Year 10 Biology Learning Cycle 2 Overview
How do organisms become so well suited for their habitat?
Learning Cycle Overview:
Line of enquiry x:
Hypothesis 1
Hypothesis 1
Hypothesis 1
Hypothesis 1
Line of enquiry x:
Hypothesis 1
Hypothesis 1
Hypothesis 1
Hypothesis 1
Why does an ability to adapt mean your species is more likely
to survive?
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
Variation in animals is due to the genes they inherit
Why does a species change over time?
There have been different theories of evolution
Both plants and animals face competition to survive
Scientists know how life began on Earth
Keeping animals isolated causes them to evolve
Week 1
Week 1/2
Year 10 Biology | 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.
Lesson 2: Both plants and animals face competition to survive
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:
 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: Extended writing exam question provided and will be tutor
marked
Lesson 1: Most animals are adapted in the same way
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.
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
REPRODUCTION

Explain why sexual reproduction results in variation, but asexual
reproduction do not produce variation.

Describe sexual reproduction as the joining of male and female
gametes.

Define the term ‘clone’.

Explain how plant cuttings can be grown into new plants.
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
Home Learning
Week 1: exam booklet part 2 to be used as revision tool (tutor
marked to be handed back during week 2)
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Self assessed multiple choice quiz given to pupils based on
first two lessons work
Lesson 3: A change in the environment may also alter the survival
of an organism
Lesson 4: Variation in animals and plants is due to the genes they
inherit
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
Key words: genetic, environmental, inherited, acquired
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
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 the difference between sexual/asexual reproduction
 explain how to present different types of variation information
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Act on feedback given by tutor and improve work
Learning Intentions:
Students should develop an understanding that:
 Adaptations that organisms have are a mixture of genetic
(inherited) and environmental (acquired)
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Peer marked exam question on slide with rubric provided
for pupil-given formative feedback
Year 10 Biology | 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.
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.

Interpret evidence relating to evolutionary theory.

Classify organisms based on their similarities.
OLD & NEW SPECIES

Explain what a fossil is.

Describe ways in which fossils are formed – from hard parts that
do not decay easily; when conditions for decay are absent; when
parts are replaced by other materials as they decay; as preserved
imprints.

Explain why fossils are useful to us today – to provide evidence of
how life has developed; to help us understand evolutionary
relationships.

Suggest reasons why scientists cannot be certain how life began
on Earth.

Define the term ‘extinction’.

Explain how extinction may be caused.

Explain that organisms become extinct because something
changes and the species cannot adapt quickly enough to the new
circumstances.

Define the term ‘species’.

Explain how new species arise using the terms: ‘isolation’,
Genetic variation, Natural selection, speciation
Lesson 5: There have been different theories of evolution
Key words: Darwin, theories, evolution
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
 scientists group animals based on their similarities (both
physical as well as genetically) and this helps explain
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
Lesson 6: Organisms evolve when members of their species die
Home Learning
Week 2: exam booklet part 2 to be used as revision tool (tutor
marked to be handed back during week 5 revision)
Lesson 7: Scientists know how life began on Earth
Key words: mutation, natural selection, species
Key words: fossils, decay, imprints
Key words: isolation, genetic variation, speciation
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:
 we cannot be certain how life started on Earth but can use
evidence to help tell the story
Learning Intentions:
Students should develop an understanding that:
 animals in isolation can vary to a point where they become
different species
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:
 recall the definition for extinction
 describe ways in which fossils are formed
 explain why fossils are useful to us today
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Extended writing exam question provided and will be tutor
marked
Knowledge input | Check | Development | REACH | Improvement
Details: Act on feedback given by tutor and improve work
Lesson 8: Keeping animals isolated causes them to evolve
Success Criteria:
 recall the definition for species
 describe why some species become extinct (lack of adaptation)
 explain how new species arise using key terms
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Details: Peer marked exam question on slide with rubric provided
for pupil-given formative feedback