Game: Pesticides and pollinators

Biology: Interactions and interdependencies

Relationships in an ecosystem

• the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
• the importance of plant reproduction through insect pollination in human food security
• how organisms affect, and are affected by, their environment, including the accumulation of toxic materials

Working Scientifically Skills

Experimental skills and investigations

• ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
• make predictions using scientific knowledge and understanding

Scientific attitudes

• understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review

Teacher notes

• Extension activity: habitat creation is a natural follow-on activity for students to complete after this session, for example planting a wildflower meadow to support bees. SCN 2-02a

Planet Earth

Biodiversity and Interdependence

I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity. SCN 4-01a

• Describes how plants and animals depend on each other for food, shelter and pollination, using scientific vocabulary such as ‘population’, ‘community’ and ‘species’.
• Explains the possible effects of removal or addition of species on food webs and biodiversity.
• Summarises research findings to provide examples of structural, physiological and behavioural adaptations which lead to species survival.

Through investigations and based on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world’s food production. SCN 3-03a

• Interprets data and information to establish a link between the use of fertilisers and plant yield and nutrient levels in the soil.
• Researches an agricultural method, for example, chemical fertilisers, herbicides, pesticides, organic methods, genetic modification (GM) and biological control and evaluates their impact on food production.

I can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2-02a

• Describes how energy flows between plants and animals in more complex food chains and webs and ecosystems, using vocabulary such as ‘producers’, ‘consumers’ and ‘herbivore’.

Third Level Scientific Skills

Inquiry and Investigative Skills:

Presents scientific findings:

• Communicates effectively in a range of ways, for example, orally and through scientific report writing

Scientific Analytical Thinking Skills:

• Applies scientific analytical thinking skills, with increasing independence, working with less familiar and more complex contexts.
• Applies understanding of an increasing range of science concepts to solve problems and provide solutions.

Skills and Attributes of Scientifically Literate Citizens:

• Demonstrates understanding of the impact of science on society and debates and discusses the moral and ethical implications of some scientific developments, demonstrating respect for the views of others.

Science AOLE

Living things KS2

• I can describe the interdependence of organisms in ecosystems and explain how this affects their chances of survival.

Humanities AOLE

Natural World KS2

• I can describe and give simple explanations about the impact of human actions on the natural world.

Active Citizens KS2

• I can understand the consequences of my actions and the actions of others, and how these affect local, national and global issues.

Curriculum Subject Links

• The environment and human influences
• Interdependence of plants and animals
• Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity
• Investigate the effects of pollution, for example, water, air, land, sound etc. and specific measures to improve and protect the environment, for example, renewable energy, efficient use of resources and waste minimisation etc.
• Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens / wilderness areas, anti-pollution strategies, habitat management etc.

Curriculum Skill Links

• Listen to and take part in discussions, explanations, role-plays and presentations
• Develop creative and critical thinking in their approach to solving scientific problems
• Demonstrate creativity and initiative when developing ideas and following them through
• Work effectively with others