Third Level
Science
Biodiversity and Interdependence
SCN 3-01a
EXPERIENCES AND OUTCOMES
LEARNING STATEMENTS
SCN 3-01a I can sample and identify living things
from different habitats to compare their biodiversity
and can suggest reasons for their distribution.
 Sampling and identifying living things from
habitats; distribution and diversity in habitats.
MTH 3-21a I can display data in a clear way using a
suitable scale, by choosing appropriately from an
extended range of tables, charts, diagrams and
graphs making effective use of technology.
LIT 3-14a/4-14a Using what I know about the
features of different types of texts, I can find, select,
sort, summarise, link and use information from
different sources.
SIGNIFICANT ASPECTS OF LEARNING
Knowledge and understanding of scientific ideas,
principles and concepts related to Biodiversity and
Interdependence.
1
 Present data/information using an increasing
range of ways, choosing appropriately from an
extended range of tables, charts, diagrams and
graphs and suitable scales.
PRIOR LEARNING
Learner carried out various sampling techniques in
the school grounds including pitfall traps, quadrats,
tree beating as well as taking a soil sample back to
class and using the Tullgren funnel.
Learner also used soil moisture, light intensity and
pH meters and were able to take accurate readings
and describe the precautions taken when using the
various apparatus.
LEARNER VOICE 3-02a
WHAT I THINK I DID WELL:
HOW I COULD TAKE MY LEARNING FURTHER:
Try use keys outside of school to identify animals and
bugs.

Sampling techniques.

Keys

Adaption posters.

Carrying out my experiments to test the leaf for starch.

The gas tests – I can name them all off by heart.
Practice my graphs again in Science and Maths and
remember to label the axis and put in a scale.
TEACHER COMMENT(S):
The learner worked well during this series of lessons and produced
WHAT I THINK I COULD IMPROVE:
great posters which demonstrated their understanding of different
habitats affecting the diversity of different species. These are
displayed now within the classroom. The learner worked safely in the
I could practice my sampling techniques more as I feel I rushed
lab during practical work and outside.
them.
Drawing graphs from my information from experiments.
The learner has demonstrated sufficient progress in all the
related learning statements for Biodiversity and interdependence
and is now recognised as secure at Third Level.
2
Figure 1
Learners used biological keys to try
identify any organism they found
when carrying out their sampling and
from this they were able to work
together as a group to classify
Simpsons characters, figure 1.
This was so much fun, TheSimpsons is my favourite TV
I liked how not every
group arranged the
keys the same way,
but they still all made
sense, I could work
them out to match up
the right animals.
Figure 2
show. It really helped me understand how to make keys
because I could easily match the characters to the
description. I can now do this for animals and other
things
Pupils used ICT in school as well as for
homework tasks to research animals
adaptations. Learners had gathered a great
volume of notes on many animals which they
shared with their groups in order to create
posters detailing a specific animals many
adaptations, figure 3. Pupils then presented
their posters and explained how each specific
adaptation of the animal helped it to survive in
the area in lived in in the world.
Learners filled in feedback sheets, exit passes
as well as making general comments in class
which detailed their enjoyment as well as a good
understanding of the topic and achieving the
success criteria in each lesson.
I learned loads of new facts,
I didn’t know that polar
bears have colourless fur. I
thought it was white
because they are but now I
know it is to camouflage
with the ice.
Pupils then went around the classroom on a
gallery tour and noted that the other groups had
arranged them differently which led onto how
organisms are classified due to many various
characteristics.
Figure 2 shows pupils drawing different animals
on the board and then they had a time limit to
create a key to classify the animals.
Figure 3
Learners had various lessons on the topic of photosynthesis and carried out experiments to test their newly acquired knowledge. Pupils came up with their own
agreed success criteria for the lesson, figure 1, into testing a leaf for starch. Firstly pupils carried out an expert task where all pupils had to stand at their table and
ensure that everyone could recite and name the equation for photosynthesis and identify the raw materials and products. Pupils then carried out their
experiment, figure 2 and 3, – closely adhering to the agreed safety precautions decided as a class during the demonstration.
Figure 4 shows pupils carrying out the tests for carbon dioxide, hydrogen and oxygen gas. This allowed pupils to be able to visually see a colour change or hear a
defining noise which would allow them to work out which gas was which.
Over the series of lessons, learners investigated the role of plants in sustaining life, analysed various food types and plotted results on a bar graph, used their food
web and food chain knowledge to build a pyramid of numbers from paper and explain the pyramid and the effect of removing an organism. Learners gave
feedback in the form of exit passes and post it notes and many detailed their enjoyment of the practical and the ability to work collaboratively with their peers on
various tasks in the classroom.
We had to make sure that we turned off
the Bunsen burner before we put the leaf
in alcohol because alcohol is really
I put a splint that was on fire
in the first test tube and it
went ‘pop’, it was really
squeeky. That means there
was hydrogen in it.
flammable so it could have caught fire.
I lit a splint then blew it out. I put
it in a test-tube and it went back
on fire. That test tube must have
had oxygen in it.
Figure 1
The leaf turned black so
that showed us that it
does contain starch.
Figure 2
Figure 4
Figure 3