NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Environmental Science
Human Influences on
Biodiversity
Advice and Guidance
for Practitioners
[NATIONAL 5]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of
charge in any format or medium, under the terms of the Open Government Licence.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open government-licence/ or e-mail: psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to
obtain permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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© Crown copyright 2012
Contents
Introduction: Setting the scene in a Scottish context
4
Curriculum for Excellence
5
Human influences on biodiversity
7
Human activities
10
Indicator species
26
Conflicts
30
Organisations, policies and legislation
32
Further research
35
Skills for learning, skills for life and skills for work
37
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HUMAN INFLUENCES ON BIODIVERSITY
Introduction: Setting the scene in a Scottish context
Scotland is special. It has a unique mosaic
of habitats and scenery which make up a
complex and varied landscape. There are
90,000 plus species living there. Scotland
has 65 out of the 159 conservation priority
habitats listed in the European Habitats
Directive. Biodiversity lies at the heart of
the Scottish identity in a land renowned
worldwide for clean air, clean water,
wilderness areas and seascapes. Biodiversity is important for the individual’s
and the nation’s health and wealth. It is an investment for the future.
To find out more about the Scottish context, practitioners may wish to consult
Scotland's Biodiversity: It's in Your Hands – A strategy for the conservation
and enhancement of biodiversity in Scotland. This is a Scottish Government
strategy setting out a 25-year framework for action to conserve and enhance
biodiversity in Scotland. It is available at
http://www.scotland.gov.uk/Publications/2004/05/19366/37239 .
The Scottish Natural Heritage report on biodiversity state s that:
Scotland’s wildlife is diverse and stunning. But that is not to say that all of
it is as secure or as abundant as it might be. The resilience of the natural
world – and ecosystem services such as climate regulation, the pollination
of flowering plants and the provision of fresh water – cannot be taken for
granted. Globally, biodiversity is being lost at an increasing rate.
Scotland has played an active part in stemming biodiversity loss, and has
cooperated with the UK Government on this issue as well.
The 25-year framework for action begun in 2004 recognises both the
urgency of the task to halt biodiversity loss and that thi s action needs to be
sustained in order to restore it.
Scotland’s wildlife: An assessment of biodiversity in 2010, Scottish Natural
Heritage
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Curriculum for Excellence
Curriculum for Excellence supports the development of relevant careers skills
in many ways:

The driving force behind Curriculum
for Excellence is that it is a curriculum
for learning, life and work and it
should fully equip learners with the
skills, knowledge and confidence to
thrive and succeed in the increasingly
globalised world of the 21st century.

The development of skills within
learners is at the heart of Curriculum
for Excellence in recognition of the
fact that in a fast-changing world,
skills will allow learners to adapt to
changing circumstances and are the
key to success. These include the entire spectrum of skills from leadership
to interpersonal skills to career management skills. Building the
Curriculum 4 gives further information about the importance of skills
within Curriculum for Excellence and how they have been embedded
within the experiences and outcomes for all learners, from which the skills
within the learning for National 5 should progress. The Skills for Learning,
Skills for Life and Skills for Work Framework will also aid your planning
to meet the needs of learners.

Interdisciplinary learning is a key aspect of Curriculum for Excellence and
is an exciting way for schools to develop rich learning experiences that
build upon the strengths and expertise within different disciplines. T opics
such as biodiversity can be used as complex themes for interdisciplinary
learning, or taught within the biology context to link with wider learning.
These also offer excellent vehicles for learners to develop higher -order
thinking skills and prepare learners for the life of work , where
interdisciplinary approaches to complex tasks are often the no rm.
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HUMAN INFLUENCES ON BIODIVERSITY

Curriculum for Excellence encourages approaches to learning that are
motivational, fun, relevant, challenging and, importantly, develop the
skills of learners. Such approaches to learning include co -operative, active,
collaborative and outdoor learning.
There are many ways in which this learning journey can develop. Learners’
interests, strengths, prior learning and locality, as well as lo cal, national and
global events should be considered when pl anning for learning and teaching.
Ideas for learning and teaching can be adapted to allow development and
application of skills for learning, life and work, or to incorp orate ICT and
take account of a range of learners’ needs.
Glow provides an opportunity for learners to work together across
geographical areas.
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HUMAN INFLUENCES ON BIODIVERSITY
Human influences on biodiversity
Biodiversity, interdependence and the development of learners as global
citizens are key themes across learning within Curriculum for Excellence ,
ensuring that learners explore in-depth themes relating to the environment,
the impact of humankind on the planet and its eco-systems, climate change
and sustainable lifestyles.
What is biodiversity?
Biodiversity is the variety of life on our planet .
Why learn about human influences on biodiversity?
Ecosystems drive the natural cycles that make the Earth habitable: these
cycles (energy, water, nitrogen, carbon and oxygen) rely on a huge number of
species to operate effectively. Less diverse ecosystems are more likely to be
affected by change and are less stable.
Our planet provides us with food, medicine, fuel, clothes, timber, climate
regulation, water purification, soil regeneration, nutrient cycling, waste
recirculation and crop pollination for free. If the provision of what nature
provides is viewed purely from a monetary perspective, ecologists and
economists estimate the financial value of nature’s services to society to be at
least $33 trillion each year.
http://www.nature.com/news/2009/091118/full/462270a.htm
http://earthtrends.wri.org/features/view_feature.php?theme=4&fid=15
Only 30 crops supply about 90% of the cal ories in our diet. And just 14
animal species make up 90% of the livestock we raise for food. We depend on
a limited number of plant and animal species to supply us with our food. This
leaves humans extremely vulnerable to any environmental changes and cro p
diseases. Yet at least 1650 known tropical forest plants could be grown as
vegetable crops. This would reduce our reliance on the few crops grown
today. Two websites practitioners may wish to consult are:
http://www.pfaf.org/user/default.aspx
http://www.fao.org/docrep/u8480e/U8480E07.htm
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Medicines such as aspirin, heart stimulants, antibiotics, anti -malarial drugs,
cancer-fighting compounds and about a quarter of all prescription drugs come
from plants. Yet 99% of rainforest plants have still to be tested for their
medicinal properties.
Right now the world is losing huge numbers of plant and animal species and
this loss is accelerating. Most of this loss is due to human activity.
Ideas for learning and teaching exploring the understanding of human
influences on biodiversity
 The Glow Science mind mapping tool
https://www.glowscience.org.uk/mindmap can be searched by the key
words ‘biodiversity + human influence’, providing images to prompt
discussion among learners.
 Use a search engine to search the words ‘biodiversity + human influence’
and then discuss the information found with a focus on identifying quality
information via the web. This can allow opportunities to develop skills in
evaluating information.
Environmental science provides opportunities for outdoor learning. The
learning and teaching resources included below may provide ideas for
exploration of biodiversity to encourage outdoor learning.
http://www.biodiversityscotland.gov.uk/advice -and-resources/schoolestate/
http://www.scri.ac.uk/scri/file/cross%20cutting%20themes/Biodiversity.pd
f
 Examine the five key biodiversity issues raised in
http://www.biodiversityscotland.gov.uk/doing/tackling/ :
-
protected areas and species
agriculture and forestry
invasive non-native species
ecosystems and green infrastructure
sustainable resource use.
Do these issues confirm or conflict with the learner’s thinking formed as a
result of discussions around biodiversity?
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 The Convention on Biological Diversity is a comprehensive, binding
agreement covering the use and conservation of biodiversity. The
agreement was made in 2002, with targets set for 2010 and 2020. Use of
this site could foster the discussion and evaluation skills of learners if they
investigate whether targets have been realised.
http://wwf.panda.org/what_we_do/how_we_work/policy/conventions/cbd/
 Use of the following reflective questions before and after the activities
could give opportunities to explore prior learning and develop
understanding. The ideas for learning and teaching should help to develop
skills in summarising and processing information, and expressing
understanding in the learner’s own words.
Reflective questions for learners
 Explain the possible impacts on the human population of its reliance on a
small number of crops and animals as a source of food.
 How do you think your life will be different by 2030 as a result of the
need to ensure ecological sustainability?
 What are the possible consequences for our planet and for the future of
humans if the Earth continues to lose biodivers ity?
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HUMAN INFLUENCES ON BIODIVERSITY
Human activities
Ideas for learning and teaching about how Scotland’s environment
evolved and how human activity has impacted on its biodiversity
 A suitable introduction to the human activities sec tion could be selective
use of extracts of ‘Making Scotland’s Landscape’ (five-part series DVD)
by Professor Iain Stewart. Short clips can be accessed at
http://www.bbc.co.uk/programmes/b00vjvyw/clips.
 Developing an understanding of the ways in which Scotland became
vegetated as it emerged from the last ice age might be one possible area of
study. Consideration of plant and animal succession as Scotland emerge d
from the ice age 8000 years ago will help learners to understand how
biomes develop due to climatic factors, slope, altitude, aspect, underlying
geology (fluvioglacial or boulder clay deposits) , weathering and the
mineral content of soil.
Core Higher Geography (McLean and Thomson) has an introductory
chapter on this topic.
http://www.treesforlife.org.uk/forest/humanimpacts/deforestation.html
http://www.hutton.ac.uk/learning/introduction -to-soils
http://www.snh.gov.uk/about-scotlands-nature/habitats-and-ecosystems/
 Arrange a field visit to a Caledonian Native woodland or a field
trip/ranger-led visit to a remaining remnant area, eg Glen More
(Cairngorm).
http://www.forestry.gov.uk/website/recreation.nsf/LUWebDocsByKey/Sco
tlandHighlandGlenmoreForestParkGlenmore
http://www.mountainwoodlands.org/index.asp
http://www.snh.org.uk/publications/on-line/advisorynotes/139/139.htm
Learners could take soil samples, dig soil pits, measure soil moisture
content/humus content, measure light intensity reaching forest floor, use
quadrats to sample plant and animal diversity, and compare native to non native species. Results could be presented as percentages/ratios ( eg pie
charts, bar charts, compound bar charts, line graphs for relation of soil
moisture to altitude, soil depth to altitude, plant diversity to altitude, etc).
Identical studies could be conducted in non-native woodland environments
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HUMAN INFLUENCES ON BIODIVERSITY
and compared for biodiversity (eg Sitka spruce commercial forests). GIS
mapping could be used to collect, plot and present the data.
 The historical development of human impact on biodiversity could be a
major study. Possible themes for the learner or practitioner to follow are
outlined below.
- The impact of late Neolithic/Bronze-age farmers utilising lower altitude
hill slopes with lighter well-drained podsols. As technology improved,
more fertile hillfoot gleys were cleared of dense deciduous native
species (Scots oak). The flatter hillfoot bog was not drained until 18 th
century agricultural improvements, resulting in a vast transformation of
wetland areas and associated fauna and flora (eg Flanders Moss, Carse
of Stirling, Carse of Gowrie at the foot of the Sidlaws). These are now
some of the most productive agricultural soils in Scotland.
- Highland ‘black’ cattle economy with low -intensity grazing was
replaced by high-intensity sheep farming when clan society was
repressed following the Jacobite uprising. Although best known for its
cultural, social and economic upheaval, the impact of this on land use
and biodiversity was significant. Steep-sided glaciated Highland glens
that were exploited for timber and overgrazed by sheep from the late
18th century have resulted in increased rates of soil erosion and loss of
former habitat.
- Examine the impact of government/European Union policies on upland
and lowland farmers in Scotland since the mid-20th century (subsidies,
quotas, draining grants, diversification, ‘ food mountains’ and set-aside
schemes). The initial emphasis was on improving yields, and production
soared due to more intensive farming techniques. Mor e recently
environmentally friendly policies have been introduced because of the
excesses of overproduction. These policies can also be considered in the
agrochemicals topic in National 5 Chemistry and could provide an
opportunity for learners to further examine the effects of agriculture
and intensive farming or for some learners to support their learning in
another area they are studying.
Reflective questions for learners
 In what ways does communal ownership (eg Scandinavia, Assynt crofters)
manage biodiversity while simultaneously creating more resourceful,
responsible and fairer land tenure schemes for rural communities?
 European agricultural policies over the last 40 years have encouraged
farmers to adopt more intensive agricultural practices. To what extent have
these policies impacted on biodiversity?
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 How does Scotland’s recent farming practice compare in terms of
encouraging biodiversity with other small independent countries that have
not joined the European Union (eg Iceland, Switzerland)?
 What are the economic and non-economic benefits and/or disadvantages to
Scotland if more native woodland is encouraged to regenerate and replace
other land uses (eg grouse moor, sheep farming)?
Ideas for learning and teaching about the biodiversity loss of nat ive
woodland
 A comparative study could be conducted into the loss of tropical rainforest
in South America, Central West Africa, Madagascar or Indonesia today
with the removal of our own native woodland.
Current studies of the loss of native species and the impact in these areas
could be compared with similar recent studies in our own country.
Learner-conducted fieldwork, comparative studies using satellite
photographs, older map editions of OS maps or specific studies such as
Dudley Stamp land coverage could be used to make these comparisons.
Some useful websites include:
http://www.forestry.gov.uk/pdf/NFI_Scotland_woodland_area_stats_2010_
FINAL.pdf/$FILE/NFI_Scotland_woodland_area_stats_2010_FINAL.pdf
http://www.snh.org.uk/publications/on-line/education/advances4/1origins.asp
http://www.guardian.co.uk/environment/2012/mar/04/ancient -woodlandsthreat-planning-laws
http://earthobservatory.nasa.gov/Features/ForestCarbon/printall.php
 As a response to the depletion of Scotland’s supply of wood during World
War I (1914–18), the Forestry Commission was set up in 1919. Initially
non-native fast-growing conifers were planted. This drive to rapid output
led to ‘sterile’ non-native woodland. Recent Forestry Commission policy
has tried to reverse this trend.
Research backed up by learner-conducted fieldwork could compare the
biodiversity of a ‘modern’ Forestry Commission plantation with that of a
modern commercial forest. Areas within Forestry Commission woodland
could also be compared, as many of their forests are zoned with areas
blocked to produce timber and others intended to create a more diverse
woodland habitat.
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 Changes in the area of woodland in Scotland offer opportunities for
learners to develop numerical skills, including graphical presentation of
and drawing conclusions from data. At National 5 level, learners should be
able to use this data without much practitioner input and be capable of
presenting the information using an appropriate method such as pie charts,
line graphs or compound bar charts. In addition, the learner should be
capable of explaining why the method of pr esentation is an appropriate one
for the data given. Many learners at this level should be capable of
analysing the raw data further (eg calculating the percentage growth rate
between years, graphing this in an appropriate way and thus being able to
identify where the rate of growth was most rapid) . This could lead to
further research opportunities to examine the reasons why certain periods
experienced more rapid growth than others.
The table below shows the change in the area of woodland in Scotland
between 1905 and 2011
Source: http://www.scotland.gov.uk/Publications/2011/09/05154117/44
Year
Area (thousands of
hectares)
Percentage of total
land cover
1905 1924 1947 1965 1980 1999 2011
351
435
513
656
920
1282 1390
4.5
5.5
6.6
8.4
11.8
16.5
18.0
Reflective questions for learners

To what extent does the Forestry Commission maintain a balance between
commercial exploitation, public access and promoting biodiversity?
 Argyll Forest Park is located in close proximity to a large urban
population. What specific issues make forests such as this harder to
manage for biodiversity?
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The development of intensive agriculture in Scotland and
Europe
Increasing populations need more food, so the available land has to be made
more productive. UK Government policy on food production since World
War II has led to intensive agriculture. Farmers removed hedgerows that they
had previously planted as windbreaks or boundaries to make larger, more
economic fields. Wet meadows were drained to increase the area of cultivated
land. Fertilisers were added to improve productivity and pesticides,
herbicides, fungicides and insecticides were used to decrease t he mass of
crops eaten or wasted by pests, weeds, fungi and insects. This has reduced the
habitat and food sources available to wildlife, resulting in a loss of
biodiversity.
Will eutrophication and bioaccumulation lead to reduced use of fertiliser,
pesticides and a further increase in organic farming? Specialised farming
schemes have been promoted to conserve ecosystems. Conservation measures
can include buffer zones, beetle banks and local authority biodiversity action
plans (BAPs). Cultivated land in the UK now has to have a strip of land next
to any water course where fertilisers are not used. It is called a buffer zone
and prevents any excess fertiliser from entering the water ecosystem. Some
useful websites include:
http://www.ukagriculture.com/conservation/leaf.cfm
http://www.defra.gov.uk/food-farm/land-manage/nutrients/
http://www.relu.ac.uk/news/policy%20and%20practice%20notes/26%20Bank
s/PPN26.pdf
http://adlib.everysite.co.uk/adlib/defra/content.aspx?doc=245926&id=246064
Ideas for learning and teaching about the biodiversity loss caused by
intensive agriculture
 Eutrophication could be a study theme for learners with research into a
case study (eg Loch Leven, Kinross). This could be combined with a visit
to Vane Farm RSPB Reserve and an examination of the Scottish
Environmental Protection Agency and Perth and Kinross Council response.
http://www.ceh.ac.uk/sci_programmes/water/Loch-Leven-case-study.html
http://www.pkc.gov.uk/NR/rdonlyres/4283F818 -9ECD-4D0E-B4C1036B1B27561C/0/KinrossPlan.pdf
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 It might be possible to conduct a comparative study between an organic
farm and a non-organic farm, preferably in similar landscape settings. This
could provide an ideal opportunity for learners to conduct outdoor
fieldwork, eg taking soil samples, digging soil pits, measuring soil
moisture content/humus content, using quadrats to sample plant and animal
diversity and setting up insect traps to compare diversity between farms.
Chloropleth mapping could be used to present/contrast areas set aside to
encourage ecology or crop production. Use of GIS mapping could be used
to collect, plot and present the data.
 It might be possible to conduct a comparative study between an upland and
lowland farm. Outdoor fieldwork by learners could include a soil catena
survey. Learners could consider which areas may show more diversity. It
might be expected that lowland areas would show more diversity. If this is
not the case then learners could consider reasons for this such as heavy use
by humans and the impact of modern farming techniques. Fieldwork
conducted by learners on upland farms could examine the change in
biodiversity in relation to altitude. Learners could attempt to present the
results of their various studies (eg soil pits, pit fall traps, slope angles, soil
moisture content) as a cross-section transect. This advanced method should
be drawn to scale accurately and will introduce the learner to a more
informed presentation technique. It can incorporate all scientific studies
undertaken by the learners and show how they relate to each other and
alter due to their relationship with altitude and angle of slope. This method
of presentation may be further supported by presenting findings on a base
contour map. Learners may wish to consider a suitable scale or a suggested
scale might be 1:25000
 Fieldwork for any topic provides opportunities for learners to participate
in co-operative learning. Each member of a group can be given a specific
task or learners can work as smaller team gathering information for a
larger team. Learners could present their findings to the class at the end of
the investigation period, providing an ideal opportunity for peer
assessment. Presentations can take the form of a talk, blog or any method
acceptable to the centre and learners should be encouraged to be creative
in their presentations.
 Learners could conduct research into hedgerow removal over the last 100
years and the resultant loss of biodiversity.
http://www.hedgelink.org.uk/hedgerow-biodiversity-action-plan.htm
 Wind erosion of top soil in the learner’s local area may provide an
opportunity to measure top soil loss in local farmland.
http://pdf.usaid.gov/pdf_docs/PNAAX233.pdf (pages 13–14)
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HUMAN INFLUENCES ON BIODIVERSITY
 FACE (produced by the NFU) promotes farm visits for learners. It
encourages them to discover how farmers look after the farm environment
and thereby encourage a wide diversity of wildlife. Twenty-four pdf files
are available to support a visit to a farm. A wide range of topics are
covered that show learners how to investigate topics such as soil analysis,
soil compaction, field sketching and hedgerow studies.
http://www.face-online.org.uk/biodiversity/biodiversity-project
Reflective question for learners

To what extent should society balance the need to produce food for an
increasing population in Scotland or the world and yet have farming
systems that encourage habitats with biodiversity?
Return to index
Biodiversity loss caused by pesticides
Pesticides are chemicals that are sprayed onto crops to reduce competition
from weeds or prevent infection. DDT is a non-biodegradable pesticide,
which means it cannot be broken down by bacteria into harmless substances.
It could enter some organisms for which it was not intended and accumulate
in their tissues. This build up in the fat tissue of an organi sm is called bioaccumulation. Once in an organism, the pesticide can be passed along a food
chain and become more concentrated the higher up the food chain it reaches.
Top carnivores can receive a massive dose, sometimes enough to kill them.
Its use was banned in the UK in 1982.
Ideas for learning and teaching about biodiversity loss caused by
pesticides
 Case studies on the impact of pesticide use could be conducted , eg the
decline of birds of prey in the 1960s and 1970s. It may be useful for
learners to consider the solutions that have been used to allow such birds
of prey to proliferate and to consider the success/impact of these solutions.
Learners may wish to consider if the effort required justifies the means.
The present decline of honey bees in the UK is increasingly linked to
modern pesticide use. Learners could outline some problems associated
with the decline of bees and suggest possible solutions to decrease the rate
of decline. Consideration could be given to how long it may take to
increase the bee population. Learners could also consider how long it
would take to measure the impact of possible solutions .
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 The James Hutton Institute, based in Aberdeen and Dundee, employs over
600 staff and controls a budget of over £30 million in the field of land use
and crop research, including genetic modification. It provides an excellent
video introduction to some of the concerns regarding sustainability and
Scotland (http://www.hutton.ac.uk/).
This could form the basis for structured discussion tasks, encouraging
research into the development of new pesticides or alternative technologies
to replace them.
It could also be used as an opportunity to develop skills in structuring a
balanced argument on the ethics/risks and benefits of pesticide use and the
relationship between pesticides and individuals’ health .
 An alternative to making the land more productive is to genetically modify
plants and animals to make them more productive. Again this would
provide learners with an opportunity to engage in ethical debate based on
informed research.
Reflective questions for learners
 What benefits and drawbacks does the use of pesticides and genetically
modified crops have for humans and biodiversity?
 If all the farmers in the world adopted organic farming methods, what
possible consequences might this have for human food production?
 What effects might be envisaged on food production if the current decline
in honeybee populations continued for a prolonged period of time?
Return to index
Impact of industry on biodiversity
Many learners automatically assume that industrial activity will always have
a negative impact on ecosystems. Although this is often the case, there are
situations where the reverse is true. Industrial activity can create new habitats
and possibly enhance biodiversity.
Ideas for learning and teaching about the impact of industry on
biodiversity
 Heavy metal contamination as a result of the iron and steel industry , and
the measures undertaken to return the soil to a more healthy condition ( eg
Ravenscraig).
http://www.heraldscotland.com/sport/spl/aberdeen/bs -to-pay-forravenscraig-clean-up-1.481295
http://www.ravenscraig.co.uk/natural-heritage.asp
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HUMAN INFLUENCES ON BIODIVERSITY
http://www.environmental-protection.org.uk/land-quality/growing-ediblecrops/
 Norfolk Broads National Park. An example of an ancient industrial
landscape, now conserved and regarded as ‘natural’ as it has created an
area rich in biodiversity.
http://www.naturalengland.org.uk/Images/jca80_tcm6 -5416.pdf
 Limestone quarrying in national parks (eg Peak District, Yorkshire Dales).
Limestone creates a very rare landscape and surface features, but also
creates a unique environment for plants based on alkaline soil. The study
of this could produce an ethical debate regarding employment in rural
areas and conservation. Study of weathering would provide an opportunity
to study the chemical solution process and balancing chemical equations.
http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6121680
The carbonation of limestone is a three-phase process:
1.
2.
3.
H 2 O (water) + CO 2 (carbon dioxide) = H + + HCO 3 – (carbonic acid)
CaCO 3 (calcite) + HCO 3 = Ca(HCO 3 ) 2 (calcium bicarbonate)
Ca(HCO 3 ) 2 (calcium bicarbonate) removed in solution
 The reconstruction of industrial spoil from oil shale or coal mining to
create biodiversity from a sterile environment could be studied locally in
areas such as the Lothians, Fife and Ayrshire. New environments have
been created from former sites quarrying sand and gravel aggregates ( eg
Loch Fithie, Murton east of Forfar)
http://www.murtonwildlife.org.uk/about.htm
 The potential for new environments created by landscape reconstruction
after hard rock quarrying could also provide an opportunity for a more
positive study on the impact of industry (eg the open-cast coal mine west
of Kelty in Fife is near the end of its productive life so overburden will
need to be replaced and area landscaped) .
http://coalactionscotland.org.uk/?page_id=1150
http://www.sarmaproject.eu/uploads/media/2011_SARM_Drazic.pdf
 Exploration drilling for oil in the South Downs threatens ancient
woodland.
www.woodlandtrust.org.uk/en/news-media/england/Pages/oilexploration-west-sussex.aspx
 The current proposal to open a potash mine near Whitby is controversial as
the pithead will be located within the North York Moors National Park.
http://www.real-whitby.co.uk/sirius-mining-minerals-and-north-yorkshiremoors -potash
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Reflective questions for learners
 What are the possible long-term and short-term impacts of allowing
industries to operate in areas that have biodiverse habitats?
 What examples can you find in Scotland, UK, Europe or the world where
ecological diversity fully recovered after industrial activity?
The impact of urbanisation
Urbanisation is the process by which an increasing proportion of a country’s
population comes to live in urban areas. Areas that were green fields have
been built on to provide houses, industry and transport infrastructure.
http://www.independent.co.uk/environment/creeping -urbanisation-coulddestroy-rural-england-in-30-years-506066.html
http://chcc.arts.gla.ac.uk/urbanisation/section01/pageexp01.php?ref_page=ch
cc.arts.gla.ac.uk/urbanisation/information/exercises.php
Urbanisation causes many environmental problems. City expansion destroys
habitats and agricultural land. It causes traffic congestion, unsightly
buildings, visual pollution and a lack of greenery. It also creates noise
pollution and pollution of water, land ( eg waste disposal) and air (eg
particulates, ozone).
Ideas for learning and teaching about the impact of urban expansion on
biodiversity
 Investigate measures taken by construction companies to protect the
environment and conserve species when houses are being built.
http://www.businessandbiodiversity.org/construction.html
 The Clean Air Act resulted in an increase in landfill sites in the U K.
Leachate runoff and lack of space for landfill have now resulted in
alternative methods of waste disposal (eg current debate about the siting of
an incinerator near Perth Harbour).
http://www.gainscotland.org.uk/perth-grundon.shtml
 Landfill sites have led to an increase in the number of herring gulls.
http://www.rentokil.co.uk/commercial-pest-control/pest-problems/birdcontrol/seagulls/index.html
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 A combination of more intense rainfall events associated with climate
change and reduced infiltration due to the spread of urban tarmac and
concrete has resulted in more frequent f looding of urban areas.
Management solutions often involve redirecting floodwater into non urbanised areas further upstream in river catchments but this could cause
inundation of ecological communities.
http://www.educationscotland.gov.uk/stemcentral/contexts/water/index.asp
http://www.floodlinescotland.org.uk/service/index.html
http://green.tv/videos/flood_risks/?set_location=en
 Urbanisation has allowed certain species to increase in number. A suitable
investigation for a learner could be the rise of the urban fox.
http://www.thefoxwebsite.org/urbanfoxes/urbannumbers.html ,
 Learners could perhaps research Scotland’s new towns and consider ways
in which they affected the environment. Based on this research, learners
could develop propaganda leaflets for and against the development of a
new urban area.
Reflective question for learners
 What could town planners and/or architects do in the future to design
buildings or urban layouts that will minimise the reduction of species?
Return to index
The impact of acid rain
Acid rain is rain with a pH of less than 5. It is formed when oxides of sulphur
and nitrogen are released into the atmosphere from burning coal, oil and
petrol. These oxides dissolve in rain, forming dilute acids that can be very
damaging to the environment.
Some of the damage already caused by acid rain is irreparable. Soil pH can be
raised by the addition of lime. The main aim must be to prevent any more
damage being done to the environment.
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Ideas for learning and teaching about the biodiversity loss caused by acid
rain
 As this is an area of study covered in third level Sciences Es and Os,
learners could build on prior learning by researching the causes of acid
rain, the impact of acid rain and the effectiveness of the methodologies
employed to reduce acid rain.
 Acid rain has not had much media attention recently. Learners could do an
investigative study into acid rain from a historical perspective (1980s) .
Have measures implemented at this time made a difference to biodiversity?
Future energy sources must be carefully chosen. Current developments of
renewable energy may help to reduce reliance on coal - and oil-fired power
stations.
http://www.cleanenergyministerial.org/news/uk_hosts_cem3.html
 This could form the basis for structured discussion tasks. The production
of acid rain in the UK is well documented from the 1980s but comparati ve
studies could involve research into the impact of emerging economies such
as India and China, where fossil fuel use is growing at a rapid rate.
Reflective questions for learners
 What are the potential consequences for biodiversity if present transport
methods are not modified?
 Examine the ways in which legislation to reduce acid rain in Europe has
impacted on economic growth compared to other economies such as India
and China where legislation is not so stringent?
 What are the ethical issues such as the risks and benefits of the use of
transport and the relationship between electricity production and an
individual’s health?
Return to index
Species reduction
Animals and plants have become extinct in the past when they cou ld not
successfully adapt to a changing environment.
A species is rare when it is only found in one small place, for example the St
Kilda field mouse is only found on St Kilda, an island off the north-west
coast of Scotland.
http://www.bbc.co.uk/news/uk-scotland-highlands-islands-11168757
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Some species also have special habitat requirements. The Scottish crossbill
feeds on Scots pine seeds and is never be found too far away from Scots pine
trees.
http://www.rspb.org.uk/wildlife/birdguide/name/s/scottishcrossbill/
The giant panda in China is rare because its breeding numbers are low.
http://www.defenders.org/panda/basic-facts
http://www.bbc.co.uk/news/uk-scotland-edinburgh-east-fife-17614038
If habitat is further reduced, then there can be tremendous pressure on an
already vulnerable species.
Ideas for learning and teaching about the biodiversity loss caused by
species reduction
 Learners could research and give a presentation on methods to conserve
numbers of an endangered species of their choice, perhaps choosing one
from their local authority biodiversity action plan. The projected impacts
of any such implementation should also be considered.
Reflective question for learners
 Taking a particular endangered species of your choosing, what do you
consider would offer a solution to save it?
 Conservation projects have been taking place in zoos for many years
throughout the world. Can keeping animals in captivity to develop
breeding programmes be justified?
Return to index
Marine environments
Covering the majority of the surface of our planet, marine environments are
increasingly being put under pressure by humanity seeking food suppl ies or
raw materials for industry that are becoming scarce. It has been recognised
that modern technology has led to overexploitation of the marine
environment.
http://www.ypte.org.uk/environmental/over -fishing/29
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Ideas for learning and teaching about biodiversity loss in marine
environments
 Overexploitation of former rich fishing grounds could form the basis of
learner research (eg Grand Banks, Newfoundland, the North Sea, anchovy
fisheries in Peru). North Sea quotas may have reduced the likelihood of a
crash in species numbers as great as the aforementioned American
examples, but they have major social and economic consequences for
fishing communities in Scotland.
 The economic potential of eco-tourism could be examined. Scottish
examples could include St Abbs (marine cold water corals ,
http://www.marine-reserve.co.uk/) and the Moray Firth (dolphin and whale
conservation, http://www.wdcs.org/connect/wildlife_centre/index.php ).
The North Berwick Scottish Seabird Centre has used volunteers to clear
Craigleith of tree marrow (an invasive species) to allow puffins to nest.
This was funded by boat trips to see birds on nearby Bass Rock.
http://www.seabird.org
 Fish farming is a major industry in Scotland , using the many sheltered
deep-water sea lochs along our coastline. Controversy has surrounded the
use of chemical treatments in fish farming as they can affect the natural
marine ecology of these lochs with the possibility of damaging the
biodiversity. The spread of disease into the surrounding loch is also a
possible risk factor if captive fish escape from their cages. The poss ibility
of holding an ethical debate may present itself here as fish farming can
provide a valuable range of jobs (including highly skilled ones) in remote
rural areas of Western Scotland.
 Complex decisions involving intervention by humans that could result in
protection of a rare natural ecosystem could be studied ( eg the salt marsh
behind Hurst Spit will be destroyed if the spit is not artificially defended –
should it be protected or should the whole process be left to nature?) .
http://www.coolgeography.co.uk/GCSE/AQA/Coastal%20Zone/Habitats/C
oastal%20Habitats.htm
 TES online resources ‘Oceans on the Edge Scheme of Work and
Resources’
Lesson plans and PowerPoint presentations on marine ecology and
conservation that are free to download.
(See more about this free resource bank in the Further Research section on
page35 of this document.)
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Reflective questions for learners
 What examples can you find throughout the world of economically viable
fisheries that are sustainable?
 Having studied examples of eco-tourism as a method of sustaining and
financing species diversity, what outcomes do you anticipate if these
schemes become more popular than predicted?
 Do you think it is a good or bad thing for humans to intervene and
artificially protect rare marine or coastal environments?
Return to index
Climate change
Climate change may be partly responsible for the introduction of new species
into previously unknown environments and the reduction of species in other
environments. Most climate scientists agree that climate change is happening
today and is at least partially caused by human activity. Climate change can
result in positive or negative impacts on species diversity and it is worth
noting that climate change has resulted in significant ecological changes in
the past that could not be attributed to human activity.
Ideas for learning and teaching about loss of biodiversity due to climate
change
 Learners could investigate the role of urban heat islands which
significantly raise temperatures in urbanised areas compared to
surrounding rural landscapes. As more of the planet becomes urbanised,
this trend becomes more significant.
http://www.urbanheatislands.com/
 A comparative study could be conducted on the impacts of climate change
today compared with historical climate change. This topic could lend itself
to debate around the extent to which current climate change is
anthropogenic or the extent to which humans can/should attempt to
influence biodiversity. Historical evidence could look at themes like those
outlined below.
Frost fairs on the Thames associated with the ‘Little Ice Age’.
http://en.wikipedia.org/wiki/River_Thames_frost_fairs
Bronze Age hill fort sites growing crops above 200 m in the British Isles
with pollen analysis providing evidence of a warmer climate followed by
blanket bog advance as the climate became wetter.
http://www.legendarydartmoor.co.uk/hill_forts.htm
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Neolithic coastal camps are now inland due to post-glacial isostatic
recovery and a subsequent fall in sea level (eg Tentsmuir, north of St
Andrews, Fife)
http://www.btinternet.com/~ron.wilcox/onlinetexts/onlinetexts -chap3.htm
6000-year-old etchings depicting savannah wildlife being hunted in what is
now the central part of the Sahara Desert .
http://paula-i-nielson.suite101.com/prehistoric-saharan-rock-art-a185287
http://www.space.com/10527-earth-orbit-shaped-sahara.html
Reflective questions for learners
 What evidence is there in your local area for species change related to
climate change?
 What are the positive and negative results of climate change on the
ecosystems in your local area?
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Indicator species
An indicator species is one which, by its presence or absence, shows the level
of a particular abiotic, physical factor.
If we pollute our water courses, there is an immediate impact on the
organisms living in the water, which will decrease biodiversity and upset the
balance within the ecosystem.
Sewage from homes contains organic matter from human faeces and
detergents. After heavy rain, untreated sewage can be discharged into a
watercourse. The link below is related to Kenya, however it should be noted
that this occurs in many areas of the world including the UK.
http://upi-yptk.ac.id/Ekonomi/Kenyon_Evaluating.pdf
The organic matter is food for bacteria which they break down for energy.
This process is called decomposition and it uses up oxygen fro m the water.
Detergents are rich in phosphates and these can accelerate plant growth.
The removal of oxygen from water by bacteria leads to the death of many
organisms that require high levels of oxygen, such as fish and insect larvae
(mayflies and stoneflies). The species that remain, such as bloodworms,
sludge worms and rat-tailed maggots, can live in low oxygen levels. Although
their numbers may grow, biodiversity will have been seriously reduced.
Some decomposers also release ammonia when digesting se wage. When this
ammonia is eventually changed into nitrates it results in water with a higher
mineral content.
Nitrates and phosphates allow algae in the water to grow very quickly. This
produces an algal bloom on the surface of the water which prevents l ight
getting to the plants growing beneath. These plants die and when the algae
run out of nutrients, they also die. Bacteria then decompose this organic
matter, using up the dissolved oxygen in the water. The table below
summarises how the presence or absence of a species can indicate the level of
an abiotic factor that can be related to pollution.
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Level of pollution
Absent or very low
Oxygen concentration
High
Low/medium
High
Very high
Extreme
Low
Indicator species
Mayfly nymph
Stonefly nymph
Freshwater shrimp
Caddis fly larvae
Bloodworm
Water louse
Rat-tailed maggot
Sludge worm
No animals present
Zero
Ideas for learning and teaching about indicator species
 The concept of indicator species could be applied by learners in problem solving situations.
Learners could carry out a practical investigation of water to see how long
it takes methylene blue to decolourise and relate this to pollution. The
more rapidly this dye decolourises, the more polluted the water will be.
http://berryberryeasy.com/2011/04/berry-list-of-biology-experimentspeka-form-4-part-9-final/
Once the investigation has been completed, learners could critically
evaluate each other’s reports.
 Learners could conduct research in their local area to identify types of
indicator species. Ideally, a variety of environments could be chosen , such
as water courses, upland areas and loch margins. At the simplest level,
school grounds could be used as an outdoor learning activity area
combined with methods mentioned earlier , such as soil analysis and pitfall
traps
 The pollution levels on rivers in industrial cities in the UK have fallen
markedly over the last 30 years. Rivers such as the Thames in London or
the Clyde through Glasgow would make good case studies to illustrate how
indicator species have helped environmental scientists to measure the
progress of these rivers as they return to a more healthy condition. Salmon
have now returned to the Clyde, a river which in Medieval Scotland was
renowned for them, with Glasgow a major exporter of this fish. Salmon
have also returned to the River Leven (a tributary of the Clyde that joins
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it at Dunbarton). This would have been unthinkable in the mid 20th
century when the Leven was heavily polluted by dye works in Alexandria.
http://www.snh.org.uk/salmonintheclassroom/
http://clydeintheclassroom.com/
Reflective questions for learners
 Why is it important that the discharge from an industrial site is constantly
monitored?
 Why should we be so concerned with industrial pollution when there are
examples of biodiversity and species return when industrial polluters close
down?
http://www.bbc.co.uk/nature/14250489
Return to index
The impact of non-native species
Non-native species, whether introduced deliberately or by accident, can have
a devastating impact on native biodiversity. The red squirrel, a native of
Scotland, is being out-competed by the introduced grey squirrel from
America. Red squirrel numbers are falling.
Species
Red squirrel
Habitat
Mixed forest in the UK with
Norway spruce for nest (drey)
building and food
Threats
Grey squirrel, squirrel pox
virus and logging
operations
Ideas for learning and teaching about non-native species
 Information on the following website can be resea rched and the learner
could design an action plan to lessen the impact of the non -native grey
squirrel.
wildlife.visitscotland.com/sixofthebest/red-squirrel
 The conflict between conservation of hen harriers and moorland
management for grouse on Langholm Moor.
 Learners could investigate the background and impact of a range of non native species. Each class member could choose one each or this could be
conducted as group research and presented to other members of the class.
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 Recent reintroductions of former native species (eg osprey, sea eagle,
capercaillie, beaver, reindeer) could also be researched, presented and
debated as to the positive and negative impact on biodiversity as it is at the
moment. How far such reintroductions will go in the future could be the
focus of very lively debate, with proposals for the reintroduction of wolves
and European brown bears.
Reflective questions for learners
 Is the Atlantic salmon doomed? Give a reasoned argument to either agree
with or refute this statement.
 The European beaver has recently been reintroduced to Scotland. What are
the positive and negative environmental impacts of this?
 Taking any alien species, such as Japanese knotweed or Rhododendron
ponticum, in Scotland, evaluate whether a policy of targeted
control/eradication is worth the financial investment?
 Rabbits were introduced to the UK 1000 years ago. What positive and
negative impacts have they had on the native ecosystem? Should they now
be regarded as native species?
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Conflicts
Scotland has many important environments. National Parks have been
recently established in Scotland to manage these environments and resolve
any potential conflicts that may arise. Any investigation should incorporate
responsible citizenship. Learners could become familiar with the fact that
economic decisions are seldom made in isolation and human activities can
have unforeseen consequences in the environment. National parks have been
established in the UK to manage potential conflict and balance the need to
conserve habitat yet allow public access to areas of natural landscape.
Ideas for learning and teaching about land use conflicts that impact on
biodiversity
 A range of national parks can be studied, each with particular landscape
characteristics, climate and biodiversity. Links to all the national parks in
the UK can be found at http://www.nationalparks.gov.uk.
The resolution of the conflict which arose from the building of the
funicular railway in the Cairngorms can be sourced from a variety of
websites, including
http://www.undiscoveredscotland.co.uk/aviemore/funicular/index.html
Loch Lomond National Park is under pressure because of its close
proximity to the Glasgow conurbation. The southern part of the loch at Balloch
is heavily used for water sports.Northumberland National Park (close to
Scotland and under less pressure than other English National Parks) .
Norfolk Broads National Park: a wetland created by industrial activity .
Yorkshire Dales/North York Moors National Parks : limestone alkaline
soils, rare plant/animal life.

Conflict arises in other areas with biodiversity that are not managed as
national parks. Some possibilities for investigative study are as follows:
South Downs/Dorset coast: chalk landscape threatened by urban expansion
by Brighton and proximity to London conurbation, causing recreation
overload.
St Andrews/St Cyrus coastal/sand dune protection measures to prevent
erosion and protect biodiversity. Research studies of such areas could be
supported by sand dune transects from embryo dune, yellow dune, grey
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dune, dune slack, heathland scrub climax, sampling of plant diversify
using quadrats, sampling of insects using pit traps, comparisons of areas
heavily used by humans and less accessible areas.
Donald Trump: new golf course development in north-east Scotland and
the impact on the sand dune system.
Reflective questions for learners
 What impact on the natural environment will occur in the Cairngorm
National Park if the planned improvements to the A9 take place? Will the
upgrade of this major transport route lead to better access and an increased
threat to the rare subarctic ecosystem?
 With a population of 65 million, how much of the British Isles is truly
natural?
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Organisations, policies and legislation
The advice here is to familiarise learners with the need for legislation and for
organisations to carry out policies. Learners will not need to know a list of
environmental legislation.
Local newspapers are an excellent source of information detailing how
environmental legislation is enforced. This could also have the benefit of
encouraging literacy.
The principal source of recent wildlife law in Scotland is the Nature
Conservation (Scotland) Act 2004, but there is a range of other legislation
that is still relevant, including the National Parks Act (2000) and the Marine
Scotland Act (2010). Further advice can be obtained by contacting Scottish
Natural Heritage or the Scottish Government.
The Scottish Environmental Protection Agency, Scottish Natural Heritage and
the Forestry Commission (Scotland) are organisations that carry out
government policy. Non-government organisations such as the RSPB have a
critical role in monitoring and influencing policy decisions regarding
wildlife.
Ideas for learning and teaching about legislation and the organisations
that implement it

Investigating/researching the main bodies involved in policy and
legislation formation, monitoring or enforcement rarely inspires learners.
During research, investigation and debate these organisations will be
mentioned. Practitioners may wish to ensure that the roles these
organisations play in influencing decisions should be included as a natural
part of teaching and learning where, for example, case studies mention
them. Links to these organisations are included below to allow case studies
or research to be supported.
 One approach to explore environmental legislation would be to investigate
the sparrow hawk (Accipiter nisus). How has legislation affected the
number of sparrow hawks and other bird species , including domesticated
ones?
http://www.bbc.co.uk/nature/life/Eurasian_Sparrowhawk#p00by6r6
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http://www.rspb.org.uk/wildlife/features/sparrowhawks_songbirds.aspx
http://www.rspb.org.uk/Images/sparrowhawksandpigeons_tcm9 187597.pdf
http://www.shuonline.co.uk/news/january2010/hawktrialsr25012010.php
 Scottish Environment Protection Agency (SEPA)
http://www.sepa.org.uk/default.aspx
This is the main SEPA home page with links to more detailed information
regarding waste, flooding and land management.
http://www.sepakids.com/
A website aimed at young people to explain flooding, waste management,
farming and its impacts.
 Environmental Protection Agency (EPA)
http://www.environment-agency.gov.uk/
Similar role to SEPA but covers England and Wales .
 Royal Society for the Protection of Birds (RSPB)
http://www.rspb.org.uk/ourwork/conservation/advice/farmhedges/index.as
px
Provides a history of hedgerows in the UK, the vital role they play in
biodiversity and advice to land managers on the best ways of maintaining
them to preserve biodiversity.
http://www.rspb.org.uk/ourwork/farming/advice/
This website provides advice to farmers about all aspects of conserving
biodiversity on their land.
http://www.rspb.org.uk/ourwork/conservation/species/species.aspx
This site explains why the survival of all wildlife species is vital and
which species are in danger.
 Forestry Commission (FCS)
http://www.forestry.gov.uk/forestry/INFD-7m8f59
This part of the Forestry Commission website is the most appropriate for
biodiversity. It examines forestry and climate change, carbon sequestration
and landscape restoration in the 21st century.
 Scottish Natural Heritage (SNH)
http://www.snh.gov.uk/land-and-sea/
Links to pages offering guidance on managing freshwater, recreation, land,
coasts, sea and wildlife. This page also links to a page exploring marine
aquaculture (fish farming).
http://www.snh.gov.uk/protecting-scotlands-nature/
This page has links to protecting nature and species , including information
about protected species and wildlife crime.
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http://www.snh.gov.uk/climate-change/
This page provides information about climate change, how it is affecting
Scotland, ocean acidification and the threat climate change poses to
biodiversity.
Reflective questions for learners
 What difficulties do organisations face when monitoring threats to
biodiversity in remote areas (eg theft of rare birds’ eggs)?
 To what extent should humans intervene when certain native species ( eg
red deer, badgers) become overpopulated due to past human actions?
Return to index
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Further research
http://www.arkive.org/
ARKive is the world’s centralised library of films and photographs of the
world’s endangered species and habitats, freely accessible to all online for
private research and internal educational purposes.
http://www.kelso.scotborders.sch.uk/Climate_Change/Welcome.html
This is an excellent learner resource. It covers all imaginable aspects of
climate change. Each letter links to appropriate v ideo resources or
animations. The biodiversity section alone covers many topical case studies
from around the globe. This is good starting point on which to base a series
of case studies to encourage learners to do further research or simply to
support lessons.
http://www.hutton.ac.uk/
The James Hutton Institute is an international research centre based in
Scotland. It employs top scientists speciali sing in soil science and
biodiversity.
http://www.naturedetectives.org.uk/
Run by the Woodland Trust this site has free downloads. Although aimed at
younger children, some of the packs may still prove to be informative for
National 5 learners or as visual resources for practitioners.
http://www.opalexplorenature.org
OPAL is a partnership initiative celebrating biodiversity, environmental
quality and people’s engagement with nature. It encourages the public to
take part in surveys of soil, air, water, climate and biodiversity. It
encourages blogging and provides links to environmental scientists. It is
supported by many English universities and the Natural History Museum,
and is lottery funded.
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HUMAN INFLUENCES ON BIODIVERSITY
TES online resource bank (http://www.tes.co.uk/, click on ‘Teaching
Resources’)
Free downloadable resources such as lesson plans, PowerPoint presentations
and worksheets. The geography resource area has an excellent section on
biodiversity. There are also many links to external websites. The resources
are arranged by traditional subject area and are categori sed according to
target audience, eg biology or geography KS5. Key stages 4 (KS4) or 5 (KS5)
are probably the most suitable to use for Nation al 5. You have to register as a
user but this is also free.
Media
Television programmes such as ‘Countryfile’ (BBC, Sunday nights) or radio
programmes such as ‘Out of Doors’ (BBC Radio Scotland, Saturday
mornings) often cover articles directly related to biodiversity issues.
The John Muir Award
Practitioners may find that incorporating complementary certification within
their core curriculum aids learning and teaching as well as greatly increasing
the enjoyment and enthusiasm levels of learners. One example is the John
Muir Award scheme, through which learners can discover a wild place and
explore it, take responsibility for conserving it and finally share their
experiences.
Information can be found at http://www.jmt.org/jmaward-home.asp
andhttp://www.educationscotland.gov.uk/marksonthelandscape/index.asp .
These websites offer support and links to assist with developi ng creativity
and creative lessons linked to Scotland’s landscape.
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Skills for learning, skills for life and skills for work
Literacy
Learners are required to read articles and scientific information in order to
identify, understand and reflect on key points.
Numeracy
Learners are required to use scales to measure and take measurements in an
accurate fashion and present percentages using pie charts, bar charts, line
graphs, etc.
Health and wellbeing
Learners are required to appreciate concerns over Biodiversity.
Employability, enterprise and citizenship
Learners are encouraged to listen to peer viewpoints and identify key issues
in order to gain an informed perspective on the topic.
Thinking skills
Learners are required to develop reasoned arguments in response to a
dilemma.
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HUMAN INFLUENCES ON BIODIVERSITY
Approaching learning and teaching using the Human Influences on
Biodiversity context described within this advice and guidance offers
opportunities to prepare learners in:
 Human activities, which can affect ecosystems, from a positive and
negative view-point, including species reduction or increase, extinction
and loss of biodiversity.
 The effects and prevention measures that could be taken.
 The role of indicator species in environmental monitoring.
 The impact of non-native species on ecosystems.
 Sampling using qualitative and quantitative techniques, sources of error
for each technique.
 Measuring abiotic factors and using data to assess their effect on the
distribution of organisms.
There are opportunities for using this as a context for learning in other
curriculum areas, eg:
Geography: The positive and negative impact of humans on the environment,
including human influences on biodiversity, water use, food production,
energy use and issues in waste management (including minimising waste,
recycling, responsible waste disposal and methods of waste disposal which
minimise the impact on the environment) are investigated in geography.
It may be possible to consider the ecological impact of urban expansion in the
context of town models. The impact of modern intensive farming may also be
investigated in conjunction with geography if examining farming as a land
use. National parks and forestry as a land use in upland areas are common
topics in geography and may also be examined in environmental science.
River studies in geography could also support investigations in environmental
science into flood control and might also comple ment weather studies looking
at the increasing intensity of rainfall events possibly linked to climate
change.
Biology: Considerable opportunities are available to compliment work
learners might be undertaking in biology, including research into genetic
foods, production of medicines and bioclimatic zones.
Possibilities for complimentary investigative work include pollution of air
and water that may destabilise ecosystems, habitat destruction by humans ( eg
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HUMAN INFLUENCES ON BIODIVERSITY
deforestation, desertification. endangered spec ies) and biological control as
an alternative to pesticides for intensive farming.
Fieldwork investigation in biology can also support learner work for
environmental science, eg fieldwork on Caledonian forests, sea lochs, heather
moorland or niches of Scottish wildlife (wildcat, red squirrel, red grouse,
Scottish crossbill). Identical sampling techniques should be employed ( eg
quadrats, transect, pitfall trap, Tullgren funnel, pooters or sweep net) or
techniques for abiotic factors (eg temperature thermometers or probes, light
meters, pH meters or chemical test).
Sources of error should also be investigated for sampling techniques and
opportunities given to explain how they might be minimised.
Chemistry: Fieldwork analysis in environmental science supported through
chemical analysis techniques for monitoring the environment and methods for
reducing pollution and titration with calculations (eg water and soil analysis).
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