Populations: Difference between revisions
JanetBlair (talk | contribs) No edit summary |
JanetBlair (talk | contribs) No edit summary |
||
| Line 28: | Line 28: | ||
Topic: Animal populations and ecosystems | Topic: Animal populations and ecosystems | ||
==Introductory activity 1 | ==Introductory activity 1== | ||
BRAINSTORM (whole class) | |||
Q. What factors affect animal population numbers in the wild? | Q. What factors affect animal population numbers in the wild? | ||
Probe – positive and negative factors | Probe – positive and negative factors | ||
Responses – food availability, pollution, weather conditions, water levels, disease, predators, etc | Responses – food availability, pollution, weather conditions, water levels, disease, predators, etc | ||
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 2 | ==Introductory activity 2== | ||
LOOKING AT GRAPHS (pairs/groups) | |||
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. 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? | ||
Q. What factors might explain the changes in numbers over time? | Q. What factors might explain the changes in numbers over time? | ||
| Line 42: | Line 48: | ||
Teacher note: text between and after the graphs | Teacher note: text between and after the graphs | ||
==Activity 3 | ==Activity 3== | ||
A CASE STUDY – Rabbits grazing on the North and South Downs of England (whole class teaching and discussion) | |||
Show Fig. 22 Colonising chalk downlands and talk through it using Q&A. | 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) | E.g. Why might ground be completely bare? (clearing for agriculture, over-grazing, fire, volcano, quarrying) | ||
| Line 50: | Line 57: | ||
Why do farmers and vegetable growers install rabbit-proof fences? | Why do farmers and vegetable growers install rabbit-proof fences? | ||
Why do certain plants increase and others decrease in number when rabbits are present? | Why do certain plants increase and others decrease in number when rabbits are present? | ||
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? | ||
| Line 57: | Line 65: | ||
What happens when there are no animals grazing? | What happens when there are no animals grazing? | ||
Discuss the positive effects of grazing – biodiversity. | Discuss the positive effects of grazing – biodiversity. | ||
The above Qs can be discussed in groups to get pupils thinking. | The above Qs can be discussed in groups to get pupils thinking. | ||
Teacher note: text p. 58-61 | Teacher note: text p. 58-61 | ||
==Activity 4== | |||
CONCEPT MAP (Whole class) | |||
(see Fig. 24) mapping interrelationships between rabbits and other organisms on downland | |||
This could be done on the IWB as it exploits the interactive nature of the technology. Provide each organism as a labelled object on the board. Ask pupils to suggest links. You may want them to work on this in groups at tables first (using paper or min-whiteboards), with one group then demonstrating their representation on the IWB, for constructive critique and extension by others. | This could be done on the IWB as it exploits the interactive nature of the technology. Provide each organism as a labelled object on the board. Ask pupils to suggest links. You may want them to work on this in groups at tables first (using paper or min-whiteboards), with one group then demonstrating their representation on the IWB, for constructive critique and extension by others. | ||
Introduce the notion of natural selection after this. Teacher note 1 – p.62. | Introduce the notion of natural selection after this. Teacher note 1 – p.62. | ||
Q. What other examples of natural selection can you think of? | Q. What other examples of natural selection can you think of? | ||
Managing the downlands - Teacher note 2 – p.62. | Managing the downlands - Teacher note 2 – p.62. | ||
Revision as of 09:22, 8 August 2012
Lesson idea. A study of the factors affecting the rabbit population of the North and South Downs in England.
Teaching approach. Learning objectives are met using the following approaches:
| Resource details | |
| Title | Populations |
| Topic | [[Topics/Populations|Populations]], [[Topics/Ecology|Ecology]] |
| Teaching approach | [[Teaching Approaches/Whole class|Whole class]], [[Teaching Approaches/Group work|Group work]], [[Teaching Approaches/Discussion|Discussion]]
|
| 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. |
| Format / structure | |
| Subject | [[Resources/Science|Science]] |
| Age of students / grade | [[Resources/Secondary|Secondary]]
|
| Useful information | Uses content from the Breakthrough to Mathematics, Science and Technology Series.
|
| Files and resources to view and download |
|
Teacher's Notes
Science Book: living environment p. 56 Topic: Animal populations and ecosystems
Introductory activity 1
BRAINSTORM (whole class)
Q. What factors affect animal population numbers in the wild?
Probe – positive and negative factors Responses – food availability, pollution, weather conditions, water levels, disease, predators, etc Encourage pupils to build on what others have said and to say whether they agree with peer comments (building dialogue skills).
Introductory activity 2
LOOKING AT GRAPHS (pairs/groups)
Project or print the two graphs in figures 19 & 20. Look at the graphs of human and great tit populations and discuss:
Q. Tell the story of the graphs; what do they show? Q. What factors might explain the changes in numbers over time?
Brief plenary. Teacher note: text between and after the graphs
Activity 3
A CASE STUDY – Rabbits grazing on the North and South Downs of England (whole class teaching and discussion) 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? 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… Why do farmers and vegetable growers install rabbit-proof fences? Why do certain plants increase and others decrease in number when rabbits are present?
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? - predators of rabbits, grassland dwelling birds, rabbit hole inhabitants What animals might have been positively affected by the virus? - competitors What happens when there are no animals grazing? Discuss the positive effects of grazing – biodiversity.
The above Qs can be discussed in groups to get pupils thinking. Teacher note: text p. 58-61
Activity 4
CONCEPT MAP (Whole class) (see Fig. 24) mapping interrelationships between rabbits and other organisms on downland
This could be done on the IWB as it exploits the interactive nature of the technology. Provide each organism as a labelled object on the board. Ask pupils to suggest links. You may want them to work on this in groups at tables first (using paper or min-whiteboards), with one group then demonstrating their representation on the IWB, for constructive critique and extension by others. Introduce the notion of natural selection after this. Teacher note 1 – p.62.
Q. What other examples of natural selection can you think of? Managing the downlands - Teacher note 2 – p.62.
Conclusion: change in ecosystems upsets the whole balance… fragility and instability How much interference should humans make to protect one species or habitat?
