14/02/2017
Lesson 1: Importance of
Plants and Photosynthesis
Learning Outcomes – The aim of this lesson
• To develop my knowledge and understanding (KU) of the importance of
plants and photosynthesis.
Various uses of Plants
Can you think of why a coconut
tree is useful to us?
Success Criteria – What you will learn in this lesson
• I can describe the various uses of plants
• I can identify structures found within a plant cell
• I can state what photosynthesis is
Coconut palm
Tea & Coffee
2. What everyday substance is made from this plant?
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3. What are the wet fields called, and what crop is grown in them?
4. Give a reason why the Amazon Rainforest should NOT be cut
down for agricultural land?
5. What flowers are these and where are they grown?
6. Why were these onions boiled in the past?
7. What is being collected from the tree?
8. What are the 4 main fibrous ingredients that make up
cereals?
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9. What other ingredients (that are obtained from plants) are
added to cereals for flavour?
Various uses of Plants
Uses of plants
• Copy the table
• Work together with the others in your group to complete table – use plants
other than coconuts!
1) Food
Coconut milk can be used to make curries
and puddings
2) Building Materials
The leaves can be used to make a roof.
The tree trunks can used to make
bridges across narrow rivers.
The fibers from the bark of the tree can
used to make rope.
Area of use
Plant
Use
Food
Medicine
Raw materials
3) Medicine
Coconut water can be used to restore
your body salts and water when you
are dehydrated.
Coconut palm
Uses of plants
Photosynthesis
• Plants also help keep the balance of gases in the atmosphere.
CO2 produced in
respiration
10. What is the name of this crop and the
important export made from it?
CO2 taken in
• Watch the following video to identify:
What is photosynthesis?
What do plants need to photosynthesize?
What do plants release once they have photosynthesised?
• http://www.tigtagworld.co.uk/film/photosynthesis-PRM00101/
O2 given out
O2 taken in
Do you know the
name of this
process?
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Photosynthesis
Exit Pass
• Photosynthesis is the way in which green plants make their food.
• In order to leave this class, you must answer a question from the teacher.
• The first person to raise their hand after the question has been asked, will
answer the question.
• Once you have answered a question you may line up at the door quietly.
• Anyone who is noisy will return to answer another question.
Last
• To develop my knowledge and understanding (KU) of the importance of
plants and photosynthesis.
Lesson 2: Photosynthesis
Success Criteria – What you will learn in this lesson
• I can describe the various uses of plants
• I can state what photosynthesis is
• I can identify the raw materials required for photosynthesis
• I can identify the products of photosynthesis
• I can create a word equation for photosynthesis
• I can describe an experiment to measure the rate of photosynthesis
Last lesson Recap
Last lesson SC’s:
• I can describe the various uses of plants
• I can identify structures found within a plant cell
• I can state what photosynthesis is
Can you answer these SC’s?
Learning Outcomes
• To develop my KU of photosynthesis.
Success Criteria
• I can state what photosynthesis is
• I can identify the raw materials required for photosynthesis
• I can identify the products of photosynthesis
• I can create a word equation for photosynthesis
• I can state that this carbohydrate can be stored as starch
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Plant Cell – Identify the structures
Photosynthesis – What is needed?
Carbon dioxide
and water
Cell MembraneA
Cytoplasm
B
NucleusC
Carbon dioxide
from the air
F
Chloroplast
E
Vacuole
D
Cell Wall
These are the
RAW MATERIALS
Water
Photosynthesis – What is needed inside the cell?
Chlorophyll to trap
the light energy and
change it to
chemical energy
Photosynthesis – What do plants make?
Glucose and
Oxygen
Light
Chlorophyll is found in
chloroplasts
Photosynthesis
These are the
PRODUCTS
Photosynthesis
• Can you fill in the blanks to create a word equation for photosynthesis?
Raw materials
• The plants use the
glucose for
Products
Sunlight
Carbon Dioxide
Oxygen is
released into
the air
Oxygen
Water
Chlorophyll
Glucose
An energy
source
Some is stored as
Starch – the
storage
carbohydrate
Some starch is made
into cellulose – the
structural
carbohydrate
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Measuring the rate of photosynthesis
http://www.reading.ac.uk/virtualexperiments/ves/preloader-photosynthesis-full.html
Exit Pass
Observing
To leave this class you must write down one thing you
have either:
(1) Newly learnt (did not know before)
(2)Don’t understand/Need to revise
And hand it in.
Recap Questions - Write in the back of your jotter
1. Name a plant and give an example of it’s use
Lesson 3: Testing a leaf for
starch
2. What is the name of the process by which plants make their own food?
3. What gas is produced by this process?
4. What is the name of the carbohydrate produced by this process?
5. Name the green pigment found in plant cells (hint: it’s found in the
chloroplast)
Testing leaves for starch
Learning Outcomes
• To develop my KU of photosynthesis.
Success Criteria
• I can describe an experiment to test for starch
• I can name the solution used to identify the presence of starch
• I can identify whether starch is present due to a colour change.
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Testing a Leaf for Starch
Equipment
Handling
Equipment:
• GOGGLES
• Geranium leaf
• 250ml beaker, one-third full of water
• Bunsen burner
• Heatproof mat
• Tripod stand
• Tweezers or spatula
Testing a Leaf for Starch (ctd.)
Method
Turn off
Bunsen!
1. Boil leaf in
water for 2
minutes to kill the
cells and make
them soft.
You will be told to collect equipment later on.
Testing a Leaf for Starch
Testing a Leaf for Starch (ctd.)
Now collect the following Equipment:
• Boiling tube half-filled with alcohol
• Iodine solution ( one bottle per table)
• White cutting tile
Method
Turn off
Bunsen!
1. Boil leaf in
water for 2
minutes to kill the
cells and make
them soft.
Reason
1. Boil leaf in water
To dissolve and remove the Chlorophyll
2. Boil in alcohol
Show presence of starch
3. Rinse leaf in water
Make cells more permeable
4. Add iodine solution
Rinse off excess alcohol
3. Rinse the
leaf with water
and spread on
a white tile.
4. Stain with 23 drops of
iodine solution
Homework due: 00/00/0000
Testing a Leaf for Starch notes
Match the procedure to the correct reason, and copy into your jotter:
Procedure
2. Put leaf in
test tube of
ethanol and
place in hot
water.
BONUS: Once
you have
finished, using a
ruler draw the
equipment for
each stage of the
experiment.
Homework 1: Photosynthesis and the Use of Plants
(you can find this in the homework booklet or at
www.mrsphysics.co.uk/bge )
Write in the correct answer, and copy the sentence into your jotter:
Iodine turns brown/red or blue/black in the presence of starch.
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Brain starter
• Going around the class, each person must name or describe a structure,
word, experiment etc. that they learnt last week.
Lesson 4: Ecosystems
• Hint:
Learning Outcomes
Key Words
• To develop my KU of key words in Biology
• To develop my understanding of what affects an ecosystem
Population
Habitat
Success Criteria
• I can describe what population, habitat, community and ecosystem are.
• I can identify a population, habitat, community and ecosystem.
• I can give an example of different factors affect the population of a species
• I can state what apparatus would be used to measure these factors
An organism that naturally preys on others
Predator
Is the total number of one type (species)of organisms
living within a community.
Community
Describes all living organisms living together in an
ecosystem
Ecosystem
Prey
Ecosystem Challenge
Is the place where an organism lives
An organism that is being hunted and eaten by others
Is the combination of living and non living things in an
area
Factors affecting an ecosystem
Easy
Medium
Hard
Find 1 population and its habitat
Find 3 populations and their habitats
Find 5 populations and their habitats
• In your groups, discuss what you think might affect where a population
might live.
• What would you use to test these factors?
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Hot Seat
Factors affecting an ecosystem
Factor
What can I use to measure it?
• Each person on your table will receive a word on a piece of paper.
Thermometer
Temperature
• One person is selected to guess the word written on the piece of paper.
Moisture levels
Sunlight and
moisture meter
sunlight
• Using definitions, acronyms, etc. the person being questioned must guess
the word on the paper.
anemometer
Wind
pH paper/indicator
pH
Log onto your laptops AND Recap
1. What is the key word – is the combination of all living and non living things
Lesson 5: Adaptations
BGE 1st year
2. Describe what a habitat is.
3. Give an example of a population.
4. Name a factor which affects where an organism lives.
5. What equipment is used to measure this factor?
Learning Outcomes
Adaptation
• To develop my understanding of adaptations and how these allow organisms
to survive is different environments.
• In your pairs, what do you think is meant by “adaptation”?
Success Criteria
• I can describe what an adaptation is
• I can name two types of adaptation
• I can give examples of adaptations and describe how they allow an organism
to survive in a specific environment
• I can research and create an information poster about a specific organism
• https://www.twigonglow.com/film/adaptation-1125/
• An adaptation is an inherited characteristic (from the parents) that allows an
organism to survive within its environment.
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Physical Adaptations
Behavioural Adaptations
A variation in the shape, structure, colour etc. of an organism e.g. snail
shell, anteater’s snout.
The way which and organism acts or responds within an environment
(its behaviour!) eg. Nocturnal, migration, swarming etc.
Hobbies migrate from Africa to the UK. About
2961miles
Research
Exit Pass
• Copy the table below, using your laptops complete the table.
Organism
Adaptation
Research
Task
Function of Adaptation
Camel
• In order to leave this class, you must answer a question from the teacher.
• The first person to raise their hand after the question has been asked, will
answer the question.
Turtle
• Once you have answered a question you may line up at the door quietly.
Polar bear
Mantis shrimp
• Anyone who is noisy will return to answer another question.
Tiger
Cactus
Homework 1 Due!
Lesson 6: Sampling our
Environment
• Open your jotters to your homework and swap with the person sitting across
from you.
• Homework /15
BGE 1st year
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Learning Outcomes
• To develop my understanding of why and how we could sample an
ecosystem.
Why Sample?
• In your groups discuss why we sample an ecosystem, and how we could do
this.
Success Criteria
2 minutes
• I can state what sampling is
• I can explain why we would sample an ecosystem.
• I can identify different sampling methods
• I can describe how these methods can be used
• I can identify potential errors when sampling an ecosystem.
We sample an ecosystem to:
End
Sampling Methods
• Estimate the population of a
species
Branch Beating
• Identify new species
Pitfall Trap
• Investigate the effects of
humans on an ecosystem
• We can’t count ALL the
organisms living in an area
Quadrat
Sampling Methods
Homework due: 00/00/0000
• Quadrat
Used to sample:
Possible errors:
Homework 2: Ecosystems and Adaptations.
• Pitfall trap
Used to sample:
Possible errors:
This is on page 3 of the homework booklet or can be found at
www.mrsphysics.co.uk/bge
• Branch beating
Used to sample:
Possible errors:
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Exit Pass
• In order to leave this class, you must answer a question from the teacher.
• The first person to raise their hand after the question has been asked, will
answer the question.
Lesson 7: outside
BGE 1st year
• Once you have answered a question you may line up at the door quietly.
• Anyone who is noisy will return to answer another question.
Using Sampling Techniques Recap
Learning Outcomes
• Quadrat
Equipment
Handling
• To develop my KU of how to use sampling techniques
Success Criteria
• I can name sampling techniques
• I can accurately use different sampling techniques to sample an area
• I can reflect and identify potential errors during sampling
• I can create a table to record results from sampling an area.
Identifying a Species
Quadrat results table
Species of Plant
1
•
•
•
•
•
2
•
•
•
•
•
3
•
•
•
•
•
Observing
• You may find a few of the following species:
• You must sample a minimum of 3 areas.
No. of Throws
• Pitfall trap
No. of Species
Daisy
Dandelion
Plantain
Clover
Buttercup
• Even if there is no flower, you can identify a plant by its leaves!
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• Always listen to the instructions given by your teacher.
• You must use the pedestrian crossing to cross the road.
• When using quadrats, a gentle toss is all you need. Ensure there is no one in the path
of the quadrat.
• Do not throw the quadrat near trees. If it gets stuck you will pay for a new one!
Lesson 8: Using a Key and
Processing data
BGE 1st year
• Enjoy the weather!
Learning Outcomes
Challenge – Complete in the back of your jotter
• To develop my KU of using a key and data processing.
Each pair should get a petri dish containing pieces of paper with different organisms
and a number on the back.
Bar Graphs
1. Using the Key, identify the different organisms in your petri dish.
Success Criteria
• I can use a key to identify different species
• I can create a table of results
• I can create a bar graph from a table of results
2. Create a table of results to record the type of organism and how many there are
(the number on the back).
3. From your table of results create a bar graph.
After each stage you should check your progress with your teacher before
continuing.
Early finishers
• Make a key of one of the following
• For example
• Dog breeds
• Favourite cars/ tractors
• People you live with
Lesson 9: Collecting data
BGE 1st year
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Homework 2 Due!
Homework due: 00/00/0000
• Open your jotters to your homework and swap with the person sitting across
from you.
Homework 3: Sampling and Data Processing
• Homework /15
This is on page 4 & 5 of the homework booklet or can be found at
www.mrsphysics.co.uk/bge
• Always listen to the instructions given by your teacher.
Identifying organisms
• You must use the pedestrian crossing to cross the road.
• Each pair should use the key to identify the organisms caught in the pitfall
trap.
• When retrieving your pitfall trap, return the area to the way you found it!
• Record your results in a results table.
• Enjoy the weather!
Learning Outcomes
• To develop my KU of using a key and data processing.
Lesson 10: Processing data
BGE 1st year
Success Criteria
• I can use a key to identify different species
• I can create a table of results
• I can create a bar graph from a table of results
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Complete in the back of your jotter
Using the results collected from your samples you must carry out the
following:
Processing
Data
1. From your table of results create a bar graph.
Lesson 11: Respiration
2. Identify which organism was most abundant in that area
BGE 1st year
3. Identify the percentage of the organisms that were this most abundant
organism.
After each stage you should check your progress with your teacher before
continuing.
Sampling Recap
Learning Outcomes
1. Why do Scientists sample an area?
• To develop my KU of the process respiration.
2. What kinds of organisms would a pitfall trap be used to sample?
Success Criteria
3. What sampling method would be used to sample plant species?
• I can state what organisms require energy for
• I can describe what respiration is
• I can identify what gas is required for respiration
• I can identify what gas is released at the end of respiration.
• I can create a word equation for respiration
4. What could you do to make your sampling more reliable?
Set up the 2 following Experiments
What do we need energy for?
Hypothesising
CO2 probe
Laptop
• What process will the leaves
in the uncovered bottle
carry out?
• In your pairs, discuss what our bodies use energy for and where we get this
energy from.
Bottle
• What process will the leaves
in the covered bottle carry
out?
Basil leaves
CO2 probe
Bottle covered
with tin foil
2 minutes
Laptop
• What will happen to the
carbon dioxide levels in
both bottles?
End
Basil leaves
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We need energy to….
Respiration
In your pairs, think (i) what is respiration (ii) what substances do you take into
your body, and what substances you give out.
Chemical reactions in our whole body
Move
Grow
Maintain our body
Temperature at 37°C
Take into our body
Give out from our body
Repair our bodies and replace cells
Respiration
Checking CO2 levels
Respiration is the breakdown of food (glucose) to release energy!
Word equation:
Glucose ++ Oxygen
water
++
carbon dioxide
Energy
Homework due: 00/00/0000
Homework 4: Identifying Organisms and Respiration
This is on page 6 & 7 of the homework booklet or can be found at
Taking
Readings
• Look the results from the experiments set up at the beginning of the class.
• In which bottle do you think the leaves are:
(i) Photosynthesising
(ii) Respiring
(iii) Why?
Exit Pass
To leave this class you must write down one thing you
have either:
(1) Newly learnt (did not know before)
(2)Don’t understand/Need to revise
www.mrsphysics.co.uk/bge
And hand it in.
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14/02/2017
Homework 3 Due!
• Open your jotters to your homework and swap with the person sitting across
from you.
Lesson 12: Carbon Cycle
• Homework /15
BGE 1st year
Respiration Recap
Learning Outcomes
1. What is respiration?
• To develop my KU of the Carbon Cycle
2. What gas is used in respiration?
Success Criteria
3. What gas is given out during respiration
5. What happens to the concentration of CO2 inside an enclosed bottle during
respiration?
• I can state what climate change, global warming, and the green house effect
is
• I can give an example of a green house gas.
• I can give examples of processes with contribute to climate change.
• I can describe the process of maintaining a balance between the gases in the
air
• I can identify causes and implications of changes in atmospheric gas balance.
Definitions
Carbon Cycle
4. If a plant does not have access to sunlight, will it photosynthesise or
respire?
Climate Change
the process of trapping heat from the sun in the
atmosphere
Global Warming
Any long-term change of climate elements (such
as temperature, pressure, or winds) sustained over
several decades or longer. There is thought that
this is contributed to by human activity.
Carbon
Footprint
Greenhouse
Effect
6. These microbes
also release CO2
through
RESPIRATION
CO2 , methane and water vapour.
4. Animals
release CO2
through
the amount of carbon dioxide (CO2 ) produced
from the activity of an individual or a group.
Greenhouse
Gases
an increase in the planet’s average temperature over time.
Carbon
Offsetting
ways of balancing increasing CO2 levels in the
atmosphere
5. – DEATH
Animals (and
plants) die and their
remains are fed on
by microbes
2. Plants release
CO2 through
RESPIRATION
CO2 in air
RESPIRATION
1. CO2 is taken in by
plants for
PHOTOSYNTHESIS
and turned into
carbohydrates
3. - EATING
The carbon
taken in by
plants is then
eaten by animals
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Choose one of the following topics to Research and Present.
Find out about all the gases in the air – Use a pie chart to show how the air is made
up of gases and in what percentage. What happens if any of these are altered?
What is meant by your ‘carbon footprint?’ How can you
change your lifestyle to reduce it?
What is meant by ‘carbon footprint’ and ‘carbon offsetting’? –
Give examples to illustrate your definitions.
Homework due: 00/00/0000
Homework 5: Carbon Cycle Research Task
This is on page 8 of the homework booklet or can be found at
Research
Task
www.mrsphysics.co.uk/bge
What is the Greenhouse Effect? – and Enhanced Greenhouse Effect?
Include in your explanation the gases involved and ways we can reduce the effect.
Global warming – What is this and what are the factors that contribute to it?
What is ‘climate change’ - what evidence is there that it is induced by human
activity? - include evidence and examples
Exit Pass
Homework due: 00/00/0000
• In order to leave this class, you must answer a question from the teacher.
Homework 4: Identifying Organisms and Respiration
• The first person to raise their hand after the question has been asked, will
answer the question.
• Once you have answered a question you may line up at the door quietly.
• Anyone who is noisy will return to answer another question.
Homework due: 00/00/0000
Lesson 13: Carbon Cycle
Presentations
Homework 5: Carbon Cycle Presentations
BGE 1st year
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14/02/2017
Lesson 14 : Revision Lesson
Lesson 15 : Assessment
Lesson 16 : Feedback and
evaluation
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