SAPS Online Plant Science Summer School 2020
Application to the Curriculum - Lecture Discussion Notes
Monday 29th June 2020 – ‘The International Year of Plant Health – what can a cereal killer tell us about sustainable crop disease control?’
This lecture provided a great food security and population growth context that would be useful in livening up this part of the syllabus. There were also some very useful “wow” facts to draw students’ interest e.g. 60% of our diet is made up of 4 species of plant but there are actually 30,000 edible plant species available.
There are also ideas to be explored in terms of how scientists work together, both internationally and locally in the areas where the research outcomes are expected to be applied. Nick Talbot stressed the importance of ensuring that solutions are sustainable in the local environment in the long-term and engaging in consultation with local farmers and researchers. Local infrastructure, attitudes and familiarity with plant varieties are also important. Careers and cross-curricular (e.g. with humanities) links can be made when talking about these multicultural research projects. There is a particular link to be made for those teaching KS3 science when talking about how scientists communicate and how solutions from research can be used across the world.
One specific example is the discussion of the use of genetic modification/genetic engineering. Nick pointed out that although GM is a much faster technique than selective breeding, in many of the countries that that the research is targeting, GM crops are not allowed so it is much better to use selective breeding (complemented by other high-tech analyses) instead. Were GM to be used, the product would not be useful to the people who need it. These is an opportunity to discuss these issues with the class, in a debate scenario for example, how do the differing development timescales impact how they think about GM crops? How have attitudes to GM changed over time? It’s important to note that the products being developed in this context are distributed ethically, without the need for farmers to keep buying more seed etc.
There are of course some plant communicable disease and plant defences links to be made from this lecture including rice blast fungus as an extra example of a fungal disease and an example of the fungal lifecycle. There are further cross curricular links to be made e.g. to history, looking at the example of potato blight and the impact plant diseases can have. In terms of defences, the idea that plants have an immune system will likely be a new one to students and provides an opportunity to compare it with the much more heavily covered human immune system.
There is an opportunity to use the examples in this lecture as a context that would allow students to think synoptically, drawing together ideas from different topic areas through researching the disease or exploring the scientific concepts that explain the context itself. Suggested topics included osmosis (pressure in the appressorium, a plant using osmosis to achieve a “task”), the cell cycle and mitosis, microscopy and the dynamic nature of cells (especially with the addition of the videos), enzymes (kinases) and gene expression.
Notes from SAPS
Improving food production with agricultural technology and plant biotechnology is a free online course hosted on FutureLearn developed by the Higher Education side of the Gatsby Plant Science Education Programme with the help of the SAPS team. It is aimed at 16-19-year-old students and explores how plants are providing many of the solutions in food production. The course will be live again from Monday 31st August 2020 and is a great course for students to take to boost university applications and explore science beyond the curriculum. To find out more about the course go to the SAPS website: https://www.saps.org.uk/secondary/teaching-resources/1443-improving-food-production-with-agricultural-technology-and-plant-biotechnology
2020 is the International Year of Plant Health (IYPH) which aims to highlight a broad range of issues related to maintaining health of both crops and wild plants. You can find various news articles and resources for IYPH in their website.
Inspired by IYPH, we have a series of context resources around plant health that can be used across the biology curriculum, providing engaging and inspirational hooks for lessons or topics. They are also intended to help in preparation for synoptic exam questions through the use of plant science examples in topic areas which are not usually considered “plant-topics”.
On the website for the British Society for Plant Pathologists - here you will find a range of journal articles and interactive resources with the focus on plant pathology.
Reflections, in brief:
The lecture showed:
• why plant health matters
• some cool cell biology and genetics to increase understanding of how some fungi infect plants
• some global projects to increase sustainability of crop yields in vulnerable regions
Tuesday 30 June 2020 – ‘Adventures of a scientifically promiscuous plant biologist'
The lecture provided examples where plants can be used as the stimulus for enzyme pathways, transcription factors and self-signalling pathways. The teaching of self-signalling pathways was suggested as being most suited to the students aged 16+ as many students can struggle with the concept that cells are 3-D.
‘Waddington’s Landscape’ offers a visual metaphor in biology and it was noted that visual metaphors can be hard to come by and not often used in school.
It was suggested that teachers often teach a process in a linear way despite processes usually being cyclical as linear can often be easier to visualise. There is a suggestion that we learn in a linear way meaning we teach in a linear way and therefore students learn in a linear way. When teachers then try to demonstrate that a process doesn’t follow the linear, students can start to feel uncomfortable. There should be a greater focus on the inter-linking of ideas to help consolidate learning.
The lecture offered areas for interdisciplinary ideas to be formed. The links between chemistry and biology are often apparent and clear but what about maths in a pure sense and not just ‘statistics?’
There can be an “over simplification” from KS3 to KS5 and with an emphasis on exam board content. There are differences between the exam boards (E.g. AQA and OCR) with regards to content and therefore a potential difference in how topics are taught leading to variance in knowledge and understanding of students.
It was noted that the current GCSE syllabus is formed without much or any real room for diversion from what is prescribed. There is a feeling among some students that they do not want to know/ have to remember something that isn’t going to feature in the examinations. With a fully loaded curriculum to cover, educators need to be aware of the increased "cognitive load" exposed on students and it is a difficult balance to strike.
Notes from SAPS
We are always interested to hear from teachers who have specific ideas on the development of resources. We have a SAPS Associate Award Scheme where we offer small grants to cover the time and costs in developing a teaching resource. More information about the scheme can be found here.
We are looking to develop new context based resources as well as further develop our existing resources with a context based element. If you have any ideas for developing an existing SAPS resource or if you can suggest a topic which you feel could benefit from a context based resource – please get in touch.
The Royal Society of Biology are considering what the curriculum may consist of after the next review and we are liaising with them on this. It is also worth noting that we maintain relationships with exam boards to advocate for plant science and offer expert advice.
A recorded lecture by Professor Dame Ottoline Leyser from the Gatsby Plant Science Summer School 2018 (GPSSS’18), ‘Thinking without a brain - auxin and the self-organization of plant form’ offers further subject knowledge enhancement.
A recorded lecture by Professor Martin Howard also from GPSSS’18 - ‘Combining plants, physics and maths to unlock the secrets of epigenetics’ links to themes raised in Tuesday’s lecture.
Reflections, in brief:
The lecture showed:
• why interdisciplinarity is important in science
• why it’s important to consider the dynamics of biological processes and which data can contribute to models
Wednesday 1st July 2020 – ‘The role of land in tackling climate change’
The lecture allowed for a great deal of interpretation of data and it was noted that many exam boards incorporate data to enable the development of students’ interpretive and evaluative skills.
Sustainability and conservation was a running theme throughout the lecture and links could be identified to food security for GCSE and for the OCR A-Level syllabus, ‘direct’ and ‘indirect’ financial benefits of sustainability and conservation. It was suggested that the links gained from the lecture provide good examples for use in the classroom. The link to sustainability led to discussions regarding the empowerment of students to engage and feel a part of change. Looking at examples of change in the past can encourage debates about the future with science capital as a major topic. The concept of single use plastic was described as a topic of discussion leading on from the lecture. Although in some instances single use plastic is not encouraged, there is a necessity to it when considering those living with a disability (E.g. environmentally friendly paper straws are not durable enough) and within the covid climate of today (E.g. use of masks and disposable gloves). It was suggested that the government have been very slow in funding thorough research on biodegradable plastics.
It was mentioned that certain aspects of the lecture could be difficult to teach and for students to grasp, however but this can be negated when focusing on the food chain links to lecture’s content. There is a balance to be struck between simplicity and complexity. There were thoughts that the lecture could be used as a standalone resource encouraging debate amongst students.
Notes from SAPS
Sustainability and conservation are very broad topic areas with levels of complexity that make them interesting and valuable issues for debate. Below are some resources which could be used to compliment learning and or encourage further reading amongst students.
Bog core analysis and climate change
This activity looks at the change in vegetation in a location in Norfolk between c. 12,000 years before present and 2,000 years BP. There are teaching notes, a power-point and student sheets for those taking their GCSEs and A-Levels.
Computer modelling, ecology and climate change
This video comes from our ‘Interviews with scientists’ collection. Dr Drew Purves discusses how his research can help us predict the effects of climate change on natural ecosystems, and develop strategies to address it. The concept of mathematical modelling in biology is introduced in a clear relevant context. There are accompanying notes include a teachers' summary, plus student questions and answers.
The 2050 Energy Calculator published by The Department of Energy & Climate Change will enable you to consider the choices and trade-offs we face when it comes to tackling climate change. It covers all parts of the economy and all greenhouse gas emissions released in the UK.
Encounter Edu was mentioned during the application to the curriculum session. Encounter Edu designs and delivers STEM learning programs focused on global issues including climate change.
Consultation has now closed on a proposed GCSE in Natural History with OCR, however you can keep up-to-date with progress on the website. According to OCR, Natural history offers a unique opportunity to observe and engage with the natural world to develop a deeper understanding of the flora and fauna (life on Earth) within it. It is a study of how the natural world has been shaped and has evolved as well as how humans (as part of that natural world) influence, conserve and protect it. It is vital that we continue to develop our understanding of the natural world in order to safeguard the future.
Reflections, in brief:
The lecture showed:
• how land activities can help mitigate climate change effects in line with UN sustainability goals using nature-based solutions
• the various challenges society must overcome to achieve sustainability and mitigate the effects of climate change
Application to the Curriculum - Lecture Discussion Notes
Monday 29th June 2020 – ‘The International Year of Plant Health – what can a cereal killer tell us about sustainable crop disease control?’
This lecture provided a great food security and population growth context that would be useful in livening up this part of the syllabus. There were also some very useful “wow” facts to draw students’ interest e.g. 60% of our diet is made up of 4 species of plant but there are actually 30,000 edible plant species available.
There are also ideas to be explored in terms of how scientists work together, both internationally and locally in the areas where the research outcomes are expected to be applied. Nick Talbot stressed the importance of ensuring that solutions are sustainable in the local environment in the long-term and engaging in consultation with local farmers and researchers. Local infrastructure, attitudes and familiarity with plant varieties are also important. Careers and cross-curricular (e.g. with humanities) links can be made when talking about these multicultural research projects. There is a particular link to be made for those teaching KS3 science when talking about how scientists communicate and how solutions from research can be used across the world.
One specific example is the discussion of the use of genetic modification/genetic engineering. Nick pointed out that although GM is a much faster technique than selective breeding, in many of the countries that that the research is targeting, GM crops are not allowed so it is much better to use selective breeding (complemented by other high-tech analyses) instead. Were GM to be used, the product would not be useful to the people who need it. These is an opportunity to discuss these issues with the class, in a debate scenario for example, how do the differing development timescales impact how they think about GM crops? How have attitudes to GM changed over time? It’s important to note that the products being developed in this context are distributed ethically, without the need for farmers to keep buying more seed etc.
There are of course some plant communicable disease and plant defences links to be made from this lecture including rice blast fungus as an extra example of a fungal disease and an example of the fungal lifecycle. There are further cross curricular links to be made e.g. to history, looking at the example of potato blight and the impact plant diseases can have. In terms of defences, the idea that plants have an immune system will likely be a new one to students and provides an opportunity to compare it with the much more heavily covered human immune system.
There is an opportunity to use the examples in this lecture as a context that would allow students to think synoptically, drawing together ideas from different topic areas through researching the disease or exploring the scientific concepts that explain the context itself. Suggested topics included osmosis (pressure in the appressorium, a plant using osmosis to achieve a “task”), the cell cycle and mitosis, microscopy and the dynamic nature of cells (especially with the addition of the videos), enzymes (kinases) and gene expression.
Notes from SAPS
Improving food production with agricultural technology and plant biotechnology is a free online course hosted on FutureLearn developed by the Higher Education side of the Gatsby Plant Science Education Programme with the help of the SAPS team. It is aimed at 16-19-year-old students and explores how plants are providing many of the solutions in food production. The course will be live again from Monday 31st August 2020 and is a great course for students to take to boost university applications and explore science beyond the curriculum. To find out more about the course go to the SAPS website: https://www.saps.org.uk/secondary/teaching-resources/1443-improving-food-production-with-agricultural-technology-and-plant-biotechnology
2020 is the International Year of Plant Health (IYPH) which aims to highlight a broad range of issues related to maintaining health of both crops and wild plants. You can find various news articles and resources for IYPH in their website.
Inspired by IYPH, we have a series of context resources around plant health that can be used across the biology curriculum, providing engaging and inspirational hooks for lessons or topics. They are also intended to help in preparation for synoptic exam questions through the use of plant science examples in topic areas which are not usually considered “plant-topics”.
On the website for the British Society for Plant Pathologists - here you will find a range of journal articles and interactive resources with the focus on plant pathology.
Reflections, in brief:
The lecture showed:
• why plant health matters
• some cool cell biology and genetics to increase understanding of how some fungi infect plants
• some global projects to increase sustainability of crop yields in vulnerable regions
Tuesday 30 June 2020 – ‘Adventures of a scientifically promiscuous plant biologist'
The lecture provided examples where plants can be used as the stimulus for enzyme pathways, transcription factors and self-signalling pathways. The teaching of self-signalling pathways was suggested as being most suited to the students aged 16+ as many students can struggle with the concept that cells are 3-D.
‘Waddington’s Landscape’ offers a visual metaphor in biology and it was noted that visual metaphors can be hard to come by and not often used in school.
It was suggested that teachers often teach a process in a linear way despite processes usually being cyclical as linear can often be easier to visualise. There is a suggestion that we learn in a linear way meaning we teach in a linear way and therefore students learn in a linear way. When teachers then try to demonstrate that a process doesn’t follow the linear, students can start to feel uncomfortable. There should be a greater focus on the inter-linking of ideas to help consolidate learning.
The lecture offered areas for interdisciplinary ideas to be formed. The links between chemistry and biology are often apparent and clear but what about maths in a pure sense and not just ‘statistics?’
There can be an “over simplification” from KS3 to KS5 and with an emphasis on exam board content. There are differences between the exam boards (E.g. AQA and OCR) with regards to content and therefore a potential difference in how topics are taught leading to variance in knowledge and understanding of students.
It was noted that the current GCSE syllabus is formed without much or any real room for diversion from what is prescribed. There is a feeling among some students that they do not want to know/ have to remember something that isn’t going to feature in the examinations. With a fully loaded curriculum to cover, educators need to be aware of the increased "cognitive load" exposed on students and it is a difficult balance to strike.
Notes from SAPS
We are always interested to hear from teachers who have specific ideas on the development of resources. We have a SAPS Associate Award Scheme where we offer small grants to cover the time and costs in developing a teaching resource. More information about the scheme can be found here.
We are looking to develop new context based resources as well as further develop our existing resources with a context based element. If you have any ideas for developing an existing SAPS resource or if you can suggest a topic which you feel could benefit from a context based resource – please get in touch.
The Royal Society of Biology are considering what the curriculum may consist of after the next review and we are liaising with them on this. It is also worth noting that we maintain relationships with exam boards to advocate for plant science and offer expert advice.
A recorded lecture by Professor Dame Ottoline Leyser from the Gatsby Plant Science Summer School 2018 (GPSSS’18), ‘Thinking without a brain - auxin and the self-organization of plant form’ offers further subject knowledge enhancement.
A recorded lecture by Professor Martin Howard also from GPSSS’18 - ‘Combining plants, physics and maths to unlock the secrets of epigenetics’ links to themes raised in Tuesday’s lecture.
Reflections, in brief:
The lecture showed:
• why interdisciplinarity is important in science
• why it’s important to consider the dynamics of biological processes and which data can contribute to models
Wednesday 1st July 2020 – ‘The role of land in tackling climate change’
The lecture allowed for a great deal of interpretation of data and it was noted that many exam boards incorporate data to enable the development of students’ interpretive and evaluative skills.
Sustainability and conservation was a running theme throughout the lecture and links could be identified to food security for GCSE and for the OCR A-Level syllabus, ‘direct’ and ‘indirect’ financial benefits of sustainability and conservation. It was suggested that the links gained from the lecture provide good examples for use in the classroom. The link to sustainability led to discussions regarding the empowerment of students to engage and feel a part of change. Looking at examples of change in the past can encourage debates about the future with science capital as a major topic. The concept of single use plastic was described as a topic of discussion leading on from the lecture. Although in some instances single use plastic is not encouraged, there is a necessity to it when considering those living with a disability (E.g. environmentally friendly paper straws are not durable enough) and within the covid climate of today (E.g. use of masks and disposable gloves). It was suggested that the government have been very slow in funding thorough research on biodegradable plastics.
It was mentioned that certain aspects of the lecture could be difficult to teach and for students to grasp, however but this can be negated when focusing on the food chain links to lecture’s content. There is a balance to be struck between simplicity and complexity. There were thoughts that the lecture could be used as a standalone resource encouraging debate amongst students.
Notes from SAPS
Sustainability and conservation are very broad topic areas with levels of complexity that make them interesting and valuable issues for debate. Below are some resources which could be used to compliment learning and or encourage further reading amongst students.
Bog core analysis and climate change
This activity looks at the change in vegetation in a location in Norfolk between c. 12,000 years before present and 2,000 years BP. There are teaching notes, a power-point and student sheets for those taking their GCSEs and A-Levels.
Computer modelling, ecology and climate change
This video comes from our ‘Interviews with scientists’ collection. Dr Drew Purves discusses how his research can help us predict the effects of climate change on natural ecosystems, and develop strategies to address it. The concept of mathematical modelling in biology is introduced in a clear relevant context. There are accompanying notes include a teachers' summary, plus student questions and answers.
The 2050 Energy Calculator published by The Department of Energy & Climate Change will enable you to consider the choices and trade-offs we face when it comes to tackling climate change. It covers all parts of the economy and all greenhouse gas emissions released in the UK.
Encounter Edu was mentioned during the application to the curriculum session. Encounter Edu designs and delivers STEM learning programs focused on global issues including climate change.
Consultation has now closed on a proposed GCSE in Natural History with OCR, however you can keep up-to-date with progress on the website. According to OCR, Natural history offers a unique opportunity to observe and engage with the natural world to develop a deeper understanding of the flora and fauna (life on Earth) within it. It is a study of how the natural world has been shaped and has evolved as well as how humans (as part of that natural world) influence, conserve and protect it. It is vital that we continue to develop our understanding of the natural world in order to safeguard the future.
Reflections, in brief:
The lecture showed:
• how land activities can help mitigate climate change effects in line with UN sustainability goals using nature-based solutions
• the various challenges society must overcome to achieve sustainability and mitigate the effects of climate change
