Biology and Our Environment

Know about the functioning of organisms.

Indicative Content

Learners might start by researching to find additional information about the organs of the human body and their functions. They might investigate how genes dictate the structure and functions of organs. Further research on a particular genetic disorder, such as muscular dystrophy, cystic fibrosis, Down’s syndrome, haemophilia etc. should lead learners to compare and contrast the relevant organs of people with these disorders to those without the disorder.

Assessment Criteria

• 1.1
  Describe the functions of the main organs and systems in plants and animals and relate this to their structure.
  
• 1.2
  Describe how the structure and function of an organ relates to the genes of the organism.
  

Be able to classify organisms.

Indicative Content

Learners should be given opportunities to investigate the way organisms are classified today and historically how this classification system has been developed. They might practise classifying organisms on their observable characteristics from specimens or images. Eventually, learners might be able to recognise the problems with such classification systems by studying organisms that fit into more than one classification category, examples here might include Euglena and slime moulds.

Assessment Criteria

• 2.1
  Use simple identification keys to classify organisms.
  
• 2.2
  Identify the features of organisms from the different kingdoms.
  
• 2.3
  Classify organisms using these features.
  

Know about the relationship of organisms with their environment.

Indicative Content

Learners should study food chains and food webs to gain an understanding of the transfer of food (biomass) and therefore energy. If possible, fieldwork could cement this understanding and include studies of pyramids of energy and biomass. Eventually, learners might be able to describe and explain energy efficiencies in food chains and food webs in terms of the underlying science.

Learners could research adaptations of organisms to best suit their environment. They could utilise their creative thinking skills when inventing a new organism that would survive in a fictitious alien environment.

Assessment Criteria

• 3.1
  Describe the interdependence of organisms in terms of food webs.
  
• 3.2
  Describe how given organisms are adapted to a particular environment.
  

Understand the effects of human activity on the environment and how these effects can be measured.

Indicative Content

A fieldwork study of a local environment would be an ideal starting point. Reviewing human influences on this environment would allow learners to weigh-up the positive and negative impacts. Examples of such local environments might be a park, river, stream, waste land, farmland, seashore, pond etc. Within this fieldwork, learners could measure/assess abiotic and biotic factors and possibly use indicator surveys, such as lichen distribution. If fieldwork is not possible, there are many online interactive resources that can be used instead.

Assessment Criteria

• 4.1
  Describe the impact that different human activities have on ecosystems.
  
• 4.2
  Describe how living and non-living indicators can be used to measure levels of pollutants.
  
• 4.3
  Describe the different methods used to help reduce the impact of human activities on ecosystems.
  

Know the factors which can affect and control human health.

Indicative Content

Learners could research to improve their understanding of the factors that affect human health. To demonstrate their understanding they could produce factsheets or posters. Learners should be given opportunities to investigate control mechanisms in the body that reduce the possibilities of ill-health. Simple examples might include the reflex response to prevent burning, passive immune response such as the skin as a barrier, sneezing to dispel particles in the nose etc. and active immune response in terms of antibodies produced against a pathogen.

Detail of these control mechanisms is not necessary but an understanding of what they are and how they work is essential. Learners could research the causes of ill-health in terms of medical, social and inherited factors with a focus on one of each type of factor, e.g. medical – insulin production and diabetes, body dysmorphia – anorexia nervosa; social – malnutrition, poor hygiene; inherited – haemophilia, type 1 diabetes, cystic fibrosis. Eventually, learners might be able to evaluate the social issues that arise from these factors.

Assessment Criteria

• 5.1
  Describe the different internal and external factors that affect human health.
  
• 5.2
  Identify the control mechanisms which enable the human body to maintain optimal health.