Content description: construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
E1: using virtual or role-play food chain simulations to explore effects of changing numbers of producers or consumers in a habitat
Run the paper-token model above as a role-play or teacher-controlled virtual model. Students change producer supply while keeping the feeding rule and consumer count fixed, then compare changing consumers with a fixed supply. Construct a results table and discuss the number fully fed.
Modelled example: Twelve producer tokens feed four consumers at three tokens each; six tokens feed only two under the same rule. This demonstrates a simplified relationship, not an exact prediction for a real habitat.
E2: using maps to locate water sources in the local area, or constructing maps to show sites of water wastage in the school grounds
Read the fictional school map and its key, then construct a new map with familiar landmarks, water-source symbols, observed-leak symbols and a north arrow. A teacher-led survey may supply dated observations; a fictional plan or teacher-provided record is equally suitable.
Modelled example: Source C lies west of the garden and the recorded leak B lies north of it. Do not infer an exact distance without a scale or mark unobserved leaks at every source.
E3: constructing column graphs to compare numbers of objects made of particular materials or distances moved by objects experiencing frictional forces
Use both original datasets above. Students construct tables and their own graphs, label axes and units where required, choose equal scale steps and check every column. Use small whole-number counts and distances, without calculating averages.
Modelled example: Surface distances are 60, 40 and 20 cm on a scale in tens; material counts are 8, 6 and 4 on a scale in twos. A correct graph must preserve the exact values, not just tallest-to-shortest order.
E4: using force arrows to show forces operating on objects
Construct force-arrow drawings with the arrow starting on the object receiving the force and pointing in the force direction. Show a push and opposing surface friction on a sliding box, then magnetic attraction on a paperclip towards a nearby magnet. Label the force and discuss selected omissions.
Modelled example: For a box sliding right while pushed right, push points right and friction points left. A paperclip to the left of an attracting magnet has a magnetic-force arrow pointing right towards the magnet. No vector arithmetic or numerical force sizes are required.
1. Build and audit a graph
Provide the material-count table without a finished graph. Students build a title, labels and equal-step scale, then draw all three columns. A partner checks each category and value against the source before the pair writes a comparison.
Checkpoint: Six objects on a scale in twos requires three steps. If the learner draws six steps, reconnect each step with its value before continuing.
2. Use and construct a map
Students first read the water-source key and locate C relative to the garden. They then draw a fictional school map with two sources and one recorded leak, label a key and give a correct location statement. A teacher-provided local map can extend the same work.
Look for: Meaningful symbols in real positions on the drawing, not just a list of place names. Ask what cannot be determined without a distance scale.
3. Model, change and explain
Use counters to run two food-chain rounds under a stated rule. Construct a results table and compare the number of consumers fed. Separately draw a force model for a box sliding left; show friction acting right on that box.
Teacher check: The model input change is recorded, conclusions respect the rules, and the force arrow starts on the receiving object. If a learner draws arrows only between labels, ask “which object feels this force?” and redraw on that object.
