Bio-Y9
Bio-Y9
Biology – Year 3
Topic: Photosynthesis
Aims
That pupils should be able to:
• know about photosynthesis
• use a word equation for the process
• know about the transport of water and minerals in flowering plants
Links
Checkpoint curriculum – Bp 2, Bp 3
IGCSE Biology Section II 6.2.1, IGCSE Co-ordinated Sciences B 4, IGCSE Combined Sciences Biology Topic Two
Words
photosynthesis, chlorophyll
Activities
Objectives Possible Activities Health and safety/notes
Students should be able to:
describe the effect of light (or lack of) on growing Students should set up some quickly germinating light
plants. seeds in advance, e.g. cress, and leave them in carbon + water sugar + oxygen
the dark to observe the effects. Some should be dioxide
set up in the light as a comparison. Link the
equation with transfer of energy along the food Sugars are converted to starch.
chain. Sun producer consumer.
show how light is needed to make starch Leaves can have sections covered with foil Ethanol must not be used when any naked flames
excluding the light and left for at least 24 hours. are present.
Students can test for starch using iodine after
softening the leaf and removing chlorophyll.
provide evidence that only green parts of plants A variegated leaf can be tested showing that Ethanol must not be used when any naked flames
make starch chlorophyll is needed to make starch. are present.
know that the green parts of cells are called Students should compare pond weed and
chloroplasts. onion skin cells under the microscope if not
already seen. Chloroplasts are identified.
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know that carbon dioxide can enter and oxygen Leaf-peel techniques can be used to see stoma,
escape through stoma possibly showing differences on upper and lower
surfaces. Suitable leaves include Tradescantia,
Impatiens and beans.
explain how to measure rates of photosynthesis Rate of production of oxygen by counting bubbles
is found for pond weed, or the gas can be
collected. The effect of changing the temperature
might be investigated.
know that nutrients in the form of mineral ions are Duckweed is grown in shallow dishes containing A summary can be provided for this topic in the
taken in by roots. solutions with certain minerals omitted to observe form of a diagram of a plant showing the intake
the effects. A control should be included. Water and output of items by arrows and including the
should be prevented from leaving the containers transport routes of xylem and phloem.
by an oil film.
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Topic: Seeds
Aims
That pupils should be able to:
• understand sexual reproduction in flowering plants including
• pollination
• fertilisation
• seed formation
• dispersal
Links
Checkpoint curriculum – Bp 4
IGCSE Biology Section III 1.2.1, IGCSE Co-ordinated Sciences B 12, IGCSE Combined Sciences Biology Topic Four
Words
pollination, fertilisation, dispersal
Activities
Objectives Possible Activities Health and safety/notes
Students should be able to:
explain the role of seeds/embryos in life cycles. Students can research a life cycle of a plant or
animal and display on a hoop of paper e.g. frog,
melon, butterfly, maize.
identify the positions and functions of the A diagram of a flower can be coloured to Male – anther , filament, pollen
reproductive parts of plants. distinguish the male and female reproductive Female – stigma, style, ovary, ovule
parts. The number of ovules in the ovary can be
counted.
explain what is meant by pollination Examples of wind and insect pollinated flowers Avoid pollen for students suffering from hay fever.
should be studied (live, diagrams or photographs)
and if possible a local flower showing the pollen
and sticky stigma clearly.
explain what is meant by fertilisation Diagrams can show how the pollen causes a tube
to grow down the style.
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observe the inside of a seed. A seed such as a large bean can be bisected to Seed structure does not have to be learned.
identify the parts and a test done for starch. Some
can be grown one way up, some another to
compare the outcome. Fruits can be seen as the
development of the ovary.
give reasons for the dispersal of seeds. Students can compare the growth of plants which
are crowded with those with plenty of space. The
same amount of water, light and nutrients should
be supplied to, for example, cress seeds.
describe some methods of dispersal. Examine a wide range of fruits and discuss
methods of dispersal.
Wind dispersal can be investigated by making a Have a competition.
paper model (two or more wings and a weighted
centre). By adjusting the wing size, total mass,
shape etc students aim to make it stay in the air
for the longest possible time, after dropping it from
a certain height.
Resources
http://www.caosclub.org:80/freelessons/caosho34.html
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Topic: Food chains and webs
Aims
That pupils should be able to:
• explain energy flow, food chains and food webs using appropriate terminology
• explain the role of decomposers
• know about factors affecting the size of populations
Links
Checkpoint curriculum – Be 2, Be 3
IGCSE Biology Section IV 1, 2, 4, IGCSE Co-ordinated Sciences B 16, IGCSE Combined Sciences Biology Topic Five
Activities
Objectives Possible Activities Health and safety/notes
Students should be able to:
write simple food chains Using pictures of animals feeding (local / well Links should show arrows pointing to the
known species where possible), students can consumer.
suggest food chains. They can compare worldwide
examples to group animals / plants within trophic Provide charts for identification.
levels to show similarities. Leaf litter / plant debris
can be sorted for small animals which can be
placed in a jar for observation before being
returned unharmed.
give examples of how primary consumers and Examples can be used of organisms which are
predators affect farmers and gardeners. pests in many parts of the world, e.g. aphids,
slugs, mice and of solutions, pesticides or
predators.
Students can gather information from farmers or
gardeners, etc of from other resources about pests
and their effect on crop yields.
understand that energy is passed along a food Students can list their diet for a day and then write
chain originating with the Sun and that some is lost relevant food-energy chains, using the Sun as a
at each stage. starting point. They should consider in what ways
energy is lost.
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know that most food chains are interlinked as An example of a food web, preferably of local
food-webs. species, should be shown so students can identify
food chains within it. A local habitat, such as a
pond, tree, area of grassland, can be studied for
students to write food webs. They should be able
to predict the effect of increase / decrease of
population of one species.
role of decomposers Students can observe the breakdown of bread (or Containers must remain sealed.
fruit) as moulds are allowed to grow on it in a
sealed container.
A list of ways of preventing and / or encouraging
decay (composting) can be drawn up. Items
thrown away can be divided into biodegradable
and non- biodegradable.
factors affecting population Students can count seeds of a plant like poppy,
grass etc, or estimate numbers in frog spawn, fish
eggs etc and be able to suggest reasons why only
a small percentage survive.
human population Students may study graphs of the global
population over time and consider reasons for, and
disadvantages of, the rate of increase.
Resources
http://www.naturegrid.org.uk:80/pondexplorer/pondexplorer.html
http://www.uen.org/utahlink/pond/virtpond2.cgi
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Topic: Adaptation and selection
Aims
That pupils should be able to:
• explain adaptations of living things to their habitat
• know that genetic material is carried in the nucleus of the cell
• use keys to identify plants and animals
Links
Checkpoint curriculum – Bv 2, Be 1
IGCSE Biology Section I, Section III 3, IGCSE Co-ordinated Sciences B 14, B 16, IGCSE Combined Sciences Biology Topics Four and Five
Words
Selection, genetic, material
Activities
Objectives Possible Activities Health and safety/notes
Students should be able to:
describe adaptations for the seasons. Students should choose(from a list) an animal and
a plant and research and report on one or more
changes which occur though the year in response
to hot, cold, rainy or dry conditions.
describe adaptations for habitats. A choice chamber used for wood lice / maggots Ensure wood lice etc are returned to their habitat
etc will show preference for dark, damp conditions. unharmed.
Students can choose a characteristic of an animal
e.g. shape, skeleton etc, and illustrate the way in
which it is suited to its habitat, underground, in
water, in trees etc.
describe adaptations for survival. Picture cards of bird beaks, plant shapes, animal
eyes etc, can be matched to “owners”. Students
can write the function (obtaining food, producing
offspring) on linking tape. It can be made as a
game with the cards face down and picked up in
pairs.
show how populations can change with time. Plot a population / time graph. Start with chosen The graph shows a repeating curve for each of
values of two species e.g. fox and rabbit or lion predator and prey, the line for the prey has
and antelope. Suggest on the graph what happens higher peaks and reaches its highest point
when the population of rabbits / antelopes before that for the predator.
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increases.
give examples of inherited characteristics. Students can list three ways in which an animal is A simple knowledge of genetic materials being
identical to its parents and three ways in which it located in the nucleus of most cells and being
may be different. joined with other genes during fertilization is all
that is required.
write and use simple keys. Collecting leaves or seeds can provide samples Bring out the point that some questions are less
for building a key but students will need to have useful than others, e.g. length or mass, depth of
worked with a provided key first. colour etc.
They can make keys to identify class members
and discuss whether it will work next week or next
year.
Resources
http://www.pics4learning.com/pics/lessons/lesson/Adaptation.html
www.xtremepapers.net
Topic: Human influences on the environment
Aims
That pupils should be able to:
• know about human influences on ecosystems
• know that selective breeding can lead to new varieties
Links
Checkpoint curriculum – Be 4, Bv 4
IGCSE Biology Section III 3.6 Section IV 5, IGCSE Co-ordinated Sciences B 15, B 17, IGCSE Combined Sciences Biology Topic Five
Words
ecosystem, selective, breeding
Activities
Objectives Possible Activities Health and safety/notes
Students should be able to:
suggest the needs of an increasing human Students discuss the needs of an increasing The list may include fresh air, living space, water,
population. population and display e.g. as a topic web. They food, mineral resources.
could compare those of two differing populations
such as people in desert areas and those in major
cities.
understand the problems of obtaining enough Students in cities can test for air born particles by Pollutants include carbon dioxide (global
fresh air. leaving a white tissue on the outside of a building warming), nitrogen and sulphur oxides (acid rain),
for a few days and comparing with a clean one. smoke (smog).
A waxy or oily fuel can be burned and the fumes This should be a demonstration as the fumes can
collected on cotton wool or similar. be unpleasant. Safety precautions should be taken
s appropriate and a fume cupboard used if
necessary.
Solutions include use of catalytic converters and
renewable energy resources.
describe the problems of obtaining enough living The effects of deforestation can be seen through Solutions include introduction of conservation
space. diagrams showing how water washes soil away schemes.
when tree roots are removed. Observation from a distance only.
A visit to a building site enables students to
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suggest what species might have been affected by
destruction of habitat.
describe the problems of obtaining enough clean Where appropriate, fieldwork at a stream site can Pollutants include chemical output which may be
water. be undertaken. Indicator species found can show poisonous or sewage which can carry cholera,
the relative cleanliness of the water. typhoid, poliomyelitis etc. Solutions include
sewage treatment by bacteria.
understand that there are problems associated Students can study the effect of the presence of Fertilisers wash off farmland into rivers and
with intensive farming. nitrates and phosphates on the growth of plant encourage the growth of algae, reducing available
weeds. light for oxygenating plants.
Pesticides may be poisonous. Solutions include
greater use of organic farming methods and
encouraging diets low in meat.
understand the problems of limited resources. Students can research the mining of a named Man–made alternatives can cause pollution; most
mineral or fossil fuel and report back. plastics are not biodegradable or easily recyclable.
understand the principles of selective breeding. Ask students to write an account of a flower
grower trying to achieve a flower of a certain
colour, or similarly for a vegetable with a desirable
property.
Resources
http://eduref.org
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