Biology Unit 1. Stratford School Academy Schemes of Work. Page 1 of 15

Transcription

1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) Page 1 of 15

2 Approx. 34 lessons 14 weeks Keeping Healthy Nerves and Hormones Use and Abuse of Drugs Interdependence and Adaptation Energy and Biomass in Food Chains Waste Materials from Plants and Animals Genetic Variation and Control Evolution Year 8 Ecosystems Year 7 Health and Diet Year 7 Variation Year 9 Nerves and Hormones Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) End of chapter assessment (exam questions) x8 6 mark question homework each week Feedback from assessments Feedback from 6 mark question homework B1.1 Keeping Healthy Describe the components of a balanced diet and say why each is needed. Describe the effects of an unbalanced diet eating too much or too little. Describe how exercise affects health. Explain metabolic rate and the effect of exercise on metabolic rate. State how inherited factors may affect metabolic rate or cholesterol. Define pathogen. Describe how viruses and bacteria make us ill. State some ways the body protects against pathogens. Describe the 3 ways white blood cells work. Describe how an individual may become immune to a pathogen. Describe how vaccinations can protect individuals and populations. Describe the work of Semmelweiss and explain its importance. State how some different types of medicines work. Explain why antibiotics don t work on viral infections, and why treatment is difficult. Explain antibiotic resistance. HIGHER Give some of the problems with resistance strains of bacteria or viruses. HIGHER Write a method for culturing microorganisms in sterile conditions. Explain differences in school & industrial conditions for growing microbes. B1.2 Nerves and Hormones State the role of the nervous system in responding to the environment. Link some examples of stimuli and receptor cells. State some of the features of light receptor cells. Describe the pathway of a simple reflex action. Explain how water, ions, temperature & blood sugar levels are controlled. Describe the general role of hormones in the body. Describe the role of hormones in controlling the menstrual cycle. Explain the use of hormones in controlling fertility Describe how plants are sensitive to light, moisture and gravity. Page 2 of 15

3 Explain how hormones can control growth in plants. Give some agricultural uses of hormones. B1.3 Use and Abuse of Drugs Describe the stages in developing and testing new medical drugs. State the use of statins. Describe the problems, and current use of, thalidomide. Describe what a drug is and the problems with dependence and addiction. State some of the effects of misuse of legal and illegal recreational drugs. Describe some examples of performance enhancing drugs in sport. B1.4 Interdependence and Adaptation Describe what animals compete Describe what plants compete for Explain how particular adaptations help animals to survive in their habitats Explain what extremophiles are Describe how distribution of organisms can change when the environment changes State some examples of changes in the environment Explain how lichens and invertebrates can be used as indicator species Describe how we can use equipment to measure oxygen levels, temperature and rainfall B1.5 Energy and Biomass in Food Chains State that the sun is the source of energy for living organisms Describe the energy transfer that takes place during photosynthesis Draw a pyramid of biomass for a food chain Explain why the energy and biomass decrease further up the pyramid B1.6 Waste Materials from Plants and Animals State that living things remove materials from the environment State that when organisms die and decay, materials are returned to the environment Define the term decay & describe the conditions that microorganisms grow fastest in Explain why decay is important for plant growth Describe a stable community in terms of the materials being cycled within it State how carbon dioxide is removed from, and released into the atmosphere Describe the role of plants, animals and microorganisms in the carbon cycle Explain how combustion affects carbon dioxide levels B1.7 Genetic Variation and Control Define the term gene & describe how genes are passed on from parents to offspring State that genes control characteristics Give reasons to describe why there may be differences in characteristics in organisms Describe what sexual reproduction is Describe what asexual reproduction is Explain if offspring will be identical or different to their parents based the type of reproduction Describe the process of taking cuttings & state some advantages of taking cuttings Describe the stages involved in tissue culture, embryo transplants and adult cell cloning Describe what genetic engineering is Page 3 of 15

4 Define what GM (genetically modified) is Give examples of ways in which we could modify crops and evaluate GM crops B1.8 Evolution Describe Darwin s theory of evolution Give three reasons why the theory of natural selection was not accepted at first Describe the main stages of natural selection State that variation can occur due to mutation State the groups that living are classified into Interpret evolutionary trees Describe Lamarck s theory of evolution Lesson Clear learning intentions (KQ) Clear success criteria (Bands) (Keywords) Hook (starter) Presentation of content (teacher input) Guided practice (pupil activities) Independent practice (homework) Closure (AfL) 1. Healthy diet and exercise What does a healthy diet involve? What types of food are needed for the right amount of energy? I can evaluate information about the effect of food on health. I can explain how carbohydrates, fats and proteins are used by the body to release energy and to build cells. I can state that mineral ions and vitamins are needed in small amounts for healthy functioning of the body. Activity: Look at food labels as a stimulus to list the food groups needed in a balanced diet and discuss their uses. Look at pictures showing deficiency diseases. Sort food pictures into groups. Less able candidates could produce a food pyramid using food labels or a wall display showing food groups with examples of foods. 2. Metabolic rate What does metabolic rate mean? inherited factors? I can describe factors that affect the metabolic rate, eg the rate varies with the amount of activity you do and the proportion of muscle to fat in your body. I can explain how inherited factors can also affect our health; these include metabolic rate and cholesterol levels. Discuss: Use food labels to discuss saturated and unsaturated fats and their effect on cholesterol levels and heart disease. Demo: flow of water through unblocked and partially blocked tubing (links with statins B1.3.1c). Activity: Use height-weight charts to classify people. Imaginative inquiry accurately assess the validity of a scientific claim, eg Healthy Chocolate Page 4 of 15

5 3. Exercise How does exercise benefit us? I can analyse and evaluate claims made by slimming programmes and products. Research: Research different types of diets, eg Atkins, Slimfast, G.I., Weight watchers and list pros and cons. Task: Calculate values from nutritional information on food packets. Match diets to different people: Research obesity problems in children in the UK or from another country. I can evaluate information about the effect of lifestyle on development of diseases. Write an article or a blog to detail lifestyle changes they must make. 4. Pathogens How do pathogens cause disease? I can explain how pathogens cause disease. I can carry out and describe aseptic techniques. Task: Look at pictures of bacteria, viruses and fungi and link these to diseases. Research: Conduct research into different diseases. Online task: Complete a table giving examples of diseases caused by viruses and bacteria. 5. Microbes different types of microbes and their properties? I can describe the work of Semmelweiss and link to results of class investigations. How Science Works: Use microscope or bioviewers to view blood smears. A video clip on white blood cells can be found on the BBC website at s by searching for clip Task: Label diagram to show how body prevents entry of microbes. Compare viral and bacterial infections. Draw diagrams or cartoon strip to show actions of white blood cells. 6. Fighting Diseases How does your body defend itself? I can describe ways in which the body defends itself against disease. I can explain how microbes make us feel ill and how viruses damage cells. I can describe the actions of white blood cells using terms ingest, antibodies and antitoxins. Page 5 of 15

6 7. Antibodies and vaccines How do antibodies work? differences between acquired and natural immunity? What are vaccines and how do they work? I can explain the processes of natural and acquired immunity. I can evaluate the advantages and disadvantages of being vaccinated against a disease, eg the measles, mumps and rubella (MMR) vaccine. Look up and interpret child immunisation programmes. Task: Card sorting exercise to sequence how a vaccine can give immunity to a disease. Role play on whether to give your child vaccinations. How Science Works: Consider the actions of Dr Wakefield and the MMR vaccine. 8. Using Medicines to relieve symptoms How do antibiotics and disinfectants work? I understand the use of aseptic techniques. I can explain the precautions taken when handling microorganisms. I can explain how antibiotics work. Discuss: Brainstorm medicines used to relieve symptoms and treat disease; names of some antibiotics. How Science Works: Antibiotics or antiseptics etc and growth of microbes (area of clearance to be measured in later lesson). Investigate type of agent or concentration. How Science Works: Research work of Fleming and/or Florey and Chain. 9. Uses of antibiotics uses of antibiotics? problems caused by overusing antibiotics? I can explain how the treatment of disease has changed due to understanding the action of antibiotics and immunity. I can explain the difficulty in developing drugs that kill viruses without damaging body tissues. I can clearly evaluate the consequences of mutations of bacteria and viruses in relation to epidemics and pandemics. How Science Works: Antibiotic resistance Research MRSA and C. difficile infections and treatment. BBC website is a good place to start. Research flu pandemics. Task: Draw a timeline to show how treatment of disease has changed over the years. Page 6 of 15

7 10. The Nervous system 11. Nerve impulses and reflex actions How does the nervous system work? What are receptors? What is the basic structure of a light receptor cell? What is the pathway to nerve impulses? What is a reflex action? I can describe the functions of the main structures in the nervous system. I can match receptors of the eye, ear, tongue and skin with the stimuli they detect. I can label a light receptor cell with a nucleus, cytoplasm and cell membrane. I can explain the importance of being able to respond to environmental changes. I can explain the importance of reflex actions and be able to give examples. I can describe the pathway of a nerve impulse in a reflex response and explain the roles of the structures involved. Involve candidates to demonstrate stimuli we detect loud bang, light, touch, movement, smell and taste. Demo: response to different temperatures. Discuss: Discuss the senses and complete a table to show name of sense, main organ and stimulus it responds to. Demo: Knee-jerk and pupil reflexes. Discuss their importance and gather other examples leading into explanation of why they are faster than a voluntary action. Try the Sheep Dash activity. Activity: Label diagrams to show the brain, spinal cord, nerves; neurones within nerve; light receptor cell. How Science Works: Detecting different tastes on the tongue draw results on diagram of tongue. How Science Works: Investigate sensitivity of different areas of the body. How Science Works: Investigate reaction time using different combinations of receptors. Activity: Use cards to sequence the pathway of a nerve impulse. Arrange candidates holding cards in this sequence and discuss role of each and how impulse passes from one to another. I can state the pathway to nerve impulses: stimulus receptor sen sory neurone relay neurone motor neurone effector resp onse Match structures in nerve pathway to different reflex actions, eg production of saliva when smelling food; pupil response to light. I can explain the role of chemicals at synapses. I can describe different ways of measuring reaction time. Page 7 of 15

8 12. Control in the Human body What factors of the human body need to be controlled? I can describe some conditions that need to be controlled in the body. I can measure body temperature. Label the body s inputs and outputs on a diagram of the body water, ions, CO 2, sugar and heat. How Science Works: Investigate what is normal body temperature. I can explain why body temperature has to be controlled. How Science Works: Investigate the effect of exercise on body temperature and/or sweating. How Science Works: Investigate the effect of temperature on enzyme activity, eg digestion of starch. 13. Hormones What are hormones? 14. Uses of hormones uses of hormones to control fertility? I can explain what hormones are. I can give some changes that occur at puberty and link with secretion of hormones. I can name the hormones that control the menstrual cycle and state the glands that produce them. I can evaluate the benefits and problems of using hormones to control fertility. I can state the hormones that may be present in oral contraceptives. I can link the hormones used in oral contraceptives to their effects on the body. I can produce a flow diagram to explain the process of In Vitro Fertilisation (IVF). Discuss: Recap the control of blood sugar levels as a lead into names of other hormones, where they are produced and how they are transported around the body. Brainstorm changes that occur in boys and girls at puberty what causes them? Activity: Look at oral contraceptive packaging to find out the names of hormones used. Invite an outside speaker to discuss contraception, eg women s health nurse. Task: Produce a diagram to show the names, sites of production and effects of FSH, LH and oestrogen in the menstrual cycle. Research: Research why each hormone is used and produce a report on the advantages and disadvantages of different oral contraceptives. Discuss: Apply different ethical approaches to making a decision about non-vital transplants. Discuss: Discuss possible causes of infertility in men and women and treatment available. Research: Research the process of IVF and produce a report. Page 8 of 15

9 15. Control in plants and use of plant hormones What factors of plants need to be controlled? How can plant hormones be used? What is agriculture and horticulture? I can describe how plant shoots and roots respond to light, gravity and moisture. I can draw diagrams to explain the role of auxin in plant responses in terms of unequal distribution in shoots and roots. Demo: demonstrate a plant s sense of touch Venus fly trap, Mimosa, Honeysuckle or show video clips. 16. Drugs What are drugs and are there different types? What is thalidomide? I can explain how plant hormones are used as weed killers and rooting hormones. I can define the term drug. Give examples of medical drugs. I can explain why drugs need to be tested before they can be prescribed. Discuss: Brainstorm what is a drug? Names of medicines. Activity: Use pictures to relate uses and problems associated with thalidomide. Discuss: Discuss drug safety and how drugs are tested today. Research: Research and produce a report on thalidomide original use, use in pregnant women, current uses. I can describe the uses and problems associated with thalidomide. I can explain how the drug testing procedure for thalidomide was inappropriate. I can describe the main steps in testing a new drug. I can explain the terms placebo and doubleblind trial. Page 9 of 15

10 17. Statins and recreational drugs What are statins? What are some other recreational drugs? I can evaluate the impact of smoking on health. I can evaluate why some people use illegal drugs for recreation. I can evaluate claims made about the effect of prescribed and nonprescribed drugs on health. Demo: Smoking machine to show carbon dioxide and tar content of smoke. Show health warning on packets of cigarettes; video clips of smoking adverts. Why do people smoke? Discuss: Discuss effects of alcohol on the body, recommended units for men and women. Poster to show effects of chemicals in smoke on the body. Calculate the cost of smoking cigarettes. Calculate number of units of alcohol consumed. Download alcohol units tracker on NHS site. Relate smoking and alcohol to NHS costs. 18. Cannabis and heroin/cocaine What is cannabis and what are its affects? effects heroin/cocaine? withdrawal and addiction symptoms for these drugs? I can describe the effects of cannabis on the body. I am able to consider the possible progression from recreational to hard drugs. I can describe the effects of heroin/cocaine addiction and withdrawal symptoms. Video: Watch NHS video clip on the dangers of smoking cannabis. Video: Watch video clips from NHS site on cocaine use. 19. Steroids and other performance enhancing drugs 20. B1 Test 1 different types of steroids are used in different sports? side effects of steroids? What are other performanceenhancing drugs and how do they work? I can evaluate the use of drugs to enhance performance in sport. I can consider the ethical issues of performance enhancing drugs. I can describe some effects and risks of these drugs. Research: Research types of drugs used in sport and their effects on the body and produce a table. Activity: Role play, write a story or debate about using drugs in sport; random drug testing; getting caught cheating. Page 10 of 15

11 21. Adaptations different adaptations for survival in different environments? I can observe adaptations of a range of organisms. I can explain how organisms are adapted to survive in their habitat. I can describe and explain adaptations for survival in the Arctic. I can describe and explain adaptations for survival in a desert. Activity: Produce a display of plants, animals and microorganisms with labels to explain how their adaptations help them to survive in their habitat. Include examples of extremophiles and desert and arctic organisms. Or Prepare a presentation about adaptations. Look at different types of plants succulents, cacti, broad leaved and Venus fly trap. 22. Competition What important factors do plants compete for? What important factors do animals compete for? I can define the term extremophile and be able to give general examples. I can list factors that affect the survival of organisms in their habitat. I can give examples of resources that plants and animals compete for in a given habitat. Discuss: Brainstorm factors that affect the survival of organisms in a habitat. Discuss resources that organisms may compete for and the effect on populations. Activity: Interpret population curves, eg hare and lynx, red and grey squirrels, and native and American crayfish. Encyclopaedia Britannica: population ecology. I can describe adaptations that some organisms have to avoid being eaten. 23. Environmental change What is environmental change and how are organisms distributed? I can interpret population curves. I can evaluate data on environmental change and the distribution and behaviour of living organisms. I can give examples of how an environment can change. I can interpret data on lichen distribution and sulfur dioxide levels. Discuss: Brainstorm how an environment can change and how these changes could affect organisms. Discuss distribution of bird species, disappearance of bees, global warming, agricultural pollution, sulfur dioxide and oxygen levels in water. Demo: Demonstrate use of rain gauges and maximum - minimum thermometers. Activity: What are indicator species? Interpret data on lichens and invertebrates. I can interpret data on invertebrates and water pollution. Page 11 of 15

12 24. Energy in biomass How do we construct and interpret pyramids of biomass? I can construct and interpret pyramids of biomass. I can describe how energy and mass is transferred along a food chain. I can explain why energy and biomass is reduced at successive stages in a food chain. Demo: Heat produced by germinating peas (links with B2.3 and B3.4.4). Activity: Revise food chains and webs and associated terminology producer, consumer, herbivore, and carnivore. Activity: Compare information shown in pyramids of number and biomass and discuss why biomass decreases at each level. Interpret data on energy transfer in food chains and list energy losses at each level. 25. Decay Processes How is decay useful for the environment? What conditions are needed for decay? I can describe how plants and animals return materials to the environment. I can describe the role of microorganisms in decay. Discuss: Show some examples of rotting foods; discuss what has caused the food to rot. What would happen if things didn t rot when they died? Sort items into biodegradable and non-biodegradable. Online activity: Earthworm investigation. I can state factors affecting the rate of decay. Discuss: Discuss why plants in a wood continue to grow without the use of fertilisers and relate to recycling of materials. I understand why decay is useful to plants. Research how kitchen and garden wastes can be recycled. I can evaluate the necessity and effectiveness of recycling organic kitchen or garden wastes. Demo: Set up a wormery and observe how they improve the soil and breakdown dead leaves. 26. The Carbon cycle main processes involved in the carbon cycle? I can explain the carbon cycle in terms of photosynthesis, respiration, feeding, death and decay, combustion of wood and fossil fuels. I can explain the role of microorganisms and detritus feeders in decay. Demo: Use a sensor to measure carbon dioxide levels in the air; show a piece of coal and discuss what it is and how it was formed. Demos: Show examples of fossil fuels; burn a fossil fuel and bubble the fumes through limewater. Demo: fuels, inverted glass funnel to direct fumes through tube of limewater and pump. Activity: Revise how carbon dioxide is used by plants in photosynthesis and why this is of use to animals. What happens to the carbon? How the carbon passes from plants to animals; how it is returned to the air; what happens when things die; formation and combustion of fossil fuels. Cut-out different coloured cards for processes and organisms and arrange them as in the carbon cycle. Page 12 of 15

13 27. B1 Test Why organisms are different What do genes do? What are gametes? What are chromosomes? What are some environmental and genetic effects of variation? I can classify characteristics as being due to genetic or environmental causes. I can decide on the best way to present information about variation in tables and charts. I can label diagrams to illustrate the order of size of cell, nucleus, chromosome and gene. Activity: Examine the benefits of knowing how genes are linked to diseases. Discuss: Brainstorm ways in which humans show variation. Discuss: Discuss why organisms of the same species show variation genetic and environmental variation. Homework: Produce a bar chart to display some of the information. Follow-up lesson to complete display. Task: Draw and label diagrams showing cell, nucleus, chromosome and gene; sort cards showing names of these structures into order of size. Look at chromosomes on slides or bioviewers. Look at photographs of chromosomes from a male and a female or cut and pair chromosomes from photos of male and female karyotypes. Homework: Use the Science Museum site to find out more about genes. Page 13 of 15

14 29. Reproduction and cloning What is asexual and sexual reproduction? What is cloning? I can explain why sexual reproduction results in variation, but asexual reproduction does not produce variation. I can describe sexual reproduction as the joining of male and female gametes. Video: Show video clips of fertilisation of an egg by a sperm and of insects pollinating flowers. Show strawberry runners, carrot top growing on damp blotting paper, potato sprouting, spider plant producing runners, bulb, amoeba and yeast. Activity: Revise sexual reproduction. Activity: Revise asexual reproduction. Discuss: Discuss how identical twins are formed and lead on to embryo transplants. Draw diagrams to show the method of embryo transplants. I can define the term clone. Video: Watch the clip on cloning in Jurassic Park. I can interpret information about cloning techniques. I can make informed judgements about the economic, social and ethical issues concerning cloning. I can describe the process of tissue culture in plants. I can explain the importance of cloning to plant growers. I can describe the process of embryo transplants in animals. Page 14 of 15

15 30. Evolution What is the theory of evolution? State the theory of evolution. Describe different theories of evolution. Identify differences between Darwin s theory of evolution and conflicting theories. Suggest reasons for the different theories. Discuss: Look at exhibition to show the wide variety of organisms that live, or have lived, on Earth. Where did they come from? Video: Watch video on Darwin s theory of evolution and other theories Research: Research and produce report on evolutionary theories, eg Darwin, Lamarck, Creationism, Buffon, and Cuvier. Activity: Natural selection role play activities. Peppered moth game; explain in terms of natural selection. Produce flow diagram to explain evolution by natural selection. Look at pictures of Darwin s finches and match up with the Galapagos Island they lived on based on food available there. Discuss: Recap findings on evolutionary theories which seems most plausible and why? Explain the terms inherited and acquired characteristics. Describe the stages in natural selection. Define the term mutation. 31. Accepting Darwin s Theory What caused the scientific community to accept Darwin s theory? Explain why mutation may lead to more rapid change in a species. Suggest reasons why Darwin s theory was only gradually accepted. Interpret evidence relating to evolutionary theory. Classify organisms based on their similarities. Discuss: Brainstorm why Darwin did not publish his theory straight away and why it was only gradually accepted. Look at cartoons of Darwin drawn after he published his work. Task: Interpret evidence relating to evolutionary theory fossils, pictures of horses, humans, tree of life etc. Sort pictures of organisms into an evolutionary timeline. 32. B1 Test 3 Page 15 of 15