Variation in Species

CONCEPTUAL

Science›Ecosystems & Habitats|Ages 12—13|ID: mt_k1HXbEwG8f

Explain variation within and between species, distinguishing between continuous variation (e.g. height) and discontinuous variation (e.g. blood group), and between genetic and environmental causes

Mastery Evidence

Gives examples of continuous and discontinuous variation in humans
Distinguishes between genetic causes of variation (inherited differences) and environmental causes (diet, sunlight, etc.)
Explains why sexual reproduction produces greater variation than asexual reproduction
Draws or interprets a frequency graph showing continuous variation

Assessment Prompt

“If [child] looked around a classroom and noticed that everyone has slightly different heights, hair colours, and eye colours, could they explain why these differences exist — and which ones are inherited, which are down to the environment, and which are both?”

Curriculum Standards2 alignments

MS-LS3-2Next Generation Science Standards (NGSS) Middle Schoolcodes only

Standard code — full text not included in this dataset.

KS3.Sci.Bio.Adaptation.1The national curriculum in England

Variation and natural selection

the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection

Science · KS3

Prerequisites2

Chromosomes, Genes & DNA
hardAges 12—13
Grouping Living Things
softAges 8—9

Show full prerequisite tree

Chromosomes, Genes & DNA hard
Explaining genetic vs environmental causes of variation requires first knowing what genes and chromosomes are
- Cells Under the Microscope hard
  DNA is housed in the nucleus of cells — the cell as fundamental unit must be understood before studying what's inside the nucleus
Grouping Living Things soft
KS3 variation within species builds on KS2 recognition that living things can be grouped by observable features
- Animal Classification Vocabulary hard
  Grouping living things requires the classification vocabulary — vertebrate, invertebrate, mammal, etc.
- Not all minibeasts are insects soft
  Insect vs non-insect sorting enriches curriculum grouping-by-features
  - The insect body plan hard
    Must know the insect body plan (6 legs, 3 parts) to distinguish insects from non-insects
    - How minibeasts move soft
      Counting legs and observing movement prepares for formal body plan study
      - Common minibeasts: naming and recognising hard
        Must recognise common minibeasts before comparing how they move
        
        What is a minibeast? hard
        Must understand what minibeasts are before learning to name specific ones
    - Common minibeasts: naming and recognising hard
      Must recognise common minibeasts before studying insect anatomy in detail
      - What is a minibeast? hard
        Must understand what minibeasts are before learning to name specific ones
- Classifying Ocean Animals soft
  Marine animal classification benefits from curriculum grouping-living-things skill
  - Whales & Dolphins Are Mammals hard
    Classifying marine mammals vs fish builds on whale/dolphin are mammals concept
    - Ocean Animal Variety soft
      Mammals vs fish distinction benefits from knowing ocean animal variety
  - Ocean Animal Variety hard
    Classifying ocean animals builds on knowing the variety exists
- Classifying Rainforest Organisms soft
  Classifying rainforest life enriches the curriculum grouping-by-features topic (exploratory age 7 -> curriculum age 8)
  - Rainforest Plants hard
    Must know rainforest plants before classifying them
    - Rainforest Layers hard
      Plants taught in context of layers (epiphytes in canopy, lianas climbing trunks)
      - What Is a Rainforest? hard
        Must know what a rainforest is before learning its four layers
  - Rainforest Animals hard
    Must know rainforest animals before classifying them into groups
    - Rainforest Layers hard
      Animals are taught in context of which layer they inhabit
      - What Is a Rainforest? hard
        Must know what a rainforest is before learning its four layers
- Local Plants & Animals hard
  Must identify organisms in habitats before grouping them by observable features
  - Habitats & Basic Needs hard
    Must understand habitats before identifying specific organisms in habitats and microhabitats
    - Where Are the Poles? soft
      Polar regions enrich the curriculum habitats topic (exploratory age 5 -> curriculum age 6)
    - Habitat Vocabulary hard
      Describing how habitats provide for basic needs requires habitat, environment, conditions, shelter vocabulary
    - What Is a Rainforest? soft
      Rainforest habitat knowledge enriches the curriculum habitats topic (exploratory age 5 -> curriculum age 6)
    - What Living Things Need hard
      Must know basic needs of organisms before understanding how habitats provide for those needs
      - Common Plants & Trees soft
        Knowing plants helps understand what they need
      - Living Things Vocabulary soft
        Describing what plants and animals need to survive uses life processes vocabulary: nutrition, growth, sensitivity
      - Naming Common Animals soft
        Knowing animals helps understand what they need
    - What Ocean Animals Need soft
      Ocean animal needs parallels curriculum habitats/basic needs concept
      - What Is the Ocean? soft
        Ocean animal needs are contextualised by knowing what the ocean is
    - Animal Homes soft
      Animal homes concept is enriched by curriculum habitats topic
      - Animals Everywhere hard
        Animal homes builds on knowing animals live everywhere
    - Living, Dead & Never Alive hard
      Must distinguish living from non-living before understanding habitats that support living things
      - Common Plants & Trees soft
        Knowing plant names helps distinguish living from non-living
      - Living Things Vocabulary hard
        Comparing living, dead, and never-been-alive things requires the life processes vocabulary to give reasons
      - Naming Common Animals soft
        Knowing animal groups helps distinguish living from non-living
    - Minibeast Habitats soft
      Exploratory micro-habitats knowledge enriches curriculum habitats topic
      - Common minibeasts: naming and recognising hard
        Must recognise common minibeasts before exploring where each type lives
        
        What is a minibeast? hard
        Must understand what minibeasts are before learning to name specific ones
  - Habitat Vocabulary hard
    Naming plants and animals in habitats and microhabitats requires those terms
  - Rock Pool Habitats soft
    Rock pools are a microhabitat; benefits from curriculum naming plants/animals in habitats
    - Coasts & Beaches soft
      Rock pools are a coastal habitat; benefits from knowing about coasts
    - Ocean Animal Variety soft
      Rock pool exploration benefits from knowing ocean animals are diverse
  - Rainforest Animals soft
    Knowing rainforest animals enriches identifying plants and animals in habitats (exploratory age 5 -> curriculum age 6)
    - Rainforest Layers hard
      Animals are taught in context of which layer they inhabit
      - What Is a Rainforest? hard
        Must know what a rainforest is before learning its four layers
  - Minibeast Habitats soft
    Understanding where minibeasts live enriches curriculum plants-and-animals-in-habitats
    - Common minibeasts: naming and recognising hard
      Must recognise common minibeasts before exploring where each type lives
      - What is a minibeast? hard
        Must understand what minibeasts are before learning to name specific ones
- Naming Common Animals soft
  Animal group knowledge supports flexible grouping of organisms

Unlocks1

How Natural Selection Works
hardAges 12—14