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B17 Tiple Key Learning Points

The document provides revision activities for key concepts relating to organizing ecosystems. It includes definitions and explanations of food chains and webs, producer and consumer roles, predator-prey relationships, material and nutrient cycling through detritivores and decomposers, and the water and carbon cycles. Revision activities include making flashcards, diagrams, posters, and videos to reinforce understanding of these concepts.

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33 views2 pages

B17 Tiple Key Learning Points

The document provides revision activities for key concepts relating to organizing ecosystems. It includes definitions and explanations of food chains and webs, producer and consumer roles, predator-prey relationships, material and nutrient cycling through detritivores and decomposers, and the water and carbon cycles. Revision activities include making flashcards, diagrams, posters, and videos to reinforce understanding of these concepts.

Uploaded by

DUO ASSASSIN
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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B16 Organising an ecosystem

Key learning point Revision activity Tick


To be able to explain the main feeding 1. Make flashcards for the keywords: biomass,
relationships in a community. To be able to recall producers, primary consumers, secondary
all food chains start with a plant as the consumers, predator, prey, herbivore, carnivore,
producers. omnivore
2. Draw a food chain and add labels showing the
flow of energy and consumers, producers…
To be able define producer, primary consumer, 1. Make flashcards for these keywords
secondary consumer and tertiary consumer. 2. Use the look-cover-write-check method for
remembering these keywords
To be able to explain predator-prey relationships 1. Use this link and write down the key points:
and interpret data showing these cycles. http://www.bbc.co.uk/schools/gcsebitesize/science/
edexcel_pre_2011/environment/populationsandpyr
amidsrev5.shtml
2. Sketch a predator-prey graph and add labels
explaining what is happening
To be able to explain how materials are cycled by 1. Draw a flow diagram of the decay cycle
detritivores and decomposers. 2. Make a poster on the decay cycle.
To be able to recall the water cycle. 1. Make flashcards on the key words: condensation,
precipitation, evaporation, transpiration, respiration.
2. Bullet point the key steps in the water cycle.
To be able to explain the processes in the carbon 1. Make a flow diagram of the carbon cycle.
cycle and the roles of respiration, photosynthesis 2. Watch this video and summarise the key points:
and combustion. https://www.youtube.com/watch?v=1r10LqX9kxA
To be able to explain the conditions required for 1. Make a leaflet for a garden composter, explaining
decay. how it works and the best conditions for it.
2. Use this link to explain why we can, salt and
refrigerate our food:
http://www.bbc.co.uk/schools/gcsebitesize/science/
add_gateway_pre_2011/greenworld/decayrev1.sht
ml
To be able to investigate the rate of decay. 1. Write a method for how to investigate the effect
of temperature on the rate of decay of milk.
2. Draw the equipment set up with labels for the
same investigation.
5) Garden and kitchen waste added to a compost bin rot down and become compost much more rapidly in summer
than in winter. Explain why. (4)

6) Turning over the contents of a compost bin every so often can increase the rate at which decomposition takes
place. Explain why. (3)

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