Key Stage 3 Subject: Science Autumn term

Transcription

1 Key Stage 3 Subject: Science Autumn term Year: Year 7 Year 8 Year 9 Term: Autumn Spring Summer Topic/Module: Introductory safety and skills Unit Half Term: 1st half 2nd half Description of lessons:biology, Chemistry and Physics taught by 3 separate teachers Week 16 Week 26 Biology Chemistry Physics Inheritance and evolution Metal reactions Forces Outcomes: Ask your son or daughter if they can. Find a suggested profession and develop ideas based on scientific Input data to find a suggested profession. Find a range of professions and develop these ideas in line with future scientific Can fill in word fill activities to represent simple reactions carried out. Can identify the number of atoms and elements in a formula and then combine these two skills. Can draw the formulae in an equation. Conduct a simple experiment and collect meaningful data. Can look at the reactants and stated products and free write word equations for the reactions. Can draw the numbers of each element on both sides of an equation and identify which elements are not balanced. Can apply the idea of adding/ drawing whole molecules to balance the equation. Identify the nature of the reaction based on the data they have collected. Write word equations for the reactions conducted. Can predict the products of unfamiliar reactions from simple word equations. Can apply their understanding of formulae to both simple and more complex equation to balance them without altering the formulae of the chemicals. Write both word and symbol equations for the reactions and balance the equations. Suggest other reactions that fit the exothermic and endothermic principals. Students can calculate the pressure given the force and dimensions of object. Students know the effect of surface area and force on pressure. Students know that pressure in fluids causes upthrust. Students should investigate the Students should know that a force can produce a turning effect. Students should know that turning forces balance in equilibrium. Students should know that forces can change the shape of objects in Students can interpret and understand the patterns of pressure change in fluids. to design and control experiments to investigate the Students should be able to explain and calculate the turning effect of forces. to calculate the sum of the moments of an object. to measure the effect of force on relating to the pressure they exert. that increase or decrease upthrust. Students justify and evaluate experiments to investigate the factors affecting upthrust. Students can justify the design of machines that increase or decrease the turning effect of a force. Students should be able to suggest solution to situation where forces are out of equilibrium. Students should compare the results for rubber bands and springs and explain the

2 different ways. the extension of a spring. differences. Students should know the relationship between speed distance Students can measure and plot speed time graphs. Students should interpret and explain speed time graphs. and time. Know the vertebrate groups Classify unknown endangered species Classify unknown vertebrates into vertebrate groups Explain the threats to an endangered species Classify unknown invertebrates using a key Suggest solutions to threats to an endangered species. Fill in pre prepared charts Draw bar charts of data from last lesson Recognise characteristics that show continuous and discontinouos variation Present data in simple ways such as tables and bar charts. Describe findings using simple scientific words and ideas. Suggest why it is good for scientists to work together Mr men activity Describe using diagrams how fertilisation takes place resulting in genetic information being passed on from one generation to the next Label diagrams of DNA, genes and chromosomes Write a hypothesis to test with the finches experiment Record results accurately Draw a bar chart Analyse findings in a simple way Indicate the factors that can cause extinction and explain how they can cause it Describe reasons why biodiversity is important. Homework: Complete own chart recording variation within class Identify dependent and independent variables Draw line graph Frequency/height/shoe size/ finger length/ or tomato mass (see boardworks ppt) Analyse results Decide on ways to present data and follow scientific and mathematic rules when doing so. Distinguish between evidence and opinion and recognise lack of balance in scientific claims. Recognise differences in primary and secondary sources. Mr Men activity Watch the video twins and complete the twins activity Extract DNA from Kiwi fruit Calculate a mean Analyse findings with reference to competition and natural selection Link the factors affecting survival to extinction and describe how humans can limit the effects Explain how gene banks help maintain biodiversity Plan to collect data Collect accurate data of variation within class Draw line graph Frequency/height/shoe size/ finger length/ or tomato mass (see boardworks ppt) Analyse and evaluate results. Homework tomato data from boardworks ppt Be able to draw different types of graph. Suggest how data can be misinterpreted. Be able to interpret information for lack of balance. Describe how collaborations have led to developments in science. Boardworks family resemblance whose related Watch the video twins and complete the twins activity Watch 21 st century science video family tree explain how the two children have inherited their characteristics Model DNA molecules Within analysis explain the differences found in terms of natural selection and compares the effects of interspecific competition and intraspecific competition Compare factors that lead to extinction and identify the factor/s that have the biggest impact And suggest solutions (frog activity) Suggest strategies for improving biodiversity in a particular habitat (new school grounds)

3 Out of lessons, at home pupils are encouraged to: Questions/worksheets to test knowledge/understanding of a topic One challenge per term. Research for work which will be done in the following lessons Writing up evaluations of work already completed a learning task of Scientific Vocabulary. ICT tasks Revision for forthcoming assessments. an independent learning task To complete tasks set using the Key stage 3 Doddle on line resource. Assessment: Continual assessment of key skills and subject knowledge Level assessed tasks End of Key Stage 3 assessment January 2017 Summative test of start of GCSE June 2016 Key Stage 3 Subject: Science Spring term Year: Year 7 Year 8 Year 9 Term: Autumn Spring Summer Topic/Module: Introductory safety and skills Unit Half Term: 1st half 2nd half Description of lessons:biology, Chemistry and Physics taught by 3 separate teachers Week 1 Week 15 Biology Chemistry Physics Photosynthesis Skills Forces Metal reactions Outcomes: Ask your son or daughter if they can. Describe the different types of cells and tissues in a plant leaf Describe the general structure of a plant leaf in cross section List some adaptations of leaves in different habitats List what plants need to grow and where they get each component from. Describe van Helmont s experiment Summarise the process of photosynthesis in a word equation, describe where the energy comes from and how it is absorbed Explain why some leaves have a waxy surface Explain how Van Helmont showed that plants did not eat soil Describe experiments to show the raw materials needed for photosynthesis Explain how each type of cell is adapted for photosynthesis Relate adaptations to preventing loss of water by evaporation Analyse Van Helmonts results and explaining results using current knowledge Explain the build up of sugars into starch in leaves during photosynthesis using qualitative data List the reactants and products of Explain that stored starch can be Describe how proteins and cellulose are

4 photosynthesis Describe where starch is stored and how Calculating a mean Describe the effect of changing light intensity Describe the movement of carbon in the carbon cycle And the importance of oxygen to life on earth coverted into fats, oils, carbohydrates and proteins Presenting mean values in a graphical form Explain the effect of changing light intensity Explain the role of photosynthesis in the carbon cycle and how the other processes are linked produced Explain what proteins and fats and oils are used for Explain how artificially manipulating light levels can help grow more food Collecting valid data Create a diagram for the carbon cycle Explain how deforestation increases carbon dioxide in the atmosphere. Summarise the role of photosynthesis in the evolution of life on earth Find a suggested profession and develop ideas based on scientific Input data to find a suggested profession. Find a range of professions and develop these ideas in line with future scientific Can fill in word fill activities to represent simple reactions carried out. Can identify the number of atoms and elements in a formula and then combine these two skills. Can draw the formulae in an equation. Conduct a simple experiment and collect meaningful data. Can look at the reactants and stated products and free write word equations for the reactions. Can draw the numbers of each element on both sides of an equation and identify which elements are not balanced. Can apply the idea of adding/ drawing whole molecules to balance the equation. Identify the nature of the reaction based on the data they have collected. Write word equations for the reactions conducted. Can predict the products of unfamiliar reactions from simple word equations. Can apply their understanding of formulae to both simple and more complex equation to balance them without altering the formulae of the chemicals. Write both word and symbol equations for the reactions and balance the equations. Suggest other reactions that fit the exothermic and endothermic principals. Students can calculate the pressure given the force and dimensions of object. Students know the effect of surface area and force on pressure. Students know that pressure in fluids causes upthrust. Students should investigate the Students should know that a force can produce a turning effect. Students should know that turning forces balance in equilibrium. Students should know that forces can change the shape of objects in different ways. Students should know the relationship between speed distance Students can interpret and understand the patterns of pressure change in fluids. to design and control experiments to investigate the Students should be able to explain and calculate the turning effect of forces. to calculate the sum of the moments of an object. to measure the effect of force on the extension of a spring. Students can measure and plot speed time graphs. relating to the pressure they exert. that increase or decrease upthrust. Students justify and evaluate experiments to investigate the factors affecting upthrust. Students can justify the design of machines that increase or decrease the turning effect of a force. Students should be able to suggest solution to situation where forces are out of equilibrium. Students should compare the results for rubber bands and springs and explain the differences. Students should interpret and explain speed time graphs.

5 and time. Homework: Out of lessons, at home pupils are encouraged to: Questions/worksheets to test knowledge/understanding of a topic One challenge per term. Research for work which will be done in the following lessons Writing up evaluations of work already completed a learning task of Scientific Vocabulary. ICT tasks Revision for forthcoming assessments. an independent learning task To complete tasks set using the Key stage 3 Doddle on line resource. Assessment: Continual assessment of key skills and subject knowledge Level assessed tasks End of Key Stage 3 assessment January 2017 Summative test of start of GCSE June 2016