Y10 Living with the Phys Env - Section B : Living World (Aut/Spring 2019)

CW                    DATE:

TITLE:


ENTRY TASK:

INTRODUCTION

KEY TERMS:

ACTIVITIES:

PLENARY:


HW:


Our next unit of study

Ecosystems.
Ecosystems is contained within section B of the syllabus.

It is divided into two sub-sections:

Section in text book                                                                                          Page in text book

Ecosystems

1. 5.1 Introducing a small-scale ecosystem52
2. 5.2 How does change affect ecosystems?54
3. 5.3 Introducing global ecosystems56

Tropical Rainforests

1. 6.1 Environmental characteristics of rainforests58
2. 6.2 Causes of deforestation in Malaysia60
3. 6.3 Impacts of deforestation in Malaysia62
4. 6.4 Managing tropical rainforests64
5. 6.5 Sustainable management of tropical rainforests

Unit Title: The Living World.

Source pack for L1 and 2 - HERE

CW               DATE: 7th and 8th January 2019

TITLE:
Introducing a small-scale ecosystems


ENTRY TASK:
Think about and share your ideas with a neighbour....

Q. What does this child need to live?

INTRODUCTION
Definition (copy or write your own after having read this):

An ecosystem is a is a natural system in which all natural components of the environment are linked together and interdependent. It consists, therefore, of both living and non-living parts (Biotic and Abiotic). 

For example:

KEY TERMS:

Some key terms:

(This can also be found on pp52 of the text)

Action:1. Using the table above (or on pp52) to assist you, match the terms below with their correct meanings (Copy of table - HERE)

ACTIVITIES:
Action:

1. Using the illustration above as a stimulus, we can sketch out a diagram showing the components of an ecosystem as follows... make a copy in your book.

2. In brackets next to each of the 4 "spheres" write in what each means and add some examples from the diagram above... one has been done for you.

Note: Each of the blue lines shows a two way connection between each of the four main realms.


3. Using both illustrations above to assist you... suggest how: 

• ... the Biosphere and the atmosphere are connected in both directions.
• ... the Lithosphere and atmosphere are connected.
• ...the Hydrosphere and biosphere?

Any problems?

All above covered as part of cover lesson and this worksheet - HERE



Ecosystems can be identified at different scales...

• A localised, small scale ecosystem could be a pond, woodland or the environment under a rock or in a rock pool.

• Global or large scale ecosystems (in which there are similar sets of components and similar physical conditions) are termed Biomes. Tropical Rainforests are a biome as they are found across the world at specific latitudes and share a range of common biotic and abiotic characteristics (although the actual species may vary between them)

PLENARY:



HW:
Learn the New Vocab.. definitions.

CW                    DATE:
                          7th and 8th January 2019TITLE:
Ecosystems, food webs and food chains.
ENTRY TASK:

INTRODUCTION
An ecosystem diagram often shows each part of our environment eg Air, Water, Land and Living things.

Its arrows/lines also shows how they are linked together and depend on each other (This is called "Interdependence").


Because we, and the whole planet, need each component, we can think of an ecosystem diagram as showing a "life support system". If parts were missing or damaged, life would be more difficult or be destroyed.


Key Terms:

Interdependence - 

Biosphere - the sphere of life (Bio)

Biotic - Living things (eg plants and animals)

Abiotic? - Non-living things eg water, air, rocks)


ACTIVITIES:
Note making/classroom discussion - 
Copy and complete (where necessary):

If we focus in on a small ecosystem, we can begin to see and study its living (biotic) parts in more detail (Q3a, b, c of previous pack)

What do we call the type of diagram in 4a?

Food chains (and thus food webs) can be divided into different feeding levels (or "trophic" levels).

• The first level is the Producer level which convert light energy into chemical energy (ie plants).
• The second level are Primary Consumers who eat the Producers ie Herbivores
• The third level are Secondary Consumers who eat the Primary Consumers :( ie Carnivores_.
• The fourth level are called Tertiary (3rd) Consumers who are often, though not always, Omnivores (eat both plants and meat)

Energy and nutrients flow between the trophic levels... but some is always lost at each trophic level due to, for example, excreta and heat loss due to movement etc.



Food web/Trophic Pyramid exercise (Change affecting an ecosystem)


Convert to a trophic pyramid?

Complete the questions pp 53 of text.



PLENARY:


Review effects of a change affecting a small scale ecosystem.


HW:

Complete any questions remaining from the Introductory Pack.

 

CW                    DATE:  2019

TITLE:
How can changes affect a small scale ecosystem?
ENTRY TASK:
Review of core vocabulary related to Food Webs and feeding relationships.

INTRODUCTION

KEY TERMS:

ACTIVITIES:
Source sheet HERE

Complete activities on pp 1 of the source sheet.
Feedback and check understanding.

PLENARY:
Complete the following from the source above.

Challenge:

1. Using your food web/trophic pyramid to assist you, describe the possible consequences of the loss of Owls from the system.
2. What might cause Owls to disappear from this ecosystem?

HW:

CW                    DATE: 15th January 2019

TITLE:

Why might Organisms be lost from an ecosystem and with what effects?

ENTRY TASK:

Consequences if organism removed - eg Silent Spring (Rachel Carson)

INTRODUCTION

Biomagnification is the process in which toxins are concentrated in an organism as larger animals continue to eat smaller animals. This process moves toxins up the food chain to larger organisms and is of particular concern with regards to concentrating dangerous toxins in larger species.

KEY TERMS:

ACTIVITIES:

Page 2 of Source sheet HERE

PLENARY:

HW:

(17th Jan) - complete acts from pp 53 then onto actual changes affecting an example ecosystem (choose an aquatic example), describe the change and explain the effects... DNo to prep.

Nutrient cycling? Intro the Gersmehl diag in general form?

CW                    DATE: 
                          17th and 21st January 2019

TITLE:
Nutrient Cycling in Ecosystems
ENTRY TASK:
Overall, to what extent do you think that the loss of, say, a top predator from a food web will change the Biomass in an ecosystem? 

Discuss and explain your view with a neighbour.

Feedback.

Before we are able to answer the above question more fully, we need to look at NUTRIENT CYCLING in ecosystems...

INTRODUCTION

Nutrient cycling involves the cyclic ........ of the ingredients needed to support ............... life through the various biotic and ............ components of an ecosystem. As such, nutrients pass through plants and animals and are ............ to the soil via the process of decay. At various points some nutrients may be ......... from the cycle, but there are also additional ............ that should, in theory, make up for the losses.

WORDBOX

organic  inputs    flow     lost    returned    abiotic

KEY TERMS:


Nutrient - compounds in foods essential to life and health, providing us with energy, the building blocks for repair and growth and substances necessary to regulate chemical processes

Cycle - a series of events that are regularly repeated in the same order.

Input - the addition of something to, for example a system. 

Output - The loss of something from a system

Flow - A transfer from one part of a system to another (could be energy or matter)


ACTIVITIES:

1. In 1976 P.F. Gersmehl  attempted to model the nutrient cycle by mapping the transfer and storage of nutrients in an ecosystem. In all nutrient cycles there are interactions between the atmosphere and soil that incorporate many food chains. The following is a generalised (not specific to any particular ecosystem) Gersmehl Nutrient Cycle Model...




Make a copy of the diagram in your exercise book (include the labels).

2. On your copy:

a. Colour code the STORES as shown in the Diagram (BLUE, GREEN AND PINK)

b. Colour code the FLOWS between Stores in YELLOW.

c. Colour code the INPUTS and OUTPUTS (also flows) in ORANGE and PURPLE respectively.

You may use alternative colours provided each of the above is identified effectively.

3. Define any of the following terms used in the diagram that you currently do not know:

• Weathering
• Biomass
• Precipitation
• Litter
• Runoff
• Decay
• Leaching

From Here NL (Monday 21st Jan 2019)

4. Different types of ecosystem produce different versions of the model. The inter-relationships between nutrient stores and flows will be affected by climatic factors e.g. temperature and rainfall. 

The proportion of nutrients in the stores varies and is represented by the circles and the amount of nutrients being transferred around the stores also varies. Again this flow is represented proportionally, but this time by arrows... 

Hence Gersmehl diagrams will differ between biomes such as tropical rain forest, taiga and desert e.g. 

5. Comparing Biomes (see source HERE):

Tropical Rainforest

• Most ……………. are stored as …………… (litter is rapidly decomposed and vast roots …………..  draw nutrients from soil)
• There is a fast rate of ……………. between stores (hot and wet conditions promote precipitation, runoff, …………….. and leaching)

Wordbox:

Weathering     nutrients biomass    transfer   quickly    

---

Taiga (Coniferous/Pine Forest)

• Most nutrients are stored as …………. (low temperatures slow down decomposition which ………... nutrient transfer to ……... and biomass)
• There is little nutrient gain from ………………. or weathering due to low levels of rainfall (cold temperatures produce snow and freezes water to create a physiological drought)
• There is little nutrient …….. via leaching (due to low rainfall) but surface ………... may be high at certain times (if the snow melts)

Wordbox:

soil    litter   runoff delays   loss precipitation

---

Desert

• Most nutrients are stored in the ……. (few plants exist to store nutrients as biomass or produce litter)
• There is little …………. gain from precipitation and little nutrient loss via ………... due to very low levels of rainfall
• The amount of weathering and ……………. is negligible to to absence of water

Highlight to reveal (in order) - Soil   nutrient   runoff leaching

6. Explain why the largest STORE of nutrients is different in each of the Biomes.

From here NL 22nd Jan 2019 7. How might the flow and storage of nutrients be altered by deforestation? Discuss in relation to one or more of the Biomes illustrated in the Gersmehl diagrams above.



PLENARY:
How useful are the Gersmehl diagrams in helping us to describe and understand change in ecosystems? 




HW:






CW                    DATE: 22nd January 2019

TITLE:
How can change affect small scale ecosystems?
ENTRY TASK:
Review of Nutrient cycling as illustrated by Gersmehl diagrams.

Summarise how G diagrams help us to understand the functioning of an ecosystem.

INTRODUCTION
Study the food web below:



Describe and explain one change that might affect this ecosystem.

KEY TERMS:
Eutrophication - 

ACTIVITIES:
Look at Photo sources:











Outline the process of eutrophication diagrammatically (flow diagram)


PLENARY:

What is happening here/why?


HW:
Learn the process of eutrophication thoroughly Eutrophication - Here
CW                    DATE: 24th January 2019

TITLE:
Global Ecosystems (Biomes)



ENTRY TASK:
View the Eutrophication Video/slide show - HERE

Complete the GCSE practice exam question - HERE (Need lined paper too)





INTRODUCTION


Study map A on pp 56 of the text (www.kerboodle.com)

Can you discern a general pattern in the distribution of these large scale ecosystems? What is it?





Notes:

 At a very large scale, we call ecosystems Biomes. They are distinguished, mainly, by the type of plants that grow there. Thus we have Tropical Rain forest, dominated by rich growth of deciduous, broad-leaved trees and shrubs and comprised of several distinct layers of vegetation.

Biomes form broad latitudinal belts  across the world from East to West that run parallel to lines of latitude.






The reason for this pattern is that the Biomes are influenced by climate which also varies by latitude due to the Global Atmospheric Circulation.





KEY TERMS:

Biome - A large scale ecosystem... often covering a region of the world eg Equatorial areas have Tropical Rain Forest.
Latitude - The horizontal divisions of the globe used to provide locational references (the equaltor is zero latitude and the number increases with distance from the equator)
Distribution - Where things are. Geographers often look for distribution patterns)

Global Atmospheric Circulation - The model of air circulation in the atmosphere at a Global scale. Three basic cells of circulation are usually identified.

ACTIVITIES:

To do from here NL 29th Jan 2019
Also outline Exam stuff

1. The pattern of global atmospheric circulation - Illustrated and explained.

Layout - HERE

• Hemisphere
• Equator - most intense heating from the Sun
• Convection - Heat + daily rainfall (TRF)
• Lateral spread of air in upper Troposphere
• Cooling, and sinking... at @ 23 - 30 degrees latitude (the Tropics)
• ...as air sinks it re-heats, expands and is able to hold onto moisture... no cloud/rain - Hot Deserts
• Lateral flow of descended air at surface level (wind). Broadly to the North (or South in S Hem).
• Meets cold polar air stream at about 50-55 degrees of latitude.
• Cold air meeting warm moist air from Tropics leads to condensation and Frontal Rainfall + uplift of warm air.
• Uplifted air in upper Troposphere again flows laterally N toward the Poles where it will get cold and sink or to S where it will cool and sink back toward the Tropics.

  



PLENARY:



HW:



Complete the GAC from last lesson, then...


CW              DATE: 29th and 31st January 2019

TITLE:
Tropical Rain forest Biome

ENTRY TASK:

Complete brainstorm of the characteristics/features of TRF (Ref pp 55/6? of text)

INTRODUCTION


KEY TERMS:

ACTIVITIES:

Examination Revision for Spring Term Exams







PLENARY:

GCSE Bitesize Learning Check  - HERE 

HW:

See source material for TRF Biome review and learning check...

Here
and 
Here
Quick review - Nutrient cycling (web site HERE)

CW                    DATE: 5th February 2019

TITLE:
Tropical Rain Forest - Introduction
Y10 will have mostly completed as indep. investigation... Crossed through what can therefore omit in 2019/Y10


ENTRY TASK:
GCSE Bitesize Ecosystems/Biomes Learning Check  - HERE 

INTRODUCTION

One of the world's richest and most diverse global ecosystems is the Tropical Rain Forest. Its value to humanity and the world as a whole make the threats faced by this biome of considerable concern.

KEY TERMS:

Biome - A large scale ecosystem stretching in latitudinal bands around the planet.

Equatorial - Located near or on the Equator (Zero degrees of latitude)

Tropical Rain Forest - A biome consisting of broad leaved, deciduous forest located in equatorial regions of the World

ACTIVITIES:

In this activity you will be investigating, describing and explaining the distribution of Tropical Rainforest Biomes globally... 

1. Using the map on page 56 of the text, complete your own world map to show the global distribution of TRF. (Need world outline map to HO HERE)

2. Include a title for your map and a key/labels.

3. Add names of continents, oceans and label some of the countries that have TRF biomes.

4. Add key lines of Latitude.


5. Describe and explain the distribution of TRF - Sheet HERE

PLENARY:

What are the key environmental controls in TRF?
How does this explain their distribution?
What are likely temperatures and rainfall amounts in TRF?
Give THREE plant adaptations to the environmental opportunities/challenges of TRF Biomes?
Explain TWO of the adaptations.
What is biodiversity and what is its value?

HW:

Revise





CW                    DATE: 14th Feb 2019

TITLE:
Environmental characteristics of Tropical Rainforests



ENTRY TASK:

HERE:

Globally, ................... tend to be arranged in ...................... bands across the Earth. This is because the main determinant of the type of ecosystem is ................ which varies with distance from the ................. 

Other factors also play a part in what type of ecosystem is found in a region. These include:

• ocean currents 
• prevailing ............ direction
• distribution of land and sea.

Thus, the interior of ..................... (far from oceans) tend to have drier climates and so ..................... and deserts are likely rather than woodland/forest.

Wordbox:
equator   continents   ecosystems 
climate   latitudinal   wind     grasslands

Review (from the video previous session) the defining characteristics of Tropical Rain forests (try to include facts/figures)

INTRODUCTION



KEY TERMS:

ACTIVITIES:

1. Using diagram B on page 22 of the text, explain the distribution of TRF shown on your map. See worksheet/support - HERE

2. Complete task 2 from pp 59 of the text (Use diagrams in your answer)

3. Make your own copy of figure C on pp 59 to show both the Structure of the Rain Forest and some of the Plant Adaptations found in this biome. Include labels and colour!

OR use...

Support Sheet: HERE

CW                    DATE:

TITLE:
Deforestation of Tropical Rainforest in Malaysia - Case Study

Source sheet - HERE 

ENTRY TASK:
Refer to page 60 of the core text... what does deforestation mean? Record a definition in your exercise book as a key term.


INTRODUCTION
Causes and Effects of Deforestation - HERE
(up to 4:21mins)

Map: 





Intro:
1. Using the map above, write a description of the location of Malaysia in your exercise book. Use geographical language and information from both the global inset map and the regional map. 

NB Three scales of detail... Global (SE Asia), Regional (N of the Equator), National (Peninsula and Island of Borneo)





KEY TERMS:

Deforestation - 

Malaysia - A country in Indonesia consisting of both a peninsula and part of the island of Borneo.


ACTIVITIES:


Activities:
2. Referring to pp 61, describe the causes of deforestation in Malaysia? You may choose to draw this as a spider diagram.

3. Suggest why countries such as Malaysia are prepared to deforest their TRF despite its ecosystem and life-supporting value.

Plenary task:
Explain why "slash and burn" subsistence farming, (as carried out by many settlers) undermines the forest's nutrient cycle and eventually will lead to farms cleared in this way becoming unproductive (in 3 to 5 years)



Orangutan Diaries (Palm Oil Plantations)- HERE
Borneo Deforestation - HERE (Palm Oil)


Support Doc - HERE

fb/GPOP
Tag your work... then we are going to reflect on learning from last lesson... by doing...

..."STOP AND JOT"...


The economic development of a country is closely linked to the wealth of its people and their quality of life. It affects individuals through such things as the goods available, services such as health care, education and also the jobs that people do. 



Elected governments such as that in Malaysia, depend on votes to gain power. As such, they endeavour to improve people's lives often through economic means. One way to do this is to exploit the countries natural resources... in the case of Malaysia this includes areas covered by tropical rain forest. For example, minerals and land for agriculture. The pressure to develop, and to develop quickly, is one of the reasons that deforestation is taking place rapidly in places such as Sarawak. 



In the longer term, rapid exploitation of forest areas may deprive Malaysia of a valuable asset (natural forest and its biodiversity) and the world of an environmental as well as economic asset. 





So, what are the impacts of deforestation in Malaysia and is it possible to use the forest without destroying it?



PLENARY:




HW:

Y10 2019 - Feb:
Onto Impacts of deforestation; Management of TRF; Why they should be protected; Sustainable management approaches.

25th Feb - Use the text and go through with class... pp 62/3 (make key notes).
Complete tasks 1b, c, d and 2 for NL (pp63)

Onto pp 64/5 and 66/7 - See notes in Online Text and lessons below.







CW                    DATE: 28th February 2019

Pick-up from Cover lesson on 26th:

Fedir needs to do his Exam as he was absent prior to half term. Can he please at vacant desk to right and front of class to complete. No notes or text allowed. - Not done as I forgot to include exam paper... so do today 28th

Rest of class do the following:

TITLE: Managing Tropical Rainforests

1.Read pp 64/5 of the core text.
Answer questions in Blue Box pp 65

2.Make two lists… one to outline the benefits of exploiting/deforesting TRF and one of the benefits of conserving the TRF.

3.Answer the following question:

“The rainforest is more valuable when it is left intact than when it is destroyed”

 With reference to a case study, use examples to support or challenge this view.

(9 marks)

Collect books to mark their responses.

Today:


CW                    DATE: 28th February 2019

TITLE:
Alternative Futures - Sustainable Development
ENTRY TASK:
a. Quick check... describe the location of Malaysia from the map below:


Three scales of detail... Global (SE Asia), Regional (N of the Equator), National (Peninsula and Island of Borneo)



b. Source Sheet - Impacts of deforestation in Malaysia: HERE

INTRODUCTION
In your last lesson (covered) you were learning about how the TRF could be managed to ensure greater sustainability for the future...

The economic development of a country is closely linked to the wealth of its people and their quality of life. It affects individuals through such things as the goods available, services such as health care, education and also the jobs that people do. 

Elected governments such as that in Malaysia, depend on votes to gain power. As such, they endeavour to improve people's lives often through economic means. One way to do this is to exploit the countries natural resources... in the case of Malaysia this includes areas covered by tropical rain forest. For example, minerals and land for agriculture. The pressure to develop, and to develop quickly, is one of the reasons that deforestation is taking place rapidly in places such as Sarawak. 

In the longer term, rapid exploitation of forest areas may deprive Malaysia of a valuable asset (natural forest and its biodiversity) and the world of an environmental as well as economic asset. 

KEY TERMS:

ACTIVITIES:

1. Using your prior learning (Application of knowledge and understanding) and pages 62-67 of the text, you are to write a detailed letter to the Minister of Development in Malaysia (Redzuan Yusof) about deforestation in Malaysia and alternatives for sustainable development.

See support sheet - HERE (includes Scaffold)
PLENARY:




2. TRF Multichoice bitesize test -  HERE

HW:

Skills Pod:

Show - Climate Graphs Skills Pod 0.1 + set Worksheet 6.1 Environmental Characteristics of TRF

Resources:
Skills pod 0.6 (climate graphs)
www.kerboodle.com/app/courses/30600/modules/resources#


Worksheet: 6.1 (6+2+2 marks) - Set as HW?

To Set Hot Deserts - Independent study:

Outline-
Hot Desert Biome page 68 to 77

Using the textbook, carry out an independent study of the biome. You are recommended to follow the order and structure in the text (include sub-headings) and you may choose to make notes, spider diagrams etc and to answer some or all of the associated questions.

Use sketches and diagrams where appropriate.

The "stretch yourself" activities on double page spreads are recommended to broaden and consolidate understanding as well as to develop research skills.

Guidance section 1 (Knowledge Grid headers) - HERE


Your learning from this unit will be tested/assessed during the week of... 

Learning Check 1 - Hot Deserts - HERE

Learning Check 2 - Hot Deserts - HERE

Learning Check 3 - Hot Deserts - HERE

Learning Check 4 - Hot Deserts - HERE


Practice Question pp 77 - Assessment

CW                    DATE: 5th and 7th March 2019
Title: 
Deforestation of Tropical Rainforest in Malaysia - Case Study

Source sheet - HERE 


ENTRY TASK:
Using the H.O. provided (above), define deforestation and then write a description of the location of Malaysia. Use geographical language and information from both the global inset map and the regional map


NB Three scales of detail... Global (SE Asia), Regional (N of the Equator), National (Peninsula and Island of Borneo)

Map: 




Key Terms:
Deforestation - see activity

Malaysia - A country in Indonesia consisting of both a peninsula and part of the island of Borneo.

Peninsular - A "finger" of territory sticking out into the sea or ocean eg the Malaysian Peninsular


Palm Oil - an edible vegetable oil derived from the fruit of the oil palms.


Sustainable - causing little or no damage to the environment and therefore able to continue for a long time

Development - growth or changes that make something become more advanced. In geography we usually mean "economic development" and thus increased wealth that allows for the improved standard of living and quality of life of a place's inhabitants.

Activities:

1. Verbally to your neighbour: 
Suggest why countries such as Malaysia are prepared to deforest their TRF despite its ecosystem and life-supporting value

1a. Complete the following:


Support Doc - HERE

Cloze re above - See plenary below for check


2. Using the text book (pages 62/63) to help you, summarise the impacts of deforestation on the Knowledge Board provided.  HERE

7th March 2019:
View: 
Borneo Deforestation - HERE (Palm Oil) c 6 mins

Palm oil threatens indigenous life in Malaysia (Dendi) - HERE

then onto letter... brainstorm a structure...

Due for next Tuesday (12th March 2019) - Im on FT!

Then go on to indep study of Hot Deserts... See the Knowledge organisers...





Plenary task:

..."STOP AND CHECK"...


The economic development of a country is closely linked to the wealth of its people and their quality of life. It affects individuals through such things as the goods available, services such as health care, education and also the jobs that people do. 



Elected governments such as that in Malaysia, depend on votes to gain power. As such, they endeavour to improve people's lives often through economic means. One way to do this is to exploit the countries natural resources... in the case of Malaysia this includes areas covered by tropical rain forest. For example, minerals and land for agriculture. The pressure to develop, and to develop quickly, is one of the reasons that deforestation is taking place rapidly in places such as Sarawak. 



In the longer term, rapid exploitation of forest areas may deprive Malaysia of a valuable asset (natural forest and its biodiversity) and the world of an environmental as well as economic asset. 

ACTIVITIES:

1. Using the text book (pages 62/63) to help you, summarise the impacts of deforestation on the Knowledge Board provided.

2. Draft a statement to be made to the Minister for Development of Malaysia expressing your views about one of the threats of deforestation.

Support - HERE

3. Suggest how Malaysia should manage its path toward development... how can it both improve the lives and wealth of its citizens and still protect the rain forest from destruction?


PLENARY:

Feedback

HW:









CW                    DATE: 
  

TITLE:
How can the Tropical Rain forest be used more sustainably?


ENTRY TASK:

1. Give one reason the Tropical Rain Forest is being destroyed (pp 61)

2. Give one reason that the forest should be protected (pp 65)

3. Give one way that the forests could be protected (pp 66)



INTRODUCTION

Jot the Key elements...

To protect the world's tropical rain forests they need to be managed sustainably. There are two main reasons for attempting this:

i. to make sure that TRF remains a lasting resource for future generations.

ii. to allow valuable rain forest resources to be used without causing long term damage to the environment.

Indigenous rainforest people have proved over many generations that it is possible.  

KEY TERMS:

Development - growth or changes that make something become more advanced. 
Sustainable -  causing little or no damage to the environment and therefore able to continue for a long time
Environment - everything that is around us. We depend on it for our lives, health and prosperity.


ACTIVITIES:

1. Remember pages 61, 65 and 66 are good sources of material to use in your letter to the minister of Development in Malaysia... Use them to demonstrate that you understand the pressures to develop, the importance of protecting the forest and ways that sustainable use can be achieved... these are key tenets of your statement.

2. Complete the statement to  the Minister of development in Malaysia - See the task sheet and the scaffolding sheet provided.

3. Assess the extent to which the tropical rain forest is more valuable when left intact than when it is destroyed.

In an "assess" question you need to weigh-up or evaluate the options (ie value of intact or destroyed forest). 

Set out, explain and evidence at least two reasons in support of each option. 

Draw a conclusion - which side of the statement do you agree with?... or do you have a more sophisticated response (perhaps to do with the benefits/value at different time scales?)


PLENARY:

Feedback... sample statements to read out.

HW: - HERE

Check in your food cupboards at home... make a list of products that use Palm oil as one of their ingredients.


What would happen to Palm Oil production if populations in High Income Countries such as the UK insisted on buying only sustainably produced Palm Oil? (write a sentence or two explaining) 









Finish Unit with Exam Practice questions.


Prep and exam Q for NL (with source material)... describe/explain? - See HERE 

TRF on BBC Bitesize - HERE - PO Characteristics summary...

Final Tasks for TRF:
Date: 11th March 2019

List and briefly describe the four approaches to sustainable forest management and protection outlined on pp 66/67.

Consider the roll that external, international agreements or pressure have to play in these approaches... record your ideas as notes or a brainstorm diagram.

Skills activity:
Climate graph skills pod... 01 + the activity sheet to draw a climate graph of Manaus









Entry Task:




Key Terms:

CW                    DATE:

TITLE:


ENTRY TASK:

INTRODUCTION

KEY TERMS:

ACTIVITIES:

PLENARY:





HW:

So, what are the impacts of deforestation in Malaysia and is it possible to use the forest without destroying it?




CW         DATE:   
               9A2 - 23rd and 27th November 2018
               9B1 -  27th November 2018
                          

Green inserts, pathways and targets for progress (GPOP)...

• Understand the different command words eg describe, explain, suggest, assess.
• Follow the command word closely... check as you write that you are responding to the command in the task or question (BUG approach)

• When making a point, also try to explain it and offer evidence to support it (PEEL approach)

• Make connections between current learning, past learning and learning that you have achieved in other subjects (Deeper learning)

• Give yourself two smart targets (Spesific and Achievable, Measurable ie can see when met and Time limited - so that you have a specified period of time to achieve) that would help you to progress.

Video - Alternative Green Futures - HERE



 
CW            Date:  

Title:
Geographical Skills and Applications

WORDBOX:
biome     threatened  equatorial  constant      high

Copy and complete using the WORDBOX above to help...

The tropical rainforest is a .............  with a ................ temperature and a .........  rainfall. The level of humidity and density of the vegetation give the ecosystem a unique water and nutrient cycle. Rainforests around the world are ................. by human expansion. 

Tropical rainforest biome is found in hot, humid environments in ..................  climates. They contain the most diverse range and highest volume of plant and animal life found anywhere on earth.

[5 marks]

Study the climate graph below and answer the following questions... 
(Highlight for answers)

1. The climate graph shows temperature and precipitation for Manaus, in Amazonia. Which continent is this in?

[1 mark]

South America

2. In general terms, how would you characterise the Tropical Rainforest climate?

[2 marks]

Hot, wet and humid with high level of consistency in temp and more seasonal in precipitation.

3. What are the ranges of temperature and precipitation?

[2 marks]

Temperature range is GIVEN... 2 degrees C. Precipitation max is c320mm and min is c10mm, thus the range is around 310mm

4. What are the average levels of temperature and precipitation?

[3 marks]

Precip total is given as 2104mm so simply have to divide by 12 months ie 175mm per month. Average temperature can be estimated using the range of 2 degrees C and max/min temps ie 26 to 28 degrees C. Thus, average is middle of the range at about 27 degrees C.

5. Compare the variability of temperature and rainfall on the graph (use the terms: seasonal and monthly and include data for the maximum/minimum temperatures and precipitation in your answer).

[6 marks]

Temperature varies very little monthly with a total range of only 2 degrees C annually. Precipitation is, however, more seasonal with a drier period between June and November. However, the climate is hot and wet with a maximum precipitation level of about 330mm in March and minimum of 10mm in November. Temperatures range between biome     threatened  equatorial  constant      high
a maximum of 28 degrees C in September and a minimum of 26 degrees C in December

6. To what extent and in what ways is deforestation today likely to cause problems for the longer term future for both Malaysia and the world in general?

[10 Marks]

Review and Geographical/Study Skills (X 2 lessons).

Cover work for 7th and 10th Sep
Worksheet  - HERE (replaces the section below)


CW                Date: 7th and 10th September 2018

Title:
Tropical Rain Forest Biome -Review and Geographical Study Skills.

Source Sheet - HERE

Intro:
In this section, consisting of two lessons, you will revisit some of the core learning about tropical Rain Forest and develop your geographical communication and presentation skills.


Entry Task:
Where are TRF found globally (general distribution and example places).
Explain how and why global climate patterns cause this distribution pattern.

Key Terms:
Forest Structure - The lateral arrangement of the plants comprising the forest. In TRF this includes Ground, Shrub, Under-canopy, Canopy and Emergent layers.
Plant adaptation - Ways in which specific plant species have changed that makes them better suited to particular conditions of, say, climate. Drip Tips are one example and thought to improve the ability of leaves to shed water... a benefit in regions of high rainfall.
Species - a group of living organisms consisting of similar individuals capable of exchanging genes or interbreeding. 
Nutrient - a substance that provides nourishment essential for the maintenance of life and for growth.
Nutrient cycle - the movement or exchange of nutrients between organisms that involves ecological recycling. Most nutrient cycles involve some losses from the cycle, but these are naturally replaced by inputs from the environment. Gersmehl diagrams can be used to illustrate nutrient cycles and to contrast the cycles of different Biomes.



Activities:

1. Study the sketch provided and the photograph of a Tropical Rainforest.
a. Complete the sketch by labeling the layers and colouring it carefully.
b. Why is most foliage found in the upper layers of the forest and why do many trees not branch low down on their trunks?
b. To what extent is the theoretical structure of Tropical Rainforest evident in the photograph? Explain.

2. Identify two plant adaptations found in Tropical Rainforests. 
a. Sketch the adaptation and annotate to explain its benefit/s for plants.

3. The diagram below (and on source sheet) shows the stores of nutrients as a Gersmehl diagram. Explain how/why it shows nutrients are cycled within ecosystems.






4. Study the diagram showing the nutrient stores and cycles in a TRF (below and on source sheet)



a. Describe the distribution of nutrients in the system and their exchange between stores.
b. Suggest why the largest store of nutrients in TRF tends to be in the forest's biomas.
c. How does the diagram indicate that flows of nutrients between the Litter store to Soil and Soil store to Biomas is rapid (note the proportional thickness of nutrient flow lines). 
d. To what extent does this diagram explain the rapid fall in the productivity of farm land that is cleared by burning off the forest cover?

5. The graph below and on pp 64 of the text shows rates of TRF deforestation around the world. Outline the reasons for deforestation in many tropical LICs (Low Income Countries).






Plenary:
In the long term, is TRF clearance for, say agriculture, the most effective way for LICs to capitalise on their TRF assets? Explain.






Title: Learning Check
To produce... class not ready for this!








CW         DATE: 19th September 2018


TITLE:
Managing tropical rainforests

INTRODUCTION
Tropical rain forests may be the most endangered major ecosystem on Earth. Various estimates of rates of loss abound including:

• 1500 hectares of forest are lost every HOUR (equivalent to the area of a football pitch every 2 minutes...) 

• TRF once covered 15.5 million km2 of the Earth... now it is around 6.2 million km2.

ENTRY TASK:
a. 
Further Learning feedback:
Investigate and briefly outline how evolution operates to cause adaptation and diversity in lifeforms. Try to focus your explanation on adaptations found in Tropical Rain Forest Biomes.
Study the graph below...

b.

Describe, briefly, what the graph reveals about rainforest deforestation.



KEY TERMS:
Deforestation - Removal of forest from an area (usually by human activity)

ACTIVITIES:

1. Account for the decline in deforestation rates in Brazil... refer to the source below (see text pp 64)



2. Suggest (with reference to your findings for Q1) why the rate of deforestation is rising in Indonesia. 

(Deductive Reasoning... Deductive reasoning is a logical process in which a conclusion is based on the concordance of multiple premises that are generally assumed to be true).



How can you tell that this (above) is a TRF tree?







3. Why should TRF be protected?
Using the source material provided (HERE), explain why the TRF should be protected.





PLENARY:

Using what you have learned from today's lesson and the Amazon TRF as an example (plus further research if you wish), answer the following exam practice question (pp 65 text book):








Note: the example above is not the Amazon TRF... it is provided as a model.




Student Sheet - Here (same as above...pp 3/4).

Research reasons for deforestation in Indonesia. Starting source: HERE (https://www.wri.org/blog/2017/07/drivers-deforestation-indonesia-inside-and-outside-concessions-areas)

ACTIVITIES:


HW: - HERE


Check in your food cupboards at home... make a list of products that use Palm oil as one of their ingredients.


What would happen to Palm Oil production if populations in High Income Countries such as the UK insisted on buying only sustainably produced Palm Oil? (write a sentence or two explaining) 


ACTIVITIES:
1. Read the case study provided (HERE):

Management of tropical rainforests

Tropical rainforests can be managed in the following ways to reduce deforestation:

• Logging and replanting - selective logging of mature trees ensures that the rainforest canopy is preserved. This method allows the forest to recover because the younger trees gain more space and sunlight to grow. Planned and controlled logging ensures that for every tree logged another is planted.
• Education - It is important that local people, businesses and politicians understand the true value of the tropical rainforest. Once they understand the value of biodiversity, particularly in terms of tourism, they will be more likely to want to protect it from deforestation.
• Ecotourism - this encourages sustainable tourism that creates jobs for local people whilst ensuring that the money generated is used to protect and conserve the tropical rainforest for future generations to enjoy.
• International agreements - agreements to protect tropical rainforests have been made between different countries through debt-for-nature swaps. This is when a country which is owed money by another country cancels part of the debt if an agreement is made by the debtor country to ensure the conservation of its tropical rainforests.

Case study of sustainable management: Malaysia

The Malaysian government have implemented the following policies to ensure that the tropical rainforest can be conserved and enjoyed by future generations:

• Public awareness of the value of tropical rainforests increased through education.
• Local communities included and involved in forest conservation projects.
• Use of alternative timber sources such as rubber trees was encouraged.
• Selective logging of mature and commercially viable trees over a 40-year cycle to ensure that trees had time to re-establish themselves. This is known as a Selective Management System.
• Ecotourism promoted and developed in tropical rainforest areas.
• Permanent Forest Estates have been created by the government where no change of land use is allowed.
• Creation of National Parks to protect biodiversity.

2. Choose three of the sustainable forest management approaches adopted in Malaysia and explain how they will help to conserve the forests.


PLENARY:

Learning check - (From gcse bitesize - HERE or GDoc HERE)






Further Learning:

CW     Date: 

Title:
Rounding up and reviewing - Paired Quiz

See sheets - HERE

Once the sheets are completed, hand-in for review.