1,060
edits
Populations: Difference between revisions
From OER in Education
m
no edit summary
JanetBlair (talk | contribs) No edit summary |
mNo edit summary |
||
| Line 6: | Line 6: | ||
|resourcenumber=SC0034 | |resourcenumber=SC0034 | ||
|age=Secondary | |age=Secondary | ||
|image=Populations0.png | |||
|tagline=Rabbits and vegetation - a real population case study | |||
|content=A study of the factors affecting the rabbit population of the North and South Downs in England. | |content=A study of the factors affecting the rabbit population of the North and South Downs in England. | ||
|strategy=Learning objectives are met using the following approaches: | |strategy=Learning objectives are met using the following approaches: | ||
* brainstorm (whole class) | * brainstorm ({{tag|whole class}}) | ||
* looking at graphs (small group work) | * looking at graphs (small {{tag|group work}}) | ||
* case study (whole class teaching and discussion) | * case study (whole class teaching and {{tag|discussion}}) | ||
* concept mapping (whole class activity) | * concept mapping (whole class activity) | ||
|Learning Objectives=Students should develop an understanding of the fragility and instability of ecosystems and be able to express an opinion on how much interference humans should make to protect one species or habitat. | |Learning Objectives=Students should develop an understanding of the fragility and instability of ecosystems and be able to express an opinion on how much interference humans should make to protect one species or habitat. | ||
| Line 22: | Line 24: | ||
* http://labspace.open.ac.uk/mod/oucontent/view.php?id=426185§ion=1.2.4 | * http://labspace.open.ac.uk/mod/oucontent/view.php?id=426185§ion=1.2.4 | ||
}} | }} | ||
[[File:Populations1.png|border|340x340px| | Preview snapshot of Chapter 6]] | |||
=Teacher's Notes= | =Teacher's Notes= | ||
Science Book: living environment | Science Book: living environment page 56 | ||
Topic: Animal populations and ecosystems | Topic: Animal populations and ecosystems | ||
==Introductory Activity | ==Introductory Activity - BRAINSTORM - whole class== | ||
BRAINSTORM | |||
Q. What factors affect animal population numbers in the wild? | Q. What factors affect animal population numbers in the wild? | ||
| Line 35: | Line 39: | ||
Encourage pupils to build on what others have said and to say whether they agree with peer comments (building dialogue skills). | Encourage pupils to build on what others have said and to say whether they agree with peer comments (building dialogue skills). | ||
==Introductory Activity | ==Introductory Activity - LOOKING AT GRAPHS - pairs/groups== | ||
LOOKING AT GRAPHS | |||
Project or print the two graphs in figures 19 & 20. Look at the graphs of human and great tit populations and discuss: | Project or print the two graphs in figures 19 & 20. Teacher note: see text between and after the graphs. | ||
Look at the graphs of human and great tit populations and discuss: | |||
Q. Tell the story of the graphs; what do they show? | Q. Tell the story of the graphs; what do they show? | ||
| Line 45: | Line 49: | ||
Brief plenary. | Brief plenary. | ||
==Activity 3== | ==Activity 3 - CASE STUDY== | ||
Case study of rabbits grazing on the North and South Downs of England (whole class teaching and discussion). Teacher note: see text p. 58-61 | |||
Show Fig. 22 Colonising chalk downlands and talk through it using Q&A. E.g. | |||
Why might ground be completely bare? (clearing for agriculture, over-grazing, fire, volcano, quarrying) | |||
What happens over time? | What happens over time? | ||
Introduce succession as a predictable sequence of change. Point to grassland, shrubland, woodland. Chalk grassland would become woodland if left… why hasn’t that happened in the Downs? | Introduce succession as a predictable sequence of change. Point to grassland, shrubland, woodland. Chalk grassland would become woodland if left… why hasn’t that happened in the Downs? | ||
What is the role of the rabbit (or sheep)? Grazing prevents trees developing… | What is the role of the rabbit (or sheep)? Grazing prevents trees developing… | ||
Why do farmers and vegetable growers install rabbit-proof fences? | Why do farmers and vegetable growers install rabbit-proof fences? | ||
| Line 60: | Line 64: | ||
Human intervention: tell the story of myxomatosis and its devastating effect on the rabbit population. (Play the song “Bright Eyes” if you want!) Explain that it ultimately died out. | Human intervention: tell the story of myxomatosis and its devastating effect on the rabbit population. (Play the song “Bright Eyes” if you want!) Explain that it ultimately died out. | ||
What other animals might have been negatively affected by the virus? Why? | What other animals might have been negatively affected by the virus? Why? | ||
- predators of rabbits, grassland dwelling birds, rabbit hole inhabitants | - predators of rabbits, grassland dwelling birds, rabbit hole inhabitants | ||
What animals might have been positively affected by the virus? | What animals might have been positively affected by the virus? | ||
| Line 68: | Line 72: | ||
The above Qs can be discussed in groups to get pupils thinking. | The above Qs can be discussed in groups to get pupils thinking. | ||
==Activity 4 | ==Activity 4 - CONCEPT MAP - Whole class == | ||
CONCEPT MAP | |||
see Fig. 24 mapping interrelationships between rabbits and other organisms on downland | see Fig. 24 mapping interrelationships between rabbits and other organisms on downland | ||
