Intervention session 4

1. Intervention session 4 1.How people affect the planet 2.Evolution Keywords: Suggest, Use information, Explain, Conclude, Calculate, Describe, Evaluate

2. Learning Objectives: • Understand what different questions are asking. • Know what answers are expected by AQA. I will be successful in this lesson if I can: • State what information is required to answer AQA set questions (Grade C) • Explain what ‘understanding’ questions are asking for (Grade C). • Identify the language sought for when answering examination questions (Grade B). • Structure long answers appropriately (Lvl B). • Identify strengths and weaknesses in example answers and explain why and where marks would be appropriate (Grade A).

3. 5 mins: On your own write down as many bits of information that you think belongs in that question. 10 mins: Swap your paper with your partner and add to their paper. starter

4. Speak to others in the room to find the answers to the questions that you have no bits of information on. Please no more than 5mins

5. Let’s review the key points for Evolution Task 2 • Whilst we are unsure of where life began, fossils help us decide when life began. However, it is difficult to find good evidence. • The 2 main evolutionary theories are Lamarck (acquired characteristics can be passed onto the next generation. Eg if a man built his muscles up his offspring would also have big muscles) & Darwinism (small changes due to chance mutations occur & if these are best suited to the environment then that organism survives to breed & pass on the genes – natural selection) • Many species have evolved & then become extinct in the life of the Earth. Extinction means that all of the species is wiped out. • Changes such as a new predator, habitat destroyed, new competitor, climate change & a new disease can cause species extinction

6. ASSESSOR TIPS • Always link fossils to rocks. Saying that fossils can be found in different layers of rocks which can tell us how old the fossil is approximately when compared to the known species alive in different era’s. • You must say that surviving species breed to pass their successful genes on. • Organisms are adapted in many ways. Physical and behavioural. The best at finding food, fighting a predator, fighting off disease or surviving a cold snap. • Whenever answering a question about extinction, use the word ‘change’. If there is no change then the animals cannot become extinct!

7. Let’s review the key points for How people affect the planet Task 2 • The human population is increasing rapidly so we use up resources and produce more waste and pollution. • Sulfur dioxide is mostly responsible for acid rain. Clouds blow across countries, so those producing acid rain often causing problems for others. • It is widely accepted belief that the atmosphere on the planet is warming up due to our activities. It is also agreed that we should do something about it. • Lichens are indicators of the level of pollution in the air. Freshwater invertebrates are indicators of pollution in freshwater. • In the development of new housing for incraeses in the population it is important to use, as fully as possible, areas that have been used for building or redevelop them (brown spaces). This helps in making development sustainable.

8. ASSESSOR TIPS • Remember the acidity does not dissolve an organism. Living things are killed as their enzymes only work in a narrow range of pH so if the range is wrong, the enzymes don’t work and they die. • Methane is also a greenhouse gas from cows and rice fields. • NEVER MENTION THE OZONE LAYER WHEN ANSWERING A QUESTION ON GLOBAL WARMING • In an exam question you may be asked to express your views on sustainable development and why it is necessary. You will need to use examples that you can think of or are interested in but you MUST have a point of view that is clearly expressed. • Make sure that you remember the 2 indicators of pollution. Lichens for air pollution & freshwater invertebrates for water pollution.

9. Learning Objectives: • Understand what different questions are asking. • Know what answers are expected by AQA. I will be successful in this lesson if I can: • State what information is required to answer AQA set questions (Grade C) • Explain what ‘understanding’ questions are asking for (Grade C). • Identify the language sought for when answering examination questions (Grade B). • Structure long answers appropriately (Lvl B). • Identify strengths and weaknesses in example answers and explain why and where marks would be appropriate (Grade A).