At the end of this unit
in terms of scientific enquiry
most pupils will: decide on an appropriate approach to investigating a question about the effects of fertiliser, identifying relevant variables and choosing an appropriate sample size; present results in tables and graphs which show features effectively; draw conclusions that are consistent with the evidence, identifying shortcomings, where appropriate, and relate them to scientific knowledge and understanding
some pupils will not have made so much progress and will: suggest how to control variables identified for them; present results in tables and graphs and point out patterns in these; draw conclusions, relating these to scientific knowledge and understanding, and suggest some improvements to their work
some pupils will have progressed further and will:
consider critically tables of results and graphs and explain how additional data would enable them to have more confidence in their conclusions
in terms of life processes and living things
most pupils will: name the products of photosynthesis and some of the nutrients supplied by fertilisers; identify conditions in which crops will grow well; describe how the abundance and distribution of organisms may be affected by pesticides or weedkillers, relating this to knowledge of food webs; describe how other plants compete with food crops, and other animals compete with humans for the food crops, and that there are ways of achieving a balance between communities
some pupils will not have made so much progress and will: name the products of photosynthesis and some of the nutrients provided by fertilisers; identify factors which affect the growth of crops and identify some organisms which compete for resources where crops are grown
some pupils will have progressed further and will:
relate crop production to pyramids of numbers and explain some ways of achieving a balance between the demands of different communities within an environment; explain how toxic materials can accumulate in a food chain
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