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IB Environmental Systems and Societies Scheme of Work

Topic Lessons (1 hour blocks) Resources Homeworks

Introductory class (1 hour)

Introduction to ES&S:Giving students a bit of background to the course, explaining what the different components are (internal and external assessment) and how they are all assessed. Why Environmental Systems is important and how the course will be taught.Students will also be provided with their learning outcomes booklet which they must bring to all classes

Intro to ES&S PowerPointLearning outcomes booklet

The scientific method and measuring(4 hours)

Introduction to the scientific method:Introduce importance of the scientific method in the IB and start working through the IB scientific method booklet.

Nature of Science PowerPointIB scientific method booklet

Variables and hypotheses:Continue working through the booklet.

IB scientific method booklet

Uncertainty:Introduce the idea of uncertainties with the ppt and then carry out the practical outlined in the booklet

Errors and Uncertainties in Biology PowerPointIB scientific method booklet

Error analysis:Use ppt to introduce the idea of errors in science and the complete the booklet.

Errors and Uncertainties in Biology PowerPointIB scientific method booklet

Calculating means (back of the IB scientific method booklet)

7: Environmental Value Systems (9 hours)

What is an Environmental Value System?:7.1.1 State what is meant by an Environmental Value System7.1.2 Outline the range of environmental philosophies with reference to a diagram from O’Riordan, T. 1981.Finding out where each of the students stand in relation to the diagram.TOK - This topic could be considered a component of a TOK course and particularly directs students to evaluate their own personal standpoints.

Environmental Value Systems lesson plan.Environmental Attitudes questionnaire.Words for table.Environmental Value System – table.

Environmental philosophies:7.1.2 Outline the range of environmental philosophies. Review of Environmental Value Systems. Checking understanding of the different ideas and reading 2 different texts with different views and value systems.

Case studies from Oxford textbook.

Environmentalism and the modern environmental movement:7.1.4 Outline key historical influences on the development of the modern environmental movement.Take students through the PowerPoint looking at environmentalism and the modern environmental movement.Environmental movement – students complete the sheets of the different events in the environmental movement individually using their textbooks. They then create a small timeline of their own on A3 paper.

Environmentalism starterWhat is environmentalism? PowerPointWorksheet 71 – timeline env movement.Oxford textbookA3 paper.

Environmentalism and the modern environmental movement:7.1.4 Outline key historical influences on the development of the modern environmental movement.Students will read Rachel Carson’ Silent Spring and complete the worksheet provided.

Copy of Rachel Carson’s Silent Spring.Silent Spring worksheet

Environmental attitudes:7.1.2 Looking at environmental values in the school. Preparing questionnaires to ask fellow students between this and the next class. Use the example in the worksheet to help them.

Worksheet 72 Ask the questions to their fellow students before the next class.

Environmental attitudes analysis:Practical – Compile questionnaire results. Create pie charts in Excel using the data they have collected. Write-up their results.

Worksheet 72.Analysing questionnaire results lesson plan.Green consumers by age Excel

Environmental attitudes analysis:Practical – Compile questionnaire results. Create pie charts in Excel using the data they have collected. Write-up their results.

Worksheet 72.Analysing questionnaire results lesson plan.Green consumers by age Excel

Finish the write-up of their results.

Environmental value systems of two named societies:7.1.5 Compare and contrast the environmental value systems of two named societies.Take students through the PoweRPoint looking at the different worldviews of different societies (capitalist, communist, european colonisers, native americans, Buddhists etc.). As we go through the PowerPoint the students will complete the comparison table

Environmentalist worldviews PowerPointVarious environmental worldviews worksheet

Environmental value systems of two named societies:7.1.5 Compare and contrast the environmental value systems of two named societies.

Environmentalist worldviews PowerPointVarious environmental

Past exam questions on Environmental Value Systems.

Take students through the PoweRPoint looking at the different worldviews of different societies (capitalist, communist, european colonisers, native americans, Buddhists etc.). As we go through the PowerPoint the students will complete the comparison table

worldviews worksheetHomework question

1: Systems and models(7 hours)

Concepts and characteristics:1.1.1 Outline the concepts and characteristics of a system.1.1.2 Apply the system concept on a range of scales1.1.3 Define the terms open system, closed system and isolated system.Concepts and characteristics of a system. Applying the knowledge to a range of different scales. Learning to identify the different types of systems ‘open, closed and isolated’ and where they can be used when referring to real systems.TOK - How does a systems approach compare to the reductionist approach of conventional science? How does the methodology compare between these two approaches? What are the benefits of using an approach that is common to other disciplines such as economics and sociology?

Systems - concepts and characteristics PowerPointWorksheet that students complete as we are going through the PowerPoint presentation.

Energy in systems:1.1.4 Describe how the first and second law of thermodynamics are relevant to environmental systems.1.1.5 Explain the nature of equilibria.1.1.6 Define and explain the principles of positive and negative feedback.Energy in systems. A recap of the two laws of thermodynamics and how energy moves within systems. Explaining the nature of equilibria comparing ‘steady-state, static, stable and unstable’ equilibria. ]Going through the PowerPoint explaining the concepts as the students complete the worksheet.

Energy in systems PowerPointEnergy in systems worksheet

Systems PPQ

Positive and negative feedback:1.1.6 Define and explain the principles of positive and negative feedback.Describing Positive and Negative Feedback and relating it to real world examples including aspects of global warming and predator-prey relationships.Go through the PowerPoint.

Feedback PowerPoint

Positive and negative feedback:1.1.6 Define and explain the principles of positive and negative feedback.Describing Positive and Negative Feedback and relating it to real world examples including aspects of global warming and predator-prey relationships.Practical - students carry out the Snowshoe Hare and Lynx population simulation activity.

Snowshoe hare and lynx populations activity sheetSnowshoe hare and lynx simulation cardsGraph paperHow to draw a graph checklist

Graphing the results from the snowshoe hare and lynx population simulations

Energy in systems:1.1.4 Describe how the first and second law of thermodynamics are relevant to environmental systems.Practical – Investigating the energy content of food – burning crisps to see how they heat up water differently, looking at the movement of energy.Collect the results complete the graph and conclusions.

Investigating energy in foods lab worksheetTwo different types of crisps e.g. Cheetos and SabritasGraph paper

Transfers and transformations:1.1.7 Describe transfer and transformation processes.1.1.8 Distinguish between flows (inputs and outputs) and storages (stock)in relation to systems.Take students through the difference in meaning between an energy transfer and transformation and what is meant by flow and storage and then they complete the worksheet.

Transfers and transformations PowerPointTransfers and Transformations worksheet

Modelling:1.1.9 Construct and analyse quantitative models involving flows and storages in a system.1.1.10 Evaluate the strengths and limitations of a model.Constructing models showing flows and storages within a system, using the correct symbols. Evaluating the strengths and limitations of models used to represent systems, specifically looking at climate models.

Models PowerpointModels WorksheetSystems quick quiz

Predator prey PPQSystems Review Worksheet

2: The ecosystem(31 hours)

2.1 Structure:Introduction to ecosystems:2.1.1 Distinguish between biotic and abiotic (physical) components of an ecosystem.2.1.2 Define the term trophic level.2.1.3 Identify and explain the different trophic levels in food chains and food webs selected from the local environment.Take students through the PowerPoint and they complete the different sections of the work booklet.

Intro to ecosystems PowerPointIntro to ecosystems work booklet

2.1 Structure:Introduction to ecosystems:2.1.3 Identify and explain the different trophic levels in food chains and food webs selected from the local environment2.1.6 Define the terms species, habitat, niches, community and ecosystem with reference to local examples.Continue going through the PowerPoint with the students while they complete the workbook.

Intro to ecosystems PowerPointIntro to ecosystems work booklet

Food Web PPQ

2.1 Structure:Ecological pyramids:2.1.4 Explain the principles of pyramids of numbers, pyramids of biomass and pyramids of productivity and construct such pyramids from given data.Understanding the principles of the three types of ecological pyramid in this class they will start with pyramids of number and they will construct their own from given data.

Ecological pyramids realone PowerPoint

Food chain and food web practice qs

2.2 Measuring abiotic components of the system:Measuring abiotic factors:2.2.1 List the significant abiotic (physical) factors in an ecosystem.2.2.2 Describe and evaluate methods for measuring at least 3 abiotic (physical) factors within an ecosystem.Review the difference between biotic and abiotic factors. Identify the different abiotic factors in an ecosystem. Understanding and evaluating the different methods which are available for measuring these factors. Matching the pictures, names and definitions of different measuring equipment to the abiotic factors and giving a brief description and evaluation.TOK - How does the role of instrumentation circumvent the limitations of perception?

Measuring abiotic components PowerPointMeasuring abiotic factors lesson planMeasuring abiotic factors worksheetMeasuring devices picturesSecchi disc

2.2 Measuring abiotic components of the system:Measuring abiotic factors:Practical – survey of the museum pond.Understanding how to use the different equipment for measuring abiotic factors.TOK - Can environmental investigations and measurements be as precise or reliable as those in the physical sciences?Why is this and how does this affect the validity of the knowledge? Is a pragmatic or correspondence test of truth most appropriate in this subject area?

digital thermometerpH meterdissolved oxygen meterSecchi discSurvey Worksheet

2.1 Structure:Ecological pyramids:2.1.4 Explain the principles of pyramids of numbers, pyramids of biomass and pyramids of productivity and construct such pyramids from given data.Looking at pyramids of biomass and constructing their own. Identifying the advantages and disadvantages of pyramids of numbers and biomass.

Ecological pyramids realone PowerPointMake your own pyramid of biomass worksheet

2.1 Structure:Ecological pyramids:2.1.4 Explain the principles of pyramids of numbers, pyramids of biomass and pyramids of productivity and construct such pyramids from given data.

Ecological pyramids realone PowerPointPyramids review handoutPoster paper

Ecosystems PPQs

Looking at pyramids of productivity and understanding the difference between the three different methods of representing an ecosystem.

Practical - Microscopes and stereoscopes:Analysing and drawing the samples that we collected from the pond last week. Instruction on how to do drawings from micrscope and stereoscope images.

Microscopes PowerPointUsing a microscope information sheetMicroscope image drawing worksheetMicroscopes and stereoscopesSamples from pond survey

2.1 Structure:Ecological pyramids:2.1.4 Explain the principles of pyramids of numbers, pyramids of biomass and pyramids of productivity and construct such pyramids from given data.Continuing with pyramids of productivity and understanding the difference between the three different methods of representing an ecosystem. Creating a poster to bring all the information together.

Ecological pyramids realone PowerPointPyramids review handoutPoster paper

2.1 Structure:Bioaccumulation and biomagnification:2.1.5 Discuss how the pyramids structure affects the functioning of an ecosystem.Continuing with Ecological Pyramids and understanding the ideas of bioaccumulation and biomagnification.

Bioaccumulation and biomagnification PowerPoint

Ecosystems key word crossword

2.3 Measuring biotic components of the system:Measuring abundance:2.3.2 Describe and evaluate methods for estimating abundance of organisms.Starting the practical ecology booklet - quadrating in order to calculate abundance and percentage cover of organisms.

Practical ecology bookletPractical ecology PowerPoint

2.3 Measuring biotic components of the system:Measuring abundance:2.3.2 Describe and evaluate methods for estimating abundance of organisms.Continue with the practical ecology booklet - quadrating in order to calculate abundance and percentage cover of organisms.

Practical ecology bookletPractical ecology PowerPoint

2.1 Structure:Bioaccumulation and biomagnification:2.1.5 Discuss how the pyramids structure affects the functioning of an ecosystem.

DDT case studyDDT worksheet

Sampling an ecosystem

Looking at the specific case study of DDT and completing the worksheet.

2.1 Structure:Community ecology:2.1.1 Distinguish between biotic and abiotic (physical) components of an ecosystem.2.1.7 Describe and explain population interactions using examples of named species.Take the students through the PowerPoint and as we got through they complete the worksheet.

Community ecology PowerPointCommunity ecology booklet

2.1 Structure:Community ecology:2.1.7 Describe and explain population interactions using examples of named species.Finish going through the PowerPoint and students complete their booklet.

Community ecology PowerPointCommunity ecology booklet

Species interactions worksheet

2.4 Biomes:2.4.1 Define the term biome.2.4.2 Explain the distribution, structure and relative productivity of tropical rainforests, tundra, deserts and any other biome.Introducing the term biome and the different biomes across the planet. Going through the PowerPoint as the students complete the workbook.

Biomes PowerPointBiomes workbook

2.4 Biomes:2.4.2 Explain the distribution, structure and relative productivity of tropical rainforests, tundra, deserts and any other biome.Further detail about the different biomes. Students needed to read the information on the different posters and complete what they hadn’t in their workbooks for each biome

Biomes postersBiomes workbook

2.4 Biomes:2.4.2 Explain the distribution, structure and relative productivity of tropical rainforests, tundra, deserts and any other biome.Finish biomes checking the work in their workbooks from the previous class.

Biomes workbook World biomes project

2.3 Measuring biotic components of the system:Measuring diversity:2.3.4 Define the term diversity.2.3.5 Apply Simpson’s Diversity Index and outline its significance.Defining Diversity and understanding the Simpson’s Diversity Index. Students will

Practical ecology bookletBiodiversity, Simpson’s diversity index and transectsPowerPoint

have a definition of diversity and be able to use the Simpson’s Diversity index to calculate the diversity in different ecosystems. Completing the practical ecology booklet measuring the Simpson’s diversity index.

2.3 Measuring biotic components of the system:Measuring diversity:2.3.5 Apply Simpson’s Diversity Index and outline its significance.2.7.1 Describe and evaluate methods for measuring changes in abiotic and biotic components of an ecosystem along an environmental gradient.Continuing with the Simpson’s diversity index, collecting the data for the practical ecology booklet and making the calculations. Also working on transects.

Practical ecology bookletSimpson’s diversity index continued and transects PowerPoint

Internal Assessment preparation:Introduction to internal assessments:Introduction to Internal Assessments and the different aspects of the Planning section. Take students through the general introduction PowerPoint and then the Planning walkthrough and give them the rubrics.

Introduction to IAPlanning walkthroughIA marking criteria - planningPlanning rubricWriting an ESS internal assessment - planning

Internal Assessment preparation:First practice internal assessment - species diversity:Students plan their first internal assessment related to species diversity and abiotic factors, carrying out measurements with a quadrat. Give the students the research question and planning sheet.

Planning lab training - species diversity

Finish writing up the planning sheet

Internal Assessment preparation:Introduction to internal assessments:Introducing students to the Data Collection and Processing section. Take them through the PowerPoint and the rubric for this section.

IA marking criteria - DCPDCP rubricWriting an ESS internal assessment - DCP

Internal Assessment preparation:First Practice internal assessment - species diversityStudents collect the data for their experiment from the prepared quadrats and put the data into an Excel spreadsheet. They will then begin entering this data into Excel so that we can calculate the Simpson’s diversity index in the next class.

Simpson’s diversity index - quadrat dataProcessing data - Excel

2.3 Measuring biotic components of the system:Measuring abundance:2.3.2 Describe and evaluate methods for estimating abundance of organisms.2.3.3 Describe and evaluate methods for estimating biomass of trophic levels in a

Practical ecology bookletEstimating abundance and the Lincoln index PowerPointBeans

community.Lincoln Index review and Biomass calculation. Consolidating the students understanding of the Lincoln Index by carrying out a practical where they use the capture-mark-release-recapture method to calculate how many beans they have. Describing and evaluating the methods for estimating the biomass at different trophic levels in a community.

2.3 Measuring biotic components of the system:Dichotomous keys:2.3.1 Construct simple keys and use published key for the identification of organisms.Dichotomous Keys. The students are introduced to dichotomous keys making sure that they are able to read them in order to identify specific organisms and construct their own keys.

Dichotomous keys- lesson PowerPointDichotomous key exercise

Dichotomous keys:Practical – creating a dichotomous key using leaves from the school.

Dichotomous practical start-up PowerPointKey WorksheetPlant Class informationDichotomous key practical sheetSchool leaves

2.5 Function:2.5.1 Explain the role of producers, consumers and decomposers in the ecosystem.2.5.2 Describe photosynthesis and respiration in terms of inputs, outputs and energy transformations.Introduction – Explaining the role of producers, consumers and decomposers in the ecosystem. Describing photosynthesis and respiration in terms of inputs, outputs and energy transformations.

PowerPoint

2.5 Function:2.5.3 Describe and explain the transfer and transformation of energy as it flows through an ecosystem.Energy Flow – understanding the different pathways of incoming solar radiation incident on the ecosystem. The transfer and transformation of energy as it flows through a system. Constructing their own simple energy flow diagrams with boxes representing energy storage and arrows energy flow.

PowerPointTextbook

Finish the exercise from the textbook if they don’t finish in class.

2.5 Function:2.5.4 Describe and explain the transfer and transformation of materials as they cycle within an ecosystem.

Carbon Cycle lesson planPowerPointCarbon Cycle record sheet

Carbon Cycle – show the students a diagram of the carbon cycle on PowerPoint and in pairs students will discuss what they have seen in the diagram.Students will then imagine that they are carbon atoms and using a record sheet they will move through the ecosystem to the various different reservoirs where carbon can be found. They fill out a record sheet saying where they are going and what their journey was. They then need to complete the carbon cycle questions from the CN_Key and draw their own version of the cycle.

Coloured pensNames of the different reservoirs stuck around the room.CN_Key without answers

2.5 Function:2.5.4 Describe and explain the transfer and transformation of materials as they cycle within an ecosystem.Nitrogen Cycle – same process as the carbon cycle using a PowerPoint of the nitrogen cycle and the same game. This time with different reservoirs and a new record sheet.

PowerPointNitrogen Cycle Record SheetColoured pensNames of different reservoirs stuck around room.CN_Key without answersNitrogen Cycle worksheet.

Complete the Nitrogen Cycle worksheet

2.5.2 Practical – Photosynthesis practical. Computer simulation of the Elodea bubbler. Review of photosynthesis: students write the word equation on the board. Ask them what abiotic factors they think are going to affect photosynthesis. Brainstorm how we can measure the rate of photosynthesis. The students choose an independent variable to manipulate using the computer simulation and complete the practical worksheet. They will create a table of their results in Excel and measure the rate of photosynthesis and how it changes.2.5.4 Biogeochemical webquest – Complete the webquest on the biogeochemical cycles.

Website: www.kscience.co.ukSelect animations and photolab.Elodea bubbler – computer sheet.Biogeochemical Cycle Webquests – FBM

Complete the cycle if they do not complete it in class.

Graphs review:Specific class on how to graph data and how to choose the correct graph depending on the data that you have. Looking at example graphs and determining the errors with them and also learning how to read graphs. They then mark each other’s graphs using the mark scheme that I use when grading their graphs.

PowerPoint – lessonPowerPoint – markschemeGraphing flow rates sheetBar graph hardest sheetInterpreting graphs sheet

2.5 Function:2.5.4 Describe and explain the transfer and transformation of materials as they cycle within an ecosystem.Water cycle – using the different reservoirs of the cycle provided to them students draw their own version the water cycle. Review of all the biogeochemical cycles, watching different videos and answering questions. Finish of the class by drawing systems diagrams for each of the cycles.

PowerPointQuestion sheet

2.5 Function: PowerPoint

2.5.5 Define the terms gross productivity, net productivity, primary productivity and secondary productivity.Productivity – definition of terms highlighting the differences between: gross and net productivity and primary and secondary productivity.

2.5 Function:2.5.6 Define the term and calculate the values of both gross primary productivity (GPP) and net primary productivity (NPP) from given data.Productivity – review and calculations of gross, net, primary and secondary productivity.

PowerPointProductivity worksheetHome research sheet

Complete the home research sheet.

Internal Assessment preparation:This is their second opportunity to do a practice internal assessment before they start their own. This is going to be changing the Sodium bicarbonate concentration and measuring rate of Photosynthesis. Students will do a pre-lab experiment of the Photosynthesis floating leaf assay.

Photosynthesis floating leaf assay lab walkthrough PowerPoint

Internal Assessment preparation: Planning class. Students will be provided with a planning worksheet and in teams they need to plan their Internal Assessment projects completing all the necessary components of the worksheet. Provide them with the independent variable.

Planning worksheet

Internal Assessment preparation:Finish the planning worksheets that they started in the last class.

See previous

Internal Assessment preparation:Students collect their results from the floating leaf disc assay in teams. They will be using the difference in concentration of Sodium bicarbonate.

BeakersLeavesProjectorSodium bicarbonate solution

2.6 Changes:2.6.1 Explain the concepts of limiting factors and carrying capacity in the context of population growth.2.6.2 Describe and explain S and J population curves.Explain the concepts of carrying capacity and limiting factors in the context of population growth. Describing and explaining S and J population curves.

PowerPointTextbooksGraph paper

2.6 Changes:2.6.3 Describe the role of density-dependent and density-independent factors and internal and external factors in the regulation of populations.Population regulation – looking at the density-dependent and independent factors both internal and external.

PowerPoint

Internal Assessment – getting the results for the Photosynthesis Internal Assessment.

See previous resources

2.6 Changes:Extended Essay information and completing a worksheet on the population changes of Yellow Perch.

PowerPointLimfac worksheet

2.6 Changes:2.6.4 Describe the principles associated with survivorship curves including K- and r- strategists.Reproductive strategies – understanding the characteristics of r- and K-strategists and describe the principles associated with survivorship curves including K- and r-strategists.

PowerPointPrintouts of slides 3 and 4Reproductive strategies sheet.

Internal Assessment preparation:Analysis of results from the photosynthesis assay experiment. Statistical analysis including calculation of ET50 and 1/ET50.

PowerPoint data processing

Internal Assessment preparation:Discussion, evaluation and conclusion. Take the students through the different aspects required for the discussion, evaluation and conclusion of their Internal Assessments about Photosynthesis.

PowerPoint discussion, evaluation and conclusion

Internal Assessment preparation:Go through their IAs so that they can start they write-ups.

Finish the Internal Assessment write-up.

2.6 Changes:2.6.5 Describe the concept and processes of succession in a named habitat.Succession - Introduce the students to the concept of succession. They need to be aware of named examples of organisms from pioneer communities, seral stages and climax communities. Understand that succession happening over time is different from zonation which is spatial patterning.

PowerPoint

2.6 Changes:2.6.6 Explain the changes in energy flow, gross and net productivity, diversity and mineral cycling in different stages of succession.Succession continued – explain the changes in energy flow, gross and net productivity, diversity and mineral cycling in different stages of succession.

PowerPointTextbook

Changes:2.6.6 Explain the changes in energy flow, gross and net productivity, diversity and mineral cycling in different stages of succession.

PowerPointSuccession pictures worksheet

Website of Mount St. Helens eruption.http://

2.6.7 Describe factors affecting the nature of climax communities.Changes in succession review and describing the factors that affect the nature of climax communities.

vulcan.wr.usgs.govSketch curves of GP, NP and respiration as a function of time in one graph since 1980. Indicate different seral stages.

Internal Assessments – students mark previous examples of Internal Assessments using the IAs that are available on the OCC website. Give the students the mark scheme and they decide on the grades that the person deserves.

MarkschemeModerator’s comments of previous IAs

Internal Assessments – the students now use the information that they have to mark the Internal Assessments of the other people in the class.

Markscheme

2.3 measuring biotic components of the systemPractical – Sampling - pitfall traps and transects. Students will set pitfall traps at the museum with a plan to collect their data in one week’s time. They will also have the opportunity to set up transects if they finish their traps.

Pitfall trap students worksheetQuadrats and transect worksheet

2.7 Measuring changes in the system:2.7.1 Describe and evaluate methods for measuring changes in abiotic and biotic components of an ecosystem along an environmental gradient.

PowerPointMeasuring changes along a gradient lesson plan

2.7 Measuring changes in the system:2.7.2 Describe and evaluate methods for measuring the changes in abiotic and biotic components of an ecosystem due to a specific human activity. Chernobyl and the Gulf of Mexico (Oil Spill and Dead Zone).

PowerPointVocabulary for readingsOil Spill informationDead Zone information Chernobyl informationQuestions for case studies

2.3 measuring biotic components of the systemPractical – Pitfall trap collection and identification of insects using stereomicroscopes. Go through their hypotheses.

Insect ID key with picsInsect Identification Key

Discussion, evaluation and conclusion for practical

2.7 Measuring changes in the system:2.7.2 Describe and evaluate methods for measuring the changes in abiotic and biotic components of an ecosystem due to a specific human activity.Background to the three case studies, Chernobyl, Deepwater Horizon Oil Spill and Gulf of Mexico Dead Zone.

PowerPointLesson plan

2.7 Measuring changes in the system: See previous classes Complete the

2.7.2 Describe and evaluate methods for measuring the changes in abiotic and biotic components of an ecosystem due to a specific human activity.Place the students into 3 teams of 4 and they use their notes from the previous class, homework, internet and handouts to create a presentation about their case study.

presentation about their case study.

2.3 measuring biotic components of the systemPractical – Simpson’s Diversity Index and calculating quadrats.

Simpson’s Diversity index exercises sheet

2.7 Measuring changes in the system:2.7.2 Describe and evaluate methods for measuring the changes in abiotic and biotic components of an ecosystem due to a specific human activity.Presentations given by the students of their case studies.

Students’ presentations

Internal Assessment – introduction to next internal assessment on seed germination. Background and start of planning. This time they need to select their own independent variable that they will test. Using the same dependent variable, percentage germination.

PowerPointGermination Fact SheetPlanning SheetSeed Germination plan

Internal Assessment – Finish off their planning and provide the list of equipment that they will need to carry out their Internal Assessments.

2.7 Measuring changes in the system.2.7.3 Describe and evaluate the use of environmental impact assessments (EIAs)Environmental Impact Assessment – Introduction to EIAs describing what it is and when it would be used.

PowerPointQuestions on EIA videoOrdering events of an EIA worksheet

Reading the information on the sheet and answering the two questions.

Internal Assessment – setting up experiments for seed germination. Creating their results tables for data collection.

Internal Assessments – results collection

2.7 Measuring changes in the system:2.7.3 Describe and evaluate the use of environmental impact assessments (EIAs)EIA evaluations and follow-up advantages and disadvantages of using them. Role-play of what happened at the Arcediano Dam

Three gorges dam questionsTextbookArcediano Dam case studyRole-play informationAdvantages and Disadvantage worksheet

Finish of the sheet on advs and disadvs.Do some research and find your own EIA. Summary of the concerns and if the recommendations were followed.

Internal Assessment – Data processing, completing the conversion of their data Finish the write-up of

from raw to processed data and presenting their final data in graphs. the Internal Assessment.

3 Human population, carrying capacity and resource use(39 hours)

3.1 Population dynamics3.1.1 Describe the nature and explain the implications of exponential growth in human populations.Looking at human population growth over the last 100 years and the current situation with 7 billion people on the planet.

PowerPoint - “Human population growth”Video “7 billion, National Geographic”Worksheet - Questions from population sheet.World population bulletin from 2007

3.1 Population dynamics3.1.2 Calculate and explain, from given data, the values of crude birth rate, crude death rate, fertility, doubling time and natural increase rate.Students will look at the different calculations and calculate some examples. If they finish quickly they can have a go at doing the same calculations with data from Mexico.

PowerPoint “Human population growth”Worksheet photocopied from p.168 of the Oxford textbook.

3.1 Population dynamics3.1.3 Analyse age/sex pyramids and diagrams showing demographic transition models.Looking at examples of age/sex pyramids from different countries and how the shapes change as countries become more economically developed. Students will draw their own age/sex pyramids and draw conclusions about the different shapes. Analyse the demographic transition model and what is happening at the different stages.

PowerPoint “Age/sex pyramids and DTMs”Worksheets “axes for age/sex pyramid” and “data for age/sex pyramid.Age/sex pyramids and DTMs lesson plan.Copy of DTM slide from PowerPoint

3.1 Population dynamics PowerPoint “Age/sex pyramids Past paper questions

3.1.3 Analyse age/sex pyramids and diagrams showing demographic transition models.Students will continue looking at age/sex pyramids and DTMs. This is something that they struggle with so they need chance to review it.

and DTMs”Copy of DTM slide from PowerPoint

on human population growth.

3.1 Population dynamics3.1.4 Discuss the use of models in predicting the growth of human populations.Looking at the implications and limitations of using models to predict human population growth. Focus on the DTM and estimations of world population growth.

PowerPoint “Age/sex pyramids and DTMs”

3.2 Resources – natural capital:3.2.1 Explain the concept of resources in terms of natural income.3.2.2 Define the terms renewable, replenishable and non-renewable natural capital.Explaining the concept of resources in the terms of natural income. Defining the terms renewable, non-renewable and replenishable natural capital.

PowerPointResources – natural capital sheet.

3.2 Resources – natural capital:3.2.3 Explain the dynamic nature of the concept of a resource.3.2.4 Discuss the view that the enviroment can have its own intirisic value.Changing value of resources over time and the dynamic nature of a resource. Discussing the view that the environment can have its own intrinsic value.TOK - How can we quantify values such as aesthetic value, which are inherently qualitative?

PowerPointQuestion worksheet photocopied from Oxford book.Intrinsic value of the environment lesson plan.

Practical – Predator/prey interactions. Using beans and quadrats students simulate these interactions using prey density as the independent variable.

Beans50 x 50cm quadrats.

Write-up the results of the experiment using IA format.

3.2 Resources – natural capital:3.2.5 Explain the concept of sustainability in terms of natural capital and natural income.Sustainability and sustainable development. Explaining the concept of sustainability in terms of natural capital and natural income. Coming up with a working definition for the class.

Sustainability and sustainable development lesson plan.PowerPointTextbooks.

Resources – natural capital: Sustainable yield lesson plan Calculate the

3.2.6 Discuss the concept of sustainable development.3.2.7 Calculate and explain sustainable yield from given data. Sustainability continued – sustainable yield.

PowerPointThe story of the Orange Roughy

sustainable yield of the different populations from the Oxford textbook photocopy.Find out about Mexico’s agenda 21.

Practical – starting next Internal Assessment. They need to decide on their research question using the experience they have of previous Internal Assessments and begin their planning.

Planning sheets that they can use.

Complete their planning for the next class.

Practical – begin the data collection for their next Internal Assessment. Need to present a completed planning sheet before they can carry out the data collection.

Items that they need for their Internal Assessments. They bring their own unless sufficient available in the lab.

Practical – Data collection continued.

Practical – Data collection continued. Carry out the analysis of their results for the Internal Assessment and write-up a First Draft that I can annotate and return to them.

3.2 Resources – natural capital:3.2.6 Discuss the concept of sustainable development.Lorax – watch the Dr. Seuss cartoon and answer the questions. When it has finished complete the questions relating what the students have seen to sustainable development and resource use. Discussion questions can be used to talk about the message of the cartoon.

Lorax in 2 parts from youtube.comLorax worksheetThe Lorax – worksheet for video.The lorax and sustainable development reading.

Practical – annotated copies of Internal Assessments returned and students ask any questions and work on making the amendments that they need to.

Final draft of Internal Assessment.

3.3 Energy resources:Introduction:3.3.1 Outline the range of energy resources available to society.Introduction to different energy resources. This should be a review, based on what we saw when doing Natural Resources students should be able to come up with different energy resources, and which are renewable/non-renewable. Elaborate

Energy resources - intro PowerPointPeak Oil video questions

on their lists.

3.3 Energy resources:Advantages and disadvantages:3.3.2 Evaluate the advantages and disadvantages of two contrasting energy sources.In pairs students will carry out research on the internet about 2 different types of energy resource. One renewable and one non-renewable. The students will be provided with their resources. They will then use the information they obtain to create a presentation, including the uses, advantages and disadvantages of each source.

Energy resources webquest and presentation lesson planStudent energy resources sheetrpinnermatdevenergysourceswebquest

3.3 Energy resources:Advantages and disadvantages:3.3.2 Evaluate the advantages and disadvantages of two contrasting energy sources.Presentations from students, then quick quiz based on the advantages and disadvantages of each source to make sure that they have taken in the information.

Students PowerPointsCreate the quick quiz as watching the students present.

3.3 Energy resources:Energy resources in different societies:3.3.3 Discuss the factors that affect the choice of energy sources adopted by different societies.Recap of the different renewable and non-renewable energy sources that we have seen and an advantage and disadvantage of each one. Looking at the factors that affect a society’s choice of energy source by reading case studies from different countries.

Energy use in Mexico PowerPointEnergy resources recap and reminder lesson outlineCase studies of energy use in different countries taken from the Oxford textbookEnergy resources - table advantages and disadvantages worksheet

3.4 The soil system:Soil structure and properties3.4.1 Outline how soil systems integrate aspects of living systems.3.4.2 Compare and contrast the structure and properties of sand, clay and loam soils, including their effect on primary productivity.Students will look at the composition of soil and how it links the lithosphere, atmosphere and living organisms. The different inputs, outputs, transfers and transformations that occur here. As we go through the videos and PowerPoints they will complete the worksheet. Considering the mineral content, drainage, water-holding capacity, air spaces, biota and potential to hold organic matter of the different types of soils.

Soil resources PowerPointSoil resources worksheetSoil resources lesson plan

3.4 The soil system:Soil degradation3.4.3 Outline the processes and consequences of soil degradation.Continue to go through the PowerPoint from the previous class finishing off structure of soil and now looking at how soil degrades. As we do this students will complete the worksheet that they have.

Soil resources PowerPointSoil resources worksheet

3.4 The soil system: Soil conservation:3.4.4 Outline soil conservation measures.Go through the PowerPoint looking at the different types of soil conservation techniques and as we do the students will label and annotate the diagrams.

Soil conservation PowerPointSoil conservation techniques worksheet

3.4 The soil system:Soil management:3.4.5 Evaluate soil management strategies in a commercial farming system and in a named subsistence farming system.Students will analyse the different strategies that have been used in the 3 case studies taken from both subsistence and commercial farming.

Case studies of soil management strategies and conservation techniques taken from pp. 238-239, 241-242 of the Oxford textbook.

Soil past paper essay question.

Practical - Soil erosion practicalStudents will measure soil erosion by calculating the splash distance when a drop of water hits a mound of soil. They will have the option of what their independent variable will be using their knowledge from the previous classes.

QRG_soil texture guideSoil lab worksheetTarget zone

Practical - Soil erosion practicalContinue measuring soil erosion

QRG_soil texture guideSoil lab worksheetTarget zone

Write up practical - Planning and DCP - tables, graphs and statistical tests.

3.5 Food resources:Imbalance in global food supply:3.5.1 Outline the issues involved in the imbalance in global food supply.Take students through the PowerPoint getting their ideas about why there is a global imbalance in food supply. They make notes as we go through.

Food resources - intro PowerPointFood facts sheetWorld hunger video questionsGraph of food production from p.246 Oxford textbook

3.5 Food resources:Imbalance in global food supply:3.5.1 Outline the issues involved in the imbalance in global food supply.Continue from the last class - comparing the difference between food supply in

Food resources - intro PowerPointFood shortages could force world into vegetarianism - Guardian

Go to the FAO website and other resources and answer the questions from p. 246

MEDCs and LEDCs. Going through the PowerPoint. article of the Oxford textbook.

3.5 Food resources:Comparing food production systems:3.5.2 Compare and contrast the efficiency of terrestrial and aquatic food production systems.3.5.3 Compare and contrast the inputs and outputs of materials and energy (energy efficiency), the system characteristics, and evaluate the relative environmental impacts for two named food systems.Review of the first and second laws of thermodynamics and the movement of energy through food chains. Go through PowerPoint with students looking at the difference between efficiency of terrestrial and aquatic systems.Students complete the table for their two systems (one subsistence and one commercial). They will then present their system and as they do the students will note down the information into the other spaces in the table.

Food resources - intro PowerPointFood resources lesson planComparing food production systems tableCase studies of different food production systems taken from Pearson textbook pp. 139-142

3.5 Food resources:Comparing food production systems3.5.3 Compare and contrast the inputs and outputs of materials and energy (energy efficiency), the system characteristics, and evaluate the relative environmental impacts for two named food systems.3.5.4 Discuss the links that exist between social systems and food production systems.Recap from last class of the difference between the specific named systems that we saw and as we discuss it they complete the worksheet. Then go through the PowerPoint looking at the link between social systems and food production systems focussing specifically on some specialised systems.

Links between social systems and food production PowerPointWorksheet food production systems diffsExamples of specialised food production systems information sheet

Students need to research one community that uses shifting cultivation and one that uses wet rice agriculture and discuss how their social systems link to the food production systems.

Internal assessment:Planning:Students prepare their research questions and start working on their planning using the internal assessment planning format. Give students the calendar explaining when they will be collecting data and processing it and when the final draft needs to be handed in.

Internal assessment planning formatIA Calendar

Complete the planning sheet before the next class when they will begin data collection.

Internal assessments:Data collection:Students will have lesson time to collect the data for their internal assessment. They should have ordered any special equipment / solutions that they may need from Mario before and bring in anything that they need which might not be available in the class.

Students must bring their completed planning forms so that they can be checked.

Internal assessments:Data collection:Continue with data collection.

Internal assessments:Data collection:Continue with data collection.

Internal assessments:Data collection / processing:Continue with data collection. Depending on how far along they are some students may be able to start their data processing on their laptops if they bring them in.

Internal assessments:Data collection:Continue with data collection. Depending on how far along they are some students may be able to start their data processing on their laptops if they bring them in.

Writing up Internal Assessment to be handed in.

Exam practice:Practice of paper 2 (section A):Students have been looking at past paper questions from paper 1 and previous essay questions from paper 2 (section B), throughout the year. They have also been looking at case studies in class but they have not had much practice at the paper 2 questions where they are given a resource booklet and need to answer questions based on the information provided (section A). In this class they will have an example of paper 2 (section A) and we shall work through it as a group.

Past paper 2 (section A) questionsPast paper 2 resource booklet

Exam practice:Practice of paper 2 (section A):Continue working through the past paper.

Past paper 2 (section A) questionsPast paper 2 resource booklet

3.6 Water resourcesEarth’s water budget:3.6.1 Describe the Earth’s water budget.Introduction to how water is divided across the planet. Take students through the PowerPoint.

Water resources intro PowerPointESS water resources intro lesson plan

3.6 Water resourcesSustainability of freshwater resources:3.6.2 Describe and evaluate the sustainability of freshwater resources usage with reference to a case study.Continue working through the PowerPoint from last class looking at the issues of

ESS water resources class part 2

freshwater scarcity across the planet.

3.6 Water resources:Sustainability of freshwater resources:3.6.2 Describe and evaluate the sustainability of freshwater resources usage with reference to a case study.Continue looking at the issues of water scarcity focussing on specific case studies from Israel, the Aral Sea and the Colorado River. Students need to read their case study and then as a group they will share their answers and complete the table. Each student will have a different case study.

ESS water resources class part 2Case studies taken from the Oxford textbook p. 218, 220-222Case study table

Water resources PPQs

3.7 Limits to growth (+0.5 hours)3.7.2 Explain how absolute reductions in energy and material use, reuse and recycling can affect human carrying capacity.

3.8 Environmental demands of human populations:Ecological footprinting:3.8.1 Explain the concept of an ecological footprint as a model for assessing the demands that human populations make on their environment.In a circle students will be asked what would happen if a glass dome was placed over the school - they then need to consider all the aspects of their lifestyle that depend on the environment and all the actions that they do that impact on the environment and write them into footprints. Take students through the PowerPoint.TOK: What does the model of an ecological footprint add to the earlier concepts of “resources” and “carrying capacity”? Is it more objective?How does the language affect our understanding of the concepts? - EF conjures an image of environmental threat from any growing population whereas “carrying capacity” focuses on the maximum number that a population can reach.

Ecological footprints intro lesson planEcological footprint PowerPointColoured paper (2 sheets per student)p. 54 of teachers handbook

Calculate your own personal ecological footprint and bring to the next class.

3.8 Environmental demands of human populations:Ecological footprinting:3.8.2 Calculate from appropriate data the ecological footprint of a given population, stating the approximations and assumptions involved.Class discussion about the size of their different ecological footprints that they researched for homework. Calculating the school’s ecological footprint. Students attempt to identify how large the school’s ecological footprint is.

School’s ecological footprint PowerPointCalculating the school’s ecological footprint worksheetEcological footprinting of the school lesson plan

3.8 Environmental demands of human populations:Ecological footprinting:3.8.2 Calculate from appropriate data the ecological footprint of a given

population, stating the approximations and assumptions involved.Continue making calculations for the school’s footprint.

3.8 Environmental demands of human populations:Comparing MEDCs and LEDCs:3.8.3 Describe and explain the differences between the ecological footprint of two human populations, one from an LEDC and one from an MEDC.3.7.1 Explain the difficulties in applying the concept of carrying capacity to local human populations.3.8.5 Describe and explain the relationship between population, resource consumption and technological development, and their influence on carrying capacity and material economic growth.Students will calculate the ecological footprints of an MEDC and an LEDC using the formulas provided and discuss the reasons for the differences between them.

Ecological footprints of different regions calculating worksheetHuman carrying capacity, resource consumption and technology PowerPoint.Human carrying capacity, resource consumption and technology lesson plan

Creating a video campaign on how to reduce the school’s ecological campaign.

3.8 Environmental demands of human populations:National and international policies and population dynamics:3.8.4 Discuss how national and international development policies and cultural influences can affect human population dynamics and growth.take students through the PowerPoint and then read the different articles describing population policies that have been introduced by different countries.

Population policies PowerPointMexico - population policies articleWhen sperm didn’t meet ovum articleChina - one child policy article

4: Conservation and biodiversity(15 hours)

4.1 Biodiversity in ecosystems4.1.1 Define the terms biodiversity, genetic diversity, species diversity and habitat diversity.

4.1 Biodiversity in ecosystems4.1.2 Outline the mechanism of natural selection as a possible driving force for speciation.

4.1 Biodiversity in ecosystems4.1.3 State that isolation can lead to different species being produced that are unable to interbreed to yield fertile offspring.4.1.4 Explain how plate activity has influenced evolution and biodiversity.

4.1 Biodiversity in ecosystems4.1.5 Explain the relationships among ecosystems stability, diversity, succession and habitat.

4.2 Evaluating biodiversity and vulnerability4.2.1 Identify factors that lead to loss of diversity.

4.2 Evaluating biodiversity and vulnerability4.2.2 Discuss the erceived vulnerability of tropical rainforest and their relative value in contributing to global biodivdersity.

4.2 Evaluating biodiversity and vulnerability4.2.3 Discuss current estimates of numbers of species and past and present rates of species extinction.

4.2 Evaluating biodiversity and vulnerability4.2.4 Describe and explain the factors that may make species more or less prone to extinction.

4.2 Evaluating biodiversity and vulnerability4.2.5 Outline the factors used to determine a species’ Red List conservation status.

4.2 Evaluating biodiversity and vulnerability4.2.6 Describe the case histories of three different species: one that has become extinct, another that is critically endangered, and a third species whose conservation status has been improved by intervention.4.2.7 Describe the case history of a natural area of biological significance that is threatened by human activities.

4.3 Conservation of biodiversity4.3.1 State the arguments for preserving species and habitats.

4.3 Conservation of biodiversity4.3.2 Compare and contrast the role and activities of intergovernmental and non governmental organisations in preserving and restoring ecosystems and biodiversity.

4.3 Conservation of biodiversity4.3.3 State and explain the criteria used to design protected areas.

4.3 Conservation of biodiversity4.3.4 Evaluate the success of a named protected area.

4.3 Conservation of biodiversity4.3.5 Discuss and evaluate the strengths and weaknesses of the species-based approach to conservation

Conservation of biodiversity

5: Pollution management(18 hours)

5.1 Nature of pollution5.1.1 Define the term pollution5.1.2 Distinguish between the terms point source pollution and non-point source pollution, and outline the challenge they present for management.5.1.3 State the major sources of pollutants.

5.2 Detection and monitoring of pollution5.2.1 Describe 2 direct methods of monitoring pollution.

5.2 Detection and monitoring of pollution5.2.2 Define the term biochemical oxygen demand (BOD) and explain how this indirect method is used to assess pollution levels in water.

5.2 Detection and monitoring of pollution5.2.3 Describe and explain an indirect method of measuring pollution levels using a biotic index.

5.3 Approaches to pollution management5.3.1 Outline approaches to pollution management with respect to figure 5.

5.3 Approaches to pollution management5.3.2 Discuss the human factors that affect the approaches to pollution management.5.3.3 Evaluate the costs and benefits to society of the World Health Organisation’s ban on the use of the pestiicide DDT.

5.4 Eutrophication5.4.1 Outline the processes of eutrophication

5.4 Eutrophication5.4.2 Evaluate the impacts of eutrophication.

5.4 Eutrophication5.4.3 Describe and evaluate the pollution management strategies with respect to eutrophication.

5.5 Solid domestic waste5.5.1 Outline the types of solid domestic waste.

5.5 Solid domestic waste5.5.2 Describe and evaluate pollution management strategies for solid domestic (municipal) waste.

5.6 Depletion of stratospheric ozone5.6.1 Outline the overall structure and composition of the atmosphere.

5.6 Depletion of stratospheric ozone5.6.2 Describe the role of ozone in the absorption of ultraviolet light.5.6.3 Explain the interaction between ozone and halogenated organic gases.

5.6 Depletion of stratospheric ozone5.6.4 State the effects of ultraviolet radiation on living tissues and biological productivity.5.6.5 Describe 3 methods of reducing the manufacture and release of ozone-depleting substances.5.6.6 Describe and evaluate the role of national and international organisations in reducing the emissions of ozone-depleting substances.

5.7 Urban air pollution5.7.1 State the source and outline the effect of tropospheric ozone.5.7.2 Outline the formation of photochemical smog.

5.7 Urban air pollution5.7.3 Describe and evaluate pollution management strategies for urban air pollution.

5.8 Acid deposition5.8.1 Outline the chemistry leading to the formation of acidified precipitations.5.8.2 Describe three possible effects of acid deposition on soil, water and living organisms.

5.8 Acid deposition5.8.3 Explain why the effect of acid deposition is regional rather than global.5.8.4 Describe and evaluate pollution management strategies for acid deposition.

6: Global Warming

Global Warming6.1.1 Describe the role of greenhouse hases in maintaining mean global

(6 hours) temperature.

Global Warming6.1.2 Describe how human activities add to greenhouse gases.

Global Warming6.1.3 Discuss qualitatively the potential effects if increased mean global temperature.

Global Warming6.1.4 Discuss the feedback mechanisms that would be associated with an increase in mean global temperature.

Global Warming6.1.5 Describe and evaluate pollution management strategies to address the issue of global warming.

Global Warming6.1.6 Outline arguments surrounding global warming.6.1.7 Evaluate contrasting human perceptions of the issue of global warming.

You also need to add in another 30 hours of practical work into this plan. I haven´t added it on because I assume you will be doing it as you go through the course and not as a separate block of 30 hours! Feel free to merge/change the lesson titles as required. I have just used the outline straight from the IB subject guide but obviously you will have specific lessons as opposed to the general titles I have given here. Also, if you cover something from one topic in another – just merge the rows as required. This is simply a guideline to help formulate your scheme of work – do feel free to manipulate it to suit yourself.