Embed Size (px)
Citation preview
1
Year 9 Science
Ark Globe Academy
Remote Learning Pack
Phase IV
Monday 8 June – Friday 19 June
2
Timetable Session Title Work to be
completed
Resource
provided Outcome On-Line Support
1 Communities and Ecosystems
Do Now Session tasks Check for understanding Apply task
Remote learning pack pages 4-6
Completed and corrected: Do Now Session tasks Check for understanding Apply task
“Session 1 – Communities and Ecosystems” on the VLE
2 Interdependence
and Stable Communities
Do Now Session tasks Check for understanding Apply tasks
Remote learning pack pages 7-10
Completed and corrected: Do Now Session tasks Check for understanding Apply task
“Session 2 – Interdependence and Stable Communities” on the VLE
3 Organisms in
their Environment
Do Now Session tasks 2 x Check for understanding
Remote learning pack pages 11-16
Completed and corrected: Do Now Session tasks 2 xCheck for understanding
“Session 3 & 4 – Organisms in their Environment” on the VLE
4 Organisms in
their Environment
Apply tasks Remote learning pack pages 16-18
Completed and corrected: Apply tasks
5 Competition in animals
Do Now Session tasks Check for understanding Apply tasks
Remote learning pack pages 18-20
Completed and corrected: Do Now Session tasks Check for understanding Apply task
“Session 5 – Competition in Animals” on the VLE
6 Competition
in plants Do Now Session tasks Check for understanding Apply tasks
Remote learning pack pages 20-22
Completed and corrected: Do Now Session tasks Check for understanding Apply task
“Session 6 – Competition in Plants” on the VLE
3
Session Title Work to be completed
Resource
provided Outcome On-Line Support
7 Adaptations in Animals
Do Now Session tasks Check for understanding
Remote learning pack pages 22-27
Completed and corrected: Session tasks Check for understanding
“Session 7 & 8 – Adaptations in Animals” on the VLE
8 Adaptations in Animals
Apply tasks Remote learning pack pages 28-32
Completed and corrected: Apply tasks
9 Adaptations in Plants and Extremophiles
Do Now Session tasks Check for understanding
Remote learning pack pages 32-36
Completed and corrected: Session tasks Check for understanding
“Session 9 & 10 – Adaptations in Plants and Extremophiles” on the VLE
10 Adaptations in Plants and Extremophiles
Apply tasks Remote learning pack pages 36-40
Completed and corrected: Apply tasks
Additional resources can be found on page 41
Answers can be found on pages 42-55
4
Session 1 – Communities and Ecosystems
Instructions: Complete the Do Now and tasks in your exercise book. If you have internet
access then find the file titled “Session 1 Communities and Ecosystems” on the VLE and start
the narrated PowerPoint – this will give you the answers to the Do Now and tasks. If you
do not have internet access you can use the notes in this booklet and find the answers for
the Do Now and tasks at the back of this booklet. Make sure to green pen all tasks.
Do Now
1. What is an organism? Give two examples.
2. In a wood, there is population of 98 squirrels and a population of 12 foxes. What is a
population?
3. Complete the word equation for…
a) aerobic respiration
glucose + ______ → ______ + water
b) photosynthesis
carbon dioxide + water → ______ + ______
Stretch: Explain why living things carry out respiration.
Communities and Ecosystems
How might the organisms in this ecosystem interact?
Task 1: Jot down your
ideas.
5
Notes:
• Organisms do not live in isolation every individual is part of a population of
organisms of the same species.
• Populations do not live in isolation – they live in complex communities
• A community is made up of the populations of different species that all interact with
each other in one environment
• An ecosystem is the interaction of a community of living organisms with the non-
living parts of their environment
Vocabulary:
in isolation – alone, or separately from others
interaction – the way that two or more things have an effect on each other
species - a group of plants or animals that share similar characteristics and can breed to
produce fertile offspring
Task 2: Put the below keywords in order from smallest to largest. Use the picture to help.
Leave two lines between each word.
Keywords:
Community
Population
Ecosystem
Individual
Task 3: Match each of the above keywords to the correct definition.
Definitions:
All the individuals of one species in an environment.
One organism.
The interaction of communities with non-living parts of their environment.
All the populations interacting with each other in an environment.
6
Check for understanding
Instructions: Write down the correct option to complete each sentence. Check your
answers. If you got something wrong go back to the notes and task 3 and test yourself on the
definitions of the keywords.
1. A park is an example of …
a) a population
b) a community
c) an ecosystem
2. The birds, insects, trees and squirrels in a park is an example of …
a) a population
b) a community
c) an ecosystem
3. All the foxes in Southwark are ...
a) a population of foxes.
b) a community of foxes.
c) an ecosystem of foxes.
Apply
Instructions: Read the text about coral reefs and answer the questions below. When you
are done green pen your answers.
Coral reefs are some of the most diverse
ecosystems in the world. Coral polyps are the
animals that build reefs. Different species of coral
polyps can take many forms: large reef building
colonies, graceful flowing fans, and even small,
solitary organisms. The coral polyps build the reef
on rocks on the floor of the ocean. The reef provides
food and shelter for fish, turtles and crabs. The fish are eaten by sharks.
1) Identify a population living in the coral reef.
2) Describe the community in a coral reef.
3) Explain why a coral reef is an ecosystem but coral polyps are a community.
Stretch: Corals can be killed by increased temperature of the oceans. Predict the effect of
global warming on these ecosystems.
7
Session 2 – Interdependence and Stable Communities
Instructions: Complete the Do Now and tasks in your exercise book. If you have internet
access then find the file titled “Session 2 Interdependence and Stable Communities” on the
VLE and start the narrated PowerPoint – this will give you the answers to the Do Now and
tasks. If you do not have internet access you can use the notes and model answers in this
booklet and find the answers for the Do Now and tasks at the back of this booklet. Make
sure to green pen all tasks.
Do Now
1. What is a population?
2. What is a community?
3. What is an ecosystem?
Stretch: Describe your local park using the keywords population, community and
ecosystem.
Interdependence and Stable Communities
Task 1: Look at the pictures of two
different ecosystems. In which
ecosystem do you think there is the
most change in the make-up of the
communities?
Rainforest
Sand dunes
8
Notes • Within a community each species depends on other species for food, shelter,
pollination, seed dispersal etc.
• If one species is removed it can affect the whole community
• This is called interdependence
• A stable community is one where all the species and environmental factors are in
balance so population sizes remain fairly constant
Vocabulary: Environmental factor – anything that affects organisms such as the
temperature, amount of sunlight or amount of food available.
Describing and explaining graphs – model answers You need to be able to apply your knowledge of interdependence and stable communities to
explain graphs. You will often be asked to describe graphs. When describing a graph always
use figures from the graph in your answer. When explaining a graph you need to use your
knowledge to say why the numbers shown in the graph are changing or staying the same.
Here is a model answer for describing a graph:
Describe this graph
The population of ants
remains fairly
constant from 1975
until 2015. The
population fluctuates
between 10 thousand
and 14 thousand ants.
Vocabulary:
fluctuate: to keep
changing, especially in
level or amount
Here is a model answer for explaining a graph.
Explain this graph
The sparrows depend
on the ants for food so
as the population of
ants decreases the
number of sparrows
decreases.
0
2
4
6
8
10
12
14
16
1975 1980 1985 1990 1995 2000 2005 2010 2020Po
pu
lati
on
of
ants
(th
ou
san
ds)
Year
Population of Ants in Globe Garden
0
5
10
15
1970 1980 1990 2000 2010Po
pu
lati
on
(th
ou
san
ds)
Year
Ants Sparrows
9
Task 2: Describe and explain each graph using the keyword interdependence or stable
community.
1.
a) Describe this graph.
b) Explain this graph
2.
Describe this and explain this bar chart.
(Herring are a species of fish).
3.
Describe and explain this graph.
(Snapdragons are a species of flowering
plant).
0
10
20
30
40
1975 1985 1995 2005 2015Po
pu
lati
on
of
Seag
ulls
Year
Seagulls at Globe Academy
0
50
100
1975 1980 1985 1990 1995 2000 2005 2010
Populations of Herring and Grey Seals in the Thames Estuary
Herring Grey Seals
0
1
2
3
4
5
6
7
1975 1985 1995 2005 2015
Po
pu
lati
on
(m
illio
ns)
Year
Population bees
Population of snapdragons
10
Check for understanding Instructions: Write down the correct option to complete each sentence. Check your
answers. If you got something wrong go back to the notes and test yourself on the definitions
of the keywords.
1. The removal of one species affects all the other species in the community. We call
this …
a) interdependence
b) a stable community
c) an ecosystem
2. Removing insects from a community causes a decrease in the bird population.
This is an example of …
a) interdependence
b) a stable community
c) an ecosystem
3. When the populations in a community stay fairly constant we call this …
a) interdependence
b) a stable community
c) an ecosystem
Apply Instructions: Look at the graph in detail and answer the questions below. When you are
done green pen your answers.
1) Describe this graph.
2) Explain this graph.
3) Squirrels feed on nuts produced by oak trees. Foxes feed on squirrels and pigeons.
Predict the effect on this community if the oak trees were cut down.
Stretch: Why are there more oak trees than any other species?
0
20
40
60
80
100
120
140
2010 2012 2014 2016 2018 2020
Populations of species in Community of Swyncombe Woods
Oak trees Pigeons Squirrels Foxes
11
Session 3 – Organisms in their Environment Instructions: Complete the Do Now and tasks in your exercise book. If you have internet
access then find the file titled “Session 3 and 4 Organisms in their Environment” on the VLE
and start the narrated PowerPoint – this will give you the answers to the Do Now and
tasks. If you do not have internet access you can use the notes in this booklet and find the
answers for the Do Now and tasks at the back of this booklet. Make sure to green pen all
tasks.
Do Now 1. What is a population?
2. What is a community?
3. What is an ecosystem?
Stretch: What is a stable community? What could happen if one species was removed from
a stable community?
Environmental Factors
The pictures below are of the same ecosystem. What has caused the change?
Task 1: Jot down your ideas.
Notes • To survive and breed successfully organisms need to be well adapted to the
environment in which they live.
• Changes in environmental factors affect living organisms and so affect communities.
• We can group environmental factors into abiotic – non living and biotic – living. For
example rainfall and sunlight are non-living so are abiotic factors whereas other
animals that compete for food are living so they are biotic factors.
Vocabulary: Useful tip – breaking words into parts.
• Bio means living, for example biology is the study of living things and something is
biodegradable if it is broken down (degraded) by living things.
• The prefix (bit at the start of the word) a-, ab-, or an- means not. For example abnormal means not normal and anaerobic means without air.
• Therefore biotic means to do with living things and abiotic means not to do with living things.
12
Biotic and Abiotic Factors Task 2:
1. Draw a line in the middle of your page and label one side biotic and one side abiotic.
2. Sort the below factors into biotic and abiotic.
Factors: light intensity, soil pH and mineral content, availability of food, new
diseases, temperature, carbon dioxide levels, oxygen levels for aquatic animals,
moisture levels, new competing organisms, new predators arriving, wind
intensity and direction.
Stretch: How can biotic factors affect abiotic factors?
Vocabulary:
Moisture levels means the amount of rainfall, the amount of water in the ground and the
humidity (how much water vapour there is in the air)
Aquatic animals are animals that live in water.
Check for understanding 1 Instructions: Write down the correct option to complete each sentence. Check your
answers. If you got something wrong go back to the notes and task 2 and test yourself on the
definitions of abiotic and biotic factors and which factors go in which group.
1) Rainfall is …
a) a biotic factor
b) an abiotic factor
c) both an abiotic and a biotic factor
d) neither an abiotic nor a biotic factor
2) A new virus is …
a) a biotic factor
b) an abiotic factor
c) both an abiotic and a biotic factor
d) neither an abiotic nor a biotic factor
3) The amount of sea weed in the ocean is ...
a) a biotic factor
b) an abiotic factor
c) both an abiotic and a biotic factor
d) neither an abiotic nor a biotic factor
13
Abiotic factors Task 3:
1. Read the text
2. For each abiotic factor explain how it affects populations of organisms by copying and
completing the table in your exercise book.
Abiotic factors are non-living factors that affect living organisms and therefore affect the
communities formed by these living organisms.
Moisture levels affect all organisms as all organisms need water to survive. Plants absorb
water through their roots. Animals either drink water or absorb it from the plants they eat.
Without water life cannot survive.
Light intensity, temperature and carbon dioxide are three factors that affect plant
populations by affecting the rate of photosynthesis. Plants need light and carbon dioxide for
photosynthesis, the more light and carbon dioxide the faster photosynthesis can happen.
Photosynthesis produces the molecules needed for plant growth so if a plant does not have
enough light or carbon dioxide it will grow slowly or not at all. Temperature affects the rate
of photosynthesis. Generally as temperature increases so does the rate of photosynthesis and
so plant growth. If temperature is too high though, enzymes denature and so photosynthesis
cannot happen.
The pH and mineral content of the soil also affects plants. Plants need to absorb minerals
into their roots in order to survive and grow. The pH of the soil affects the microorganisms
that can survive there. Microorganisms are key to breaking down large molecules to release
mineral ions. If the pH is not right and this process is slow it will affect the growth of plants.
Both plants and animals need oxygen for aerobic respiration. However, plants produce
oxygen during photosynthesis, so this factor primarily affects animals. Animals that live on
land have a pretty constant supply of oxygen as it makes up ~20% of the air. However, for
animals that live in water (aquatic animals), oxygen levels can change a lot. If there is too
little oxygen these animals will not be able to do aerobic respiration and so will not survive.
Wind intensity affects plants by increasing the rate of transpiration (the process by which
water travels through the plant). High wind intensity means a faster rate of water loss and so
can mean some species of plant cannot survive. Wind direction can also impact plants as
some plants use wind to disperse their seeds, so the wind could determine where new plants
grow.
14
Abiotic factor Explanation
Light intensity
Temperature
Moisture levels
Soil pH and
mineral content
Wind intensity
and direction
Carbon dioxide
levels
Oxygen levels
15
Biotic factors Task 4:
1. Read the text
2. For each abiotic factor explain how it affects populations of organisms by copying and
completing the table in your exercise book.
It is not only abiotic factors that affect communities – biotic factors are very important too. If
there is lots of food available for an animal then it is more likely to survive. The longer an
animal survives the more it can breed (reproduce) so when there is lots of food available
populations of animals increase. When there is not much food available animals struggle to
survive and may die faster than they reproduce so their population will decrease. It is not
just the amount of food available that determines how much one species will get, if a new
species is introduced into the community it might compete for the same food resource as
another species. If it is better adapted to get the food then it will outcompete the original
species. This will cause a decrease in the population of the original species.
The introduction of new species can also reduce the population of original species if the new
species is a predator. Predators are animals that eat other animals, so a new predator could
reduce the population of its prey species (the animals it eats).
Finally, new pathogens (bacteria, fungi, protists and viruses that cause disease) can impact
communities. If the pathogen is new, then the species it infects will not have resistance so
there is likely to be a decrease in its population as a result of organisms dying faster than
they are reproducing.
Biotic factor Explanation
Availability of
food
New diseases
New predators
New competing
organisms
16
Check for understanding 2 Instructions: Write down the correct option to complete each sentence. Check your
answers. If you got something wrong go back to the task 3 and 4 and look over the
explanations of how the biotic and abiotic factors affect communities.
1) A new species can affect another species. Which is not a way that this can happen?
a) Competition between new and original species
b) Less oxygen available in the air
c) The new species brings a new disease
d) The new species is a predator that eats the original species
2) A decrease in temperature affects animals because …
a) the rate of photosynthesis is slower so less food is
b) animals get too cold
c) animals are more likely to get diseases and die
Session 4 – Organisms in their Environment Instructions: Complete apply tasks in your exercise book. If you have internet access then
find the file titled “Session 3 and 4 Organisms in their Environment” on the VLE and start
the narrated PowerPoint – this will give you the answers to tasks. If you do not have
internet access you can use the notes in this booklet and your completed tasks from session
3 t0 complete the tasks. You can find the answers for the tasks at the back of this booklet.
Make sure to green pen all tasks.
Apply Task 1:
1. Read the text
2. List all the biotic factors described in the text.
3. List all the abiotic factors described in the text.
Stretch: Suggest why some organisms that live in the Taiga, such as bears, hibernate (sleep)
for the winter months.
In the Siberian Taiga (in the northern part of Russia), when it is winter there is only one to
three hours of sunlight. Temperatures drop to as low as -40 °C. Grasses are covered by snow
and ice and plants stop growing. As a result the population of animals that feed on plants
decreases. Some predators, such as bears, go into hibernation in winter.
The Siberian Taiga in summer The Siberian Taiga in winter
17
Task 2:
1. Describe this graph. (Hint split the graph into two parts). 2. Explain this graph (Hint: talk about at least one biotic and one abiotic factor in your
answer. Use the information from task 1 and the picture of the snowshoe hare above).
Stretch: Predict the impact these changes would have on predators of the snowshoe hare.
Task 3:
1. Read the text
2. Answer the questions
Stuart has a pond. He wants the aquatic plants to grow so he adds
mineral ions to his pond. A plant like organism called algae grows
quickly and covers the surface of the pond.
However, to Stuart’s dismay, the plants at the bottom of the pond die.
There is a big increase in the population of bacteria that feed on dead
plants. These bacteria use aerobic respiration.
To Stuart’s horror, his beloved goldfish start dying. Can you use your
knowledge of abiotic and biotic factors to explain what is happening?
1) Explain why the algae grew.
2) Explain why the aquatic plants died.
3) Explain why bacteria population increased.
4) Explain why goldfish died.
Stretch: Suggest how you could save the remaining goldfish.
0
5
10
15
20
25
30
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Po
pu
lati
on
(th
ou
san
ds)
Month
Population snowshoe hare in the Siberian Taiga
18
Session 5 – Competition in Animals
Instructions: Complete the Do Now and tasks in your exercise book. If you have internet
access then find the file titled “Session 5 Competition in Animals” on the VLE and start the
narrated PowerPoint – this will give you the answers to the Do Now and tasks. If you do
not have internet access you can find the answers for the Do Now and tasks at the back of
this booklet. Make sure to green pen all tasks.
Do Now 1. What is a community?
2. List three biotic factors that affect organisms in a community.
3. Pick one factor and explain how it affects organisms.
Stretch: In the UK there are two species of squirrel – red squirrels and grey squirrels. Grey
squirrels were introduced in the 1870s and are now far more common than red squirrels.
Suggest why.
Competition in Animals
Why do giraffes have such long necks?
Task 1: Jot down your ideas.
Stretch: Why do giraffes have such
long legs?
Task 2: List the three
things that animals
compete for. (use the
picture to help you)
Stretch: Give examples
19
Task 3: Explain why animals compete for …
a) Food
b) Territory
c) Mates
Keywords: survive, reproduce, limited
Interspecific and Intraspecific Competition Task 4: What is the difference in the competition shown in the pictures on the left and the
pictures on the right?
Stretch: Which type of competition is most common?
Check for understanding 1) Animals compete for …
a) food, territory and mates.
b) food, air and mates.
c) food, land and reproduction.
2) Competition happens between …
a) individuals of different species only.
b) both individuals of the same species and individuals of different
species.
c) individuals of the same species only.
3) Animals compete because resources are...
a) limited.
b) abundant.
c) desirable.
20
Apply White spotted char are fish that live in the mountain streams of Japan. Dolly Varden trout
are different species of fish that also live in these streams. Scientists collected data on the
number of these species over 15 years.
Task 5: Describe and explain the graph. (Hint: use the information in the text).
Keywords: increase, decrease, competition, survive, reproduce
Stretch: Suggest why the population of trout does not continue to increase above 9000
Session 6 – Competition in Plants
Instructions: Complete the Do Now and tasks in your exercise book. If you have internet
access then find the file titled “Session 6 Competition in Plants” on the VLE and start the
narrated PowerPoint – this will give you the answers to the Do Now and tasks. If you do
not have internet access you can find the answers for the Do Now and tasks at the back of
this booklet. Make sure to green pen all tasks.
Do Now 1. What is a population?
2. Name a biotic factor that affects communities?
3. Explain how light intensity affects communities?
Stretch: Explain how oxygen levels affect aquatic animals. Suggest why oxygen levels do not
affect aquatic plants.
21
Competition in Plants
Task 1: List the four things
that plants compete for. (Use
the pictures to help)
Stretch: Why do some
farmers use herbicides to kill
weeds in their fields?
Notes: Plants compete for:
• Light – for photosynthesis to make glucose
• Water – for photosynthesis and to keep cells full of water and therefore rigid
• Nutrients – to make all the chemicals they need
• Space – to grow allowing roots to take in water and minerals and leaves to absorb
light for photosynthesis
Task 2: Explain why many plants
have evolved mechanisms to spread
their seeds out.
Keywords: competition, light,
water, nutrients, space
Stretch: Explain why many plants produce edible fruits that contain seeds.
Check for understanding 1) Plants compete for …
a) food, territory and mates.
b) light, water, food and space.
c) light, water, nutrients and space.
2) Plants spread out their seeds in order to …
a) increase competition.
b) reduce competition.
c) control more territory.
22
Apply Scientists grew plants at three different
densities. After 6 months they measured the
mass of each plant and calculated the mean
mass for each. They used the data to plot
the bar chart (right).
Task 3: Explain the graph
Keywords: competition, light, water,
nutrients, space
Vocabulary: Density - the number of
people or things in a place when compared
with the size of the place.
Stretch: Suggest why some plants that
grow in wooded areas flower early in the
year before the trees have leaves.
Session 7 – Adaptations in Animals
Instructions: Complete the Do Now and tasks in your exercise book. If you have internet
access then find the file titled “Session 7 and 8 Adaptations in Animals” on the VLE and start
the narrated PowerPoint – this will give you the answers to the Do Now and tasks. If you
do not have internet access you can find the answers for the Do Now and tasks at the back
of this booklet. Make sure to green pen all tasks.
Do Now 1. Animals compete because resources are…
a) abundant b) limited c) desirable
2. List three resources that animals compete for.
3. State one abiotic factor and one biotic factor.
Stretch: Explain why an animal that relies on a single food source can easily become
extinct.
Task 1: Jot down the differences you can see
between these two different species of fox.
Stretch: What do you think is the reason for these
differences?
0
2
4
6
8
10
12
14
10 50 100M
ean
mas
s o
f o
ne
pla
nt
(g)
Number of plants per square metre
23
Different environments
Task 2: List all the different environments you can think of where animals live.
Adaptations Living organisms have special features known as adaptations.
These features make it possible for them to survive in their
particular habitat.
Animals’ bodies can show adaptations, such as fur length.
Animals’ behaviour can show adaptations, such as migrating in
the winter to a warmer climate.
Surface area to volume ratio Surface area to volume ratio is very important when you look at adaptations of animals that
live in very cold or very hot climates.
Larger objects have a smaller surface area to volume ratio.
Heat is transferred from the surface of an object so objects with a small surface area to
volume ratio will lose heat more slowly.
24
Task 3: Copy and complete the table explaining different common adaptations of animals
by using the information below.
Adaptation Helps animal to
…
Explanation
Large body survive in cold
climate
Small surface area to volume ratio reduces heat loss.
Thick fur
Blubber
Small body
Large ears
Resting
during the
day
Producing
concentrated
urine
Sharp,
pointed teeth
Flat teeth
Colour same
as
surroundings
Brightly
coloured
Long legs
Streamlined
body
Antlers, tusks
or horns
25
Food source
Animals cannot make their own food so they need to eat plants or other animals to get the
energy they need to survive and reproduce. You can often tell what an animal eats by looking
at its teeth. The teeth of herbivores (animals that eat only plants) are often big and flat. This
helps the animal to grind the plants it eats making them easier to digest. The teeth of
carnivores (animals that eat only meat) are sharp and pointed. This helps them to tear the
flesh of their pray. Omnivores are animals that eat both plants and other animals, such as
humans. They often have both sharp, pointed teeth and large flat teeth – look inside your
mouth and see if you can find them!
Temperature
Animals that live in cold environments, such as bears, seals and whales tend to be larger.
This means that they have a smaller surface area to volume ratio, meaning that heat loss is
reduced, which helps them maintain their body temperature in the cold. They also tend to
have small ears to reduce loss. Animals that live in the cold tend to have other adaptations
such as thick fur and a thick layer of fat, called blubber that insulates their bodies, further
reducing heat loss.
Animals that live in hot environments are often small. This means that they have a larger
surface area to volume ratio so lose heat more rapidly and can therefore cool themselves
more easily. They also often have large ears that allow for cooling. For example, elephants,
whilst very large, have enormous ears that they can fill with blood in order to transfer heat to
their surroundings and cool themselves down. Animals in hot climates often have
behavioural adaptations – they will only be active at night or in the mornings and evenings
and spend the day time resting in the shade or in their burrows. This allows them to avoid
the midday heat.
Herbivore skull Omnivore skull Carnivore skull
Walrus Polar bear Bearded seal
Elephant Desert Foxes Burrowing Owll
26
Water
In deserts there is very little water. Animals that live in deserts typically get all or most of
their water from their food. They have adaptations such as producing very concentrated
urine (urine with little water in it) to reduce water loss. Camels have additional adaptations
such as their fat filled humps. The fat can be converted to water by aerobic respiration.
Colouring
Many animals have adaptations that make them camouflaged in their environment. For
example the lioness has a sandy brown coat that matches perfectly with the surrounding
dried grass of the savannah environment where she hunts. Another example is the peppered
moth which has wing colourings that make it almost invisible when it rests on tree trunks
covered with lichen. Some animals that live in the arctic, like the snowshoe hare, have a
winter coat of fur that is white to camouflage them against the snow and a summer coat that
is brown to camouflage them in the summer. Camouflage is important to predators like the
lioness so that their prey does not see them coming. For prey animals, like the peppered
moth, camouflage makes them harder to spot so they do not get eaten by predators. Animals
that are poisonous are often brightly coloured. This acts as a warning to predators that the
animal is poisonous. Some animals that are not poisonous are also brightly coloured to trick
predators into thinking that they are poisonous.
Moving
Animals that live on land often have long legs. This allows them to run fast to catch their
prey if they are predators or to avoid being caught if they are eaten by predators. Animals
that live or hunt in the water have adaptations to help them swim. These can include a
streamlined body to reduce water resistance, a tail fin, flippers or webbed feet to push them
through the water and fins to keep them moving in a straight line.
Mating
Many male animals compete for mates. This is done in two main ways – fighting and
displaying. When male animals fight the winner gets the right to mate with the females. Male
animals that fight for mates often have adaptations that help them do this, such as the
antlers of deer or the tusks of walruses. Other species do not fight but compete through
putting on displays to attract females, for example peacocks have colourful tail feathers to
help them attract females.
Lioness Snowshoe hare (left winter,right summer)
Peppered moth. It’s there I promise.
Red deer fighting for mates using their antlers.
Peacock displaying to attract a female.
27
Model answer
The fennec fox lives in the Sahara desert. Explain how the fennec fox is
adapted to survive in this environment. [3 marks]
Step 1 – note down what the environment is like.
Hot and dry.
Step 2 – note down all the adaptations that the animal has to help it survive.
Small body – large surface to volume ratio – more heat loss
Large ears – increase heat loss
Brown fur – camouflaged so not seen by prey
Step 3 – write answer
The fennec fox has a small body so a large surface to volume ratio meaning it transfers heat
to the surroundings more easily, helping to stay cool in the heat. The fennec fox also has
large ears that increase the heat loss helping it to stay cool. The brown fur will help by
keeping the fox camouflaged against the sand which will make it harder for its prey to spot it.
Task 4: The arctic fox lives in the arctic regions of the northern
hemisphere. Explain how the arctic fox is adapted to survive in this
environment. [3 marks]
Step 1 – note down what the environment is like.
Step 2 – note down all the adaptations that the animal has to
help it survive.
Step 3 – write answer
Check for understanding 1) Living organisms have features that help them survive that are called …
a) adaptions.
b) adaptations.
c) adapting.
2) Larger bodies mean …
a) a smaller surface area to volume ratio.
b) a larger surface area to volume ratio.
c) faster loss of heat.
3) Animals in hot climates often have large ears in order to ...
a) improve hearing.
b) camouflage themselves.
c) increase heat loss.
28
Session 8 – Adaptations in Animals Instructions: Complete apply tasks in your exercise book. You can use the notes in this
booklet and your completed tasks and notes from session 7 t0 help. If you have internet
access then you can review the narrated PowerPoint “Session 7 and 8 Adaptations in
Animals” on the VLE. You can find the answers for the tasks at the back of this booklet.
Make sure to green pen all tasks.
Task: Answer exam questions. When you finish be sure to green pen your answers using
the answers at the back of this booklet.
Q1. The drawing shows a jerboa. Jerboas live in sandy deserts.
Jerboas sleep in underground holes during the hot day and come out during the cold night. The jerboa’s main food is small insects which run across the surface of the sand.
For each question write the correct letter in the box.
Which structure, A, B, C, D, E or F:
(a) helps to insulate the jerboa
(1)
(b) helps the jerboa to detect insects on a dark night
(1)
(c) helps the jerboa to hop quickly to catch an insect
(1)
(d) helps the jerboa to keep its balance when hopping
(1)
(e) helps the jerboa to know the width of its underground hole in the dark?
(1)
(Total 5 marks)
29
Q2. Seals are adapted for life in the sea. Use information from the drawings to answer the questions.
This drawing shows seal X.
(a) Give two ways in which seal X is adapted for swimming.
(2)
(b) This drawing shows seal Y, drawn to the same scale as seal X.
Seal Y lives in much colder seas than seal X. Explain one way in which seal Y is adapted for surviving in cold seas.
(2)
(Total 4 marks)
30
Q3.
The photograph shows a musk ox.
The musk ox lives in the Arctic. An adult musk ox is 2.5 m long and 1.4 m high at the shoulder. Adults usually have a mass of about 400 kg.
Use this information and information from the photograph to explain two ways in which a musk ox is adapted for survival in the Arctic.
(a) (i) Adaptation 1
(1)
(ii) How this adaptation helps the musk ox to survive in the Arctic.
(1)
(b) (i) Adaptation 2
(1)
(ii) How this adaptation helps the musk ox to survive in the Arctic.
(1)
(Total 4 marks)
31
Q4. Penguins live mainly in the Antarctic. Penguins eat mainly fish. Photograph 1 shows a penguin swimming underwater.
Photograph 1
(a) Use information from Photograph 1 to suggest three ways the penguin is adapted for catching fish.
(3)
(b) The Antarctic winter is very cold. In the winter some species of penguin huddle together as shown in Photograph 2. Photograph 2
Suggest how the behaviour shown in Photograph 2 helps the penguins to survive the Antarctic winter.
(3)
32
Session 9 – Adaptation in plants and extremophiles
Instructions: Complete the Do Now and tasks in your exercise book. If you have internet
access then find the file titled “Session 9 and 10 Adaptations in Plants and Extremophiles” on
the VLE and start the narrated PowerPoint – this will give you the answers to the Do Now
and tasks. If you do not have internet access you can find the answers for the Do Now and
tasks at the back of this booklet. Make sure to green pen all tasks.
Do Now 1. Plants absorb water through their…
a) stems b) roots c) leaves
2. Pants get carbon dioxide through their…
a) stems b) roots c) leaves
3. What is an adaptation?
Stretch: Why do plants need water?
Notes • Plants have adaptations that help them survive in wide range of environments.
• Plants have adaptations that help them to: o get light for photosynthesis
o avoid being eaten by animals
o survive in dry environments by:
▪ reducing water loss
▪ increasing uptake of water
▪ storing water
• Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration. These organisms are called
extremophiles.
Adaptations in Plants
Where is the water in this
photo?
Task 1: Jot down your ideas.
33
Task 2: Copy and complete the table explaining different common adaptations of animals
by using the information below.
Adaptation Helps plant to
…
Explanation
Long
stems/trunks
Get light Taller plants will outcompete other plants for light.
Fast growing
Large leaves
with air
pockets
Thorns or
spines
Small surface
area
Thick waxy
cuticle
Curled leaf
Few stomata
Stomata
open at night
Roots spread
over large
area
Deep roots
Fleshy stems,
roots or
leaves
34
Getting light
Plants need light for photosynthesis. Some plants grow very tall in order to outcompete other
plants for light. Vines and creepers grow quickly and use trees for support so they can get to
the light. Aquatic plants (plants that grow in water) often have air sacs to help them float as
more light can reach them near the surface. Water lilies have leaves with a large surface area
to help them float and capture as much light as possible.
Avoiding being eaten
Plants have adaptations to discourage being eaten by animals. Some plants have thorns or
spines. Others, like stinging nettles, have toxins that cause irritation if touched. Acacia trees
produce bitter chemicals when eaten. They also release a chemical in the air that signals to
other trees in the area to start producing the bitter chemicals.
Water
Plants need water for photosynthesis and to keep their tissues rigid. Plants take in water into
their roots. The water moves up the plant and evaporates from the surface of cells in the
leaves. The water vapour goes out of the leaves through tiny holes called stomata. Stomata
can open and close and are open in the day time to allow carbon dioxide to diffuse into the
leaf for photosynthesis. In many environments, such as deserts, there is very limited water
sources. Plants have adaptations to overcome this.
Reducing water loss
Many plants that live in dry conditions have leaves with a small surface area – this reduces
the surface from which water is lost. The most extreme examples are cacti which have leaves
that are just spines. Plants in dry conditions often have a thick waxy cuticle – this is the
covering on the leaf and it prevents water being lost from the leaf.
Plants in dry conditions can also have curled leaves. This means that the water vapour does
not get blown away from the leaf but builds up in the area inside the curled leaf reducing the
rate at which water vapour diffuses out of the leaf.
Plants in dry conditions also tend to have fewer stomata – this means that less water vapour
is lost through the stomata when they are open. Some species of plants living in deserts only
open their stomata at night when the lower temperatures reduce water loss. This means they
need to store carbon dioxide for use in photosynthesis in the daytime.
Increasing water uptake
Many plants that live in dry conditions have roots that spread out over a wide area. This
helps them collect lots of rain water when it rains. Plants in dry conditions can also have very
deep roots that allow them to access water that is deep underground when the soil at the
surface is dry. Some plants have leaves that are shaped so that they collect dew (water that
condenses from the air) in the morning and funnel it onto the ground where their roots can
absorb it.
Storing water
Plants that live in dry climates often have adaptations to store water so they can survive for a
long time without rain. Plants can store water in their leaves, like the agave plant that has
fleshy leaves. Plants can also store water in their stems, like the saguaro cactus that has
fleshy stems that can hold up to a tonne of water. Some plants have fleshy roots, called
tubers, that store water underground. These tissues can swell up to store additional water
after it rains.
35
Task 3: The saguaro cactus grows in the Sonoran desert. Explain how
the saguaro cactus is adapted to survive in this environment. [3
marks]
Step 1 – note down what the environment is like.
Step 2 – note down all the adaptations that the plant has to
help it survive.
Step 3 – write answer
Extremophiles Some organisms live in environments that are very
extreme, such as at high temperature, pressure, or salt
concentration. These organisms are called
extremophiles.
Bacteria living in deep sea vents are extremophiles.
These bacteria have specially adapted enzymes that do
not denature at the high temperatures often up to 80C
or higher. These bacteria could not survive at lower
temperatures.
Other bacteria have adaptations that allow them to live
in very cold conditions, such as ice packs where
temperatures are as low as -15C
Most organisms struggle to live in very salty
conditions as it means that water leaves their cells by
osmosis. However, there are species of bacteria that
have adaptations that prevent water from moving out
of their cells by osmosis, allowing them to live in very
salty places like salt flats or the Dead sea. These
bacteria would swell up and burst in normal water.
Not all extremophiles are bacteria – there are
animals, such as the angler fish, that have
adaptations that allow them to live in the high
pressure and complete darkness of the deep sea.
A deep sea vent
A salt flat
An angler fish that is adapted to living in the deep seas
36
Check for understanding 1) One adaptation of plants to reduce water loss is …
a) thin waxy cuticle.
b) small surface area.
c) fleshy stem.
2) Plants growing in dry places have fewer stomata to …
a) reduce water loss.
b) store water.
c) increase the rate of photosynthesis.
3) Organisms with adaptations to survive in very hot or very cold places are called ...
a) an environmental species.
b) an extremophile species.
c) an indicator species.
Session 10 – Adaptations in Plants and Extremophiles Instructions: Complete apply tasks in your exercise book. You can use the notes in this
booklet and your completed tasks and notes from session 9 t0 help you. If you have internet
access you can also review the narrate powerpoint on the VLE titled “session 9 and 10
Adaptations in Plants and Extremophiles”. You can find the answers for the tasks at the
back of this booklet. Make sure to green pen all tasks.
Apply
Task: Answer exam questions. When you finish be sure to green pen your answers using
the answers at the back of this booklet.
Q1. (a) Which term describes organisms that can tolerate very hot or very cold places?
(1)
37
Q2. Plants are adapted for survival in many different ways. Use information from the drawings to answer each question.
(a) This plant lives in ponds. The leaves of the plant float on the surface of the water.
The leaf of this plant is adapted for floating on water. Suggest how. (1)
(b) This plant lives in areas where a lot of snow falls.
The triangular shape helps the tree to survive in snowy conditions. Suggest how. (1)
(c) This plant has sharp thorns on the stem.
Thorns help this plant survive. Suggest how. (1)
(d) This plant lives in very dry areas.
The swollen leaves help this plant to survive in very dry places.
Suggest how. (1)
(Total 4 marks)
38
Q3. Desert plants are adapted for survival in a dry climate.
(a) Joshua trees live in deserts.
Joshua trees have two different types of root:
• a system of shallow roots spread out over a large area • roots about 1 m in diameter, shaped like bulbs, deep in the soil.
Explain the advantage to the Joshua tree of having:
(i) shallow roots spread out over a large area
(2)
(ii) large, bulb-like roots deep in the soil.
(1)
39
(b) Creosote bushes also live in deserts.
The leaves of creosote bushes: • are covered with a layer of wax • fold together during the day.
Explain how the leaves of the Creosote bush help it to survive in deserts.
(3)
(Total 6 marks)
Q4.The diagram shows the desert plant, Fredolia.
Describe and explain three adaptations of Fredolia, which you can see in the diagram, that help it to survive in dry conditions. (Total 3 marks)
40
Q5. Plant leaves have many stomata. The diagram shows a stoma.
(a) Name cell X
(1)
(b) The table shows the mean widths of the stomata at different times of the day for two different species of plant. Species A grows in hot, dry deserts. Species B grows in the UK.
Time of day in
hours
Mean width of stomata as a percentage of their maximum width
Species A Species B
0 95 5
Dark 2 86 5
4 52 6
6 6 40
8 4 92
10 2 98
Light 12 1 100
14 0 100
16 1 96
18 5 54
20 86 6
Dark 22 93 5
24 95 5
The data in the table show that species A is better adapted than species B to living in hot, dry deserts. Explain how. (4)
41
Additional resources:
Watch Planet Earth (available for free on BBC iPlayer:
https://www.bbc.co.uk/iplayer/episodes/b006mywy/planet-earth)
This incredible documentary series looks at life on the planet and would be great to watch as
you study this topic.
The whole series is great and will help you with your understanding of biology, but episodes 1
(pole to pole) and 5 (deserts) are most relevant to this topic.
42
Answers
Session 1 – Communities and Ecosystems
Do Now:
1. An organism is a living thing. One example is a fox another example is a palm tree.
2. A population is the total number of all organisms of one species in one place.
3.
a) glucose + oxygen → carbon dioxide + water
b) carbon dioxide + water → glucose + oxygen
Stretch: Organisms carry out respiration to release energy from glucose.
Task 1: There are many interactions in this ecosystem. For example the kangaroo eats the
grass. The frog eats the insects. The fish eat the plankton and the algae. The fish are eaten by
the eagle. The plants could be pollinated by the insects. When organisms die they are broken
down by decomposers such as the bacteria and the fungi. This releases nutrients into the soil
and water. The plants and algae use these nutrients and energy transferred by light to grow,
providing food for all the other organisms.
Task 2: Smallest – Individual, Population, Community, Ecosystem – Largest
Task 3:
Individual – One organism.
Population – All the individuals of one species in an environment.
Community – All the populations interacting with each other in an environment.
Ecosystem – The interaction of communities with non-living parts of their environment.
Check for understanding:
1. A park is an example of …
c) an ecosystem
2. The birds, insects, trees and squirrels in a park is an example of …
b) a community
3. All the foxes in Southwark are ...
a) a population of foxes.
Apply
1. One of fish, turtles, crabs, sharks, reef building corals, fan corals, solitary corals.
2. Populations of coral polyps provide food and shelter for populations of fish, crabs and
turtles. The population of fish provides food for the population of sharks.
3. The reef is an ecosystem because it contains a community of coral polyps, fish, crabs,
turtles and sharks that interact with the non-living parts such as the rocks and water.
The coral polyps are a community because they are populations of organisms that
interact.
43
Session 2 –Interdependence and Stable Communities
Do Now:
1. A population is the total number of all organisms of one species in one place.
2. A community is all the populations interacting with each other in an environment.
3. An ecosystem is the interaction of communities with non-living parts of their
environment.
Stretch: Your local park is an ecosystem containing populations of plants and animals that
interact forming a community.
Task 1: There will actually be more change in the sand dunes than in the rainforest. In the
sand dunes new species of plants are able to grow when the marram grass dies and
decomposes forming a soil. The new plants support other organisms and the community
increases in complexity. The rainforest is what we call a stable community – there are many
populations of different species living in the rainforest, which makes it a complex community
but all the populations in the community are more or less in balance with each other and
environmental factors so there are no big changes over the years.
Task 2:
1. a) The population of seagulls remains fairly constant from 1975 until 2015. The
population fluctuates between 31 and 36.
b) The seagulls are part of a stable community, so the population size remains fairly
constant.
2. The population of herring decreases from 90 thousand in 1975 to 0 in 2010. The
population of seals also decreases from 12 thousand in 1975 to 0 in 2010. This is
because of interdependence, the seals depend on the herring for food so when the
population of herring decreases the population of seals decreases.
3. The population of bees decreases from 3.6 million in 1975 to 0.9 million in 2020. The
population of snapdragons also decreases from 6.2 million in 1975 to 2.2 million in
2020. This is because of interdependence, the snapdragons depend on the bees for
pollination so when the population of bees decreases the snapdragons cannot
reproduce so the population of snapdragons decreases.
Check for understanding:
1. a) interdependence b) interdependence c) a stable community
Apply:
1. The populations of oak trees, pigeons, squirrels and foxes remains fairly constant
from 2010 to 2020.
2. The populations in this community remain fairly constant because the community is
stable because all the species and environmental factors are in balance.
3. If the oaks were removed the population of squirrels could decrease because they
depend on the oaks for food. If the squirrel population decreases then the fox
population could also decrease because the foxes depend on the squirrels for food.
The population of pigeons could also decrease because if there were fewer squirrels
then the foxes might eat more pigeons.
44
Session 3 – Organisms in their Environment
Do Now
1. A population is all the individuals of one species in an environment.
2. A community is all the populations interacting with each other in an environment.
3. An ecosystem is the interaction of communities with non-living parts of their
environment.
Stretch: A stable community is one in which the population sizes are fairly constant over a
long period of time. If one species were removed it could affect the whole community
because of interdependence.
Task 1: The images show the Atacama Desert in Chile. This is the place with the least rain in
the world (apart from the north and south poles). It can be up to four years between rainfalls.
When it does rain the availability of water means many of the plants flower causing a
dramatic change to the appearance of this ecosystem.
Task 2:
Biotic: availability of food, new diseases, new competing organisms, new predators arriving
Abiotic: light intensity, soil pH and mineral content, temperature, carbon dioxide levels,
oxygen levels for aquatic animals, moisture levels, wind intensity and direction.
Stretch: The number of plants in an aquatic environment is a biotic factor. Plants produce
oxygen during photosynthesis so affect an abiotic factor. The number of animals and bacteria
are a biotic factor. These organisms produce carbon dioxide so affect an abiotic factor. The
number of decomposers (fungi and bacteria) are a biotic factor. These organisms release
minerals into the soil so influence an abiotic factor.
Check for understanding 1
1) Rainfall is …
a) an abiotic factor
2) A new virus is …
a) a biotic factor
3) The amount of sea weed in the ocean is ...
a) a biotic factor
45
Task 3:
Abiotic factor Explanation
Light intensity Light intensity affects the rate of photosynthesis in plants. Lower light intensity
means slower rate of photosynthesis and so less plant growth.
Temperature Temperature affects the rate of photosynthesis in plants. Lower temperature
means slower rate of photosynthesis and so less plant growth.
Moisture levels All life needs water to survive. Without water there will be no life.
Soil pH and
mineral content
Plants need to absorb minerals into their roots in order to survive and grow.
The pH of the soil affects the microorganisms that can survive there.
Microorganisms are break down large molecules to release mineral ions. If the
pH is not right and this process is slow it will affect the growth of plants.
Wind intensity
and direction
High wind intensity increases the rate of transpiration in plants so they lose
water faster. Only some species can tolerate this. Wind direction affects plants
that use wind for seed dispersal.
Carbon dioxide
levels
Carbon dioxide levels affect the rate of photosynthesis in plants. Less carbon
dioxide means slower rate of photosynthesis and so less plant growth.
Oxygen levels Organisms need oxygen for aerobic respiration. Oxygen levels can vary in
aquatic environments. Low oxygen levels mean aquatic animals cannot survive.
Task 4:
Abiotic factor Explanation
Availability of
food
Lots of food being available means animals survive longer and breed more so
their population increases. When food is scarce animals do not survive so long
and breed less. If more animals die than are born then the population will
decrease.
New diseases If a new pathogen is introduced there will be no resistance. This can cause a
species to die faster than it reproduces so the population will decrease.
New predators Predators are animals that eat other animals, so a new predator could reduce the
population of its prey species (the animals it eats).
New competing
organisms
If a new species is introduced into the community it might compete for the same
food resource as another species. If it is better adapted to get the food then it will
outcompete the original species. This will cause a decrease in the population of
the original species.
46
Check for understanding 2
1) A new species can affect another species. Which is not a way that this can happen?
b) Less oxygen available in the air
2) A decrease in temperature affects animals because …
a) plants grow more slowly so less food is available
Session 4 – Organisms in their Environment Task 1:
Abiotic factors:
Light intensity (hours of sunlight)
Temperature
Snow and ice (moisture)
Biotic factors:
Food availability (plant growth)
New predators (in summer)
Stretch: There is less food available in winter so population of prey species decreases. This
means there is less food available for predator species. Going into hibernation reduces
energy requirements so hibernating predators need less food to survive.
Task 2:
1. From February to July the population of the snowshoe hare doubles from 12 000 to
24 000. From July to February the population halves again decreasing from 24 000
to 12 00.
2. During the winter the rate of photosynthesis in plants is lower because the
temperature is lower and light intensity is lower. This means there is less growth and
so there is less food available for the snowshoe hare so it is less likely to survive and
breed meaning the population decreases.
Stretch: I predict that the population of predators will increase from February to July as
there is more availability of food for predators so more will survive and reproduce. I would
predict that the population of predators will decrease from July to February as there is less
food available so fewer predators will survive and reproduce.
Task 3:
1. The algae grew because there was an increase in mineral ions (abiotic factor).
2. The aquatic plants died because there was a decrease in light intensity at the bottom
of the pond (abiotic factor).
3. The bacteria population increased because there was more food available (biotic
factor).
4. The goldfish died because the bacteria used up oxygen in aerobic respiration so there
was not enough oxygen in the water for them to survive.
Stretch: Clear the algae off the surface of the pond. Do not add mineral ions. Get more
oxygen in water by placing a fountain in the pond to mix water with air.
47
Session 5 – Competition in Animals Do Now
1. A community is all the populations of different species interacting in an environment.
2. Availability of food, a new competitor, a new predator, a new disease
3. If there is less food available fewer individuals are able to survive and reproduce so
the population decreases.
OR If a new competitor is introduced it may be better adapted than the original
species so it will outcompete original species and the population of the original
species will decrease.
OR If a new disease is introduced there may be no resistance so the disease will kill
large numbers so the population will decrease.
OR If a new predator is introduced it will reduce the population of its prey.
Stretch: Red squirrels and grey squirrels compete for the same food source. For a long time
scientists thought that the grey squirrels outcompeted the red squirrels. We now know that
the grey squirrels also brought a new disease with them – squirrel pox – which the red
squirrels were
Task 1: Giraffes have long necks to compete with other giraffes for mates – male giraffes
fight using their necks – if you don’t believe it you can search for it on the internet!
Stretch: Giraffes have long legs so that they can outrun predators.
Task 2: Animals compete for:
• Food
• Territory
• Mates
Task 3: Animals compete for
a) If animals eat the same plant or animal then they will compete with each other. This
is because there is only a limited amount available and the animal that gets the most
will be more likely to survive and reproduce.
b) Animals need a space for finding food and mating. The total space is limited and
some areas will be better than others so animals compete.
c) Male animals need to find a female animal to reproduce with. In some species males
put on a show to make a female choose them over others. In some species one male
will reproduce with many females. Males fight for the rights to reproduce with
females.
Task 4: The pictures on the left show competition between different species – this is called
interspecific competition.
The pictures on the right show competition between individuals of the same species – this is
called intraspecific competition.
Stretch: Both types of competition happen in nature but intraspecific competition is much
more intense as individuals are competing for the exact same resources. Competition
between animals of different species often results in a clear winner as one species will be
better adapted so animals often avoid competition with different species.
48
Check for understanding
1) Animals compete for …
a) food, territory and mates.
2) Competition happens between …
b) both individuals of the same species and individuals of different
species.
2) Animals compete because resources are...
a) limited.
Apply
Task 5:
As the population of trout increases the population of char decreases. This is because of
competition between the char and the trout for food. The trout is better adapted so takes
more of the food leaving less for the char. This means that the trout are more likely to survive
and reproduce and the char are less likely to survive and reproduce.
Stretch: When the population of trout reaches 9000 then there will be lots of (intraspecific)
competition between trout. This means that only some trout can survive and reproduce so
the population does not increase more.
Session 6 – Competition in Plants Do Now
1. A population is all the individuals of one species in an environment.
2. Biotic factors that affect communities include, availability of food, new competitors,
new predators and new diseases.
3. Low light intensity means a slower rate of photosynthesis so plants do not grow as
quickly so there is less food available for other organisms.
Stretch: Aquatic animals need oxygen for aerobic respiration. If oxygen levels get too low
they do not have enough oxygen for aerobic respiration so cannot survive.
Aquatic plants also need oxygen for aerobic respiration but they produce oxygen during
photosynthesis. Plants are also less active than animals so need less energy so do not need to
do as much aerobic respiration.
Task 1: Plants compete for:
• Light
• Water
• Nutrients
• Space
Task 2: If seeds are spread out, when the seeds grow into plants there will be less
(intraspecific) competition for light, water, nutrients and space to grow.
Stretch: Animals eat the fruit and seeds. They then excrete the seeds in a different place so
that the seedlings are not competing with the parent plant for light, water, nutrients and
space.
49
Check for understanding
1) Plants compete for …
c) light, water, nutrients and space.
2) Plants spread out their seeds in order to …
b) reduce competition.
Apply
Task 3:
There is more competition for light, water, nutrients and space to grow in the plants that are
grown close together so each plant has less resources and does not grow as much.
Stretch: When the trees do not have leaves more light will reach the ground allowing these
plants to photosynthesise.
Session 7 – Adaptations in Animals
Do Now
1. Animals compete because resources are limited.
2. Animals compete for food, mates and territory.
3. Abiotic factors: light intensity, temperature, moisture levels, soil pH and mineral
content, wind intensity and direction, carbon dioxide levels, oxygen levels.
Biotic factors: availability of food, new predators, new pathogens, new competitors.
Stretch: An animal that relies on a single food source is more likely to become extinct
because if the availability of that food source decreases or a new competitor is introduced
that eats the same food and outcompetes the animal then there is no other food source
that the animal can use.
Task 1: The fox on the left, the fennec fox, has larger ears, a smaller body and shorter, brown
fur whereas the fox on the right, the arctic fox, has smaller ears, a larger body and longer,
white fur.
Stretch: The differences are because the two species have different adaptations to help them
survive in different environments – the fennec fox lives in the Sahara desert whereas the
arctic fox lives in the arctic. The smaller ears and larger body size of the arctic fox mean it
has a smaller surface area to volume ratio meaning it loses less heat. The longer hair of the
arctic fox means that it is better insulated so loses less heat. The white fur helps the arctic fox
be camouflaged in the snow, whereas the brown fur of the fennec fox helps it be camouflaged
in the sand.
Task 2: Animals can be found living in almost any of the huge range of environments found
on earth. Some examples are the permanent ice of the arctic and Antarctic regions, the hot
and dry deserts, the hot and humid jungle, the high mountains and the deep sea where there
are high pressures and, in places, high temperatures as a result of volcanic activity.
50
Task 3:
Adaptation Helps animal to Explanation
Large body survive in cold
climate
Small surface area to volume ratio reduces heat loss.
Thick fur survive in cold
climate
Insulates the animal reducing heat loss.
Blubber survive in cold
climate
Insulates the animal reducing heat loss.
Small body survive in hot
climate
Large surface area to volume ratio increases heat loss.
Large ears survive in hot
climate
Helps to transfer heat to surroundings.
Resting during
the day
survive in hot
climate
Avoid the heat of the day by staying in shade or burrows.
Producing
concentrated
urine
survive in dry
climate
Producing concentrated urine reduced water loss.
Sharp, pointed
teeth
Eat meat Teeth can rip and tear flesh.
Flat teeth Eat plants Teeth can grind plants
Colour same
as
surroundings
Be camouflaged Means that predators are not spotted as easily by their prey.
Means that prey are not spotted as easily by their predators.
Brightly
coloured
Look poisonous Bright colours are a sign that an animal is poisonous so
predators will avoid eating the animal.
Long legs Run fast Running fast helps prey animals avoid being eaten.
Running fast helps predators catch their prey.
Streamlined
body
Swim Having a streamlined body reduces water resistance allowing
animals to swim faster which helps them to either catch their
prey or avoid being eaten by predators.
Tusks, horns
or antlers
Compete for
mates
Tusks and horns are often used by males to fight for rights to
mate with females.
51
Task 4:
Step 1 – note down what the environment is like.
Cold and snowy
Step 2 – note down all the adaptations that the animal has to help it survive.
Large body – small surface area to volume ratio – reduces heat loss
Small ears – reduces heat loss
Thick fur – reduces heat loss
White fur – camouflaged – prey don’t see it coming.
Step 3 – write answer
The arctic fox has a large body meaning it has small surface area to volume ratio that reduces
heat loss. The arctic fox also has small ears to reduce heat loss. The arctic fox has thick fur
that insulates the body, reducing heat loss. These adaptations help the arctic fox stay warm
in the cold environment. The arctic fox also has white fur that means it is camouflaged
against the snow so that its prey does not see it coming.
Check for understanding
1) Living organisms have features that help them survive that are called …
b) adaptations.
2) Larger bodies mean …
a) a smaller surface area to volume ratio.
3) Animals in hot climates often have large ears in order to ...
c) increase heat loss.
Session 8 – Adaptations in Animals Q1.
(a) C
(b) B
(c) E
(d) D
(e) F
Q2. (a) any two from:
• streamlined / smooth
allow description eg long and thin ignore slimy / oily skin unless qualified
• flippers
allow fins or webbed feet
• flattened / long / large / powerful tail
52
Q2. (b) 1 mark for each adaptation and 1mark for its correct linkedadvantage
eg
fat / blubber (1) insulates (1)
allow keeps warm
or
small surface area to volume ratio (1) heat loss reduced (1)
[4]
Q3. 1 mark for each adaptation and 1 mark for its correct linked advantage
fur / long hair / thick coat (1) for insulation / reduces heat loss (1)
large body / large mass / small (1) SA:V ratio retains heat / loses less heat (1)
small ears (1) reduces surface area / heat loss (1)
horns (1) defence (1)
large shoulders (1) to move through snow (1)
[4]
Q4. (a) any three from:
• streamlined shape enables it to swim quickly (to catch fish)
• wings (provide power) to move quickly (to catch fish)
allow ‘flippers’
• wings used for steering
• white underside / dark top acts as camouflage (so prey less likely to see it)
• long / sharp beak to catch fish
(b) any three from:
• reduces (total) surface area of penguins exposed to wind / cold atmosphere
• reduced number of penguins exposed (to wind / cold)
accept reference to movement in or out of the huddle
accept outer ones insulate / act as barrier
• reducing heat loss
allow reduced cooling
• ‘share’ body warmth / heat
53
Session 9 – Adaptations in Plants and Extremophiles Do Now
1. Plants absorb water through their…
b) roots
2. Pants get carbon dioxide through their…
c) leaves
3. An adaptations is a feature of an organism that helps it to survive and reproduce.
Stretch: Plants need water for photosynthesis. Plants also need water to support their
tissues that’s why they wilt (go floppy) when they don’t have enough water.
Task 1: There is water stored in the fleshy stems of the cacti – this is an adaptation of the
plant that helps it survive in a dry environment.
Task 2
Adaptation Helps plant to
…
Explanation
Long
stems/trunks
Get light Taller plants will outcompete other plants for light.
Fast growing Get light Plant will reach light sooner
Large leaves
with air
pockets
Get light Leaves float on or near surface of water where there is
higher light intensity.
Thorns or
spines
Avoid being eaten Animals need hardened mouths to eat plants with
thorns or spines.
Small surface
area
Reduce water loss Less surface area for evaporation of water.
Thick waxy
cuticle
Reduce water loss Less water evaporates through cuticle.
Curled leaf Reduce water loss High humidity next to leaf so rate of diffusion of water
vapour out of leaf is lower.
Few stomata Reduce water loss Most water is lost through stomata, having fewer
stomata will reduce water loss.
Stomata
open at night
Reduce water loss At night temperatures are lower so rate of evaporation
of water from leaf will be lower.
54
Roots spread
over large
area
Increase water
uptake
Plant can get water from larger area after it rains.
Deep roots Increase water
uptake
Plant get water from deep underground when surface
soil is dry.
Fleshy stems,
roots or
leaves
Store water Stems, roots or leaves can swell up to store water.
Task 3
Step 1 – note down what the environment is like.
Hot and dry.
Step 2 – note down all the adaptations that the animal has to help it survive.
Small surface area – reduces water loss
Leaves are spines – reduces surface area
- stops being eaten
Fleshy stems – stores water
Step 3 – write answer
The saguaro cactus has a small surface area this reduces the surface from which water can
evaporate so reduces water loss. The leaves of the cactus are spines. This further reduces
water loss and also defends the cactus from being eaten. The cactus has a fleshy stem that
can store water.
Check for understanding
1) One adaptation of plants to reduce water loss is …
b) small surface area.
2) Plants growing in dry places have fewer stomata to …
a) reduce water loss.
3) Organisms with adaptations to survive in very hot or very cold places are called ...
b) an extremophile species.
Session 10 – Adaptations in Plants and Extremophiles Q1.
(a) an extremophile species
55
Q2.
(a) large area / internal air spaces
(b) (shape means that) snow falls off
(c) protect / stop it being eaten
stores/ absorbs water (from other parts of the plant)
Q3.
(a) (i) increased water uptake after rain
(ii) water storage or stability or safety from predators
(b) reduces water loss / evaporation
wax protects plant or reflects heat or keeps plant cool or unpalatable
folding reduces surface area or folding reduces warming
accept enclosed stomata or less exposure of stomata or increased humidity or less water
concentration gradient
Q4. any three from adaptation and effect:
few leaves / no leaves / little growth above ground / low surface area above ground so less
water loss
deep roots so can reach water or because surface soil is likely to dry out
roots near surface so can obtain water when it does rain
widespread roots or many roots so can obtain water from a large area
swollen stem so can store water
Q5.
(a) guard cell
(b) Species A :
stomata open in dark / at night or close in light / in day
stomata closed during warm(est) period or open when cool(er)
heat (energy) /warmth increases evaporation / transpiration
reduces water loss / evaporation / transpiration
