2013-2015
BTEC Ponds
Course descriptor
Enquiry Question:
To complete key components of Unit 4 Biology and our Environment
Learning Goals: This course has been specifically designed to complete key components of Unit 4. Students will be given the
opportunity to study and classify freshwater invertebrates found in forest ponds. Adaptations and interdependence will also be
considered to explain possible differences in invertebrates found due to pollution. They will consider living and non-living
indicators.
Students will collect quantitative and observational data from the field and apply the BMWP scoring system to make an
assessment of pollution levels within a forest pond. It is strongly recommended that the pre and post course activities are
completed as they have been designed to support the student’s visit to the centre.
Level:
BTEC
Key Questions
Key Words
Assessment
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Learners will be initially and dynamically
assessed through questioning.
Learners will be provided with
opportunities throughout the course to
assess their own understanding and that
of others in order to facilitate self and
peer review. Learning walls will be
provided to support this.
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What is interdependence?
What is pollution?
What is Eutrophication?
What will decide where an
invertebrate will be?
Why might pollution affect the
invertebrates present?
What is a living indicator?
What are BMWP scores and how are
they used?
Pollution
Micro Habitat
Interdependence
Adaptation
Living indicator
Non-living indicator
Eutrophication
Lichen
Invertebrate
Learning Objectives
Know
Understand
Be able to
All learners
Describe some key terms
Name some types of pollution
(such as eutrophication) and
some ways in which they can be
measured.
Explain that eutrophication is a
consequence of pollution and
that BMWP scores are used to
measure pollution.
Most learners
Describe most key terms
Name different types of pollution
and various ways in which they
can be measured.
Explain the causes and process of
eutrophication.
Explain how to apply BMWP
scores to measure pollution and
interpret the scores.
Some learners
Explain all key terms, name many
different types of pollution and
know the limitations of measuring
them using non-living and living
Recognise that the interpretation
of data should take into account
the validity and reliability of the
method used.
Describe the basic method for
sampling in a pond, the
adaptations of 3 freshwater
invertebrates and that pollution
has a negative effect on
organisms in the pond.
Formulate some conclusions from
their data and identify some
limitations of their method.
Observe lichen distribution
Describe how to sample a pond.
Describe the adaptations of 3
pond invertebrates and explain
how these adaptations will affect
sensitivity to pollution.
Formulate conclusions about the
data collected.
Evaluate and identify the
limitations of their method.
Recognise the potential of lichens
as pollution indicators.
Recognise that there are many
limitations to the sampling
technique.
Differentiate different pollution
indicators.
types based on how harmful they
may be to invertebrates.
Link conclusions to observations
and limitations and explain how
human impact can be minimised.
Recognise the relationship
between adaptations and
pollution tolerance.
Activity Outline:
Start:
0930
Activity
Domestic & safety briefing.
(Toilets and boots).
Objectives
Location
Classroom
Classroom
Adaptations
On site (centre
ponds)
On site Centre
grounds
Classroom
Planning
classroom
Lunch
Classroom
Practise dip
Identification workshop
Forest pond/
woodland with
lichen
Fieldwork
Data analysis and conclusions
Classroom
Outcomes: by the end of the activity learners will be able to…..
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Operate in the building and field safely.
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Describe the objectives of the day
Describe the plan of the day
Assess their own learning using a learning wall
Use learning objectives in their evaluation for the course
Demonstrate the standard dip net technique
Ethically capture specimens for identification
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Use a dichotomous key to identify freshwater invertebrate specimens
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Draw and describe the adaptations of 3 freshwater invertebrates
 Work together to come up with a standardised, accurate and feasible
method to measure the effects of pollution
 Think about which non-living indicators should be measured
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Finish:
Collect data according the agreed method
Take Abiotic readings of temperature, nitrates, phosphates and
oxygen
Take photos of the organisms studied
Identify and observe lichens growing on trees and consider their use
as living indicators of air pollution
Apply the BMWP scoring system to their data
Make conclusions about the levels of pollution in the forest pond by
using their BMWP scores
Think about the limitations of their method
1530
Please note that any adjustment to the recommended times may result in some of the programme not being delivered.
Pre and post course learning
It is highly recommended that learners complete the short powerpoint and handout on pollution before attending. These
activities can be downloaded from the website.
Specification Links
BTEC Unit 4. A. Investigate the relationships that different organisms have with each other and with their environment.
A.1.b. Environmental variation – some characteristics can be influenced by the environment
A.3. Interdependence of organisms can be illustrated using food chains and webs, and by predator-prey
relationships.
A.4. Organisms are classified depending on their characteristics:
a. the main characteristics of the five kingdoms
b. division of the animal kingdom into vertebrates and invertebrates
c. The main characteristics of vertebrates
A.5 Use keys to show how organisms can be identified
B. Demonstrate an understanding of the effects of human activity on the environment and how these effects
can be measured.
B2. How pollutants produced as a result of human activity can affect ecosystems:
a. Overuse of fertiliser causing eutrophication
B3. Living and non-living indicators can be used as a measure of the level of pollution in an ecosystem:
a. Lichens are sensitive to sulphur dioxide
b. Algae and freshwater shrimps as indicators of water pollution
c. Dissolved oxygen and nitrate concentration in water as non-living indicators of water pollution