Understanding Our Environment, 3days
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- Annice Clark
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1 This course links content from Biology Module B2: Understanding our Environment into a progressive and practical course in the outdoors. Students will undertake practical and out-of-classroom activities based on the Biology topics: Module B2: Understanding our Environment - Item B2a: Classification Module B2: Understanding our Environment - Item B2d: Interdependence Module B2: Understanding our Environment - Item B2e: Adaptations Module B2: Understanding our Environment - Item B2g: Population and pollution Module B2: Understanding our Environment - Item B2h: Sustainability They will have the opportunity to develop their investigative and practical skills by: Using observations, evidence and fundamental ideas to ask scientific questions Designing and carrying out an investigation, including risk assessments Making measurements, selecting data and collecting secondary data Presenting, analysing and interpreting data to form conclusions Evaluating methodology, evidence, data and societal aspects of scientific evidence Please visit For alternative courses covering GCSE OCR Science Fieldwork
2 COURSE LENGTH 3 Days (2 nights with 6 teaching sessions) Monday / Wednesday Tuesday / Thursday Wednesday / Friday Friday Saturday Sunday Arrive for lunch. Afternoon and evening sessions Morning, afternoon and evening sessions Morning session. Depart after Lunch OR Arrive for evening meal. Evening session Morning, afternoon and evening sessions Morning and afternoon sessions. COURSE TIMETABLE DAY MORNING AFTERNOON EVENING Arrival (approx. 12-1pm) 1 Welcome and outline of the course Tour of Centre Settle into rooms Allocate kit (i.e. waterproofs) Air Pollution 2 Environmental change: How organic pollution changes a freshwater habitat 3 Woodland Depart after lunch Please note: to ensure safe and quality learning experiences for students the timetable may alter depending on weather conditions and local factors at.
3 COURSE CONTENT Air Pollution This module will allow students to understand the current composition of the atmosphere. They will be introduced to the common pollutants, their sources and effects. The students will be led though the importance of environmental monitoring with the use of abiotic and biotic sampling techniques. The students will develop fieldwork skills in data collection and planning of an investigation, including the interpretation of their own results and secondary data. They will gather primary data on indicator species (lichens) and gain an understanding of their distribution and mutual symbiotic relation. Throughout the module, the importance of biodiversity will be covered and linked into understanding populations, ecosystems and adaptations. The module will conclude with a discussion on what measures can be taken to reduce air pollution locally and nationally. Environmental Change Freshwater ecosystems, such as ponds and streams, are extremely important as habitats, supporting a wide variety of plants and animals. These freshwater ecosystems can become polluted through eutrophication. Students will use a scientific approach to design and implement an investigation of the health of a freshwater ecosystem. They will use a variety of equipment and techniques (including quadrats, nets and digital meters) to sample the communities of invertebrates, and other life, as well as the chemical and physical properties of water (including temperature, oxygen and nitrate concentrations). Using the Five Kingdoms system of classification, students will use keys and microscopes to identify organisms. The quality of the water will then be assessed by looking at the groups of aquatic invertebrates and using them as indicators to assess the level of water pollution and concentration of dissolved oxygen. Using microscopes and film clips during the day, students will investigate how different groups of organisms are adapted to the environmental conditions in the habitat, and how those adaptations allow them to survive. Students will have the opportunity to use ICT to graphically present and analyse the data. Primary and secondary data and images will be used to enable the students to draw conclusions and review their hypothesis about the environmental conditions and how these have affected the ecosystem. Students will evaluate the study, taking into account the limitations of methodology and evidence. Students will use information collected during the day and from secondary sources to make decisions about how the site could be managed to improve the health of the ecosystem and increase biodiversity. Woodland Woodland ecosystems support a very high level of biodiversity and provide an excellent opportunity to appreciate the interdependence of plants and animals. Students will use a scientific approach to design and carry out an investigation of the effects of differing abiotic factors on the distribution and abundance of organisms within woodland. They will use a variety of equipment and techniques (including quadrats, pitfall traps and mammal traps) to sample the communities of plants and animals, and a variety of meters to measure abiotic factors (including temperature, light and humidity). Indicator species will be used to assess levels of air pollution. Using the Five Kingdoms system of classification, students will use keys to identify organisms, consider how different groups of organisms are adapted to the environmental conditions in the habitat, and how those adaptations allow them to survive. Primary and secondary data and images will be used to enable the students to draw conclusions and review their hypothesis about the environmental conditions and how these have affected the ecosystem. Students will evaluate the study, taking into account the limitations of methodology and evidence. Students will use information collected during the day and from secondary sources to make decisions about how the site could be managed to improve the health of the ecosystem and increase biodiversity.
4 SPECIFICATION LINKS Air Pollution Module B2: Understanding our Environment Item B2d: Interdependence 1. Research examples of mutualism and other associations between organisms Item B2e: Adaptations 2. Describe how some organisms are: Specialists, which are well suited to only certain habitats Item B2g: Population and pollution 1. Describe how pollution can be measured: By direct measurement of pollutant levels By measuring the occurrence of indicator species. 2. Explain how the presence/absence of indicator species helps to indicate the level of pollution, to include: Water pollution water-louse, sludge worm, rat-tailed maggot and mayfly larva Air pollution lichen B2h: Sustainability 1. Explain the importance of population size, waste products and food and energy demands in the achievement of sustainable development Environmental Change Module B2: Understanding our Environment Item B2g: Population and pollution 1. Young people are aware of the increasing human population and how this is related to an increase in pollution levels. 2. The use of living and no living indicators of pollution is considered. Links also with aspects of modules: B2a: Classification 1. We are surrounded by huge variety of living organisms. Through classifying them according to their similarities and differences, we can better understand the evolutionary and ecological relationships between living organisms. The ability to correctly classify organisms is crucial if we are to identify and maintain global biodiversity. B2e: Adaptations 2. Our environment is constantly changing. This affects animal and plant distributions. This item develops ideas about how some plants and animals successfully adapt to suit their changing environment. Also prepares students for the study of Module B4: Its a Green World Item B4a Ecology in the local environment We are surrounded by a huge variety of living organisms many of which go unnoticed. This item seeks to help candidates appreciate this variety.
5 Woodland Module B2: Understanding our Environment Item B2g: Population and pollution 1. Young people are aware of the increasing human population and how this is related to an increase in pollution levels. The use of living and no living indicators of pollution is considered. Item B2d: Interdependence 2. Explain how competition may influence this distribution and population size of animals or plants, regulated to the availability of food, water, shelter, light and materials. Links also with aspects of modules: B2a: Classification 1. We are surrounded by huge variety of living organisms. Through classifying them according to their similarities and differences, we can better understand the evolutionary and ecological relationships between living organisms. The ability to correctly classify organisms is crucial if we are to identify and maintain global biodiversity. B2e: Adaptations 1. Our environment is constantly changing. This affects animal and plant distributions. This item develops ideas about how some plants and animals successfully adapt to suit their changing environment. Also prepares students for the study of Module B4: Its a Green World Item B4a Ecology in the local environment We are surrounded by a huge variety of living organisms many of which go unnoticed. This item seeks to help candidates appreciate this variety.
6 FSC CENTRES This course is offered at our residential listed below, set in some of the most stunning locations in the UK. FSC Centres that offer this course: BL Blencathra Tel: DF Dale Fort Tel: DG Derrygonnelly Tel: FM Flatford Mill Tel: JH Juniper Hall Tel: KD Kindrogan Tel: MT Malham Tarn Tel: MA Margam Tel: NC Nettlecombe Tel: OR Orielton Tel: PM Preston Montford Tel: RC Rhyd-y-creuau Tel: SL Slapton Ley Tel: TO BOOK THIS COURSE, SIMPLY: 1. Choose the time of the year you would like to attend 2. Pick the centre/ of interest 3. Check availability online or contact head office using the details at the bottom of the page or contact the centre of your choice *Please note to book this course the minimum size of your group must be 12 students and 1 member of staff Please visit For alternative Key Stage 4 courses
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