• Age groups: 11-14s
• Subjects: Computing, Science
• Topics: Biodiversity

Curriculum links

England

Science

Key concepts

1.1 Scientific thinking

• Critically analysing and evaluating evidence from observations and experiments

Key processes

2.1 Practical and enquiry skills

Pupils should be able to:

• assess risk and work safely in the laboratory, field and workplace
• plan and carry out practical and investigative activities, both individually and in groups

Range and content

3.3 Organisms, behaviour and health

The study of science should include:

• all living things show variation, can be classified and are interdependent, interacting with each other and their environment

ICT

Key concepts

1.3 Exploring ideas and manipulating information

• Manipulating information and processing large quantities of data efficiently

Key processes

2.1 Finding information

Pupils should be able to:

• collect and enter quantitative and qualitative information, checking its accuracy

Range and content

The study of ICT should include:

• use of a variety of information sources, including large data sets, in a range of contexts

Scotland

Sciences

Planet Earth

Biodiversity and interdependence

• I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. (SCN 3-01a)

Technologies

ICT to enhance learning

• I enhance my learning by applying my ICT skills in different learning contexts across the curriculum. (TCH 3-04a)
• Throughout my learning, I can make effective use of a computer system to process and organise information. (TCH 4-04a)

Wales

Science

Skills

Pupils should be given opportunities to carry out different types of enquiry, e.g. classifying and identifying

Pupils decide on the most suitable type of enquiry to carry out and outline the planned approach/method, recognising, deciding upon and justifying each of the
following when appropriate:

• the number of observations or measurements that need to be made and their range and values to ensure reliability of evidence
• any potential hazards in their work

Pupils follow the planned approach/method, revise it where necessary, and where appropriate:

• make sufficient relevant observations and accurate measurements, using ICT as appropriate, to a degree of precision appropriate to the enquiry
• identify, describe and explain trends, patterns and relationships

ICT

Skills

Pupils should be given opportunities to produce and use databases to analyse data and follow particular lines of enquiry, e.g. use simple and complex queries (searches/sorts)

Range

Pupils should be given opportunities to:

• use ICT to analyse and interpret data
• use ICT to explore and to solve problems in the context of work across a variety of subjects

Northern Ireland

Science and Technology

Developing pupils’ knowledge, understanding and skills

Pupils should have opportunities to develop skills in scientific methods of enquiry to further scientific knowledge and understanding:

• planning for investigations
• obtaining evidence
• presenting and interpreting results

Developing pupils as contributors to the economy and the environment

• Explore the importance of biodiversity, how it impacts on our lives and how it is affected by human activity
• Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens / wilderness areas, anti-pollution
  strategies, habitat management etc.

ICT

Pupils should be enabled to:

• access and manage data and information
• investigate, make predictions and solve problems through interaction with electronic tools