Key Stage 3 Subject: Science

Transcription

1 Key Stage 3 Subject: Science Year: Year 7 Year 8 Year 9 Term: Autumn Spring Summer Description of lessons: Sound, atmosphere, energy, healthy living Half Term: 1 st half 2 nd half Week 27 Week 39 Teacher 1 Teacher 2 sound A nice atmosphere Healthy living Energy Ask you son or daughter if they can: Students should understand that waves interact in a number of ways with objects and other waves. Students know that waves can be described using a number of terms. Students can apply the idea of waves to explain a number of situations. Students to know that sound is a vibration. Students know that sound waves can be represented on an oscilloscope. Students know that gravity is an attractive force and is different on different planets. Students to know that sound travels at 330m/s through the air. Students know the parts of the human ear. Students know that the speed of a wave affects the frequency and wavelength. Students to understand how the vibration propagates. interpret different waveforms on the oscilloscope. Students understand and can calculate weight on planets. Students to understand how to measure the speed of sound. Students understand how the parts of the human ear lead to hearing. Students understand how to calculate the speed of a wave from the frequency and wavelength. Students can explain why sound travels at different speed through different materials. Students apply the ideas of waves to longitudinal and transverse waves. Students can apply the formula to different situations and explain why the force is different from different objects. Students can explain how to improve the measurement of the speed of sound. Students can explain the effects of ear damage. Explain the effect on a wave when the frequency or speed changes. Students understand how to show that different foods have different energy content. results. Students should know that different foods have different amounts of energy. Students should know the arrangements of particles in solids, liquids and gases and know the transitions between them. Students should know that some materials are thermal insulators and some are thermal conductors. Students should be able to explain the properties of solids, liquids and gases by applying the kinetic energy model. Students should be able to explain the role of the vibration of particles in conduction. Students are able to compare one food with another and evaluate the Students should be able to give the advantages and disadvantages of analogies to the kinetic energy model. Students should be able to compare conduction in metals and nonmetals. Students should know which states Students should be able to explain the Students should apply the process of

2 of matter allow convection and be able to describe it. Students should know that radiation can be affected by the temperature of an object and the nature of the surface. Students should know that changes of state add or remove energy from atoms. Students know the different types of energy and know that energy changers can transfer energy from one form to another. Students should know the meaning of the term efficiency. Students should know what a Sankey diagrams is and what it represents. Students should know the difference between energy and power. Students should that fuel and electricity costs money. Students should know where electricity comes from. Students should know that some materials can be used to store heat energy. Describe the nutrients the body need and their role within the body. Recall tests for some food groups. Can carry out these tests with help and can make predictions about obvious foods. Describe why hand washing is important Describe what is meant by a communicable disease Describe how infectious disease can be spread from one person to another by using and interpreting an experimental model Describe when antibiotics should and shouldn t be taken. Explain the term antibiotic resistance mechanism of convection. Students should understand which surfaces are good emitters and absorbers of infrared radiation. Students how evaporation of particles causes a cooling effect Students can explain which energy changer produces which sort of energy. calculate efficiency. interpret and use Sankey diagrams. change calculate energy from power. calculate energy costs. Students should understand the different parts of a fuel power station. investigate which material can store the most heat energy. Explain the role of nutrients within the body and examine food labels. Explain if the foods are healthy or unhealthy according to their nutrient contents. Explain how to test for all nutrients. Can carry out these tests and can make predictions about the nutrients within foods. Explain an experiment to demonstrate the effect of hand washing on bacterial growth Explain how bacteria and viruses cause disease Explain how the body protects you from infection..by labelling a body outline Describe what antibiotics do to bacteria using a mathematical activity. Interpret results from agar plates investigating the usefulness of different antibiotics convection to a variety of situations. Students should apply their knowledge of radiation to explain examples such as solar panels and solar cookers. Students should apply their knowledge of evaporation and condensation to examples. Students can further apply the idea of wasted or unwanted energy to energy changes. Students apply the idea of efficiency to energy and power calculations. Students should be able to apply a Sankey diagram to an energy transfer system. Students should apply power rating to energy use by appliances. Students should compare different costs of energy. Students should be able to compare different power generation methods. Students should know the applications of specific heat capacity. Analyse the role of the nutrients that make up a balanced diet. Analyse food labels and conclude whether foods are healthy or not in regards to its fat/sugar content. Link an unbalanced diet to health issues. Explain and analyse tests for all nutrients. Can carry out these tests confidently and can make use of the information to plan an investigation to find out what nutrients are in a mystery food. Make links between hand washing and the pread of MRSA Evaluate the differences between bacteria and viruses Suggest how scientists might investigate the numbers/types of bacteria in dirty water..by designing an experiment Describe the effect of antibiotic resistance in the future. Explain how antibiotic resistance develops List some physical and social problems associated with smoking List some physical problems associated with drug and alcohol misuse List some physical problems associated with drug and alcohol

3 and alcohol misuse Name substances which can cross the placenta and damage the foetus misuse Name substances which can cross the placenta and damage the foetus Evaluate the harm caused to individuals and society of nicotine and alcohol 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 Summative test June 2018

4 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: 1 st half 2 nd half Description of lessons: Circulation and respiration, Rocks, health and skeletal system and energy Week 16 Week 27 Teacher 1 Teacher 2 Body systems Rocks Chem reactions Light Outcomes: Ask your son or daughter if they can. describe the components of blood Describe why the circulatory system is called a double circulatory and describe the route taken Label a diagram of the heart to show the route taken by blood List the components of blood Describe why the circulatory system is called a double circulatory Label a diagram of the heart Explain the functions of the components of blood Explain the route taken by the blood in the double circulatory system Label structures of the heart and main blood vessels Describe the roles of arteries veins and capillaries describe the function of the blood and the function of rbc in transporting oxygen List the main components of blood List the reactants and products in respiration Describe what happens to pulse rate when we exercise and relate the results to organ systems Describe anaerobic respiration as respiration without oxygen List the products of anaerobic respiration in humans Describe why muscles respire anaerobically during vigorous exercise List some of the uses of respiration in yeast Describe results of a yeast experiment Students know that light waves travel faster than sound. explain how the structure of red blood cells enable it to be efficient at carrying oxygen and describe the role of blood components Explain how to demonstrate the products of respiration Explain why pulse rate increases using the equation for respiration and organ systems Explain anaerobic respiration as respiration without oxygen List the products of anaerobic respiration in humans. explain why muscles respire anaerobically during vigorous exercise Describe the useful products from yeast respiration Write word equations for aerobic and anaerobic respiration in yeast Analyse data Students should understand that light travels at 300 million m/s. relate their understanding of diffusion to explain how oxygen is absorbed at the lungs and the adaptations of rbc that enable this process Analyse demonstrations and experiments on the products of aerobic respiration Analyse the effect of exercise on respiration, relating results to organ systems and the reactants and products of respiration Explain anaerobic respiration as respiration without oxygen List the products of anaerobic respiration in humans Describe why muscles respire anaerobically during vigorous exercise Explain why athletes pant after vigorous exercise Write symbol equations for aerobic and anaerobic respiration in yeast and explain how the products can be useful Analyse and evaluate experimental data Students can give examples and explain the differences between light and sound.

5 Students to know that light is reflected in a regular manner from the surface of a plane mirror. Students know that light curved mirrors behave differently to plane mirrors. Students know that an image can be formed using a pinhole camera. Students to know that light refracts passing from one material to another. Students know that there are two types of lens. Students know the different structures of the human eye. Students should know the idea of dispersion. Students to understand how to draw and calculate the angle of incidence and the angle of reflection. show how rays of light reflect off a curved surface. Students understand why an image is formed using rays of light. Students to understand how to draw and measure refraction. Students understand how light travels through different lenses. Students understand the function of different parts of the eye. Students should understand the effect of colour filters and reflection from coloured surfaces. Students can explain the uses and properties of plane mirrors. Students should give examples of converging and diverging surfaces. Students evaluate the effect of larger pinholes, multiple pinholes and a lens. Students can explain why light refracts. Students can explain which lens can be used in a particular situation. Students can explain the differences between the eye and a camera. Students should explain why the colour of an object may be perceived differently in different situations. Label correctly the atmosphere, hydrosphere, lithosphere, crust, mantle and inner/outer core hottest and depths) Label correctly the atmosphere, hydrosphere and lithosphere Explain where igneous rocks come from. Explain that rocks are made from grains or crystals. Describe the different types of weathering chemical, physical, freeze thaw and biological weathering. Explain that sedimentary rocks are made from broken fragments of rock and some examples. Can name extrusive and intrusive igneous rocks. Grains are non interlocking, crystals are interlocking. This gives them different properties. Describe the effects of pollution on structures made from limestone through acid rain. Explain the transport of rocks through weathering and deposition and understand the meanings. Explain how metamorphic rock is Explain the stages of the rock cycle in made, with examples. simple terms. 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 Summative test June 2018 Label all layers and recognise differing properties of each (radioactive core Can make associations between crystals size and cooling rate when forming igneous rocks. The uses of different types of rocks. Some can store water, some cannot. Some may look nice, some keep out water so can be used in room tiles. Explain the difference between weathering and erosion. Explain the detailed formation of sedimentary rocks using all keywords, and the involvement of heat in the creation of sedimentary rocks. Explain the stages of the rock cycle in detail.

6 Year: Year 7 Year 8 Year 9 Key Stage 3 Subject: Science Spring term Term: Autumn Spring Summer Half Term: 1 st half 2 nd half Description of lessons: Circulation and respiration, Rocks, health and skeletal system and energy Week 27 Week 39 Teacher 1 Teacher 2 photosynthesis Forces revision Ask you 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 List the reactants and products of 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 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 that stored starch can be 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 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 Describe how proteins and cellulose are 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 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 factors affecting upthrust. Students can interpret and understand the patterns of pressure change in fluids. design and control experiments to investigate the factors affecting upthrust. Students can justify the design of objects relating to the pressure they exert. Students can justify the design of objects that increase or decrease upthrust. Students justify and evaluate experiments to investigate the factors affecting upthrust. Students should know that a force can Students should be able to explain Students can justify the design of

7 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 and time. and calculate the turning effect of forces. calculate the sum of the moments of an object. measure the effect of force on the extension of a spring. Students can measure and plot speed time graphs. 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. 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 Summative test June 2018