Second Level Science
Significant Aspect of Learning
Experiences and Outcomes
Planet Earth – Biodiversity and Interdependence
I can identify and classify examples of living things, past and present, to help me
appreciate their diversity. I can relate physical and behavioural characteristics to
their survival or extinction. SCN 2-01a
Learning Statements
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Identification and classification of living things: diversity of living things.
Physical and behavioural characteristics of living things leading to
survival or extinction.
Interactions and energy transfer in food chains and webs and
ecosystems.
Benefits of plants to society.
Oxygen production by plants.
The effects of fertilisers on plant growth. Risks and benefits of fertilisers.
Present data/information by choosing from an extended range of tables,
charts, diagrams, graphs, including bar graphs and line graphs.
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
Through carrying out practical activities and investigations, I can show how plants
have benefited society. SCN 2-02b
I have collaborated in the design of an investigation into the effects of fertilisers
on the growth of plants. I can express an informed view of the risks and benefits
of their use. SCN 2-03a
Context of Learning
This work was carried out over a year bridging from Primary 6 into Primary 7. The main context for learning was the John Muir Award. The learner initially
carried out an investigation of the school grounds and then planned interventions to improve the diversity of living things in this area. They participated in
activities which developed their knowledge of classification systems, food webs and plant adaptions. The learner then applied their knowledge and skills of
classification systems, food webs and plant adaptions to a local woodland area. A project on plants was carried out which included a research task examining the
benefits of plants and practical investigations into the use of fertilisers.
In Primary 6 the learner completed the Discovery Level of the John Muir award and in Primary 7 they continued this work to complete the Explorer Level.
Learning Statement
On the
Identification and classification of living things:
diversity of living things.
All the vertebrates have a
backbone. To be in the reptile
group a living thing must lay
eggs on land, have cold blood
and scales on its skin.
The learner carried out the OPAL Air Quality Survey.
They used a classification key to identify lichens. The
learner used the data collected to make conclusions
about the air quality in this area.
The learner
investigated the
woodland space,
observed the plants
and trees and
collected leaves to
identify the variety
of tree species.
I had to identify
minibeasts like the
Devil’s Coach Horse
Beetle. These are less
common because they
are threatened by
pollution, habitat
damage or limited food.
The learner
collected leaves and
identified them
using a picture
chart. They then
created their own
classification key.
The learner grouped different living
things (photos) according to observable
characteristics. The learner then
researched the classification system used
by scientists. In groups, the learner
researched and presented information
on one group of living things to create a
whole class display.
I worked with others to
identify all the features
of living things that
make them belong to a
certain group.
The learner has demonstrated their ability to independently use identification
charts and classification keys to identify a range of plants and animals in their local
environment. To help organise the vast number of living things in the world, the
learner understands that science groups living things according to similarities in
their observable characteristics. Through investigating both the school grounds and
the woodland space, the learner has determined that the habitat affects the
diversity of living things found within it and that various human activities can have
both a positive and negative impact on this diversity.
First of all, I looked at how
many lobes the leaf had,
then I looked at the pattern
of the veins on the leaves.
This helped me make the
questions for my leaf
classification key.
Learning Statement
The learner designed and created a bug hotel within
the school grounds.
Identification and classification of living things:
diversity of living things.
The learner conducted a
survey of the living things
within the school
grounds. They used the
results to study the
interactions between
different living things and
subsequently planned
interventions to increase
the diversity in the area.
I found some plants and
insects in our school
grounds but I think there
should be more. I think all
the concrete and short grass
stops insects living there.
We could plant some
flowers that would attract
bees because they are
important for growing
apples.
We found invertebrates
like spiders and worms on
the grass and on the
concrete we found slugs.
We also saw wasps flying
about. There isn’t a great
variety of invertebrates in
our grounds.
The learner has demonstrated an understanding of the importance of the
diversity of living things. By suggesting that planting flowers would support
the bee population and that this would then impact on the growing of food,
they are showing a growing awareness of the interconnectedness of living
things.
We are going to
do another
survey at the end
of the year and
we hope to find a
greater variety of
invertebrates.
We collected lots of different
materials to make a bug hotel
in the playground. We made
lots of different living areas
that will suit different
minibeasts because some like
it dark and dry and some like
it damp. This gives the bugs a
safe shelter and food. If there
are more bugs then we might
get more animals visiting like
hedgehogs because they eat
worms, snails and slugs.
Learning Statement
The learner planned and carried out an investigation into how fertilisers affect
plant growth. They independently set up a fair test.
The effects of fertilisers on plant growth. Risks
and benefits of fertilisers
Learner’s Hypothesis
I think that the plant with
5 pellets of fertiliser will
grow the best because of
the nutrients. On the
other hand the most
might be an overdose.
I think farmers use fertiliser to grow bigger
healthier plants but I think that they need to be
very careful because if they use too much they
could poison the land and plants won’t grow.
Plants take nutrients out of the soil when they
grow and fertilisers replace these nutrients quickly
to let farmers grow more plants to make more
food for people.
I am keeping my experiment fair.
I measured the soil with a spoon,
counted the number of seeds for
each box and measured the
water added with a syringe.
The learner has demonstrated an understanding of the
advantages and disadvantages of using fertilisers to support
plant growth. They identified that the fertiliser contained
nutrients that plants need to grow and usually these are
present in natural soil. From their own results they have
understood that a certain quantity of fertiliser needs to be
added to soil or they can inhibit plant growth. The learner has
also understood that fertilisers may damage other living
things including humans. They understand the link between
plants and food for humans and that the farmers are under
pressure to produce a higher quantity of crops. The learner
has also demonstrated a sound understanding of a fair test
and recorded very detailed observations and measurements.
I measured the size of the plants and
recorded them in the table with the date and
time and any observations. My results
showed that the seeds with 2, 3 and 4 pellets
did grow but the ones with no fertilizer and 5
and 6 pellets did not grow at all.
I think that you need a balance of
fertilizer because too much poisons
the seeds and too little does not help
them grow. It must be difficult for
farmers to get it right for the crops to
grow. I think that fertilisers might be
dangerous to the insects and worms
that live in the soil. They are
dangerous to humans and we had to
wear gloves when touching them.
Learning Statement
Physical and behavioural characteristics of living
things leading to survival or extinction.
The Learner investigated the effect of length of tree roots on the stability of trees. They designed trees
using newspapers and placed them in a sand tray. A hair dryer was then use to simulate the effect of
the wind. The learners timed how long the tree stayed upright.
The roots do a lot of things for trees. They keep trees upright and
absorb water and food. They also prevent erosion of the soil so
without roots we might not have enough soil to grow things in.
Learner’s Hypothesis
The tree with no roots will
be unstable and fall over.
The others will have
different stabilities
according to the root length.
I think roots are vital for the trees
to survive. When there are no
roots there is nothing to balance
it and the tree fell straight away.
My graph shows that the longer
the tree roots are, the longer the
tree stood upright in the wind
from the hairdryer.
When it was really windy here, a
lot of big old trees fell down but it
was the trunks that broke, not the
roots that lifted up. That must be
because the roots are so strong.
Younger trees have smaller roots. In a
hurricane they get knocked over because their
roots are not long enough to secure the tree
underground. Older trees have a much bigger
root system and can survive better in strong
winds.
The learner investigated the effect of the shape of leaves on the behaviour of rain
landing on the leaf.
I think plants have
different shapes of
leaves to help
them survive in
different habitats.
Like the cactus
needs to keep as
much water inside
as possible so it
has thin, pointy
waxy leaves.
When I had the square
leaf I thought the
water was going to go
straight down the leaf
but it didn’t, it just
went all over it and
soaked it. The paper
fell apart. This shape
would make a leaf very
heavy and it might rip
off the stem.
Learning Statement
Physical and behavioural characteristics of living
things leading to survival or extinction.
This is Lichen growing on the branch. They are
very sensitive and when the air is very polluted
they can’t grow. The fumes from cars make the
air polluted and we have a motorway near
here so that is maybe why there is not very
much Lichen on the branch.
By investigating the function of roots on the stability of plants, the
learner has developed an awareness of how the physical structure of
living things can affect its chances of survival. They have related their
classroom observations to real life events such as the damage caused in
times of high winds. They understand that features of plants, such as the
shapes of leaves may be adapted to suit different climates. They are also
beginning to understand that the behaviour of plants – by losing leaves
in winter – may help the plant survive.
Water goes to the point then
drops off. It’s an advantage to
have a point on a leaf so if it
rained really badly the water
would just fall off. The rain would
soak the square leaf and make it
die.
I think that plants all look so
different – with different shapes
of leaves and length of stems
because they are designed for
different habitats. Leaves are
where plants make their food so
they are very important for the
survival of the plant. The trees in
our wood have big flat leaves to
let the rain run off because we
have a lot of rain. A lot of our
trees lose their leaves in the
winter when it is cold and I think
this is because they would get
damaged by the ice. Rainforest
trees don’t need to do this
because they have the same
temperature all year.
Learning Statement
Physical and behavioural characteristics of living
things leading to survival or extinction.
The Fennec fox is amazing
because it has so many
physical adaptions to help it
live in the desert climate. If
it did not have some of
these special adaptions then
it would struggle to survive
or if we moved this fox to a
different habitat then its
adaptions might not suit and
it would die out. If an animal
dies out completely they are
extinct.
Sometimes when an animal’s habitat is destroyed
they move to a different place. Like the monkeys in
the rainforest when the trees are cut down they have
to live in areas with less trees and they spend more
time on the ground but they are not designed for that
and predators can easily catch them. The monkeys
might then become endangered.
From the written work and
the learner’s comments it is
clear that they have an
understanding of how both
behaviour and physical
adaptions can influence an
animal’s survival. They have
also identified that changing
an animal’s habitat can
cause problems for their
survival.
If foxes came out during the day they
would be moving about in the hot sun and
this would make them very dehydrated so
the way the fox behaves help it survive.
Learning Conversation
Learning Statements
T: Are plants important?
Benefits of plants to society
L: The whole human race and other animals on earth,
would have been dead since the very beginning of time
without plants and trees .They are the main key to
survival and without them we would have no food,
water, oxygen or even land.
Oxygen production by plants
T: Can you explain a bit more about that?
L: Some plants and trees produce food, not only for us
but for animals. We in turn eat the meat and dairy
products from some animals so we can live and grow.
The whole food chain relies on plants and trees so
plants do benefit society. We get lots of food from
plants for example bread, nuts, fruit, cereal and a lot
more.
T: Do Plants help the world in any other way?
L: Plants are important for the water cycle. They clean
the water and recycle it. They also clean the air and
give us oxygen to breathe. If there were no plants then
there would be no more land, since tree roots stabilize
soil and prevent eroding away.
T: Do plants help you and your family?
L: Yes, my mum uses Aloe Vera. It is a liquid from a
plant and she drinks it to help her stomach feel healthy.
She drinks peppermint tea too to help her and that
comes from the mint plant leaves. I think lots of the
medicines we take are made from plants.
The learner carried out structured
research activities about the benefits of
plants to society. They collated their
information and presented this in a
leaflet.
It amazes me that plants do the opposite
to us. We breathe in oxygen but they give
it out and they breathe in the carbon
dioxide that we breathe out.
The learner carried out an
Opal Air Quality Survey.
They recorded lichens on
trees and tar spot on
sycamore leaves. They
analysed the data to
identify issues with local air
quality.
It is amazing that by investigating the
lichens we can tell how clean the air
is. I think humans are making too
much pollution and the trees can’t
keep up with cleaning the air.
I didn’t know that Scientists make lots of
medicines from plants, which shows how
important they really are because we
always need medicines to help people.
It really shocked me when I
found out that everything
we eat is made of plants.
During the fertiliser experiments
the learner observed condensation
collecting on the incubator lid.
I think the plants suck the
water up from the soil and
give out the extra from their
leaves to the air. Then the
water has collected on the
lid. If the plants were
outside, the water would
make clouds and then rain.
The plants are helping with
recycling water. They give
out oxygen too but we can’t
see that.
Learning Statements
Benefits of plants to society
Oxygen production by plants
The learner has demonstrated a broad understanding of the positive
benefits of plants to humans and society. They have identified their vital
part in the human food chain, the production of medicines and health
products, and their role in the water cycle and the cleaning of the air.
They have related the facts from their research to their real life
experiences showing that they are making the connections between
science and the real world.
The Learner created a poster to communicate the
benefits of trees to society.
Learning Statement
Interactions and energy transfer in food chains
and webs and ecosystems.
I didn’t think that I ate many
plants at all until I started to
look at where all my food
comes from. Weetabix and
Rice Crispies are made from
plants. Even the sugar that is
in all the sweets I eat is from
a plant. If the animals did
not eat plants then they
would not live and we would
not get meat and milk.
Whilst exploring the
woodland the learner
discovered a tree stump
covered in mushrooms.
All the energy for living
things comes from the
sun. The plants use the
sun’s energy to make
food in their leaves, then
animals eat the plants
and they get energy too.
The dead tree is
the food for the
mushrooms.
Other creatures
also eat the
dead wood.
They get their
energy from the
wood.
Learning Conversation
T: How do the living things in the woodland survive?
L: All the things living in the woodland have a place to live and a
source of food.
T: Can you explain a bit more about that?
L: The birds live in the branches where they are safe from foxes and
eat lots of different minibeasts. Some insects that they eat live on the
trees but they also eat worms on the ground. Some birds eat the
seeds and plants and don’t eat insects but they can still live in the
woodland.
T: You have described one living thing eating another living thing.
What is this called?
L: It is called a food chain but when we really look at food chains we
find that they are all connected and it looks more like a spider’s web.
When we made the food web it helped me understand that when one
thing – like maybe a worm – is taken away from a habitat, many of the
other living things can be affected and maybe die.
T: Can you tell me about the arrows in your drawing of the food
chains?
L: Yes, the arrows show the energy moving along the food chain. They
go the opposite way than we think because the arrow makes it look
like the mouse eats the fox. The energy starts with the sun – the
plants turn this energy into food. The plant uses some energy to live
and then an insect comes along and eats the plant. They get energy
from the plant but not as much as the plant made from the sun. Then
a bigger animal eats the insect and they get energy. This goes on and
on until you reach the animal at the top of the food chain like humans,
sharks or eagles.
Learning Statement
Interactions and energy transfer in food chains
and webs and ecosystems.
I have been helping to
cut wood to create
another bug habitat in
the woodlands. This will
encourage a wider
variety of insects and this
will then mean more
food for their predators.
The energy will pass up
the food chain to the top
consumer.
When we built the bug
hotel in the playground
we used lots of wood and
plastic things but in the
woodland we need to
use all natural materials
so that they can be
decomposed by the
different minibeasts. The
minibeasts can use the
dead wood as a source of
food and this gives them
energy but they can’t use
plastic.
In the woodland the learner has identified that the living
things are dependent on each other for food sources.
They have recognised that food chains are a simplified
version of food relationships in a habitat and that the
more complex food webs are a more accurate
representation of the interactions. They have
understood that the food chains represent the energy
being passed from one living thing to another.
The learner has demonstrated
sufficient progress in all the
related learning statements for
Biodiversity and
interdependence and are now
recognised as secure at Second
Level.