Kerboodle Resources and Assessment. Programme of study statement. Outcomes. Lesson overview. Topic. Working Scientifically

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1 Topic Working Scientifically 1.1 Asking scientific questions Programme of study statement - Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience. - Select, plan, and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate. Outcomes - State some questions that can be investigated. - Name things that can vary in an investigation. - State that some questions cannot be investigated. - Describe how scientists develop an idea into a question that can be investigated. - Identify independent, dependent, and control variables. - Explain that some questions can be investigated and others cannot. - Explain why some Lesson overview To start, ask students to make a list of questions they could ask, given something to investigate. In the main lesson activity, students identify three questions they could ask to investigate given situations, identifying the independent, dependent, and control variables for their questions. Support: A support sheet is available where students focus on ideas, questions, and variables of two stations as opposed to four. Try to decrease the number of technical terms used. An interactive screen is provided for a plenary, in which students categorise variables for an investigation as independent, dependent, and control. For homework, students write down variables linked to things they can investigate in everyday life. Kerboodle Resources and Assessment Activity: Asking scientific questions Identifying variables

2 1.2 Planning investigations - Select, plan, and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent, and control variables, where appropriate. - Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. questions cannot be investigated. Suggest examples of independent, dependent, and control variables in an unfamiliar situation. - State what should be included in the plan for an investigation. - Identify data as accurate or precise. - State what is meant by a risk assessment. - Describe how to write a plan for an investigation. - Recognise what makes data accurate and precise. - Describe a risk assessment. - Write a detailed plan for a hypothetical investigation. To start, discuss with students different risks they took that day, classifying them as minor or severe. Include a discussion on likelihood as well. In the main lesson activity, students choose the correct equipment to make measurements, then work through structured questions to discover the steps involved in planning investigations. Support: The support sheet includes a suggested table of results. The emphasis of the teacher should be to help students understand the ideas rather than worrying about remembering terminology. An interactive screen is provided for a plenary, in which students decide if sets of data are accurate and precise. For homework, students write a risk assessment of an everyday activity. Activity: Planning investigations Accurate or precise?

3 1.3 Recording data - Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. - Present observations and data using appropriate methods, including tables and graphs. - Explain the difference between accurate and precise data. - Identify risks in an experiment and write an appropriate risk assessment for an investigation. - State an example of how data can be recorded. - With help, calculate a mean of two values. - Add data to a graph or chart. - Describe how to make and record observations and measurements. - Calculate a mean from three repeat measurements. - Present data appropriately as tables and graphs. - Explain how to collect and record accurate and To start, students describe how to use equipment to collect data that is accurate and precise. In the main lesson practical, students carry out a simple experiment to collect results, record them in a results table, and draw a suitable graph. Support: An access sheet is available with simplified questions. Tables and graph grids have also been partially-filled in to help students with complex skills. Extension: Students can see if they spot a pattern, attempt a conclusion, and explain why is it important to display data as graphs/charts (to display patterns). An interactive screen is provided for a plenary, in which students calculate means for given data. For homework, students collect some data at home and record it in a suitable table. Practical: Collecting and presenting data Calculating means

4 1.4 Analysing data 1.5 Evaluating data - Interpret observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions. - Present observations and data using appropriate methods, including tables and graphs - Evaluate data, showing awareness of potential precise data. - Calculate a mean for repeat readings in a range of situations. - Design an appropriate table or graph. - State what is meant by a line of best fit. - List what should be included in a conclusion. - Find a pattern in data using a graph or chart. - Interpret data to draw conclusions. - Plot data on a graph and draw the line of best fit. - Analyse data from an investigation to draw up a detailed conclusion, giving quantitative examples in data. - State how to evaluate data. An interactive screen is provided for a starter, in which students decide if the relationships described in various statements are likely or unlikely. In the main lesson activity, students are provided with data sets, and for each set they have to choose the correct type of graph to draw. Support: A support sheet is available where students are given pre-labelled graph grids to plot their data. An alternative source of support is to use the skill sheet for choosing scales instead of the accompanying support sheet. Extension: Encourage students to give numerical examples when describing patterns in graphs. Nonlinear graphs are discussed in the extension. To finish, ask students to complete graphs by adding a line of best fit. For homework, students practise drawing graphs with given data. To start, provide students with statistics and discuss as a class whether they believe the data or not. Activity: Analysing data Is there a relationship? Activity: Evaluating data

5 (extending) B1 Topic B1 1.1 Observing cells sources of random and systematic error. - Evaluate the reliability of methods and suggest possible improvements. Programme of study statement Biology - Cells as the fundamental unit of living organisms, including how to observe, interpret, and record cell structure using a light microscope. - Suggest one improvement to an investigation. - Describe the stages in evaluating data. - Suggest ways of improving a practical investigation. - Compare and contrast data, suggesting reasons why the data may be different. - Explain ways of improving data in a practical investigation. Outcomes - State what a cell is. - Describe how to use a microscope to observe a cell. - Use a microscope In the main lesson activity, students compare two different experiments to identify why one is better than the other, and how the experiments can be improved. Support: The support sheet offers students a simplified text to summarise when considering differences between two experiments. An interactive screen is provided for a plenary, in which students choose the pieces of information a scientist would want to know about data before deciding to trust a claim made by a fictional fertiliser company. For homework, students write a paragraph to explain how to evaluate food data correctly, and why this is important. Lesson overview To start, discuss with students the advantages of increasing the appearance of an image. Magnifying lenses can be a useful tool, but if not available, draw images of different size on the whiteboard. In the main lesson practical, students should explore how a microscope works. Guided by the practical sheet, Patrick s claim Kerboodle Resources and Assessment Practical: Discovering the microscope What s in a

6 B1 1.2 Plant and animal cells - Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. Biology - Cells as the fundamental unit of living organisms, including how to observe, interpret, and record cell structure using a light microscope. to observe a prepared slide, with assistance. - Describe what a cell is. - Explain how to use a microscope to observe a cell. - Use a microscope to observe a prepared slide and state the magnification. - Explain what all living organisms are made of. - Explain what each part of the microscope does and how it is used. - Use a microscope to observe a prepared slide calculating a range of magnifications. - Identify one similarity and one difference between a plant and an animal cell. - Match some students can produce an instruction booklet to explain how to use a microscope. Support: The support sheet lists parts of a microscope. Instead of producing a full leaflet, students can instead write a simple statement for each part of the microscope. Extension: Students label the sheet alone and produce a detailed leaflet. Lead students to calculate the magnification used during the practical. Encourage students to consider the different levels of magnification. An interactive screen is provided for the plenary, in which students identify the parts of the microscope. For homework, students research the development of the microscope. An interactive screen is provided for the starter, in which students identify the parts of an animal cell. In the main lesson practical, students then make and observe an onion cell slide with a microscope to produce a labelled diagram of the cell. Support: First, demonstrate the making of the slide, name? WebQuest: Development of the microscope Practical: Making an onion slide Parts of a cell

7 - The functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria, and chloroplasts. - Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. components of a cell to their functions - Describe the similarities and differences between plant and animal cells. - Describe the functions of the components of a cell. - Prepare and observe cells on a microscope slide safely. - Explain the similarities and differences between plant and animal cells. - Explain the functions of the components of a cell by linking them to life processes. - Prepare and observe cells on a microscope slide safely, using scale and magnifications. then help students to make the slide and set up the microscope if necessary. Extension: Ask students to calculate the magnification they are using. Finish by discussing with students what parts of a cell they could not see, and why that may be the case. For homework, students compare the different parts of a cell. B1 1.3 Biology To start, students recap the parts of plant and animal Activity:

8 Specialised cells - The similarities and differences between plant and animal cells. - Present observations and data using appropriate methods, including tables and graphs. - Name some examples of specialised animal cells. - Name some examples of specialised plant cells. - State specialised features of plant and animal cells, summarising this in a table or as a model. - Describe examples of specialised animal cells. - Describe examples of specialised plant cells. - Describe specialised features of plant and animal cells, summarising this in a table or as a model. - Describe examples of specialised animal cells, linking structure and function. cells and their functions. In the main lesson activity, students research a specialised cell. They then either build a model or describe their cell to other students in a speed-dating activity. Support: the teacher controls which cells are researched. Give more difficult cells to the more able students/groups. Extension: Ask probing questions during the presentation and ask students to complete the extension columns of the information table. To finish, students identify specialised features and link them to their function on the interactive screen. For homework, students draw and label a specialised cell. An alternative question-led lesson is also available for this lesson. Building a cell Activity: Speed dating Matchmaking Question-led lesson: Specialised cells

9 B1 1.4 Movement of substances Biology - The role of diffusion in the movement of materials in and between cells. Physics - Diffusion in liquids and gases driven by differences in concentration. - Make and record observations and measurements using a range of methods for different investigations. - Describe examples of specialised plant cells, linking structure and function. - Compare and contrast specialised features of plant and animal cells, summarising this in a table or as a model. - Identify substances that move into or out of cells. - State simply what diffusion is. - Make sets of observations or measurements of diffusion of coloured gel, identifying the ranges and intervals used. - Name some substances that move into and out of cells. - Describe the process of diffusion. To start, students identify the substances wanted by cells on the interactive screen. In the main lesson practical, students investigate diffusion in cells using a cell model of coloured gel in water. Support: The support sheet contains a results table for students to use. Help students to write in their observations by modelling good practice. Extension: Encourage students to explain the idea of diffusion and lead their group during the experiment. They might be able to discuss limitations of the technique or model. To finish, students role play diffusion through a cell membrane. For homework, students explain diffusion in red blood cells. Practical: Observing diffusion Wanted or not

10 B1 1.5 Unicellular organisms Biology - The structural adaptations of some unicellular organisms. - Use appropriate techniques, apparatus, and materials during fieldwork and laboratory - Collect data of diffusion of coloured gel, choosing appropriate ranges, numbers, and values for measurements and observations. - Explain which substances move into and out of cells. - Explain the process of diffusion. - Choose and justify data collection methods of diffusion of coloured gel that minimise error, and produce precise and reliable data. - Name an example of a unicellular organism. - Identify some structures in an amoeba. - Identify some structures in a To start, discuss with students small organisms in our environment, leading to the introduction of unicellular organisms. In the main lesson practical, students observe amoeba and euglena using a microscope and produce a diagram of the organisms. Support: Avoid euglena in fresh preparations and have projection images prepared. Students will need more Practical: Observing amoeba and euglena Spot the difference

11 work, paying attention to health and safety. euglena. - Select the appropriate apparatus to observe an amoeba and a euglena cell. - Describe what a unicellular organism is. - Describe the structure of an amoeba. - Describe the structure of a euglena. - Select the appropriate magnification to observe an amoeba and a euglena cell through a microscope. - Explain what a unicellular organism is and give detailed examples. - Describe the structure and function of an amoeba. - Describe the help with the microscopes. Students may only observe the amoeba as it is larger and slower-moving, therefore easier to see. Film clips or images may be used for the drawings rather than actual specimens but ideally use real specimens so that students do see the real organism. Extension: Encourage more independent work. Students could also produce a series of diagrams to show amoeba moving. An interactive screen is provided for a plenary, in which students identify features of cells that are unique to unicellular organisms and those that are in all cells. For homework, write a description of the cells they have seen.

12 B1 1 Checkpoint B1 2.1 Levels of organisation Biology - The hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms. - Interpret observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions. structure and function of a euglena. - Give justifications for the choice of magnification when observing an amoeba and a euglena cell through a microscope. - State what is meant by a tissue, an organ, and an organ system. - State the sequence of the hierarchy of organisation in a multicellular organism. - Use information provided to list the organs found in a given organ system, and state the function of that system. - Define and state examples of Using the Checkpoint assessment and Checkpoint resources, use this point to assess students and follow up with support and extension work. To start, students sequence a picture of a cell, tissue, organ, organ system, and organism to introduce the idea of a hierarchical sequence. In the main lesson activity, students extract information on organisation in organisms to answer questions. They then research an organ system to produce a presentation. Support: An access sheet is available, which includes simplified text and questions of lower demand. Organise students into groups so that some students can lead the task. Differentiate according to the quality of texts available. Extension: Students should explain the role of each organ in the system in detail. An interactive plenary is provided, in which students categorise words as cells, tissues, or organs. For homework, students create a table to explain how Checkpoint Activity: Organising a body Cells, tissues, or organs?

13 tissues, organs, and organ systems. - Explain the hierarchy of organisation in a multicellular organism. - Interpret information provided to decide on the function of the individual organs and of the organ system. - Explain in detail the hierarchy of organisation in a multicellular organism, using a range of examples. - Explain how the different tissues in an organ, and the different organs in an organ system function together. - Interpret information to explain the functions of several organ systems. the seven functions of life are carried out by the human body. B1 2.2 Gas Biology To start, demonstrate the difference between air and Activity: The

14 exchange - The structure and functions of the gas exchange system in humans, including adaptations to function. - Interpret observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions. - Name the parts of the gas exchange system. - State that the parts of the gas exchange system are adapted to their function. - State that the composition of the air inhaled and exhaled are different using data provided. - Describe the structure of the gas exchange system. - Describe how parts of the gas exchange system are adapted to their function. - Interpret data given to compare the difference in the composition of inhaled and exhaled air. - Describe the gas exchange system as an organ exhaled air using limewater. Discuss with students what may cause this difference. In the main lesson activity, students label a diagram of the gas exchange system and analyse given data on the composition of air. Support: A support sheet is available with a list of key words to label the diagram and a pre-labelled graph grid for drawing the bar chart. An interactive plenary is provided, where students complete a paragraph on the composition of inhaled and exhaled air. For homework, students design a submarine which can support the gas exchange system of humans. composition of inhaled and exhaled air The air we breathe

15 B1 2.3 Breathing Biology - The mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume. - The impact of exercise, asthma, and smoking on the human gas exchange system. - Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. system, linking the organs. - Explain how the adaptations of the parts of the gas exchange system help them perform their function. - Interpret data given to explain the difference in the composition of inhaled and exhaled air. - State what happens to the ribcage and diaphragm during inhaling and exhaling. - State what each part of the bell jar model represents. - State a value of lung volume. - Use apparatus provided to obtain a lung volume. - Describe the processes of inhaling and exhaling. To start, students complete paragraph on the interactive screen to describe what happens when we breathe in. In the main lesson practical, students calibrate a plastic bottle and use it to measure lung volume. Support: The access sheet details a method with a precalibrated bottle. It also has a simpler table and questions. To finish, compare and discuss students results, introducing the idea that factors, such as being asthmatic, can affect lung volume readings. For homework, students write exam-style questions and mark schemes on what they have learnt so far. Practical: Measuring the volume of the lungs How we breathe

16 - Describe how a bell jar can be used to model what happens during breathing. - Explain how to measure lung volume. - Use appropriately calibrated apparatus to obtain a lung volume. - Explain how the actions of the ribcage and diaphragm lead to inhaling and exhaling. - Explain the similarities and differences between the bell jar and the breathing system. - Explain in detail how to measure lung volumes. - Use appropriately calibrated apparatus to obtain an accurate lung volume, evaluating the precision of

17 B1 2.4 Skeleton B1 2.5 Movement: joints Biology - The structure and functions of the human skeleton, to include support, protection, movement, and making blood cells. Biology - Biomechanics the interaction between skeleton and muscles, including the measurement of force exerted by different muscles. - Make and record observations and measurements using a instruments involved. - Name the main parts in the skeleton. - List the functions of the skeletal system. - Describe the structure of the skeleton. - Describe the functions of the skeletal system. - Explain the relationship between the bones and joints in the skeleton. - State where joints are found in the body. - State how a muscle exerts force during movement. - Carry out an experiment to make simple observations. To start, students label a skeleton using the interactive screen. In the main lesson activity, students build a model of a skeleton and use it to answer the questions on the activity sheet. Support: Students should work in mixed-ability groups. To finish, students identify the specific functions of different bones. For homework, students annotate an image of an animal to describe how it achieves movement, support, and protection. An alternative question-led lesson is also available for this lesson. To start, discuss with students why a skeleton cannot walk. In the main lesson practical, students use a model of an arm to investigate the forces required by the arm to lift different masses. Support: A support sheet is available with a suggested table of results and a graph grid with pre-labelled axes. An interactive screen is provided for a plenary, in which students use definitions to fill in a key word crossword. Activity: Build your own skeleton Name those bones! Question-led lesson: Skeleton Practical: Forces for lifting The role of joints in movement WebQuest: Hip replacement

18 B1 2.6 Movement: muscles range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements. Biology - The function of muscles and examples of - Describe the role of joints in movement. - Explain how to measure the force exerted by different muscles. - Carry out an experiment to make and record measurements of forces using the correct units. - Explain how the parts of a joint allow it to function. - Explain the relationship between the forces required to move different masses. - Carry out an experiment to record measurements of forces in newtons, evaluating the accuracy and precision of the method chosen. - State the function of major muscle For homework, students research hip replacements. To start, use the simulation to observe changes in the thickness and length of antagonistic muscles in different actions. Practical: Investigating muscle fatigue

19 antagonistic muscles. - Interpret observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions. groups. - State the definition of antagonistic muscles. - Carry out an experiment and interpret observations about the muscles involved in the movement of the elbow. - Describe the function of major muscle groups. - Explain how antagonistic muscles cause movement. - Interpret data collected in an experiment, to identify a pattern between muscle fatigue and repetitive muscle contraction. - Explain how the muscle groups interact with other tissues to cause movement. In the main lesson practical, students investigate how repetitive contraction of muscles affects muscle fatigue. Support: An access sheet is available where students are only required to repeat the experiment once, and the questions are of lower demand. An interactive screen is provided for a plenary, in which students complete a paragraph on antagonistic muscles. For homework, write an account of the antagonistic muscles involved in kicking a football. Revisiting antagonistic muscles Simulation: Antagonistic muscles

20 B1 2 Checkpoint B1 3.1 Adolescence Biology - Reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems. - Interpret observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions. - Explain why it is necessary to have both muscles in an antagonistic pair to cause movement. - Interpret data from the muscle contraction experiment, identifying patterns between the levels of fatigue during muscle contraction given different periods of rest. - State the definitions for adolescence and puberty. - State changes to the bodies of boys and girls during puberty. - Interpret observations given, as changes that occur in boys or in girls. - State the Using the Checkpoint assessment and Checkpoint resources, use this point to assess students and follow up with support and extension work. To start, students discuss the changes that they observe as children become adults, and discuss why these changes may need to occur. In the main lesson activity, students sort cards of statements into those that describe changes in puberty. They use this to answer questions from the activity sheet. Support: Take out cards relating to emotional changes, which are marked with a letter E, to allow students to solely focus on the physical changes that occur during adolescence. An interactive screen is provided for a plenary, in which students sort changes during puberty in those of girls, boys, and both. Checkpoint Activity: Changes during adolescence Changes in puberty.

21 B1 3.2 Reproductive systems Biology - Reproduction in humans (as an example of a mammal), including the structure and function of difference between adolescence and puberty. - Describe the main changes that take place during puberty. - Interpret observations given, to categorise the changes during adolescence. - Explain the differences between adolescence and puberty. - Explain the main changes that take place during puberty. - Interpret observations given, to categorise and explain physical and emotional changes during adolescence. - Name the main structures of the male and female reproductive For homework, students produce a leaflet to detail the changes boys and girls experience in adolescence. An interactive screen is provided for a starter, in which students label the parts of the male and female reproductive system. In the main lesson activity, students extract information Activity: Male and female reproductive systems

22 the male and female reproductive systems. - Present observations and data using appropriate methods, including tables and graphs. system. - State a function of the main structures of the male and female reproductive system. - Extract information from text to state structures and functions of the key parts of the reproductive systems in a table. - Describe the main structures in the male and female reproductive systems. - Describe the function of the main structures in the male and female reproductive systems. - Extract information from text to describe structures and functions of the key parts of the reproductive systems in a table. to label the reproductive systems of males and females, summarise the functions of each structure, and answer the following questions. Support: A support sheet is provided for students with partially filled-in tables, linking structures and functions of the two reproductive systems. To finish, students name a structure of the reproductive systems and choose another student to describe its function. For homework, students produce a crossword for the key words of this topic, producing clues to accompany it. Label those parts!

23 B1 3.3 Fertilisation and implantation Biology - Reproduction in humans (as an example of a mammal), gametes, and fertilisation. - Explain how different parts of the male and female reproductive systems work together to achieve certain functions. - Explain the adaptations of some of the main structures that help them function. - Extract information from text to explain structures and functions of the key parts of the reproductive systems in a table. - State the definition of gametes. - State what is meant by fertilisation. - Describe the structure and function of gametes. - Describe the process of An interactive screen is provided for a starter, in which students complete a paragraph on egg and sperm cells. In the main lesson activity, students complete three tasks. Task 1 involves using diagrams to calculate magnification and scale, Task 2 involves connecting phrases to describe sexual intercourse, and Task 3 involves watching the video on fertilisation and answering the questions on the activity sheet. Support: An access sheet is available where questions of lower demand are given and students are not required to carry out calculations for Task 1. Extension: If the video is used, students should carry Activity: Fertilisation and implantation Video: Fertilisation and implantation Egg and sperm cells

24 B1 3.4 Development of a fetus B1 3.5 The menstrual cycle Biology - Reproduction in humans (as an example of a mammal), gestation and birth, and the effect of maternal lifestyle on the fetus through the placenta. Biology - Reproduction in humans (as an example of a mammal), menstrual cycle (without details of fertilisation. - Compare the male and female gametes. - Explain the sequence of fertilisation and implantation. - State the definition of gestation. - State how long a pregnancy lasts. - Describe what happens during gestation. - Describe what happens during birth. - Describe accurately the sequence of events during gestation. - Explain in detail how contractions bring about birth. - State a simple definition of the menstrual cycle. - State the main out an evaluation of the video shown for Task 3. To finish, students order key words from this topic to describe fertilisation. For homework, students research fertility treatments. To start, discuss with students how an egg from the ovaries becomes a baby. In the main lesson activity, students each become an expert on one part of the development of a fetus, teaching it to the other members of their group. Support: The information cards are ramped, so give students the card on birth. Extension: Students should become experts on the card about the development of the baby. An interactive screen is provided for a plenary, in which students link key words from this topic to their definitions. For homework, students write an account of the development of a baby. An interactive screen is provided for a starter, in which students complete a paragraph on the menstrual cycle. In the main lesson activity, students interpret jumbled information on the menstrual cycle, arrange into the WebQuest: Fertility treatment Activity: Development and birth Development links Activity: Timeline of the menstrual cycle

25 B1 3.6 Flowers and pollination hormones). - Present observations and data using appropriate methods, including tables and graphs. Biology - Reproduction in plants including flower structure, wind and insect pollination, stages in the menstrual cycle. - Present key pieces of information in a sequence. - State what the menstrual cycle is. - Describe the main stages in the menstrual cycle. - Present information in the form of a graphical timeline. - Explain the role of the menstrual cycle in reproduction. - Describe the stages of the menstrual cycle as a timed sequence of events. - Present information in the form of a scaled timeline or pie chart. - Name the parts of a flower. - State what is meant by correct sequence order, and use this to answer the following questions. Support: Students are simply required to sequence the text boxes in order. Extension: Students should arrange the timeline against a scaled axis of time, using graph paper or, as an extra challenge, students could present the sequence in a circle as a pie chart. To finish, students scale the events of the menstrual cycle to one minute. For homework, students prepare five exam-style questions and mark schemes on reproduction. An alternative question-led lesson is also available for this lesson. An interactive screen is provided for a starter, in which students link parts of a flower to their function. In the main lesson practical, students dissect a flower and draw the different parts onto their practical sheet. Menstrual cycle facts Question-led lesson: The menstrual cycle Practical: Flower dissection

26 fertilisation, including quantitative investigation of some dispersal mechanisms. - The importance of plant reproduction through insect pollination in human food security. - Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety. pollination. - Name two methods of pollination. - Follow instructions to dissect a flower. - Identify the main structures of a flower. - Describe the process of pollination. - Describe the differences between windpollinated and insect-pollinated plants. - Use appropriate techniques to dissect a flower into its main parts. - Explain how the structures of the flower are adapted to their function. - Explain the role of pollination in plant reproduction. - Explain the processes of wind and insect pollination, Support: Demonstrate flower dissection in small groups and use larger flowers that are easier to dissect, for example, fuchsias or freesias. To finish, students identify the type of pollination a plant undergoes from the properties of its pollen grains. For homework, students write an account of insect or wind pollination. Parts of a flower

27 B1 3.7 Fertilisation and germination Biology - Reproduction in plants, including flower structure, seed and fruit formation. - Make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements. comparing the similarities and differences between the two. - Use appropriate techniques to dissect a flower and record detailed observations. - State what is meant by fertilisation in plants. - State what seeds and fruit are. - Make and record observations of germination. - Describe the process of fertilisation in plants. - Describe how seeds and fruits are formed. - Make and record observations in a table with clear headings and units, using data to calculate percentage An interactive screen is provided for a starter, in which students complete a gap-fill activity on germination. In the main lesson practical, students investigate how the amount of water affects the germination of seeds, using their results to calculate percentage germination. Support: A support sheet is available with a suggested table of results and a pre-labelled graph grid. To finished, hold a class discussion on accuracy, precision, and why results are displayed in graphs. For homework, students should produce labelled diagrams of plant fertilisation and germination. Practical: Successful seeds Germination

28 B1 3.8 Seed dispersal Biology - Reproduction in plants, including seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms. - Select, plan, and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, germination. - Explain the process of fertilisation in plants, explaining the role of each of the parts involved in the process. - Explain how the germination of seeds occurs. - Make and record observations in a table, using data to calculate percentage germination, evaluating experimental procedure. - State what is meant by seed dispersal. - Name the methods of seed dispersal. - Plan a simple experiment, stating the variables, when given a hypothesis. - State the ways seeds can be dispersed. To start, discuss with students why seeds need to travel away from the parent plant. In the main lesson practical, students design and carry out an investigation in seed dispersal. Support: An access sheet is available that guides students through the planning process using a given hypothesis. The access sheet also includes a suggested table of results. An interactive screen is provided for a plenary, in which students link characteristics of seeds to their dispersal method. Practical: Investigating seed dispersal Wind and animal dispersal

29 B1 3 Checkpoint C1 Topic dependent, and control variables, where appropriate. Programme of study statement - Describe how a seed is adapted to its method of dispersal. - Plan a simple experiment to test one hypothesis about seed dispersal, identifying a range of variables. - Explain why seeds are dispersed. - Explain how the adaptations of seeds aid dispersal. - Plan and design an experiment to test a hypothesis about seed dispersal, clearly explaining all the variables involved. Outcomes For homework, students complete their practical sheet and write a conclusion. Using the Checkpoint assessment and Checkpoint resources, use this point to assess students and follow up with support and extension work. Lesson overview Checkpoint Kerboodle Resources and Assessment

30 C1 1.1 The particle model Chemistry - The properties of the different states of matter (solid, liquid, and gas) in terms of the particle model, including gas pressure. - Present reasoned explanations, including explaining data in relation to predictions and hypotheses. - State that materials are made up of particles. - Match particle models to the properties of a material. - State what toy building bricks are representing when used to model substances. - Describe how materials are made up of particles. - Use the particle model to explain why different materials have different properties. - Use the particle model to explain how building brick models are representing common substances. - Explain how a range of materials are made up of To start, students list the different materials they can see in their classroom. In the main lesson activity, demonstrate the particle model using toy bricks. Students then use this demonstration and their activity sheet to complete the questions on the particle model. Extension: Students will be able to suggest their own models to describe particles within materials and suggest weaknesses of any models suggested. An interactive screen is provided for a plenary, in which students consider another model of particles and evaluate it. For homework, students research a material of their choice. Activity: Introducing the particle model Considering models

31 C1 1.2 States of matter Chemistry - The properties of the different states of matter (solid, liquid, and gas) in terms of the particle model, including gas pressure. Physics - Similarities and differences, including density differences, between solids, liquids, and gases. - The differences in arrangements, in motion, and in closeness of particles explaining shape and density. - Interpret observations and data, including identifying patterns and using observations, particles. - Evaluate particle models that explain why different materials have different properties. - Design and explain a new representation of the particle model. - Identify a substance in its three states. - Match properties of the three states of matter to the name of the state. - Make relevant observations in order to decide if something is a solid, liquid, or gas. - Describe the properties of a substance in its three states. - Use ideas about particles to explain the properties of a substance in its An interactive screen is provided for a starter, in which students categorise substances as solids, liquids, and gases to gauge prior knowledge. In the main lesson practical, introduce the particle arrangements for the states of matter and discuss their properties. Students then make observations of substances and decide if they are solid, liquid, or gas. Support: The support sheet contains an observation table with questions to help students identify the state of matter. Extension: Give students substances that are harder to define (e.g., sand, hair gel, jelly). To finish, students describe a material in terms of properties without mentioning its state. For homework, students design a poster on the three states of matter. An alternative question-led lesson is also available for this lesson. Practical: Properties of solids, liquids, and gases Solid, liquid, or gas? Question-led lesson: States of matter

32 C1 1.3 Melting and freezing measurements, and data to draw conclusions. Chemistry - Changes of state in terms of the particle model. - Energy changes on changes of state (qualitative). Physics - Reversibility in melting, three states. - Use observations to decide if substances are solids, liquids, or gases. - Discuss the properties of a range of substances in their three states. - Use ideas about how fast particles are moving to explain the properties of a substance in its three states. - Identify how the observations made would differ if the substances had been different temperatures. -Describe how substances change as the temperature changes. - State the meaning of the term melting point. - Describe the An interactive screen is provided for a starter, in which students order sentences to describe freezing. In the main lesson practical, students collect data on the cooling of stearic acid, plot a cooling curve, and determine the melting point of stearic acid. Support: Students should be provided with pre-drawn axes. Extension: Students will be able to choose their own Practical: Observing the cooling of stearic acid What happens as water freezes?

33 freezing, evaporation, sublimation, condensation, and dissolving. - The differences in arrangements, in motion, and in closeness of particles explaining changes of state. - Interpret observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions. observations seen as stearic acid cools in terms of the states of matter it is in. - Use the particle model to explain changes of state involving solids and liquids. - Interpret data about melting points. - Use cooling data to decide the melting point of stearic acid. - Explain why there is a period of constant temperature during melting and freezing (the latent phase). - Interpret melting point data to explain the particle movement of different substances at given temperatures. scales for each axis. They should also explain why the graph levels off and has a period with no temperature change. To finish, students sketch a cooling curve and draw particle diagrams for each stage on their curve. For homework, students research how roads are made safer in adverse weather conditions. WebQuest: Safer roads

34 C1 1.4 Boiling Chemistry - Changes of state in terms of the particle model. - Energy changes on changes of state (qualitative). Physics - Reversibility in melting, freezing, evaporation, sublimation, condensation, and dissolving. - The differences in arrangements, in motion, and in closeness of particles explaining changes of state. - Interpret observations and data, including identifying patterns and using observations, measurements, and data to draw conclusions. - Locate the melting point of stearic acid on a graph of data plotted from observations. - Describe boiling as a change of state. - Recognise that different substances boil at different temperatures. - Draw straightforward conclusions from boiling point data presented in tables and graphs. - Use the particle model to explain boiling. - Interpret data about changes of state. - Select data and information about boiling points and use them to contribute to conclusions. - Use the particle An interactive screen is provided for a starter, in which students order sentences to describe boiling. In the main lesson activity, students are provided with data that they plot into a heating curve. They then identify the boiling point and use the data to answer the questions that follow on the activity sheet. Support: A support sheet is available with pre-drawn axes for drawing the graph. Extension: Students will be able to apply the particle models to air their descriptions. To finish, students match the boiling points to a list of materials. For homework, students prepare a fact sheet on the different ways the boiling point of water can be changed. Activity: Heating water What happens when water boils?

35 C1 1.5 More changes of state Chemistry - Changes of state in terms of the particle model. - Energy changes on changes of state (qualitative). Physics - Reversibility in melting, freezing, evaporation, sublimation, condensation, and dissolving. - The differences in arrangements, in motion, and in closeness model and latent heat to explain boiling. - Explain why different substances boil at different temperatures using particle diagrams and latent heat. - Assess the strength of evidence from boiling point data, deciding whether it is sufficient to support a conclusion. - Recall changes of state involving gases. - Describe how particles change in their arrangements during evaporation, condensation, and sublimation. - Carry out a practical on evaporation, carrying out experimental procedures To start, demonstrate and discuss the sublimation of iodine. In the main lesson practical, students make copper sulfate crystals from copper sulfate solution, manipulating the conditions of evaporation to attempt to produce the biggest crystals. Support: Students issued with the access sheet, where they make copper sulfate crystals using a given method. Extension: Students should try to explain why slower evaporation may result in larger crystals. An interactive screen is provided for a plenary, in which students identify evaporation, condensation, and sublimation from images. Practical: Who can make the biggest crystals? Identifying evaporation, condensation, and sublimation

36 of particles explaining changes of state. - Ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience. carefully, and recording results accurately. - Describe changes of state involving gases. - Use the particle model to explain evaporation, condensation, and sublimation. - Explain how the practical procedure can be kept fair to ensure valid results. - Explain what occurs during sublimation and condensation using particle models. - Explain, using particle models, the differences between evaporation and boiling. - Justify and evaluate the practical procedure chosen based on students For homework, students prepare a leaflet on how to efficiently dry laundry.

37 C1 1.6 Diffusion Chemistry - Diffusion in terms of the particle model. Physics - Diffusion in liquids and gases driven by differences in concentration. - Identify independent, dependent, and control variables where appropriate. understanding of changes of state, and given the results obtained. - Describe examples of diffusion. - Describe the movement of particles in diffusion. - Identify the dependent and independent variable when investigating the rates of diffusion. - Use the particle model to explain diffusion. - Describe evidence for diffusion. - Identify variables that need to be kept constant when investigating the rates of diffusion of KMnO4. - Use particle diagrams to explain how diffusion occurs To start, spray perfume to demonstrate diffusion and discuss with students how particles move around the room. In the main lesson practical, students investigate how temperature affects the diffusion of KMnO4 crystals in water. Support: The support sheet contains a table of results for students to fill in. Support students in order to make their investigations as fair as possible, for example, by discussing the size of particles chosen or how they are placed in the water to minimise early diffusion. Extension: Students should discuss how quickly particles are moving and how it plays a part in diffusion in their explanations. An interactive screen is provided for a plenary, in which students complete a paragraph on diffusion. For homework, students write a paragraph on why hot water is best for making tea. Practical: What affects the rate of diffusion? Describing diffusion