms, identify 

them and count their numbers. They could also take pictures of 

organisms that they find. Physical environmental factors could be 

measured using dataloggers. 

Point out to pupils that organisms must be returned to the places in 

which they were found so that populations of organisms in an area 

remain as they were and diseases that some animals might have 

are not spread to new areas. 

Worksheet 8Dc(4) provides guidance but at the end of the task 

pupils should compile their findings in the form of a report, 

which could be word processed. They should include lists of 

organisms found, any photographs they have taken and graphs of 

environmental data. They should draw conclusions to say whether 

there are relationships between the two physical environmental 

factors that they have measured and between one of those factors 

and the abundance of certain organisms. 

The main focus of the reports is likely to be on evaluation. Pupils 

should be encouraged to think about how they can collect data of 

this type in a more systematic fashion and how this would help 

them to collect more reliable data. 





hygiencially. Pooter tubes should be sterilised in Milton ® for 30 

minutes before and after use. Any animals removed from a habitat 

should be replaced where they were found. 


Access to: pooters, quadrats, hand lenses, white plastic 

specimen trays, specimen bottles, paint brushes (for handling 

small invertebrates), camera, light meters, anemometers, 

moisture meters, pH meters and any other relevant measuring 

and sampling equipment (e.g. dataloggers), field guides and 

keys; Year 7 CHAP Skills Sheets 26, 51; Worksheet 8Dc(4). 

4: Wildlife video 

Show pupils part of a video that covers details of animal 

adaptations. For instance, from the Year 7 ActiveTeach, you could 

use the BBCActive video link on page 42 which opens Predators of 

the deep or you could use the second AT animation link on page 

40 which opens Woodland changes. Ask pupils to put up their 

hands each time an adaptation is mentioned. Pause the video/ 

animation each time and select a pupil to say what the adaptation 

is and how it helps. In some cases you may be able to continue 

this to discuss how the adaptation would hinder the survival of the 

organism if certain environmental changes occurred. 

Resources 

Wildlife video; display equipment. 


• Must: pupils research and write a report about the adaptation 

of one or two organisms and how changes in environments are 

threatening the survival of the organisms. 

• Should: pupils include efforts that are being made by scientists 

and others to ensure the survival of these species despite 

environmental change. 

• Could: pupils find out what some computer models are 

predicting in terms of environmental changes, how this is going to 

affect organisms and if the computer models are having an impact 

on government/local policy. 

Resources 


124 




6: Rising sea levels 

Remind pupils that global warming is a theory used to explain 

why the temperature of the atmosphere has been increasing in 

recent times. Remind pupils of the possible causes of this (e.g. 

burning fossil fuels). Explain that computer models predict that 

the temperatures will rise further which will result in more and 

more ice melting at the poles. Ask pupils to write about the 

consequences of this in two of the following ways: 

• a paragraph from a novel describing an animal who is having 

difficulty surviving 

• a paragraph from a newspaper report on the problems caused by 

melting ice 

• a paragraph from a leaflet handed out by environmental 

campaigners on a street 

• a paragraph of voiceover for an advert for people to donate 

money to an environmental charity 

• a paragraph from a shipping magazine describing the advantages 

of less sea ice. 


3: The facts 

Afl Ask each pupil to write down three facts that he/she has learnt 

during the topic. Then ask pupils to share their facts in groups 

and to compile a master list of facts, including the most common 

fact learnt and the least common fact. Select a spokesperson for 

one group at random to share their ideas with the class. Then ask 

whether other groups had the same ‘most common fact’. 


1: Worksheet 8Dc(5) contains simple questions about physical 

environmental factors and adaptations in the context of fish 

keeping. 

2: Worksheet 8Dc(6) asks pupils to design a creature to survive in a 

certain habitat. 

3: Worksheet 8Dc(7) asks pupils to consider the problems that 

some adaptations may cause when environments change. 

4: Worksheet 8Dc(8) is a comprehension about variations in 

carbon dioxide levels and their consequences. 

1: Pupil’s Book page 56–57 (AB/AT) 

This page explains how evidence for changing environmental 

conditions in habitats is found. Worksheet 8Dc(1) is the Access Sheet. 

• The AB spreadsheet link on page 56 opens Stevenson’s screen 

(see Explaining 2). 

• The AT video link on page 57 opens Climate change – in which 

Jonathan Downes explains how climate change affected the 

dinosaurs. 

• The AT animation link on page 56 opens Dangerous adaptations 

– an animation showing how adaptations for living in an 

environment hinder survival if the environment changes. 

8 

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2: Practical: Stevenson’s screen (demonstration) (AB) 

If your school has a Stevenson’s screen, explain what it does. If 

it’s one that needs to be checked and reset each day, explain how 

automatic datalogging would make the evidence from the screen 

more reliable. If you have data from a number of years, point out 

daily and seasonal changes to pupils and ask pupils how they 

would look for any longer term changes (e.g. global warming). If 

possible show pupils how to use the data to spot long-term trends. 

The AB spreadsheet link on page 56 opens Stevenson’s screen – a 

data set that could be used here. 

Resources (for demonstration) 

Access to: Stevenson’s screen and monitoring equipment. 


This page explains how evidence for changing environmental 

conditions in habitats is found for past events and how this 

information is used to create computer models. Worksheet 8Dc(2) 

is the Access Sheet. 

Plenaries 


Afl The Quick Check sheet contains a reverseword in which pupils 

have to write clues for a crossword. This revises some of the words 

from this topic and the previous two. 



covering the content on page 56. There is also an AT presentation 

version with answers. 



Living factors 



Living factors Must/Should PB pp58–59 Classwork Explaining 1 

8Dd Quick Check Must/Should ASP Classwork Plenary 1 

8Dd Word Sheet Must/Should ASP Classwork 

8Dd(1) Living factors Must CHAP Access Explaining 1 

8Dd(2) Mice and owls 1 Must/Should CHAP Classwork Exploring 1 

8Dd(3) Mice and owls 2 – CHAP Classwork Exploring 1 

8Dd(4) Chains and webs Must CHAP Homework Homework 1 

8Dd(5) Looking at a lawn Must/Should CHAP Homework Homework 2 

8Dd(6) Changing populations Should CHAP Homework Homework 3 

8Dd(7) Human activities and organisms Could CHAP Homework Homework 4 

8Db(6) The lawn Should CHAP Classwork Homework 2 

Objectives 


8 

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(1) describe the feeding relationships shown by food webs 

(2) recall the resources that plants and animals need in a habitat 

(3) recall what living factors are. 

Correctly use the words consumer, feeding relationship, 

food web, living factor, predator, prey, producer, top 

predator. 


(4) explain how changes in one population can affect another in 

terms of numbers and behaviour (migration) 

(5) explain why organisms compete 

(6) identify specific resources that organisms compete for 

(7) recall what a learned behaviour is. 

Correctly use the words competition, innate, learned 

behaviour, migration, stimulus. 


(8) explain how specific human activities deplete the resources 

available for organisms. 

MUST 

PB pages 

58–59 

COULD 

PB pages 

58–59 

Starter 3 

Exploring 3 

Explaining 1 

Explaining 2 

Exploring 5 

Plenary 2 

Homework 1 

Starter 1 

Exploring 1 

Explaining 1 

Explaining 2 

Plenary 4 

Homework 4 

*This table is repeated in 8Dc. 

SHOULD 

PB pages 

58–59 

SHOULD 

PB pages 

56, 

58–59 

Starter 1 

Exploring 1 

Explaining 1 

Explaining 2 

Plenary 4 

Homework 3 

2 Yr KS3* 

8Dc Starter 2 

8Dc Explaining 1 

8Dd Exploring 1 

8Dd Explaining 1 

8Dc Plenary 4 

8Dd Homework 3 

Topic notes 



Be prepared: 8Dd 

Exploring 2: assess a fieldwork site for risks. 

Explaining 2: may need to book the school hall. 

126 










Starter 1 M/S 4–7 Classwork unit so far Lit (WF) 3d 

Starter 2 M 5–6 Classwork 1, 4 PLTS (Tw) 1a 3a 3d, 3e 

Starter 3 M 6 Classwork 1 1a 3a 3d 

Exploring 1 S/C 6–8 Classwork 4 Num (L), PLTS (Tw) 1a 3a 3d a, k 

Exploring 2 M/S/C 6–8 Practical 2, 4, 5, 6 ICT (DL) 1a, 1b, 1c, 

2a, 2b, 3c 

Exploring 3 M 6 Classwork 1 1a 3a 3d 

Exploring 4 S/C 6–8 Classwork 2, 4 ICT (SS) 1a 3d 

Exploring 5 M/S/C 4–8 Classwork 1, 2, 3, 4, 5, 6, 7 Lit (RR), ICT (IR), PLTS (Sm) 3d, 3e a, b 

Explaining 1 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6, 7 1a 3a 3d, 3e 

Explaining 2 M/S/C 6–8 Classwork 1, 2, 4 1a 3d a 

Plenary 1 M/S/C 5–8 Classwork unit so far PLTS (Rl) 3d 

Plenary 2 M/S 4–7 Classwork 1, 2, 3, 4, 5, 6, 7 Lit (WF) 3d, 3e 

Plenary 3 M/S 6–7 Classwork 2, 4, 5, 6 PLTS (Ct) 3d 

Plenary 4 M/S 4–7 Classwork 1, 2, 3, 4, 5, 6, 8 PLTS (Rl) 3d 

Homework 1 M 5 Homework 1, 2, 3 3d 

Homework 2 S 6–7 Homework 2, 4, 5, 6 3d, 3e 

Homework 3 S 7 Homework 4, 8 2a 3d 

Homework 4 C 8 Homework 8 4c g 

Starters 


3d 

a, c, e 

8 

D 

d 

1: Ecology countdown 

Choose a word from the Word Sheets for the first three topics, and 

pick three pupils. Ask pupils in turn to pick a vowel or a consonant. 

You then choose which letter to write on the board. You can write 

the letters up in the order in which they appear in the word, or in a 

jumbled order to make things more difficult. Keep going until one 

of the three pupils puts his/her hand up to say what the word is. 

Then challenge the pupil to say what the word means and ask the 

other two pupils whether they agree or disagree. Then read out the 

definition from the Word Sheets. Repeat with other words. 

2: Food chains 

Draw this food chain on the board: 

lettuce rabbit fox 

Ask pupils to work in groups to make notes about all the things that 

they know about relating to these sorts of diagrams and what this 

one shows. Ask pupils to contribute answers and draw up a list of 

some main points on the board. More able pupils might realise that 

these sorts of diagrams allow you to make predictions about how a 

change in one population will affect a change in another. 

3: Building food webs AB/AT 

The AB animation link on page 45 of Topic 7Ce in Exploring 

Science Book 7 opens Food webs 1 – an animation explaining how 

food webs are constructed. Show pupils this to remind them of the 

work that they did in that topic. 

1: Mice and owls 

Worksheets 8Dd(2) and 8Dd(3) allow pupils to use a game in which 

they model population fluctuations in a predator and its prey. After 

completing the ‘game’ pupils draw graphs and are asked to draw 

conclusions and think about the benefits of using a model such as this. 

• Should: point out that this activity could be used as the basis 

for a computer modelling program. Ask pupils what sort of 

information ecologists would collect to feed into the computer 

to make the model more accurate at making predictions for 

the populations (e.g. estimating real numbers of animals in 

the habitat, determining numbers of births and deaths). Pupils 

could try creating a computer model using the ‘rules’ set out 

on Worksheet 8Dd(2) in a cross-curricular link up with the ICT 

department. 

• Could: pupils could be reminded that this model explores the 

relationship between living factors. Ask pupils to consider how 

this could be adapted to also include an environmental factor. 

For instance, a dice could be thrown at the end of the year to 

determine the severity of the winter and the impact this has on 

the populations. 

2: Practical: Plant populations 

Tell pupils that daisies, dandelions and plantains are all weeds 

and grow in similar areas, so are in competition with one another. 

Ask pupils to plan and carry out an investigation to find out which 

was the most ‘successful’ weed in this habitat. This would involve 

estimating the numbers of each one and determining which is the 

most successful based on its numbers or area covered. 




8 

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Plans should include how the practical is to be done safely. Ask 

pupils to think about how they are going to collect their results 

and how they will make sure that the results are accurate. Pupils 

could also discuss the best way to display their results once they 

have been collected and any improvements they could make to 

the practical (giving reasons for the changes). When examining 

the results, pupils should be able to say whether their evidence is 

sufficient or not. 

• Must: pupils should include how the practical is done safely. 

• Should: ask pupils to evaluate this definition of successful and 

to briefly plan how this could be done. A successful organism is 

one that out-competes its rivals. It would therefore be necessary 

to identify whether plants are being replaced by others due to 

competition. 

• Could: pupils might carry out a pre-investigation check to see if 

the plants are all evenly distributed over the area (to make sure that 

they are in competition with one another rather than just preferring 

different environmental conditions within the same habitat). 





hygienically. 


Quadrat; possibly access to: light meters, anemometers, 

moisture meters, pH meters and any other relevant measuring 

and sampling equipment (e.g. dataloggers). 

3: Right the food chain 

Each pupil is given a sheet of paper and asked to write the name 

of a producer on the top. The top of each piece of paper is then 

folded over twice (to prevent peeking!) and passed along. The next 

pupil writes down the name of a herbivore, folds it and passes it 

along. The next pupil writes down the name of a carnivore, folds 

it and passes it along. The pupil who receives the paper unfolds it 

and, if they can, writes out the food chain using the organisms. In 

many cases there will be no food chain because the organisms are 

from different habitats. Ask any pupil who has a food chain to share 

it with the class. Write the chains on the board and ask pupils to 

identify: carnivore, consumer, herbivore, predator, prey, producer. 

Remind pupils that the arrows in food chains indicate the flow of 

energy. 

Extend this task by asking pupils who have not got a proper food 

chain on their papers to alter one or more of the organisms to make 

a food chain. Or ask pupils to contribute other organisms to add to 

one of the food chains on the board in order to create a food web. 

4: Modelling populations 

There are some computer software simulations of populations that 

can be used by pupils (such as CyberEd’s Population Ecology). Ask 

pupils to draw conclusions about the populations that they study 

using the software. 

• Could: remind pupils that they are using a computer model and 

ask them how the model helps them to think about populations. 

Pupils could be asked to look at this model and the one that they 

used in Exploring 1 and discuss the strengths and weaknesses of 

both. 


Possible ideas for research work include: 

• Must: find/draw a food web for a habitat that you have not 

studied in class and use it to make some predictions. 

• Should: find out what scavengers are and draw a food web 

containing a scavenger. 

• Could: find out what the Irish Potato Famine was and its effects 

(i.e. death and migration), and draw a parallel with one of today’s 

humanitarian crises. 

Resources 



1: Pupil’s Book pages 58–59 (AT/AB) 

These pages introduce pupils to the sorts of resources that 

organisms need in a habitat and the competition for them. Food 

webs are revisited. Worksheet 8Dd(1) is the Access Sheet. 

• The AB spreadsheet link on page 58 opens Changing populations 

– a spreadsheet containing data that can be used to show a 

predator–prey population relationship. 

• The AT animation link on page 59 opens Making predictions 

from food webs – in which the populations of all the organisms 

in a food web are shown using bars. Various scenarios befall 

the organisms in the food web and pupils can watch how these 

change the populations. 

2: Woollen food webs 

Take 15 pupils and tell them that they will each represent one 

organism in the food web shown on Pupil’s Book page 59. Give 

each pupil a long piece of wool and ask pupils to arrange themselves 

into the food web. Encourage pupils to identify that the wool links 

represent the flow of energy from one population to another (the 

same as the links in a food web). One pupil is told that their animal 

is now dead and they should sit down. Other pupils could then say 

how this has affected them and whether they felt the wool tug as 

the pupil sat down. Maybe other pupils will sit down as a result of 

starvation. 

As a finale, ‘the Sun could go out’ and therefore all the producers sit 

down. This then has a rapid knock-on-effect that the whole of the 

food web dies out, emphasising the fact that all energy comes from 

the Sun. Remind pupils that one of the theories for the extinction of 

the dinosaurs was that the meteorite impact pushed so much dust 

into the atmosphere that it blocked out the light. 

Explain to pupils that a food web is a model that allows us to 

predict the effects of changes in a habitat. This task is a slightly 

different model to the one that we usually see on paper. Ask pupils 

to list some advantages and disadvantages of each model (e.g. the 

wool method does not show the direction of energy flow, the wool 

method allows you to feel things happening, providing a more 

obvious way of predicting what will happen). 

• Could: ask pupils to compare these models with the idea of 

computer modelling the feeding relationships within a habitat. 

Ensure this is done in an open space. 

Resources 

Long strands of wool (1–5 m lengths). 

Plenaries 


Afl The Quick Check sheet provides pupils with an opportunity to 

assess a piece of work about competition and award a level to it. 





128 




3: Thinking about living factors (AT) 


• CAP: there are no frogs in my pond. (Possible answers: the pond 

doesn’t contain the right food for frogs; something in the pond is 

eating all the frogs; the environmental conditions in the pond are 

not suitable for frogs.) 

• CAP: the population of aphids in a garden decreases. (Possible 

answers: a pesticide has been sprayed; there has been an 

increase in the population of ladybirds.) 

• CAP: the population of squirrels in a wood increases. (Possible 

answers: there has been a lot of food available; the population 

of the squirrels’ predator has decreased; the population of an 

organism that eats similar food to squirrels has decreased.) 

• CAP: there are no plants under the trees in a wood. (Possible 

answers: there is not enough light getting through to the ground; 

there is too much competition for mineral salts and water with 

the trees.) 

The second AT presentation link box on page 59 opens Thinking 

about living factors – a PowerPoint presentation version of this 

task. 

4: Food web mark scheme 

Afl Ask pupils to write a question about the food web on page 59 

of the Pupil’s Book and to design a mark scheme for the answer. 

Encourage pupils to think up questions that are worth more than 

1 or 2 marks. If time allows, pupils could try out their questions on 

one another. 


1: Worksheet 8Dd(4) contains simple questions about populations, 

food chains and food webs. 

2: Worksheet 8Dd(5) contains questions about populations and 

resources. It requires Worksheet 8Db(6) as well. 

3: Worksheet 8Dd(6) ask pupils to analyse a predator–prey 

population graph. 

4: Worksheet 8De(7) asks pupils to think about some of the 

negative effects humans have on rivers. 

8 

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Pyramids and poisons 


8 

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Pyramids and poisons Must/Should PB pp60–61 Classwork Explaining 1 

The end of the road Must/Should PB p62 Classwork Explaining 2 

8D Quick Quiz Must/Should ASP Classwork Plenary 7 

8D Quick Quiz Answer Sheet Must/Should ASP Classwork Plenary 7 

8D End of Unit Test Must/Should ASP Classwork Plenary 4 

8D Level Ladder Must/Should ASP Homework Plenary 6 

8D Summary Sheets Must/Should ASP Homework 

8De Quick Check Must/Should ASP Classwork Plenary 2 

8De Word Sheet Must/Should ASP Homework 

8De(1) Pyramids and poisons Must CHAP Access Explaining 1 

8De(2) Pesticides and birds Must CHAP Classwork Exploring 5 

8De(3) Pesticides 1 Must CHAP Homework Homework 1 

8De(4) Pesticides 2 Should CHAP Homework Homework 2 

8De(5) Toxic chemicals and food chains Should CHAP Homework Homework 3 

8De(6) Pesticide articles Should CHAP Homework Exploring 6 

8De(7) Controlling mosquitoes Could CHAP Homework Exploring 6 

8De(8) Biological control Could CHAP Homework Homework 4 

8De(9) Pyramids of biomass Could CHAP Homework Homework 5 

SS41 Debates and speaking Must/Should Year 7 CHAP Skills Sheet Exploring 4 

SS49 Using a Tullgren funnel Must/Should Year 7 CHAP Skills Sheet Exploring 2 

SS51 Woodland organisms – Year 7 CHAP Skills Sheet Exploring 2 

Objectives 


(1) describe how energy is lost in food chains 

(2) list some reasons why animals become endangered, 

including the effects of humans on food chains 

(3) list some ways in which we can save endangered animals 

(4) recall what pesticides do. 

Correctly use the words chemical energy, endangered, 

overfishing, pest, pesticide, sustainable. 


(5) classify consumers as primary, secondary or tertiary 

(6) use pyramids of numbers to describe energy losses in a food 

chain 

(7) explain how human use of pesticides impacts on food webs. 

Correctly use the words insecticide, primary consumer, 

pyramid of numbers, secondary consumer, tertiary 

consumer. 


(8) use pyramids of biomass to describe energy losses in a food 

chain 

(9) recall what trophic levels are 

(10) explain the advantages and disadvantages of biological 

control. 

Correctly use the words biological control, pyramid of 

biomass, trophic level. 

Topic notes 



• For pupils working at Must level it may be appropriate to leave out 

this topic and simply look at page 62 of the Pupil’s Book. 

• CITES on page 62 is pronounced ‘site-ees’. 


MUST 

PB pages 

60–62 

COULD 

PB pages 

60–62 

Starter 1 

Explaining 1 

Exploring 5 

Explaining 2 

Exploring 4 

Plenary 6 

Homework 1 

Starter 2 

Explaining 1 

Explaining 2 

Exploring 6 

Plenary 4 

Homework 4 

SHOULD 

PB pages 

60–62 

SHOULD 

PB pages 

60–62 

Starter 2 

Explaining 1 

Explaining 2 

Exploring 6 

Plenary 4 

Homework 2 

2 Yr KS3 

Starter 3 

Explaining 1 

Explaining 2 

Exploring 6 

Plenary 4 

Homework 4 

Be prepared: 8De 

Exploring 2: leaf litter. 

130 









Starter 1 M 6 Classwork 1 1a 3d 

Starter 2 M/S 6–7 Classwork 1 PLTS (Ep) 3d 

Starter 3 M/S 6–7 Classwork 1, 5 PLTS (Tw, Ep) 1a 3a 3d 

Exploring 1 M/S 6–7 Classwork 1, 5 1a 3d c 

Exploring 2 S 7 Practical 5, 6 PLTS (Tw) 1a 1a, 1c, 

2a, 3a 

Exploring 3 M/S/C 4–8 Classwork 2, 3, 10 PLTS (Ie, Sm), ICT (WP, PS, IR), 

Lit (RR), 

Exploring 4 M/S 4–7 Classwork 2, 3 PLTS (Ep), 

Lit (DS, RR), ICT (IR) 

3d 

a, c 

2b 3a 3d, 4c a, b 

2b 3a 3d, 4c a 

Exploring 5 M 5 Classwork 4, 7 2b 3d, 4c 

Exploring 6 S/C 7–8 Classwork 4, 7 PLTS (Ie), 

Lit (EC) 

2a, 2b 3a 3d, 4c a, c, d 

Explaining 1 M/S 6–7 Classwork 1, 4, 5, 6, 7 1a, 2b 3d, 4c c, d 

Explaining 2 M/S 6–7 Classwork 2, 3 2a, 2b 3d, 4c a, c, d, j, g 

Plenary 1 M/S 6–7 Classwork 1, 2, 3, 4, 7 PLTS (Ct) 3d, 4c 

Plenary 2 M/S 4–7 Classwork whole unit PLTS (Ep) 3d 

Plenary 3 M/S 6–7 Classwork 1, 2, 3, 4, 5, 6, 7 Lit (WF) 3d 

Plenary 4 M/S 4–7 Classwork whole unit PLTS (Rl) 3d 

Plenary 5 M/S 4–7 Classwork whole unit PLTS (Sm), Lit (EW), ICT (WP, PS) 2b 3a 3d a 

Plenary 6 M/S 4–7 Classwork whole unit PLTS (Rl, Sm) 3d, 4c 

Plenary 7 M/S 4–7 Classwork whole unit PCTS (Rl) 

Homework 1 M 6 Homework 1, 4 Lit (EC) 1a 3d, 4c 

Homework 2 S 7 Homework 1, 4, 7 1a, 2b 3d, 4c f 

Homework 3 S/C 7–8 Homework 1, 4, 5, 6, 7 1a, 2b 3d, 4c 

Homework 4 S/C 7–8 Homework 10 1a, 2a, 

2b 

Homework 5 C 8–EP Homework 8, 9 Lit (EC), Num (C) 1a 3d 

3d, 4c c, d 

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Starters 

1: Food web numbers 

Show pupils a food web that they are already familiar with (such as 

the one on page 59 of the Pupil’s Book). Ask pupils how many of 

each organism they think there might be in the habitat, just in general 

terms of lots, a few, one. Ask pupils if they can see a pattern (the 

further up the food web you go the less numerous the animals are). 

2: Rabbits 

Ask pupils why rabbits (and other organisms) need to eat. Pupils jot 

down their answers. Then pick some pupils to share their answers 

with the class. Elicit the idea that all organisms need energy from 

food. Next ask pupils to jot down why rabbits need to keep on 

eating all their lives. Pick pupils to share their answers again. 

Elicit the idea that energy is used by the rabbit (e.g. for growth, 

movement) and needs to be replaced. Next ask pupils to jot down 

a way in which energy is lost by a rabbit (e.g. in faeces). Pick pupils 

to share their answers again. 

3: More food webs 

Ask pupils to work in groups to draw a food web in the middle of 

a large piece of paper. Pupils then individually choose a part of the 

food web and write about something to do with that part of the 

food web on a post-it note. It could be information about a certain 

organism, an explanation of what the arrows show, what would 

happen if one animal died out, picking out a certain food chain. 

Pupils then work together to stick their post-it notes around the 

food web on the poster. This can be displayed for the rest of the 

class to see. 

Resources 

Poster paper; coloured pens; post-it notes. 


1: Working out food chains 1 

Ask pupils to consider some of the organisms that they have come 

across in any fieldwork carried out in this unit. Pupils should now 

appreciate that tertiary consumers are less common than secondary 

consumers and secondary consumers are less common than 

primary consumers. Ask pupils to use this idea to construct food 

chains using the organisms. 

2: Practical: Working out food chains 2 

Using Skills Sheet 49 from Year 7 CHAP, pupils use a Tullgren 

funnel to investigate the numbers of organisms in leaf litter. 

Using secondary sources (including Skills Sheet 51 from Year 7 

CHAP) they could identify the animals collected and, based on 

their relative numbers, construct food chains and/or pyramids of 

numbers. They could then check with secondary sources to discover 

if their food chains/pyramids are correct (e.g. that they do not have 

herbivorous animals like millipedes down as carnivores, and 




8 

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carnivorous animals like centipedes down as herbivores). In general 

terms, small herbivores are eaten by larger carnivores, which are 

eaten by even larger carnivores (refer to Skills Sheet 51 from Year 7 

CHAP for commonly found examples). As a food chain progresses 

the numbers of each species decreases. 

Although it is recommended that the set-up is left for 6 hours, it is 

possible to get decent results in about 30 minutes and it is often 

preferable to keep a watch on what is falling out of the funnel since 

often the carnivores collected will eat any collected herbivores. An 

inverted paper cone can be taped around the top of the beaker to 

stop the animals escaping. 

If you aren’t able to use Tullgren funnels, samples of leaf litter 

can be collected in large plastic trays with pupils hunting for the 

animals using a paint brush and collecting them with a pooter. 

Soak all mouthpieces in Milton solution for 30 minutes before 

and after use. 

The lamp should be at least 15 cm away from dried leaves, 

since there is a fire risk. Pupils should always wash their hands 

having handled living material. 


Funnel with 5 mm minimum bore; leaf litter; clamp and clamp 

stand; large beaker; lamp that can be suspended over leaf litter; 

hand lens; pooter; specimen jars; sheet of A5 sized paper; sticky 

tape; Year 7 CHAP Skills Sheets 49 and 51. Possibly: water; 80% 

ethanol in water. 

or 

Leaf litter in a large plastic tray; hand lens; paint brush; pooter. 


Ask pupils to use books and/or the internet to find out about 

extinctions and endangered species. This could be of their own 

choosing, or based on one of the ideas below. Pupils should 

choose the most appropriate way of presenting their findings, 

which might be as a report, a magazine article, a presentation, a 

poster or a webpage. 

• Must: ask pupils to find out why the Stephen Island wren became 

extinct (a single cat, belonging to a lighthouse keeper, killed the 

lot) or give them one specific animal to research from the list 

suggested for Should level below. 

• Should: ask pupils to draw up a list of animals and/or plants 

that have become extinct since 1900, stating when they were 

declared extinct and why they became extinct (examples include 

Barbary lion (1922), Caribbean monk seal (1932), Bali tiger 

(1937), thylacine (1938), Japanese sea lion (1951), Javan tiger 

(1972), Pyraenean ibex (2000), Baiji white dolphin (2006), West 

African black rhinoceros (2006)). Or ask pupils to find out about 

biological control, describing what it is, a case in which it has 

worked and a case in which it has gone badly wrong. 

• Could: ask pupils to find out about Steller’s sea cows and to write 

a report using historical diary evidence about what they were and 

why they became extinct. The diary evidence is fairly easy to find 

on the internet but you should tell pupils that the name is often 

misspelt as Stellar’s sea cows. 

Resources 


4: Debate on mink farming 

There is an opportunity for a debate on page 62 of the Pupil’s Book. 

It is suggested that pupils are encouraged to do some research 

to find evidence to back up their views. Refer to Skills Sheet 41 

from Year 7 CHAP for ideas on how to run a debate. There are 

other possible debate topics related to this theme that you could 

consider: 

• If pupils have been watching the AT theme videos for this unit 

they will have found out about cryptozoology. Ask whether public 

money should be spent funding cryptozoologists or not. 

• Should the national parks in South Africa be allowed to cull 

elephants Recent efforts to preserve elephant numbers have 

proved so successful that some people believe that there are now 

too many. 

5: Pesticides and birds 

Worksheet 8De(2) is a card sort activity that can be used to 

reinforce pupils’ understanding of why pesticides are used, and the 

effects of pesticide accumulation in a food chain. 

6: Different points of view 

Challenge pupils to weigh up the advantages and disadvantages 

of using pesticides such as DDT. Worksheets 8De(6) and 8De(7) 

provide secondary information that can be used to help inform 

pupils’ opinions. Pupils may need to be led through a sample text 

as a group activity, to demonstrate how to skim through a text and 

then be asked questions that allow them to evaluate it, e.g.: What 

purpose is the text being used for What is the author’s point of 

view How effectively is the information communicated Worksheet 

8De(7) specifically allows pupils to evaluate conflicting ideas and 

evidence to arrive at their own considered point of view. 



These pages introduce pyramids of numbers and look at how the 

use of pesticides causes problems. Sometimes pupils are confused 

when presented with facts such as ‘A man eats many cows’. It is 

best explained by considering how many cows one person would 

eat in their entire lifetime (see Background Information). Worksheet 

8De(1) is the Access Sheet. 

• The AT animation link on page 60 opens Pyramids of numbers – 

which asks pupils to match food chains with the correct pyramids 

of numbers. 

• The AB document link on page 60 opens Making pyramids of 

numbers – a simple activity in which pupils turn food chains into 

pyramids of numbers using a word processing program. 

• The AT animation link on page 61 opens Clear Lake – which 

shows how DDT decimated the population of grebes around 

Clear Lake in California in the 1940s. The pesticide killed the birds 

directly rather than just affecting their eggs. 


This final page takes a look at some reasons that animals become 

extinct and considers some ways to stop this happening. Note that 

CITES is pronounced ‘site-ees’. You could challenge pupils to find 

out what it stands for (The Convention on International Trade in 

Endangered Species of Wild Fauna and Flora). 

• The first AT video link opens Cryptozoology in the future – in 

which Jonathan Downes discusses what role cryptozoologists 

should be playing in the future 

• The second AT video link opens Endangerment – which considers 

some of the ways in which animals become endangered. 

• The AT document link opens CITES organisms – which briefly 

outlines the different CITES appendices and illustrates some of the 

organisms in Appendix I. 

132 




Plenaries 

1: Thinking about pyramids and poisons (AT) 


• PMI: all pests should be made extinct. (Possible answers: P – we 

would never need to use pesticides again; M – we would be 

destroying the food of other animals and this would damage food 

webs; I – how do you classify something as a ‘pest’) 

• PMI: we shouldn’t bother saving endangered organisms. 

(Possible answers: P – we would save lots of money; M – some 

plants and animals may be extremely useful to humans in the 

future, we just don’t know it yet; I – recent extinctions include the 

Pyrenean ibex (2000), Baiji white dolphin (2006), West African 

black rhinoceros (2006.) 

• CAP: the numbers of a certain bird are falling. (Possible answers: 

it is being poisoned by pesticides; it is being hunted by humans; 

it is being preyed upon by an animal new to the habitat, there is a 

disease that’s killing it.) 

• OOO: lettuce, grass snake, sparrowhawk, fox. (Possible answers: 

lettuce is a producer, all others are consumers; lettuce is a plant, 

the others are animals.) 

7: Quick Quiz 

Revisit the 8A Quick Quiz to test pupils’ knowledge of the content 

of this unit. If you have the ASP on CD-ROM use Quick Quiz 2, 

which provides the same activity but with the answers arranged in 

a different order. Pupils could fill in their answers on the Quick Quiz 

Answer Sheet. Encourage pupils to identify for themselves areas 

where their understanding is still weak, and decide how they are 

going to remedy this. 


1: Worksheet 8De(3) poses simple questions about the problems 

with pesticides. 

2: Worksheet 8De(4) poses questions about the problems with 

pesticides and pyramids of numbers. 

3: Worksheet 8De(5) contains questions on pesticides in food 

chains. 

4: Worksheet 8De(8) is a comprehension about biological control. 

5: Worksheet 8De(9) is a comprehension about pyramids of 

biomass. 

The first AT presentation link box on page 61 opens Thinking 

about pyramids and poisons – a PowerPoint presentation version 

of this task. 


Afl The Quick Check sheet is a question loop, revising work from 

the whole unit. There are 30 cards provided. All cards must be 

used to close the ‘loop’ – if you do not have 30 pupils in the class, 

give all pupils two cards. Two hands should then go up in answer 

to every question, and pupils are less likely to mentally switch off 

when they have used their card. 





8 

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4: End of Unit Test 

Afl Use the End of Unit Test. A mark scheme is given in the 

ASP. Encourage pupils to identify areas that are still weak and to 

formulate plans to strengthen those areas. 

5: Residents group report 

Afl The council want to spray insecticide in a local park in order to 

kill hairy caterpillars that give animals and humans a bad irritation 

if they touch them. Ask pupils to prepare a report from a local 

residents group to the council, either in support of or against this 

idea, explaining their reasons behind their views. The task can easily 

be modified to your own circumstances (e.g. the school gardener 

wants to spray the playing fields, the council wants to spray the 

school flowerbeds). Pupils should decide how they wish to present 

their reports to the council. Ideas include: as a list of bullet points 

to be used to prepare a presentation, as a presentation, a written 

report, or a letter. 

This activity can be done as an assessed task. A set of level 

descriptions is provided on pages 122–123 of the ASP. 

6: Level ladder 

Afl Pupils should tick the boxes on the Level Ladder to record 

those statements that they feel they know. Alternatively they 

can use a traffic light system or the CRI index (see Introduction, 

page 17) to record degrees of certainty. Ideally pupils should be 

certain of all statements at a level to be sure they are working at 

that level. Encourage pupils to plan how to do further work on the 

things about which they remain unsure.

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