Practical activity: Healthy soil recipe

Chemistry: Earth and atmosphere

Relationships in an ecosystem

• the composition of the Earth
• the structure of the Earth
• the rock cycle and the formation of igneous, sedimentary andmetamorphic rocks
• Earth as a source of limited resources and the efficacy of recyclingthe carbon cycle
• the composition of the atmosphere
• the production of carbon dioxide by human activity and the impact on climate

Biology: Structure and function of living organisms

Nutrition and digestion

• plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots

Biology: Cellular respiration

• aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life

Working Scientifically Skills

Scientific attitudes

• pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility

Experimental skills and investigations

• ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
• make predictions using scientific knowledge and understanding
• select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate
• use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety
• make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements

• present reasoned explanations, including explaining data in relation to predictions and hypotheses
• identify further questions arising from their results

Planet Earth

Biodiversity and Interdependence

I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth. SCN 3-02a

• Describes the process of photosynthesis (using the word equation) in terms of reactants (raw materials) and products.
• Applies knowledge gained from practical investigations to explain how green plants make their own food in the form of sugars and store this as starch.
• Investigates and presents information on how plants help to sustain life, for example, by providing oxygen, food, habitat, rawmaterials and medicines.

I have propagated and grown plants using a variety of different methods. I can compare these methods and develop my understanding of their commercial use. SCN 4-02a

• Compares natural and artificial techniques to propagate plants, for example, seeds, bulbs and cuttings, and suggests commercial uses such as food production and food security.

Body systems and cells

I have contributed to investigations into the different types of microorganisms and can explain how their growth can be controlled. SCN 3-13b

• Applies knowledge from investigations to describe the essential resources that microorganisms need to grow and reproduce, for example, food, water, warm temperature and a suitable pH.
• Draws conclusions from investigations to describe how conditions and chemicals can promote and restrict growth, including temperature, antibiotics and antifungals.

Earth’s materials

Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks. SCN 3-17a

• Applies knowledge of the rock cycle to describe the formation and characteristics of sedimentary, igneous and metamorphic rocks and gives at least one example of how each is used.
• Describes the formation and characteristics of loam, sand and clay soil types, providing examples of their uses, for example, in agriculture, building and beauty products.
• Researches the formation, characteristics and uses of at least two common minerals, for example, quartz or gypsum and communicates their findings to others using a range of media.

Chemical changes

I have helped to design and carry out practical activities to develop my understanding of chemical reactions involving the Earth’s materials. I can explain how we apply knowledge of these reactions in practical ways. SCN 3-19b

• Describes chemical reactions involving the Earth’s materials, for example, combustion of fossil fuels, carbonate rocks reacting with acid and the formation and impact of acid rain.

Third Level Scientific Skills

Inquiry and Investigative Skills:

Plans and designs scientific investigations and enquiries:

• Demonstrates initiative and increasing independence in identifying a number of key questions and in formulating aims, predictions and hypotheses based on information, observations and knowledge.

Carries out practical activities within a variety of learning environments:

• Includes a control experiment when appropriate in experimental design.
• Manages identified controlled variables to ensure validity of results.

Analyses, interprets and evaluates scientific findings:

• Establishes links between the findings, aim and hypothesis.
• Relates findings to scientific knowledge and understanding.
• Draws a conclusion based on results gathered and in relation to the aim

Scientific Analytical Thinking Skills:

• Applies scientific analytical thinking skills, with increasing independence, working with less familiar and more complex contexts.

Science AOLE

Living things:

• I can describe the features of organisms and recognise how they allow them to live, grow and reproduce for survival in their environment.

Humanities AOLE

Enquiry:

• I can analyse, present and reflect on my findings, describing patterns and explaining relationships across data and sources.

Curriculum Subject Links

• Interdependence of plants and animals
• Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity

Curriculum Skill Links

• Thinking, Problem-Solving and Decision-Making
• Planning for investigations, obtaining evidence, presenting and interpreting results
• Research scientific information from a range of sources
• Demonstrate a range of practical skills in undertaking experiments, including the safe use of scientific equipment and appropriate mathematical calculations
• Use investigative skills to explore scientific issues, solve problems and make informed decisions
• Show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate