SCI-2-Local Community, Local Discovery

Science Summary
KS3 Cycle Curriculum Pack

Project two – Local Community, Local Discovery
Page 2.1
Teachers
only
Local Community, Local Discovery

summary
This curriculum resource is designed to use cycling and aspects
relating to it in order to understand how science works. The
materials use cycling and associated resources to explore
scientific knowledge, theories and models to provide a deeper
understanding of the scientific process.
Science. KS3 Cycle Curriculum Pack. Version 1. April 2009
Exploring wild London

The approach for this theme is through the use of a board game. The
flora and fauna of the local community are explored as students progress
around the board taking on challenges and discovery. The game will have
two elements: the bike journey and the natural history. Nine main nature
reserves around London provide the context within which the science is
explored. Each reserve has its own wide range of named species which
give it its characteristics and reflects the biodiversity within the region.
It also allows us to highlight what we should/could do to protect this
biodiversity. As each student ‘cycles’ between the reserves they will have
to consider aspects of ‘safe cycling’ and consider alternative routes that
may present a physical challenge to the cyclist.
There are two extensions to this theme than can be incorporated. Students
can use the board provided and develop their own set of question cards
or alternatively they could develop their own board based on their local
community (school) and the biodiversity found there.
Science Teaching delivery map
Page 2.2
Teachers
only

teaching delivery map
Areas within government initiatives/programmes
Initiative/programme How the project links to this initiative/programme
Key Stage 3 (KS3) science Section 1 – How science works.
Section 2 – Organisms, behaviour and health.

Section 5 – Environment, earth and universe.
Every Child Matters (ECM) • Enjoy and achieve
Healthy Schools (HS) • Personal, Social and Health Education (PSHE)
Social and Emotional Aspects • Managing feelings
of Learning (SEAL) • Motivation
• Social skills
Sustainable Schools (SS) • Travel and traffic
• Inclusion and participation
• Local well-being
Policies for biodiversity – • Protect, manage and enhance biodiversity
London • Seek biodiversity enhancements in new developments
• Promote public access
Science Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Page 2.3
Teachers
only

lesson plan – introduction
Exploring wild London

Objectives
The main curriculum areas covered by the game are life processes and
variation and interdependence. These are placed in the context of cycling
around selected nature reserves in Greater London. Students have to

answer questions based on these curriculum areas and discuss their
answers with their playing partners, thus involving the group in an active
learning experience. The questions vary from the standard multi-choice
question format of three distractors and one correct answer (there may
be more distractors and more than one correct answer) because they are
part of a game that is intended to promote discussion among students
rather than a standard test experience. In addition, students are introduced
to a range of plants and animals in a manner that is intended to both
inform and cause students to reflect upon the wildlife of London.
Features of the game board

• A map of Greater London showing the London boroughs, the River
Thames, the distribution of 12 nature reserves around the periphery
of the city
• Information about each reserve, including a species list, is shown around
the map. There are also spaces for the various types of game cards:
spotting cards, question cards and answer cards
• Cycle routes linking the nature reserves are marked out in alternate green
and white squares to indicate individual miles, with the centre mile
between adjacent reserves marked in red. The number of miles indicated
is always an odd number so that the central square is equidistant from
adjacent reserves. The scale of the map makes it very difficult to map
actual cycle routes
• Question and answer cards and spotting cards for the game players.
The handouts of these can be photocopied onto A4 card/paper for the
students to cut out. You will need one die and four counters for each game
• A scorecard similar to a cribbage board with four lines of squares
up to 100 in sets of 5
Page 2.4
Teachers
only

lesson plan – structure
Exploring wild London (continued)

Rules of the game
• Four players play the game at a time

• Before starting, shuffle the spotting and question cards and place
the answer cards in number order
• All players start at the midway point (red) between an adjacent pair
of reserves. Players can move around the board in the direction of
their choice
• Each player throws the dice and moves their counter the number of miles
indicated. Play then moves to the next player in a clockwise direction
• To enter a reserve a player must throw the exact number required to
cover all the miles leading to it, plus one for the reserve; for example,
if there are three miles before the next reserve they have to throw a
four to land on the reserve. If the player throws a higher number than
needed, they pass by the reserve and move on towards the next
• A player can decide whether to enter a nature reserve or pass on.
If the player chooses to enter, they stay in a reserve for four goes
• While in a reserve the player takes a question card and a spotting card
alternately on each of their four goes, so they will look at two of each
in every reserve they visit
Spotting cards
These indicate what wildlife may be seen in the reserves. If the animal or
plant on the spotting card is also on the reserve’s species list the player
gets the points indicated. Each card has a picture of the animal/s or
plant/s concerned
Page 2.5
Teachers
only


Rules of the game (continued)
Question cards
These provide questions about animals and plants. If their fellow players
agree the player’s answer is correct he or she gets 10 points. If they

disagree and upon consulting the answer cards the answer is correct the
player gets double points
Answer cards
These should be kept face down and in order. The number of each card
will need to be written on the reverse before starting the game
All three types of card should be returned to the bottom of the pile
after use
• The player records their points by filling in the scorecard
• Once a player has completed four goes in a reserve, they throw the
dice to resume their journey to the next reserve
• The winner is the first person to score 100 points
Extension activity
Students can further develop the concept of the game by either:
a) Using the board provided and developing their own set of questions
about the nature reserves and the journey
b)Creating their own board, possibly using their local area or school
grounds if appropriate to be the focus for their journey, and developing
questions which relate directly to their local environment
Page 2.6
Teachers
only


Resources:
Handout 1 The game board

Handout 2 27 spotting cards
Handout 3 30 question cards
Handout 4 30 answer cards
Handout 5 Scorecard
The species lists and descriptions of the reserves have been obtained from:
• London Wildweb: http://wildweb.london.gov.uk
• London Wildlife Trust: www.wildlondon.org.uk
• Greenspace information for Greater London (GiGL): www.gigl.org.uk
Page 2.7
Teachers
only

handout 1
The game board

The game board consists of 12 A4 sheets that can be photocopied
from the pages provided or printed from the digital files on the
resource CD, both of which are in the additional resources section
of this pack. These can be cut out and fixed together with tape,
or adhered to an A0 board.
Science
Local
Community,
Local
Discovery...
Handouts and worksheets for photocopying
Science Activity 1
KS3 Cycle Curriculum Pack Handout 1
Project two – Local Community, Local Discovery Page 1 of 1
Page 2.11
Exploring wild London –

the game board
The game board consists of 12 A4 sheets that can be cut out and
fixed together with tape, or adhered to an A0 board, as directed
by your teacher. Use the guide below to help you match up the
12 pieces that make up the game board.
Science Activity 1
Page 2.12
Exploring wild London – spotting cards

✁ ✁
Spotting card – 5 points 1 Spotting card – 5 points 2

A pipistrelle bat flitting around in the If you are surrounded by oak trees
evening is worth 5 points it is worth 5 points
✁ ✁
A line of hornbeam trees is worth A common blue damselfly is

5 points worth 5 points
Science Activity 1
Page 2.13

✁ ✁
A water vole swimming along the bank A green woodpecker is worth

of a stream is worth 10 points 10 points
✁ ✁
A bank of common spotted orchids A slow worm gliding along the

is worth 10 points ground is worth 10 points
Science Activity 1
Page 2.14

✁ ✁

Common blue butterflies fluttering A bee orchid is worth 10 points
over a meadow are worth 10 points
✁ ✁
A singing skylark is worth 10 points Common reeds growing along the

water’s edge are worth 10 points
Science Activity 1
Page 2.15

✁ ✁
Reed warblers nesting in the reeds A common lizard sunning itself on

are worth 10 points a stone is worth 15 points
✁ ✁
A grass snake coiled on a rock is A stag beetle on a rotting tree stump

worth 15 points is worth 15 points
Science Activity 1
Page 2.16

✁ ✁

Yellow archangel growing by a hedge Bluebells in a wood are worth
is worth 15 points 15 points
✁ ✁
A nuthatch running down the trunk A hare is worth 20 points

of a tree is worth 20 points
Science Activity 1
Page 2.17

✁ ✁
A wasp spider is worth 20 points A badger in its set is worth 20 points
✁ ✁
Spotting card – 5 or 15 points 23 Spotting card – 10 or 25 points 24
A common blue A line of A bank of A water vole

damselfly is worth hornbeam trees common spotted swimming along
5 points is worth 5 points orchids is worth the bank of a
10 points stream is worth
10 points
The two together are worth 15 points The two together are worth 25 points
Science Activity 1
Page 2.18

✁ ✁
Spotting card – 10 or 25 points 25 Spotting card – 10 or 25 points 26

Reed warblers Common blue A fox running A water vole
nesting in the butterflies across grassland swimming along
reeds are worth fluttering over is worth the bank of a
10 points a meadow are 10 points stream is worth
worth 10 points 10 points
The two together are worth 25 points The two together are worth 25 points
✁
Spotting card – 15 or 35 points 27
Bluebells in a A great crested

wood are worth newt in a pond is
15 points worth 15 points
The two together are worth 35 points

Science Activity 1
Page 2.19
Exploring wild London – question cards

✁ ✁
Question card 1 Question card 2
Which of the following statements Which of the following statements
are true? about fungi is true?
The process of photosynthesis: a) Fungi can produce their own food
a) Is the starting point for a food chain b) Fungi help decomposition in the soil
b) Produces oxygen c) Fungi contain chlorophyll
c) Produces carbon dioxide d) Fungi need light to grow
d) Needs chlorophyll
10 points if your playing partners agree with your answer 10 points if your playing partners agree with your answer
20 points if they disagree with you and you get it right 20 points if they disagree with you and you get it right
The answer is on answer card 1 The answer is on answer card 2
✁ ✁
An oak tree grows because it: Which of the following might be
a) Takes in food through its roots food for a herbivore?
b) Makes food in its leaves a) Fish
c) Takes water to the leaves from the soil b) Oak leaves
d) Can breathe in carbon dioxide c) Seaweed
d) Worm
e) Grass
Science Activity 1
Page 2.20

✁ ✁
Which of the following might be Which of the following produce
food for a carnivore? pollen?
a) Acorns a) Toadstool
b) Mice b) Buttercup
c) Cabbage c) Horse chestnut tree
d) Caterpillars d) Fern

e) Sparrows
✁ ✁
Which of the following are Which of the following are reptiles?
amphibians? a) Newt
a) Frog b) Dinosaur
b) Toad c) Turtle
c) Lizard d) Crocodile
d) Snake
Science Activity 1
Page 2.21

✁ ✁
Which of the following are Which of the following are birds?
flowering plants? a) Penguin
a) Toadstool b) Dolphin
b) Buttercup c) Puffin
c) Horse chestnut tree d) House martin
d) Fern
✁ ✁
Which of the following characteristics Which of the following characteristics
are shown by most fish? are shown by most amphibians?
a) Lay eggs in water a) Lay eggs in water
b) Lay eggs with soft shells b) Lay eggs with soft shells
c) Lay eggs with hard shells c) Lay eggs with hard shells
d) Are covered in scales d) Are covered in scales
e) Breathe oxygen from water e) Breathe oxygen from water
f) Breathe oxygen from the air f) Breathe oxygen from the air
g) Grow feathers g) Grow feathers
h) Grow fur h) Grow fur
i) Are cold-blooded i) Are cold-blooded
j) Are warm-blooded j) Are warm-blooded
k) Look after their young k) Look after their young
Science Activity 1
Page 2.22

✁ ✁
Which of the following characteristics Which of the following characteristics
are shown by most reptiles? are shown by most birds?
b) Lay eggs with soft shells b) Lay eggs with soft shells
c) Lay eggs with hard shells c) Lay eggs with hard shells
d) Are covered in scales d) Are covered in scales

e) Breathe oxygen from water e) Breathe oxygen from water
f) Breathe oxygen from the air f) Breathe oxygen from the air
g) Grow feathers g) Grow feathers
h) Grow fur h) Grow fur
j) Are warm-blooded j) Are warm-blooded
k) Look after their young k) Look after their young
✁ ✁
Which of the following characteristics Which of the following are true
are shown by most mammals? statements?
a) Lay eggs in water A bat is:
b) Lay eggs with soft shells a) The only British mammal that flies
c) Lay eggs with hard shells b) Gives birth to live young
d) Are covered in scales c) Raises its young in a nest
e) Breathe oxygen from water d) Eats insects
f) Breathe oxygen from the air
g) Grow feathers
h) Grow fur
i) Are cold-blooded
j) Are warm-blooded
k) Look after their young
Science Activity 1
Page 2.23

✁ ✁
Which of the following are seeds? A fully grown oak tree provides
a) Acorns food and shelter to many organisms,
b) Peas including:
c) Wheat grain a) Small birds like warblers and blue tits
d) Conkers b) Caterpillars of moths and butterflies
c) Moths
d) Fungi such as mushrooms

and toadstools
e) Spiders
f) Owls
g) Mice
Which three of the listed organisms
are predators?
✁ ✁
A fully grown oak tree provides A fully grown oak tree provides
food and shelter to many organisms, food and shelter to many organisms,
including: including:
a) Small birds like warblers and blue tits a) Small birds like warblers and blue tits
b) Caterpillars of moths and butterflies b) Caterpillars of moths and butterflies
c) Moths c) Moths
d) Fungi such as mushrooms d) Fungi such as mushrooms
and toadstools and toadstools
e) Spiders e) Spiders
f) Owls f) Owls
g) Mice g) Mice
Which organism is most likely to eat Which organisms are insects?
the caterpillars?
Science Activity 1
Page 2.24

✁ ✁
A fully grown oak tree provides A fully grown oak tree provides
food and shelter to many organisms, food and shelter to many organisms,
including: including:
a) Small birds like warblers and blue tits a) Small birds like warblers and blue tits
b) Caterpillars of moths and butterflies b) Caterpillars of moths and butterflies
c) Moths c) Moths

d) Fungi such as mushrooms d) Fungi such as mushrooms
and toadstools and toadstools
e) Spiders e) Spiders
f) Owls f) Owls
g) Mice g) Mice
Which organism is the top predator? Which organism feeds on the dead
parts of the tree?
✁ ✁
A fully grown oak tree provides The following animals or plants
food and shelter to many organisms, are listed just once in the 12
including: London reserves.
a) Small birds like warblers and blue tits a) Otter
b) Caterpillars of moths and butterflies b) Fallow deer
c) Moths c) Wild daffodil
d) Fungi such as mushrooms d) Tawny owl
and toadstools e) Adder
e) Spiders f) Green-veined white butterfly
f) Owls g) Common toad
g) Mice In a food chain which one would
In which organism are pesticides likely be the producer?
to become most concentrated?
Science Activity 1
Page 2.25

✁ ✁
The following animals or plants The following animals or plants
are listed just once in the 12 are listed just once in the 12
London reserves. London reserves.
a) Otter a) Otter
b) Fallow deer b) Fallow deer
c) Wild daffodil c) Wild daffodil
d) Tawny owl d) Tawny owl

e) Adder e) Adder
f) Green-veined white butterfly f) Green-veined white butterfly
g) Common toad g) Common toad
Which of them are warm-blooded? Which one lays eggs with a soft shell?
✁ ✁
The following animals or plants The following animals or plants
are listed just once in the 12 are listed just once in the 12
London reserves. London reserves.
a) Otter a) Otter
b) Fallow deer b) Fallow deer
c) Wild daffodil c) Wild daffodil
d) Tawny owl d) Tawny owl
e) Adder e) Adder
f) Green-veined white butterfly f) Green-veined white butterfly
g) Common toad g) Common toad
Which one can photosynthesise? Which one is an invertebrate?
Science Activity 1
Page 2.26

✁ ✁
The following organisms form The following organisms form
a food chain. a food chain.
a) Snail a) Snail
b) Grass b) Grass
c) Sparrowhawk c) Sparrowhawk
d) Song thrush d) Song thrush

Place the organisms in the correct In this food chain where is the
order for the food chain to work. most energy concentrated?
Science Activity 1
Page 2.27
Exploring wild London – answer cards

✁ ✁
Answer card 1 Answer card 2
The answer is: The answer is:
a) Is the starting point for a food chain b)Fungi help decomposition
in the soil
b) Produces oxygen
d) Needs chlorophyll
If your playing partners agree with If your playing partners agree with
your answer you get 10 points your answer you get 10 points
If they disagree with you and you get If they disagree with you and you get
it right you get 20 points it right you get 20 points
✁ ✁
b)Makes food in its leaves b) Oak leaves
c) Takes water to the leaves from c) Seaweed
the soil
e) Grass
d)Can breathe in carbon dioxide
Science Activity 1
Page 2.28

✁ ✁
b) Mice b) Buttercup
d) Caterpillars c) Horse chestnut tree
e) Sparrows

✁ ✁
a) Frog b) Dinosaur
b) Toad c) Turtle
d) Crocodile
Science Activity 1
Page 2.29

✁ ✁
b) Buttercup a) Penguin
c) Horse chestnut tree c) Puffin
d) House martin
✁ ✁
d) Are covered in scales e) Breathe oxygen from water
e) Breathe oxygen from water f) Breathe oxygen from the air
Science Activity 1
Page 2.30

✁ ✁
b) Lay eggs with soft shells c) Lay eggs with hard shells
d) Are covered in scales f) Breathe oxygen from the air
f) Breathe oxygen from the air g) Grow feathers

i) Are cold-blooded j) Are warm-blooded
✁ ✁
f) Breathe oxygen from the air a) The only British mammal that flies
h) Grow fur b) Gives birth to live young
j) Are warm-blooded d) Eats insects
Science Activity 1
Page 2.31

✁ ✁
a) Acorns a) Small birds like warblers and
blue tits
b) Peas
e) Spiders
c) Wheat grain
f) Owls
d) Conkers
✁ ✁
a) Small birds like warblers and b)Caterpillars of moths
blue tits and butterflies
c) Moths
Science Activity 1
Page 2.32

✁ ✁
f) Owls d)Fungi such as mushrooms
and toadstools

✁ ✁
f) Owls c) Wild daffodil
Science Activity 1
Page 2.33

✁ ✁
a) Otter e) Adder
b) Fallow deer
d) Tawny owl
✁ ✁
c) Wild daffodil f) Green-veined white butterfly
Science Activity 1
Page 2.34

✁ ✁
b) Grass b) Grass
a) Snail
d) Song thrush

c) Sparrowhawk
Science Activity 1
Page 2.35
Player A: Player B:
Player C: Player D:
Exploring wild London – scorecard
5 10 15 20
A
B
C
D
25 30 35 40
A
B
C
D
45 50 55 60
A
B
C
D
65 70 75 80
A
B
C
D
85 90 95 100
A
B
C
D

SCI-2-Local Community, Local Discovery

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SCI-2-Local Community, Local Discovery

Uploaded by

Copyright:

Available Formats

Science Summary

KS3 Cycle Curriculum Pack

Local Community, Local Discovery

Exploring wild London

Local Community, Local Discovery

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

Exploring wild London

around selected nature reserves in Greater London. Students have to

Features of the game board

Local Community, Local Discovery

Exploring wild London (continued)

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

Exploring wild London (continued)

agree the player’s answer is correct he or she gets 10 points. If they

Local Community, Local Discovery

Exploring wild London (continued)

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Local Community, Local Discovery

The game board

Exploring wild London –

Exploring wild London – spotting cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

A line of hornbeam trees is worth A common blue damselfly is

Exploring wild London – spotting cards

A water vole swimming along the bank A green woodpecker is worth

A bank of common spotted orchids A slow worm gliding along the

Exploring wild London – spotting cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

A singing skylark is worth 10 points Common reeds growing along the

Exploring wild London – spotting cards

Reed warblers nesting in the reeds A common lizard sunning itself on

A grass snake coiled on a rock is A stag beetle on a rotting tree stump

Exploring wild London – spotting cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

A nuthatch running down the trunk A hare is worth 20 points

Exploring wild London – spotting cards

A wasp spider is worth 20 points A badger in its set is worth 20 points

A common blue A line of A bank of A water vole

Exploring wild London – spotting cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Bluebells in a A great crested

The two together are worth 35 points

Exploring wild London – question cards

Exploring wild London – question cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Exploring wild London – question cards

Exploring wild London – question cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Exploring wild London – question cards

d) Fungi such as mushrooms

Exploring wild London – question cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Exploring wild London – question cards

d) Tawny owl d) Tawny owl

Exploring wild London – question cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Exploring wild London – answer cards

Exploring wild London – answer cards

Science. KS3 Cycle Curriculum Pack. Version 1. April 2009

Exploring wild London – answer cards

Exploring wild London – answer cards