Year 10 Biology CORE Learning Cycle 2 Overview
How do organisms become so well suited for their habitat?
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Why does an ability to adapt mean your species is more likely to survive?
Many organisms are adapted so that they can live to breed
Most animals are adapted in the same way
Both plants and animals face competition to survive
A change in the environment may also alter the survival of an organism
Line of enquiry 2:
Hypothesis 5
Hypothesis 6
Hypothesis 7
Hypothesis 8
Why does a species change over time?
Variation in animals is due to the genes they inherit
There have been different theories of evolution
Organisms evolve when members of their species die
Different species do not share the same features
Week 1
Week 1/2
Year 10 Biology CORE | Learning Cycle 2 | Medium Term Plan | Science 2015/16
How do organisms become so well suited for their habitat?
Line of enquiry one: Why does an ability to adapt mean your species is more likely to survive?
Intentions for learning AQA schemes of work/specification:
ADAPTATION

Explain the reason for adaptations in a range of organisms.

Explain how organisms are adapted to survive in their habitat.

Describe and explain adaptations for survival in the Arctic.

Describe and explain adaptations for survival in a desert.

Define the term extremophile and be able to give general
examples.

Be able to relate features seen in a diagram to the organism’s
survival.

Describe factors that affect the survival of organisms in their
habitat.

Describe resources that plants and animals compete for in a
given habitat.

Describe adaptations that some organisms have to avoid being
eaten.

Interpret population curves.
ENVIRONMENTAL CHANGE

Evaluate data on environmental change and the distribution and
behaviour of living organisms.

Describe with examples how an environment can change.

Interpret data on lichen distribution and sulfur dioxide levels.

Interpret data on invertebrates and water pollution.
Home Learning
Week 1: exam booklet part 1 to be used as revision tool (tutor
marked to be handed back during week 2)
Lesson 2: Most animals are adapted in the same way
Lesson 3: Both plants and animals face competition to survive
Key words: organism, Arctic, desert
Learning Intentions:
Students should develop an understanding that:
 plants and animals are adapted in different ways according to
the habitat they live in and other external factors
Key words: competition, advantage
Learning Intentions:
Students should develop an understanding that:
 there is competition for a variety of resources for many
organisms
Success Criteria:
 Be able to link features seen in a diagram to the organism’s
survival
 Describe factors that affect the survival of organisms in their
habitat
 Explain adaptations for survival in the Arctic/desert
Success Criteria:
 Recall some of the resources that plants and animals compete
for in a given habitat
 Describe adaptations that some organisms have to avoid being
eaten
 Explain why the adaptations are such an advantage for the
plant and/or animal
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Self assessed multiple choice quiz given to pupils based on
first two lessons work
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Extended writing exam question provided and will be tutor
marked
Lesson 1: Many organisms are adapted so that they can live to
breed
Key words: adaptation, survival, breed
Learning Intentions:
Students should develop an understanding that:
 animals are adapted in order to survive so that they can breed
Success Criteria:
 Recall reasons why organisms have adaptations
 Describe some simple adaptations in a range of animals
 Explain the reason for these adaptations
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Peer marked exam question on slide with rubric provided for
pupil-given formative feedback
Lesson 4: A change in the environment may also alter the survival
of an organism
Key words: environment, distribution, behaviour, population
Learning Intentions:
Students should develop an understanding that:
 the environmental conditions can change over time
 this change may alter the behaviour or distribution of living
things
Success Criteria:
 Describe using examples how an environment can change over
time
 Explain data on animal population in response to pollution
 Evaluate data on environmental change and how it affects
living organisms
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Act on feedback given by tutor and improve work
Year 10 Biology CORE | Learning Cycle 2 | Medium Term Plan | Science 2015/16
How do organisms become so well suited for their habitat?
Line of enquiry two: Why does a species change over time?
Intentions for learning AQA schemes of work/specification:
WHY ORGANISMS ARE DIFFERENT

Classify characteristics as being due to genetic or environmental
causes.

Decide the best way to present information about variation in
tables and charts.

Describe the order of size of cell, nucleus, chromosome and gene.


Interpret evidence relating to evolutionary theory.
Classify organisms based on their similarities.
Home Learning
Week 2: exam booklet part 2 to be used as revision tool (tutor
marked to be handed back during week 5 revision)
EVOLUTION

Describe Darwin’s theory of evolution.

Describe different theories of evolution.

Identify differences between Darwin’s theory of evolution and
conflicting theories.

Suggest reasons for the different theories.

Explain the terms ‘inherited’ and ‘acquired’ characteristics.

Describe the stages in natural selection.

Define the term ‘mutation’.

Explain why mutation may lead to more rapid change in a
species.

Explain why Darwin’s theory was only gradually accepted.
Lesson 5: Variation in animals is due to the genes they inherit
Key words: genetic, environmental, inherited, acquired
Learning Intentions:
Students should develop an understanding that:
 Adaptations that organisms have are a mixture of genetic
(inherited) and environmental (acquired)
Success Criteria:
 be able to group variation as either genetic or environmental
 explain the terms ‘inherited’ and ‘acquired’ characteristics
 describe the order of size of cell, nucleus, chromosome and
gene
 explain how to present different types of variation information
Lesson 6: There have been different theories of evolution
Lesson 7: Organisms evolve when members of their species die
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Peer marked exam question on slide with rubric provided
for pupil-given formative feedback
Lesson 8: Different species do not share the same features
Key words: Darwin, theories, evolution
Key words: mutation, natural selection, species
Key words: classification, theory, similarities
Learning Intentions:
Students should develop an understanding that:
 there have been different theories for evolution with Darwin’s
being the one that was gradually accepted
Learning Intentions:
Students should develop an understanding that:
 for a species to survive the weakest members should not be
able to reach a breeding age and pass on their poor (less
advantageous) genes
Learning Intentions:
Students should develop an understanding that:
 scientists group animals based on their similarities (both
physical as well as genetically) and this helps explain
evolutionary theory
Success Criteria:
 define the term mutation
 describe the stages in natural selection
 explain why mutation may lead to more rapid change in a
species
Success Criteria:
 group organisms based on their similarities
 explain the similarities between certain organisms
 interpret evidence relating to evolutionary theory
Success Criteria:
 describe different theories of evolution
 suggest reasons as to the different theories
 explain why Darwin’s theory was only gradually accepted
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Self assessed multiple choice quiz given to pupils based on
first two lessons work
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Extended writing exam question provided and will be tutor
marked
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Act on feedback given by tutor and improve work