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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? | ||
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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) | ||
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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? | ||
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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. | ||
