Section 1: How are soils different from each other?
Children:
- identify a range of differences between soils
- use the results from work with soil-testing kits to rank soils in terms of acidity
- identify and make a record of plants that are likely to grow well in a particular soil,
eg in the locality of the school, and some that are not
- suggest suitable methods of reducing acidity or alkalinity of soils
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Section 2: What happens to rocks and building materials over time?
Children:
- describe how the appearance of landforms and/or buildings may change over time
- identify factors,
eg low pH of air and rain together with high rainfall, that favour chemical weathering
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Section 3: What causes acid rain?
Children:
- identify which solutions are acidic
- recognise that solutions with lower pH will be more corrosive
- identify burning of fossil fuels,
eg in vehicles, and volcanic activity as leading to acids in the environment
- represent,
eg by drawing flow diagrams or equations, a sequence of reactions in which acid rain is formed
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Section 4: a. What are the effects of acid rain and how can they be reduced?
Children:
- identify that acid rain affects some metals and carbonate-containing rocks
- record observations accurately, indicating the time intervals between them
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Section 5: b. What are the effects of acid rain and how can they be reduced?
Children:
- identify a source of acid rain and its effect on living organisms within a particular environment
- describe how emissions from a particular source causing acid rain could be reduced
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Section 6: a. Is pollution worse now?
Children:
- describe ways in which pollution in their locality is monitored
- identify steps taken to reduce pollution
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Section 7: b. Is pollution worse now?
Children:
- identify and evaluate sources of information about the past,
eg photographs of city centres, contemporary descriptions of domestic/urban/rural life
- identify and evaluate sources of information about the present,
eg local and national monitoring records, media reports
- identify and describe differences between evidence from the past and present-day evidence
- explain the strengths and weaknesses of present-day and past evidence
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Section 8: Is global warming happening?
Children:
- identify key trends in data and draw conclusions from these
- explain how they used the evidence to draw conclusions
- recognise where data is not sufficiently strong to support conclusions or can be interpreted in another way
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Section 9: Reviewing work
Children:
- distinguish between different processes of environmental significance
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