sci-2-local community, local discovery

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Science.KS3CycleCurriculumPack.Version1.April2009

Science

KS3 Cycle Curriculum PackProject two Local Community, Local Discovery

Page 2.1

Summary

This curriculum resource is designed to use cycling and aspectsrelating to it in order to understand how science works. Thematerials use cycling and associated resources to explorescientific knowledge, theories and models to provide a deeperunderstanding of the scientific process.

Exploring wild London

The approach for this theme is through the use of a board game. Theflora and fauna of the local community are explored as students progressaround the board taking on challenges and discovery. The game will have

two elements: the bike journey and the natural history. Nine main naturereserves around London provide the context within which the science isexplored. Each reserve has its own wide range of named species whichgive it its characteristics and reflects the biodiversity within the region.It also allows us to highlight what we should/could do to protect thisbiodiversity. As each student cycles between the reserves they will haveto consider aspects of safe cycling and consider alternative routes thatmay present a physical challenge to the cyclist.

There are two extensions to this theme than can be incorporated. Studentscan use the board provided and develop their own set of question cards

or alternatively they could develop their own board based on their localcommunity (school) and the biodiversity found there.

Local Community, Local Discoverysummary

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Teaching delivery map

Areas within government initiatives/programmes

Initiative/programme How the project links to this initiative/programme

Key Stage 3 (KS3) science Section 1 How science works.Section 2 Organisms, behaviour and health.Section 5 Environment, earth and universe.

Every Child Matters (ECM) Enjoy and achieve

Healthy Schools (HS) Personal, Social and Health Education (PSHE)

Social and Emotional Aspects Managing feelingsof Learning (SEAL) Motivation

Social skills

Sustainable Schools (SS) Travel and traffic Inclusion and participation Local well-being

Policies for biodiversity Protect, manage and enhance biodiversityLondon Seek biodiversity enhancements in new developments

Promote public access

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Teaching notes and

lesson plans

Exploring wild LondonObjectives

The main curriculum areas covered by the game are life processes andvariation and interdependence. These are placed in the context of cyclingaround selected nature reserves in Greater London. Students have toanswer questions based on these curriculum areas and discuss theiranswers with their playing partners, thus involving the group in an activelearning experience. The questions vary from the standard multi-choicequestion format of three distractors and one correct answer (there maybe more distractors and more than one correct answer) because they arepart of a game that is intended to promote discussion among studentsrather than a standard test experience. In addition, students are introducedto a range of plants and animals in a manner that is intended to bothinform and cause students to reflect upon the wildlife of London.

Features of the game board

A map of Greater London showing the London boroughs, the RiverThames, the distribution of 12 nature reserves around the peripheryof the city

Information about each reserve, including a species list, is shown aroundthe map. There are also spaces for the various types of game cards:spotting cards, question cards and answer cards

Cycle routes linking the nature reserves are marked out in alternate greenand white squares to indicate individual miles, with the centre milebetween adjacent reserves marked in red. The number of miles indicatedis always an odd number so that the central square is equidistant fromadjacent reserves. The scale of the map makes it very difficult to mapactual cycle routes

Question and answer cards and spotting cards for the game players.

The handouts of these can be photocopied onto A4 card/paper for thestudents to cut out. You will need one die and four counters for each game

A scorecard similar to a cribbage board with four lines of squaresup to 100 in sets of 5

Local Community, Local Discoverylesson plan introduction

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Teaching notes and

lesson plans

Exploring wild London (continued)Rules of the game

Four players play the game at a time

Before starting, shuffle the spotting and question cards and placethe answer cards in number order

All players start at the midway point (red) between an adjacent pairof reserves. Players can move around the board in the direction oftheir choice

Each player throws the dice and moves their counter the number of milesindicated. Play then moves to the next player in a clockwise direction

To enter a reserve a player must throw the exact number required tocover all the miles leading to it, plus one for the reserve; for example,if there are three miles before the next reserve they have to throw afour to land on the reserve. If the player throws a higher number thanneeded, they pass by the reserve and move on towards the next

A player can decide whether to enter a nature reserve or pass on.If the player chooses to enter, they stay in a reserve for four goes

While in a reserve the player takes a question card and a spotting cardalternately on each of their four goes, so they will look at two of eachin every reserve they visit

Spotting cardsThese indicate what wildlife may be seen in the reserves. If the animal orplant on the spotting card is also on the reserves species list the playergets the points indicated. Each card has a picture of the animal/s orplant/s concerned

Local Community, Local Discoverylesson plan structure

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Teaching notes and

lesson plans

Exploring wild London (continued)Rules of the game (continued)

Question cardsThese provide questions about animals and plants. If their fellow playersagree the players answer is correct he or she gets 10 points. If theydisagree and upon consulting the answer cards the answer is correct theplayer gets double points

Answer cardsThese should be kept face down and in order. The number of each card

will need to be written on the reverse before starting the gameAll three types of card should be returned to the bottom of the pileafter use

The player records their points by filling in the scorecard

Once a player has completed four goes in a reserve, they throw thedice to resume their journey to the next reserve

The winner is the first person to score 100 points

Extension activity

Students can further develop the concept of the game by either:

a) Using the board provided and developing their own set of questionsabout the nature reserves and the journey

b)Creating their own board, possibly using their local area or schoolgrounds if appropriate to be the focus for their journey, and developingquestions which relate directly to their local environment


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Teaching notes and

lesson plans

Exploring wild London (continued)Resources:

Handout 1 The game board

Handout 2 27 spotting cards

Handout 3 30 question cards

Handout 4 30 answer cards

Handout 5 Scorecard


Teachersonly

The species lists and descriptions of the reserves have been obtained from: London Wildweb: http://wildweb.london.gov.uk London Wildlife Trust: www.wildlondon.org.uk Greenspace information for Greater London (GiGL): www.gigl.org.uk


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Teaching notes and

lesson plans

Local Community, Local Discoveryhandout 1

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The game boardThe game board consists of 12 A4 sheets that can be photocopied

from the pages provided or printed from the digital files on the

resource CD, both of which are in the additional resources section

of this pack. These can be cut out and fixed together with tape,

or adhered to an A0 board.


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Local

Community,LocalDiscovery...Handouts and worksheets for photocopying


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Activity 1

Handout 1

Page 1 of 1

Exploring wild London the game board

The game board consists of 12 A4 sheets that can be cut out and

fixed together with tape, or adhered to an A0 board, as directed

by your teacher. Use the guide below to help you match up the

12 pieces that make up the game board.


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Activity 1

Handout 2

Page 1 of 7

Exploring wild London spotting cards

A pipistrelle bat flitting around in theevening is worth 5 points

Spotting card 5 points 1

If you are surrounded by oak treesit is worth 5 points


A line of hornbeam trees is worth

5 points


A common blue damselfly is

worth 5 points



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Activity 1

Handout 2

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A water vole swimming along the bankof a stream is worth 10 points


A green woodpecker is worth10 points


A bank of common spotted orchids

is worth 10 points


A slow worm gliding along the

ground is worth 10 points



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Activity 1

Handout 2

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Common blue butterflies flutteringover a meadow are worth 10 points


A bee orchid is worth 10 points


A singing skylark is worth 10 points


Common reeds growing along the

waters edge are worth 10 points



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Activity 1

Handout 2

Page 4 of 7


Reed warblers nesting in the reedsare worth 10 points


A common lizard sunning itself ona stone is worth 15 points


A grass snake coiled on a rock is

worth 15 points


A stag beetle on a rotting tree stump

is worth 15 points



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Activity 1

Handout 2

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Yellow archangel growing by a hedgeis worth 15 points


Bluebells in a wood are worth15 points


A nuthatch running down the trunk

of a tree is worth 20 points


A hare is worth 20 points



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Activity 1

Handout 2

Page 6 of 7


A common bluedamselfly is worth5 points

The two together are worth 15 points

A line ofhornbeam treesis worth 5 points

Spotting card 5 or 15 points 23

A bank ofcommon spottedorchids is worth10 points


A water voleswimming alongthe bank of astream is worth10 points


A wasp spider is worth 20 points


A badger in its set is worth 20 points



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Activity 1

Handout 2

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Bluebells in awood are worth15 points


A great crestednewt in a pond isworth 15 points


Reed warblersnesting in thereeds are worth

10 points


Common bluebutterfliesfluttering over

a meadow areworth 10 points


A fox runningacross grasslandis worth

10 points


A water voleswimming alongthe bank of a

stream is worth10 points



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Activity 1

Handout 3

Page 1 of 8

Exploring wild London question cards

10 points if your playing partners agree with your answer

20 points if they disagree with you and you get it right

The answer is on answer card 1

Which of the following statementsare true?

The process of photosynthesis:a) Is the starting point for a food chainb) Produces oxygenc) Produces carbon dioxided) Needs chlorophyll

Question card 1




Which of the following statementsabout fungi is true?

a) Fungi can produce their own foodb) Fungi help decomposition in the soilc) Fungi contain chlorophylld) Fungi need light to grow

Question card 2


20 points if they disagree with you and you get it rightThe answer is on answer card 3

An oak tree grows because it:

a) Takes in food through its rootsb) Makes food in its leaves

c) Takes water to the leaves from the soild) Can breathe in carbon dioxide

Question card 3



Which of the following might befood for a herbivore?

a) Fish

b) Oak leavesc) Seaweedd) Worme) Grass

Question card 4


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Activity 1

Handout 3

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Which of the following might befood for a carnivore?

a) Acornsb) Micec) Cabbaged) Caterpillarse) Sparrows

Question card 5




Which of the following producepollen?

a) Toadstoolb) Buttercupc) Horse chestnut treed) Fern

Question card 6



Which of the following areamphibians?

a) Frog

b) Toadc) Lizardd) Snake

Question card 7



Which of the following are reptiles?

a) Newtb) Dinosaur

c) Turtled) Crocodile

Question card 8


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Activity 1

Handout 3

Page 3 of 8





Which of the following areflowering plants?

a) Toadstoolb) Buttercupc) Horse chestnut treed) Fern

Question card 9




Which of the following are birds?

a) Penguinb) Dolphinc) Puffind) House martin

Question card 10



Which of the following characteristicsare shown by most fish?

a) Lay eggs in water

b) Lay eggs with soft shellsc) Lay eggs with hard shellsd) Are covered in scalese) Breathe oxygen from waterf) Breathe oxygen from the airg) Grow feathersh) Grow furi) Are cold-bloodedj) Are warm-bloodedk) Look after their young

Question card 11



Which of the following characteristicsare shown by most amphibians?



Question card 12


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Handout 3

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Which of the following characteristicsare shown by most reptiles?

a) Lay eggs in waterb) Lay eggs with soft shellsc) Lay eggs with hard shellsd) Are covered in scalese) Breathe oxygen from waterf) Breathe oxygen from the airg) Grow feathersh) Grow furi) Are cold-bloodedj) Are warm-blooded

k) Look after their young

Question card 13




Which of the following characteristicsare shown by most birds?

a) Lay eggs in waterb) Lay eggs with soft shellsc) Lay eggs with hard shellsd) Are covered in scalese) Breathe oxygen from waterf) Breathe oxygen from the airg) Grow feathersh) Grow furi) Are cold-bloodedj) Are warm-blooded


Question card 14



Which of the following characteristicsare shown by most mammals?



Question card 15



Which of the following are truestatements?

A bat is:

a) The only British mammal that fliesb) Gives birth to live youngc) Raises its young in a nestd) Eats insects

Question card 16


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Activity 1

Handout 3

Page 5 of 8





Which of the following are seeds?

a) Acornsb) Peasc) Wheat graind) Conkers

Question card 17




A fully grown oak tree providesfood and shelter to many organisms,including:

a) Small birds like warblers and blue titsb) Caterpillars of moths and butterfliesc) Mothsd) Fungi such as mushrooms

and toadstoolse) Spidersf) Owlsg) MiceWhich three of the listed organismsare predators?

Question card 18





and toadstoolse) Spidersf) Owlsg) MiceWhich organism is most likely to eatthe caterpillars?

Question card 19





and toadstoolse) Spidersf) Owlsg) MiceWhich organisms are insects?

Question card 20


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Activity 1

Handout 3

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and toadstoolse) Spidersf) Owlsg) MiceWhich organism is the top predator?

Question card 21






and toadstoolse) Spidersf) Owlsg) MiceWhich organism feeds on the deadparts of the tree?

Question card 22





and toadstoolse) Spidersf) Owlsg) MiceIn which organism are pesticides likelyto become most concentrated?

Question card 23



The following animals or plantsare listed just once in the 12London reserves.

a) Otterb) Fallow deerc) Wild daffodild) Tawny owle) Adderf) Green-veined white butterflyg) Common toadIn a food chain which one wouldbe the producer?

Question card 24


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Handout 3

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a) Otterb) Fallow deerc) Wild daffodild) Tawny owle) Adderf) Green-veined white butterflyg) Common toadWhich of them are warm-blooded?

Question card 25





a) Otterb) Fallow deerc) Wild daffodild) Tawny owle) Adderf) Green-veined white butterflyg) Common toadWhich one lays eggs with a soft shell?

Question card 26




a) Otterb) Fallow deerc) Wild daffodild) Tawny owle) Adderf) Green-veined white butterflyg) Common toadWhich one can photosynthesise?

Question card 27




a) Otterb) Fallow deerc) Wild daffodild) Tawny owle) Adderf) Green-veined white butterflyg) Common toadWhich one is an invertebrate?

Question card 28


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Activity 1

Handout 3

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The following organisms forma food chain.

a) Snailb) Grassc) Sparrowhawkd) Song thrushPlace the organisms in the correctorder for the food chain to work.

Question card 29




The following organisms forma food chain.

a) Snailb) Grassc) Sparrowhawkd) Song thrushIn this food chain where is themost energy concentrated?

Question card 30


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Activity 1

Handout 4

Page 1 of 8

Exploring wild London answer cards

Answer card 1

If your playing partners agree withyour answer you get 10 points

If they disagree with you and you getit right you get 20 points

The answer is:

a) Is the starting point for a food chain

b)Produces oxygen

d)Needs chlorophyll

Answer card 2



The answer is:

b)Fungi help decompositionin the soil

Answer card 3



The answer is:

b)Makes food in its leaves

c) Takes water to the leaves fromthe soil

d)Can breathe in carbon dioxide

Answer card 4



The answer is:

b)Oak leaves

c) Seaweed

e)Grass


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Activity 1

Handout 4

Page 2 of 8


Answer card 5



The answer is:

b)Mice

d)Caterpillars

e) Sparrows

Answer card 6



The answer is:

b)Buttercup

c) Horse chestnut tree

Answer card 7



The answer is:

a) Frog

b)Toad

Answer card 8



The answer is:

b)Dinosaur

c) Turtle

d)Crocodile


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Activity 1

Handout 4

Page 3 of 8


Answer card 9



The answer is:

b)Buttercup

c) Horse chestnut tree

Answer card 10



The answer is:

a) Penguin

c) Puffin

d)House martin

Answer card 11



The answer is:


d)Are covered in scales

e) Breathe oxygen from water

i) Are cold-blooded

Answer card 12



The answer is:


e) Breathe oxygen from water

f) Breathe oxygen from the air

i) Are cold-blooded


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Activity 1

Handout 4

Page 4 of 8


Answer card 13



The answer is:

b)Lay eggs with soft shells

d)Are covered in scales


i) Are cold-blooded

Answer card 14



The answer is:

c) Lay eggs with hard shells


g) Grow feathers

j) Are warm-blooded


Answer card 15



The answer is:


h)Grow fur

j) Are warm-blooded


Answer card 16



The answer is:

a) The only British mammal that flies

b)Gives birth to live young

d)Eats insects


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Activity 1

Handout 4

Page 5 of 8


Answer card 17



The answer is:

a) Acorns

b)Peas

c) Wheat grain

d)Conkers

Answer card 18



The answer is:

a) Small birds like warblers andblue tits

e)Spiders

f) Owls

Answer card 19



The answer is:

a) Small birds like warblers and

blue tits

Answer card 20



The answer is:

b)Caterpillars of moths

and butterflies

c) Moths


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Activity 1

Handout 4

Page 6 of 8


Answer card 21



The answer is:

f) Owls

Answer card 22



The answer is:

d)Fungi such as mushroomsand toadstools

Answer card 23



The answer is:

f) Owls

Answer card 24



The answer is:

c) Wild daffodil


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Activity 1

Handout 4

Page 7 of 8


Answer card 25



The answer is:

a) Otter

b)Fallow deer

d)Tawny owl

Answer card 26



The answer is:

e)Adder

Answer card 27



The answer is:

c) Wild daffodil

Answer card 28



The answer is:

f) Green-veined white butterfly


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Activity 1

Handout 4

Page 8 of 8


Answer card 29



The answer is:

b)Grass

a) Snail

d)Song thrush

c) Sparrowhawk

Answer card 30



The answer is:

b)Grass


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Activity 1

Handout 5

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Exploring wild London scorecard

105 2015

A

B

C

D

3025 4035

A

B

C

D

5045 6055

A

B

C

D

7065 8075

A

BC

D

9085 10095

A

B

C

D

Player A: Player B:

Player C: Player D:


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