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YEAR 1
FUSION 1 B1 CELLS, TISSUES AND ORGANS
Teaching suggestions
Teaching / Learning activities
Special needs. Draw out some specialised cell pictures with their names
Lesson structure
Starter - Footwear features
beside them. Place them into a cardboard frame with five flip-up sections
on one end, covering the name of the cell type. Pupils get six points for
Pupils are given one minute in pairs to write down as many types of footwear
getting the name right without lifting any of the flaps and loose one point for
as they can. Get a list from the pupils by questioning, choose suitable
each section they have to flip up to reveal part of the name. They could also
examples to write on the board. Get the pupils to write down a feature of each
type of footwear that suits it for its purpose. Use the vocabulary to be used later make a model of a specialised cell using for example, Plasticine.
Extension. Provide the pupils with Internet access and point them at
regarding cells (characteristic, adaptation, specialised). (1015 mins)
Main
suitable interactive websites so as to carry out their own research on
specialised cells and test themselves.
Talk through PowerPoint slides of each specialised cells, showing it first then
asking the pupils to guess, comment and describe the function and adaptations Learning styles
Visual: Observing slides and PowerPoint.
of each cell. Specialised cells to be covered should include root hair cell,
Auditory: Listening to exposition.
palisade cell, sperm cell, nerve cell, red blood cell and lung epithelial cell.
Kinaesthetic: Playing the floor dominoes plenary game.
Introduce the practical and tell the pupils which features to look out for on each
Intrapersonal: Considering the very small size, very great number and
slide or specimen. The specimens and slides can be arranged in a circle of
complexity of the cells of the body.
previously focused microscopes and the pupils can circulate around them.
Alternatively the specimens and slides can be placed at convenient points
around the lab for collection and return.
Plenary - Floor dominoes
Play a game of floor dominoes using A4 sheets with pictures of the specialised
cells on one end and descriptions of their adaptations on the other end. A
playing card size version might also be of use. (1015 mins)
Additional teachers notes
Learning Outcomes
Using microscopes, specimens and prepared slides examine root hair cells. Specimens
All pupils will be able to describe at least one specialised animal cell and one specialised plant
could include root hairs (these look particularly good if binocular microscopes are available),
cell.
nettle stinging cells (warn regarding abuse of these). Commercial slides could include
Most pupils will be able to describe a range of specialised cells and relate their structure to
sperm, eggs, nerve cells (giant axons are good), leaf palisade cells, red blood cells.
function.
Diagrams may be drawn if time allows but are not essential.
Some pupils will also be able to describe a wide range of specialised cells and in detail relate
Support
their structure to function
Set up cress to germinate in small Petri dishes with damp cotton wool in the bottom several
days before the practical so as to give them time to develop root hairs. Cover them with
cling film to keep the moisture in. Do not touch the root hairs or they will be damaged. If
slides are not available the Internet has suitable images.
Learning Outcomes
All pupils will be able to name some tissues, some organs and some systems.
Most pupils will be able to put cells, tissues, organs and systems into hierarchical order.
Some pupils will also be able to give detailed ways of how to distinguish between layers of the
hierarchy and give details of system functions.
Teaching suggestions
Special needs. Felt tabards can be bought which come with sets of fabric
organs. These attach be means of Velcro and provide an enjoyable
physical interactive learning experience. They are referred to as inside-out
organs tunics.
Extension. Provide the pupils with computer and Internet access and
allow them to look for websites which display appropriate information about
organs.
Learning styles.
Visual: Observing the PowerPoint slide show of the hierarchical
arrangement.
Auditory: Discussing words involved in the starter activity.
Interpersonal: Discussing the hierarchy with others in the group.
Intrapersonal: Identifying the positions of organs within their own body.
Teaching suggestions
Teaching / Learning activities
Special needs. Make an A3 or larger size skeleton diagram with
Lesson structure
Starter -Bone thief disease
predetermined colour codes for functions and a key. Cut the bones into
several major sections and put Velcro tabs at the correct places to join it
Ask pupils to write a short piece from a horror story where the touch of an
back together. Pupils should assemble the skeleton and state which
infected person spreads an unknown and deadly disease dissolving your
function different parts have as they are pointed to. Alternatively assemble
bones as it goes. Volunteers are to read their stories. (1015 mins)
Main a digital skeleton from a suitable Internet site.
Extension. Repeat the rod strength test practical with tubes of various
To show support, get the pupils to put their hands up in the air and imagine
diameters and work out a formula to relate diameter to strength. Higher
what would happen if their bones disappeared. Show the pupils a bone and
attaining groups may weigh the bones before and after immersion and
ask what you need for strong healthy bones. Discuss what is in milk that helps
burning. They could calculate percentage weight loss.
make healthy bones (protein and calcium). Ask if anyone has been sick
Learning styles
recently. Ask what it tasted like. Draw out that stomachs contain acid. Ask if
Visual: Observing demonstrations.
anyone has seen a dog eating bones. Draw out that although dogs eat bones
Auditory: Listening to discussions.
their excreta dont contain bones. Draw out that the bones must be broken
Kinaesthetic: Carrying out the practical.
down by acid in the stomach.
Interpersonal: Group work for the practical.
Show pictures of a child with rickets. Explain that it is caused by lack of vitamin
Intrapersonal: Imagining a boneless body.
D which helps your body to absorb calcium.
Plenary - Skeleton diagram
Provide the pupils with a skeleton diagram to colour code the areas that are
used for each function. (510 mins)
Additional teachers notes
Learning Outcomes
Investigating bone: removing the calcium salts
All pupils will be able to name the four functions of bones and that they contain calcium.
Equipment and materials required
Most pupils will be able to name the four functions of bones and link this to protein and calcium
For each group: 250 ml beaker, a small piece of bone such as sections of ribs (to fit
content, including the importance of vitamin D and know that hollow shapes are strongest.
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beaker), a bottle of dilute (1 mol/dm ) hydrochloric acid, labels, forceps or tongs, paper
Some pupils will also be able to relate the diameter of a rod to strength for a given amount of
material.
towels, seeker. Optional: electronic balance.
How Science Works
Safety
Describe an appropriate approach to answer a scientific question using a limited range of
1 mol/dm3 hydrochloric acid is an irritant: CLEAPSS Hazcard 47A.
information and making relevant observations. (1.2a)
Investigating bone: removing the protein
Equipment and materials required
Crucible with lid, pipe-clay triangle, tongs, Bunsen burner, small piece of bone, forceps,
paper towels, seeker.
Teaching suggestions
Teaching / Learning activities
Special needs. Carry out a life skills exercise on ways of ensuring that
Lesson structure
Starter - Warding it off
microbes are not transferred from person to person (hand washing, good
hygiene practices), modelling the practices and then pupils emulating this.
Show the pupils an orange with cloves in it and hand around a container of pot
Extension. Pupils should extend the disease and causal organism list in
pourri for them to sniff. Show them an image of a Middle Ages doctors longthe starter How many diseases. Have a range of books on microbes from
nosed face mask used to keep bad odours away. Show images of the tattoos
the library to refer to.
on the ice mummy found in the Alps. Explain that these were to keep away
Learning styles
diseases. Pupils are to write a message to these people to tell them why they
Visual: Microscopic observation.
were wrong and what really causes diseases. (1015 mins)
Main
Auditory: Listening to exposition.
Kinaesthetic: Carrying out the practical.
Define microbes as being another name for micro-organisms and explain that
Interpersonal: Group work setting up and observing through the
this means living things that are too small to see with the naked eye. Draw a
microscopes.
gravestone on the board and write on it R.I.P. Germs, explaining that in this
Intrapersonal: Considering the scales involved.
science topic germs is a word we will not use. Draw out by questioning from
the pupils what they know about microbes so far and summarise this on the
board. From the starters, disease causing organisms will be identified.
Discuss that there are microbes which do not cause diseases and there are
ones which can be useful to us.
Allow students to use microscopes to observe fungi, bacteria, protozoa and
viruses. Discuss the general features of each microbes and some diseases
caused by them and uses of them.
Plenary - Net search for microbes
In pairs pupils use the Internet to research types of microbe. Assign each
group to one type, ensuring balanced overall coverage. Produce a PowerPoint
slide for each type. E-mail home and complete for homework. (1015 mins)
Additional teachers notes
Learning Outcomes
Equipment and materials required
All pupils will be able to name the four types of microbe.
Microscopes, slides, hand lenses, Petri dishes of mouldy foods (lids taped in two places but
Most pupils will be able to name the four types of microbe and give examples and features of
not sealed), Petri dishes of Micrococcus luteus culture (lids taped in two places but not
each.
sealed).
Some pupils will also be able to name the four types of microbe and give several examples
Safety
and detailed features of each, including similarities and differences.
Dispose of the plates hygienically after the practical: CLEAPSS handbook/CD-ROM section
How Science Works
15.2.14.
Describe and record observations and evidence systematically. (1.2d)
Learning Outcomes
All pupils will be able to describe in simple terms how to grow bacteria.
Most pupils will be able to describe how to grow bacteria and be able to measure factors
affecting the growth of yeast.
Some pupils will also be able to describe in detail how to grow bacteria and be able to measure
factors affecting the growth of yeast with precision and accuracy.
How Science Works
Recognise the range of variables involved in an investigation and decide which to control.
(1.2b)
Teaching suggestions
Special needs. Demonstrate each stage of the practicals and ask the
pupils to take digital photographs. Use these with prompt cards later on to
make a display.
Extension. Pupils can set up a data-logger to record the temperature of
the two incubation sites. Each day they record the temperature and the
number of colonies or, if dense, the percentage coverage. They plot this
against time for each site and work out how the growth rate is linked to
temperature. They need to get a numerical value, such as how many
percent more colonies/cover the warm one has. Does this change over
time?
Learning styles
Visual: Observing demonstrations.
Auditory: Listening to exposition and discussion.
Kinaesthetic: Carrying out the practical.
Interpersonal: Group work.
Intrapersonal: Reflecting on ideas learned.
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Teaching suggestions
Special needs. Pupils can carry out a simple card sort exercise to
arrange the parts of the equation for anaerobic respiration. This can be
carried out using laminated cards and can be scaled as appropriate.
Extension. Pupils may with to extend their understanding of the topic by
looking in detail at the importance of keeping a pure strain of microbes for a
particular food product, for example a particular yeast for brewing a beer.
You may like to get them to set up some barley to germinate, testing it for
sugar at various points during the process.
They may also wish to look into the claims of probiotics through Internet
searches.
Give the pupils the formula for glucose, ethanol and carbon dioxide and ask
them to work out how many of each molecule are on each side of the
equation.
Learning styles
Visual: Observing a presentation.
Auditory: Discussing the types and uses of microbes.
Kinaesthetic: Carrying out the practical.
Interpersonal: Group work during the practical.
Intrapersonal: Appreciating the wide range of impacts microbes have on our
lives.
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Learning Outcomes
All pupils will be able to name some diseases spread by microbes.
Most pupils will be able to name a range of diseases spread by microbes and describe how
they are spread and how the body defends itself.
Some pupils will also be able to name a wide range of diseases spread by microbes and
describe in detail how they are spread and how the body defends itself.
Teaching suggestions
Special needs. Pupils can carry out an interactive whiteboard exercise
with drag and drop category boxes for diseases, methods of infection, ways
of spreading microbes and types of microbe. Each key word in turn appears
in the centre of the screen and the pupil has to choose which bin to put it in.
An option to colour code these could help when learning difficulties are
more pronounced.
Extension. With higher attaining pupils you should discuss some of the
ethical issues surrounding infectious diseases.
They could research the controversy over the claimed
link between MMR jabs and autism, evaluating the evidence. They could
look at the ethical issues regarding objection to the use of condoms and the
consequences of unprotected sex leading to high HIV infection rates in subSaharan Africa, including looking at other means of prophylaxis.
Learning styles
Visual: Creating and decorating a concept map.
Auditory: Explaining the barriers to infection.
Kinaesthetic: Making and playing with the Chance cards.
Interpersonal: Playing the Key words charades plenary.
Intrapersonal: Considering the objectives and checking their own learning
outcomes.
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Teaching suggestions
Special needs. Give pupils cards stating some physical and chemical
changes. These could be the changes they have seen during the lesson.
Ask pupils to sort them into two groups and then stick them into their books.
Extension. Slowly pour a super-saturated solution of sodium ethanoate
onto a sodium acetate seed crystal. A stalagmite of sodium acetate will
crystallise out. Challenge pupils to explain this physical change. (Safety:
sodium ethanoate is harmful if large quantities are swallowed. Wear eye
protection.) You could also get your pupils to try to change the colour of
flowers by leaving them in water which has been dyed.
Learning styles.
Visual: Observing physical and chemical changes.
Auditory: Describing observations of changes.
Intrapersonal: Reflecting on the differences between physical and chemical
changes.
Homework. Pupils to identify examples of reversible and irreversible
changes around the home. Many examples of irreversible changes exist
with respect to cooking food.
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Teaching suggestions
Special needs. Play a game of hazard warning symbol snap.
Extension. Some pupils can be given the opportunity to design their own
hazard symbols. They could provide a risk assessment for something they
consider to be dangerous around the home operating hair straighteners,
boiling a kettle, making a cup of tea, mowing the lawn, etc.
Learning styles
Visual: Studying hazard symbols.
Kinaesthetic: Carrying out practical work.
Intrapersonal: Understanding the idea that warning symbols are a fast way
to convey information.
Homework. Pupils to find examples of warning symbols, e.g. road signs
or those found in the home.
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Learning Outcomes
All pupils should be able to test chemicals to classify them as acids or alkalis.
Most pupils should be able to identify the pH of a chemical.
Some pupils should also be able to explain why universal indicator is more useful than others
such as litmus.
How Science Works
Describe and record observations and evidence systematically. (1.2d)
Recognise that the presentation of experimental results through the routine use of tables
makes it easier to see patterns and trends. (1.2d)
Teaching suggestions
Special needs. Give pupils an outline of the pH scale for them to colour in
with the colours which universal indicator turns at each pH.
Extension. Ask pupils to explain why universal indicator is a much better
indicator than they made in C1.4. [That is, to explain that universal indicator
is more useful because it gives more detailed information about a
substance.] Ask pupils to find out how the pH scale was developed. Some
higher attaining pupils may wish to research the meaning of pH, but this is
very advanced (see Main lesson notes).
Learning styles
Visual: Observing colour changes in indicators.
Auditory: Justifying the decision about pH.
Kinaesthetic: Testing the indicators.
Intrapersonal: Understanding the need for scientists to collaborate.
Homework. Pupils to find out what hydrofluoric acid is used for. [It will
dissolve glass and has to be stored in Teflon bottles. It is used, in very
dilute form, to etch car number plate details onto car windows.]
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Learning Outcomes
All pupils should be able to measure the volume of a liquid in a measuring cylinder.
Most pupils should be able to recall that acids and alkali react.
Some pupils should also be able to explain observations of a neutralisation reaction.
How Science Works
Recognise that the presentation of experimental results through the routine use of tables
and simple graphs makes it easier to see patterns and trends.
(1.2d)
Describe patterns and trends in results (1.2e)
Teaching suggestions
Special needs. Pupils with poor motor skills may struggle to obtain a
neutral solution, as only tiny drops of acid or alkali will be needed at the end
point.
Extension. Ask pupils to write a word equation for the reaction. Support
for this is available in the pupil book.
Learning styles.
Visual: Observing the changes in indicator colour as pH changes.
Auditory: Describing and discussing the difficulties in obtaining a neutral
solution.
Kinaesthetic: Manipulating the apparatus during neutralisation, this requires
good motor control.
Interpersonal: Taking part in discussions about the practical.
Homework. Pupils could find out what the acid-neutralising ingredient in
an antacid tablet is. [It is usually a carbonate of some sort.]
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Learning Outcomes
All pupils should be able to record observations.
Most pupils should be able to recall the test for hydrogen.
Some pupils should be able to also complete word equations.
How Science Works
Describe and record observations and evidence systematically. (1.2d)
Describe patterns and trends in results (1.2e)
Teaching suggestions
Special needs. Some pupils may need extra guidance with the
Diminishing words plenary. They could use five sentences provided to
them and try summarising into one sentence. Some may not successfully
catch enough hydrogen in order for the test to work. However, the
demonstration at the end should cover this aspect.
Extension. Ask pupils to write word equations for the reactions. Support
for this is available in the pupil book.
Learning styles
Auditory: Listening to the pop when hydrogen burns.
Kinaesthetic: Collecting hydrogen gas.
Interpersonal: Working with others to collect the gas.
Intrapersonal: Understanding that all acids react with metals in a similar
way.
Homework. Find out what the Hindenburg Disaster was. [The
Hindenburg was an early airship, filled with hydrogen, which exploded.
Later airships were filled with the inert gas helium.]
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Teaching suggestions
Teaching / Learning activities
Special needs. There are many new key words and terms used in this
Lesson structure
Starter - Is it a metal?
lesson which pupils with poor literacy skills may need support with.
Extension. Challenge pupils to explain what a semi-metal is. A good
Give pupils a list of materials and ask them to divide them up into metallic and
element for them to research here is silicon.
non-metallic. Ask them to give a reason why they put each one into a
Learning styles
particular group. (5 mins)
Main
Visual: Observing the behaviour of metals.
Kinaesthetic: Testing the properties of metals.
Show the class a Periodic Table and ask them to pick out the names of
elements which they know to be metals. Explain that there are lots of metals on Interpersonal: Working with others during practical.
Intrapersonal: Understanding that some substances, such as graphite, are
the Periodic Table and that they must come up with a set of rules which
not easily classed as metals or non-metals.
describe what a metal is, while carrying out the main activity.
Ask pupils to carry out the practical Classifying metals and non-metals, as a
circus of activities. Many of the materials pupils meet in the practical may not
pure metals and non-metals in the elemental sense; they do not appear on the
Periodic Table. However, the aim of this lesson is to convey typical metallic
and non-metallic properties.
Plenary - That cant be right?
Show that a piece of graphite will conduct electricity even though it is a form of
the non-metal carbon. Challenge pupils to say why it is probably still a nonmetal. [Dull appearance, not sonorous, brittle, other forms of carbon, such as
diamond, do not conduct electricity.] (5 mins)
Additional teachers notes
Learning Outcomes
Classifying metals and non-metals
All pupils should be able to group some metals and non metals.
Equipment and materials required
Most pupils should be able to recall the physical properties of metals and non-metals.
Per station: a selection of metallic and non-metallic materials; 23 magnifying glasses, bowl
Some pupils should also be able to explain why a material is a metal or non-metal.
How Science Works
half filled with water, paper towels to dry materials; lamps (up to 6 V), 3 wires, power supply
(low voltage) to match lamps, 2 crocodile clips; board to protect bench, small hammer.
Describe and record observations and evidence systematically. (1.2d)
Safety
Keep electrical conductivity test away from floating test. Pupils should wear eye protection
when testing malleability.
Plenary: That cant be right
Equipment and materials required
As per pupil practical for testing electrical conductivity except: 1 graphite electrode stick.
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Teaching suggestions
Teaching / Learning activities
Special needs. Ask pupils to match the safety rules in a laboratory with
Lesson structure
Starter - Who was he?
the reasons for the rule.
Extension. Ask pupils to write word equations for the reactions. Support
If Internet connection is available, ask pupils to find out who Robert Wilhelm
for this is available in the pupil book.
Bunsen, who is credited with the invention of the Bunsen burner, was. Pupils
Learning styles
who complete this quickly could try to think how a Bunsen burner might work.
Auditory: Observing differences between Bunsen flames.
(1015 mins)
Main
Kinaesthetic: Operating a Bunsen burner safely.
Interpersonal: Working in a way which keeps others safe.
Remind pupils about the general laboratory safety rules, especially those
Intrapersonal: Understanding the need to work safely.
relating to experiments. They may have had access to or seen a Bunsen
Homework. Pupils to find out what rules are in place at petrol stations to
burner in earlier lessons, but the focus here is on getting the pupils to use one
try to prevent fires.
correctly.
Ask them if they have heard of the fire triangle. If anyone knows, ask them to
explain what it means. It may be useful here to have a lit candle class as a
visual prompt.
There are instructions for setting up a Bunsen burner for the pupils to follow in
the practical support section. It may be best to demonstrate all of this before
allowing the pupils access to the apparatus. Explain to pupils that opening the
air hole allows air to mix with the fuel (gas) and makes the flame hotter. The
role of oxygen will be dealt with next lesson. Ask pupils to share their
observations.
Plenary - Bunsens rule!
Ask pupils to write a set of instructions to allow other Year 7 pupils to use a
Bunsen burner safely. Their instructions should cover setting up and lighting
the burner, and how and when to use the safety flame. (510 mins)
Additional teachers notes
Learning Outcomes
The local Fire Service may be willing to visit the school for a talk.
All pupils should be able to set up a Bunsen burner safely.
Equipment and materials required
Most pupils should be able to explain the laboratory safety rules.
Heat mat, Bunsen burner, splints or matches, half a spatula of carbon (charcoal) powder,
Some pupils should be able to write word equations for the reactions they have seen.
How Science Works
half a spatula of fine iron filings, half a spatula of magnesium powder.
Safety
Explain how action has been taken to control obvious risk and how methods are adequate for
Make sure anything that can burn is moved away from the Bunsen burner. Tie long hair and
the task. (1.2c)
clothes back so that they do not go into the flame. Wear eye protection. Iron filings are
highly flammable: CLEAPSS Hazcard 55A. Magnesium powder is highly flammable:
CLEAPSS Hazcard 59A.
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A fuse blowing
Teaching suggestions
Special needs. For these pupils concentrate on the safety features used
to protect users from mains electricity.
Extension. These pupils should take a look at mains electricity in other
countries. They can find out about the supply in the USA. They could take a
look at what alternating current is compared to direct current and find out
about the mains frequencies used in the UK and USA.
As an alternative, the pupils can look at the connection between resistance
and the heating effect of a current. You can go through the model of
electrons colliding with ions in the metal to release energy.
Learning styles
Visual: Watching various demonstrations.
Auditory: Listening to, and giving, explanations about why mains electricity
is dangerous.
Interpersonal: Discussing the dangers of mains electricity in groups.
Homework. The pupils can produce an electrical safety booklet
containing a list of what we should and shouldnt do with mains electricity.
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Learning Outcomes
All pupils will be able to describe a simple test for magnetic materials.
Most pupils will be able to describe the interactions between combinations of magnetic poles.
Some pupils will also be able to describe that when a magnetic material is placed near a
magnet it also becomes a magnet.
How Science Works
Describe an appropriate approach to answer a scientific question using a limited range of
information (1.2a)
Teaching suggestions
Special needs You may want to mark the poles of magnets with N and S
in permanent marker (or white paint for black magnets), especially if you
use unusual magnets. Provide designs for the games for lower attaining
pupils so that they can spend more time constructing and playing them.
Extension. These pupils should investigate magnets other than bar
magnets to find the poles. Possibilities include horseshoe magnets and
magnets where the poles are on the larger faces, such as the ferrite
magnets often used in building model motors. They could also research into
which materials can be used to make permanent magnets.
Learning styles
Auditory: Discussing game design.
Kinaesthetic: Experimenting with magnets and constructing magnetic
games.
Interpersonal: Discussing the design of magnet-based games.
Intrapersonal: Collaborating with others during game construction.
Homework. The pupils could make of list of all of the devices they can
find that use magnets in their home.
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Learning Outcomes
All pupils will be able to make a simple permanent magnet.
Most pupils will be able to test the strength of a magnet.
Some pupils will also be also able to evaluate the methods used for testing the strength of a
magnet.
How Science Works
Describe an appropriate approach to answer a scientific question using a limited range of
information and making relevant observations or measurements. (1.2a)
Describe and suggest how planning and implementation could be improved. (1.2e)
Teaching suggestions
Special needs. Provide the pupils with more detail about the techniques
used to compare magnets. A set of step-by-step instructions would be
appropriate.
Extension. Ask the pupils to design and carry out an experiment to find
out if a material placed between two magnets can affect the strength of the
field.
Learning styles
Visual: Watching the demonstration of how to make a magnet.
Auditory: Describing their ideas about which test is best.
Kinaesthetic: Testing the strength of magnets.
Interpersonal: Working in groups.
Intrapersonal: Discussing the choice of tests and their outcomes.
Homework. They should write a short essay on the discovery of
magnetism, the compass and how it led to the exploration of the Earth.
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Learning Outcomes
All pupils will be able to describe how an electromagnet is made.
Most pupils will be able to describe how the strength of an electromagnet can be increased
and a method of testing this.
Some pupils will also be able to evaluate methods for testing the strength of an electromagnet.
How Science Works
Recognise the range of variables involved in an investigation and decide which to control.
(1.2b)
Teaching suggestions
Special needs. Have some coils with and without a core already
prepared, to make the setting up of the practical tasks easier. The pupils
can spend more time making measurements.
Extension. Some very powerful electromagnets are used in medical
devices such as PET scanners. These magnets carry high currents and
have to be cooled to very low temperatures. The pupils could find out why
they have to be cooled and what a superconductor is.
Learning styles
Visual: Designing the shape of an electromagnet.
Auditory: Discussing how an electromagnet can be made stronger.
Kinaesthetic: Practical work.
Interpersonal: Discussing the factors that increase the strength of an
electromagnet.
Homework.
Can Do: the pupils can design a machine that separates out steel cans
from the more valuable aluminium ones.
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FUSION 1 B2 REPRODUCTION
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Teaching suggestions
Special needs. Use cut-and-stick labels onto a
large A4 or even A3 diagram of each genders
sexual anatomy.
Extension. Pupils could use recording apparatus
such as a
dictaphone or a microphone into a PC or laptop to
record a summary of the parts and their functions
discussed in the lesson. They could extend the
content based on a more advanced text such as the
AQA GCSE Science series.
Learning styles.
Visual: Looking at the diagrams of the anatomical
parts.
Auditory: Talking to peers about the meaning of
words and phrases.
Kinaesthetic: Manipulating letter cards sets if the
Mixed up bits plenary is used.
Interpersonal: Group discussion about the meanings
of the key words.
Intrapersonal: Evaluating own knowledge of sexual
anatomy and improving it.
Homework. Pupils could revise for a short slip test
(a verbal test needing a number of single word
answers, these usually written on slips of paper) on
the parts and their functions. They could be given a
blank grid to fill in a word search for their peers to
use.
Additional teachers notes
If available show a good quality sex education video (view first and
check for suitability). Liaison with the PSHE department will be helpful,
as will familiarity with the schools and local authoritys policies on sex
education.
Learning Outcomes
All pupils should be able to name some of the major parts of the male and female reproductive systems and
describe their functions in simple terms.
Most pupils should be able to name all of the parts of the male and female reproductive systems and describe their
functions.
Some pupils should also be able to describe the male and female reproductive systems in detail including alternative
names and be able to give descriptions of their functions.
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Teaching suggestions
Special needs. Model fertilisation using role play:
represent the egg by having a circle of pupils with one in the
centre. Have several others around the outside to represent
the sperm, circling around the egg. The pupil representing
the nucleus of the egg chooses one sperm to get hold of
the egg and then the others lock arms tightly representing
the membrane so that no more sperm can get in. The pair
in the centre can give the new child a name. Repeat this
several times to reinforce the message and get the pupils to
state what is happening at each stage.
Extension. Give the pupils a list of the key terms and get
them to play a linking game, where they have to choose a
minimum of two terms and a maximum of four and link them
in a coherent sentence. Impose a strict time limit and give
points for each correct link. If any single terms remain, give
one point for a correct definition.
Learning styles
Auditory: Listening to exposition.
Kinaesthetic: Role-play exercises
Interpersonal: Group conversations on the topic.
Intrapersonal: Reflecting on own understanding and reevaluating.
Homework. Pupils to do the Using Quia plenary.
Additional teachers notes
Use a PowerPoint slide to illustrate and label the sperm and egg
step-by-step, adding a function to each of the parts named. Show
video footage of fertilisation taking place, talking over the role of the
enzymes in helping the head of the sperm to penetrate the egg.
Discuss the result of fertilisation.
Learning Outcomes
All pupils should be able to describe some basic features of sperm and eggs and be able to outline the process of how
fertilisation takes place in humans.
Most pupils should be able to describe adaptations of sperm and eggs and be able to describe the process of how
fertilisation takes place in humans.
Some pupils should also be able to relate structure to function and be able to describe the processes which lead up to
fertilisation in detail.
How Science Works
Use key scientific vocabulary and terminology in discussions and written work. (1.1c)
38
Teaching suggestions
Special needs. Use a model womb if available. Lay out a
set of laminated scale diagrams in order of age.
Extension. Embryonic haiku
Explain what a haiku is (a short poem of three lines, these
generally being of five syllables, seven syllables, then five
syllables again). Give an example, e.g.
A heron rises
In the middle of the swamp
Under the full moon.
Pupils to create a haiku poem based on consideration of the
life of an embryo.
Learning styles
Visual: Observing PowerPoint.
Auditory: Taking part in discussions.
Kinaesthetic: Carrying out practical activities.
Intrapersonal: Considering life before birth.
Homework. Answer the Summary Questions from the
pupil book. Write a before I was born story.
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Learning Outcomes
All pupils should be able to describe what new babies need, growth and puberty changes in simple terms.
Most pupils should be able to do the above using full descriptions.
Some pupils should also be able to state the reasons why the above are necessary and interrelate the
concepts involved.
How Science Works
Identify a range of data and other evidence to back an argument and a counterclaim in less complex and/or
familiar contexts, e.g. advantages and disadvantages of breastfeeding and using formula milk. (1.1a3)
Teaching suggestions
Special needs. Give the pupils cards with the words
and/or pictures boys and girls. The teacher or the
learning assistant describes a body change which occurs
in puberty and the pupils have to hold up a boy card, a
girl card or both (if applicable). Seek consensus and
record the findings in an appropriate manner, such as
stickers in the appropriate parts of the exercise book or
worksheet.
Extension. Pupils use the information provided in
Summary
Question 2 regarding growth rates to work out the rate of
growth in terms of percentage increase over every three
year period (03, 36, etc.). They can then compare this
with overall height increase in centimetres during each of
these periods. They write a paragraph summarising the
interpretations of the graphs and giving considered
opinions on any differences seen between the sets of
figures.
Learning styles.
Visual: Observing the sections of video.
Auditory: Listening to the exposition and video clips of
conversations.
Interpersonal: Taking part in the discussions.
41
Learning Outcomes
All pupils should know the meanings of the words menstruation, ovulation and periods.
Most pupils should be able to describe these processes.
Some pupils should also be able to describe these processes in detail and be able to link them to specific hormones.
Teaching suggestions
Special needs. Give the pupils an exercise to draw
lines between words and their simple meanings.
Extension. Pupils can use the Internet to look up
ectopic pregnancy and be prepared to talk about it if
required.
Learning styles
Auditory: Participating in discussions.
Interpersonal: Group discussions.
Intrapersonal: Consideration of the issues involved,
either for themselves if female or for their girl peers if
male.
Homework. Pupils can answer the in-text questions
and Summary Questions from the pupil book. Pupils
can produce a public information leaflet entitled The
facts about menstruation aimed at premenstrual girls
as a discussion aid.
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Teaching suggestions
Teaching / Learning activities
Special needs. Pupils to use a hangman style exercise to identify
Lesson structure
Starter - True or false?
the key words. Some of the letters could be placed in advance and a
list of the key words provided to choose from.
Give the pupils a list of five which contain some true ones and some common
Extension. With a higher attaining group, a point of controversy
myths or misunderstandings. e.g. You cant get pregnant if you have a shower
could be whether the use of the morning after pill and IUDs are
after having sex. [false] Birth control pills stop you being moody before periods.
ethically sound and tie this in with and the debate on when a life starts.
[false] You cant get pregnant when you are breast feeding. [false] You cant
Learning styles
catch STDs/STIs if you are on the pill. [false] You can get contraceptive pills for
Auditory: Taking part in class debate.
men. [true] (510 mins)
Main
Intrapersonal: Reflecting on the effectiveness of different methods of
contraception.
Ask the pupils if anyone knows what STDs are and draw out the existing
Homework. Pupils imagine they are a doctor. They are to write a
knowledge from the group. Using discussion and exposition to build on this to
letter giving advice to a young couple who want to start a family in a
establish the importance of the alternative use of condoms as a prophylactic
few years, but not just yet.
device. Sound out the classes opinions and hold a snap ballot to poll whether they
think these should be freely available without prescription or not, and what the role
of parents might be. Ask the pupils to complete a summary of the different types of
contraceptive, either on a worksheet or copied into their books.
Plenary - Contraception blockbusters
Divide the class into two large groups. Using a Blockbusters style game format,
get the pupils to play a game using questions drawn from this lesson and the
previous ones. Provide a small prize for the winning group. (10 mins)
Additional teachers notes
Learning Outcomes
Although not in the pupil book it would be useful to discuss long term surgical
All pupils should be able to describe at least two methods of birth control and know what IVF means
methods of contraception, such as vasectomy and tubal ligation (tying the oviducts to
in simple terms.
stop eggs from descending to the uterus) and to answer some of the pupils queries
Most pupils should be able to describe fully male and female condoms and their use; contraceptive
regarding these topics. A short discussion on the morning after pill could be held.
pills, injections and implants; IUDs and know some reasons why conception may be difficult and the
Show the pupils a video or an animation of a couple who want to have a child but are
meaning of IVF. Most should also understand which methods give protection from STDs/STIs and
unable to. Discuss the possible problems which may have occurred and some ways
which dont.
of overcoming them. Emphasise that fertility problems are quite common and nothing
Some pupils should also be able to do the above in detail and be aware of the ethical controversies
to be ashamed of and that about 1 in every 6 couples will experience difficulty in
involved and be able to take a reasoned and balanced view.
starting a family.
How Science Works
Identify a range of scientific data and evidence to back an argument and the counterclaim in less
complex and/or familiar contexts, e.g. IVF or contraception. (1.1a3)
43
Teaching suggestions
Teaching / Learning activities
Special needs. Make a mint! Pupils to take cuttings from
Lesson structure
Starter - New plants how does it happen?
mint plants and sell them to staff once rooted. Arrange with the
school canteen to allow mint from the practical to be used as a
Pupils are to describe to each other how plants make copies of themselves.
garnish or to make sauce.
They then share this with the class through discussion. (510 mins)
Extension. Pupils to look up the process of mitosis on the
Main
Internet or in textbooks. Summarise the process using
Show the pupils a range of plants which reproduce by asexual means, such as
diagrams or audio recording.
strawberries, daffodils, potatoes, ginger, duck weed and couch grass. Arrange
Learning styles
these in a circus around the room. Get the pupils to observe each one in turn
Auditory: Taking part in discussions.
and write down a comment on how they think it reproduces.
Taking cuttings: use mature well-grown geranium or zonal pelargonium plants.
Kinaesthetic: Practical on cuttings.
Interpersonal: Group work.
Other suitable species include Wandering Sailors of the family Tradescantia and
Intrapersonal: Consideration for other organisms.
the vigorously asexually Bryophyllum diagremontiana or Bryophyllum tubifolium.
Homework. Pupils to write out crossword clues for the key
Demonstrate the method first.
words used in this lesson for use during the starter of the next
The class should try to take at least one cutting each and able members should
one.
be capable of taking several. As a motivator, ensure that the pupils can take
these cuttings home once rooted.
Plenary - Which method?
Give pupils a sheet which has the pictures of the plants studied during this
session. Fill in the description sections for each explaining how it reproduces.
(510 mins)
Learning Outcomes
Additional teachers notes
Equipment and materials required
All pupils should be able to define asexual reproduction and give an example from plants.
Most pupils should be able to define asexual reproduction and state its advantages and disadvantages.
Suitable stock plants: geraniums or zonal pelargoniums,
Some pupils should also be able to do the above and demonstrate some knowledge of mitosis.
Tradescantia, Bryophyllum and any other plants which are available
and suitable for asexual reproduction. Per group: scalpel, white
ceramic tile, rooting powder, dibber or similar implement, label, cutting
compost (50% peat or peat substitute, 50% Perlite or Vermiculite), pot
approx 10 cm diameter, plastic bag, elastic band, newspaper for
covering the benches.
Safety
Take care with scalpels. Do not allow rooting powder to be inhaled or
to touch the skin for fear of allergic reactions. Also contains fungicide.
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Teaching suggestions
Special needs. It is important that as many pupils as possible can
represent gases using the particle diagram, even if they cannot fully
explain it.
Extension. Allow pupils to make bottle rockets. Challenge pupils
to explain what makes the bottle fly and to try to improve the length
of the flight. Do this outside! Pour a small amount of water into the
bottle and push the bung in hard. Attach the other end of the
delivery tube to the foot pump. Place the bottle neck into the clamp
with the neck pointing down. Do not grip the neck with the clamp.
Pump the foot pump to pressurise the bottle. Keep pumping until
the bottle flies off. Safety. Keep pupils away from the flight path.
Equipment and materials required
Per group: 2 litre cola bottle, bung with plastic delivery tube to fit
bottle, car foot-pump, water, clamp to hold bottle.
Learning styles
Visual: Making observations of the behaviour of gases.
Auditory: Describing how gases behave.
Kinaesthetic: Carrying out practical work on gases.
Intrapersonal: Understanding the concept that matter is made of
particles too small to see.
Homework. Pupils could make a model of the particles in a gas.
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Teaching suggestions
Teaching / Learning activities
Special needs. It is important that they can name the changes though.
Lesson structure
Starter - How many substances
You may wish to avoid discussing the melting and boiling points of
substances which are gases at room temperature.
Give pupils a list of substances and ask them to tell you how many different
Extension. Get pupils to carry out the Stretch yourself activity, looking
ones there are. E.g. ice, water, steam [all water] or lava, rock [both rocks] or
at sublimation of iodine. Substances, like iodine, which change directly
cooking oil and margarine [both oil]. (5 mins)
Main
from solid to gas are said to sublime. Pupils could research other
substances which do this, such as graphite.
Show pupils some ice cubes and ask them to say what will happen to them if
Equipment and materials required. Per group: boiling tube and wellthey were left on the side. [They will melt.]
fitted bung, 45 iodine crystals, access to hot water. Safety. Wear eye
Ask the pupils to investigate what happens to salol if it is heated and then
protection. Ensure the bung cannot fall out of the test tube. Iodine
cooled. They can observe the salol melting in a test tube and then freezing
crystals are harmful, avoid skin contact: CLEAPSS Hazcard 54A.
again. It is important at this stage to establish the meanings of melting [solid
Learning styles.
becomes liquid] and freezing [liquid becomes a solid].
Return to the beaker of melted ice. Ask pupils what will happen if you continue Visual: Observing changes of state.
Auditory: Describing their observations of salol changing state.
to heat it. Heat the water to boiling point and show that it can be condensed
Kinaesthetic: Carrying out practical work on changing state.
by holding a piece of cold glass over the steam.
Intrapersonal: Understanding the concept that matter is made of particles
Ask pupils whether they think that the liquid water could turn into a gas if just
too small to see.
left. [Yes, the water would slowly evaporate. Although most of the particles do
Homework. Pupils to find out the melting and boiling points of some
not have enough energy to become gaseous, some do. The water left behind
common substances, such as iron, copper, hydrogen, sugar.
has less energy and becomes cooler.]
Plenary - Changing state
Show pupils a flow chart, linking the words solid, liquid and gas. Ask them to
add the words, melting, freezing, boiling, condensing, and perhaps even
sublimation, to the flow chart. (5 mins)
Learning Outcomes
Additional teachers notes
Melting ice demonstration - Equipment and materials required
All pupils should be able to define melting, boiling, condensing and freezing.
56 ice cubes in a glass beaker, Bunsen burner, heat mat, tripod and gauze, matches. Safety.
Most pupils should be able to explain the difference between boiling and evaporation.
Some pupils should also be able to define sublimation and give an example.
Equipment will get hot.
How Science Works
Salol - Equipment and materials required
Use an existing model or analogy to explain a phenomenon. (1.1a1)
Per group: test tube and grip, 12 spatulas full of salol, mineral wool plug, access to hot water (above
50C), 2 small beakers, access to cold water.
Safety. Eye protection must be worn. A mineral wool plug will keep fumes in test tube. Hot water can
scald. Salol is an irritant: CLEAPSS Hazcard 52.
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Learning Outcomes
All pupils should be able to recognise a solid, a liquid and a gas.
Most pupils should be able to explain why something is a solid, a liquid or a gas.
Some pupils should also be able to distinguish between mixtures and pure
substances by devising a method independently.
How Science Works
Describe an appropriate approach to answer a scientific question using a limited
range of information and making relevant observations or measurements. (1.2a)
Teaching suggestions
Special needs. Provide pupils with a jumbled method
for the
Grouping chemicals as pure or impure activity which
they must sort into the correct order.
Extension. Get pupils to extend the practical by giving
them a mixture of ethanol and water. They will have to
employ fractional distillation to prove that it is a mixture.
Safety. Ethanol is highly flammable and harmful. Wear
eye protection.
Learning styles
Visual: Observing the behaviour of materials.
Auditory: Describing whether a substance is a solid, a
liquid or a gas, with reasons.
Kinaesthetic: Carrying out practical work to decide if a
substance is pure or not.
Intrapersonal: Understanding that the state of a
substance is sometimes difficult to define.
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Teaching suggestions
Teaching / Learning activities
Special needs. Provide the pupils with a worksheet with a results table
Lesson structure
Starter - The right tool for the job
for the practical task.
Extension. The pupils can find out how a top-pan balance operates.
Show the pupils a range of measuring instruments and get then to explain
[Some use springs, but others use the electrical properties of materials.]
what each one measures and how it works. (510 mins)
Main
It is again important the pupils become more familiar with the language
of science, so use the terms accelerate and decelerate when possible.
Demonstrate the use of a forcemeter and how to attach objects to it. Then
With higher attaining pupils you can move on to the effect of forces that
get the pupils to carry out the Measuring pushes and pulls practical task.
are not acting in the same plane.
The emphasis is on measuring the size of the forces carefully and as
Can they describe what they think will happen if the forces are at right
accurately as possible. The pupils should note down the problems that they
angles?
have with measuring the sizes of the forces (HSW).
Learning styles.
It is important that the pupils gain an understanding of the size of forces in
Visual: Reading scales off measuring instruments.
relation to the newton during the practical task. Ask them to estimate, and
Auditory: Describing force diagrams.
record, the force they think will be required to lift/move each object before
Kinaesthetic: Measuring forces practical task.
they use the meters. They should then select the appropriate meter for the
Interpersonal: Discussing the outcome of the experiment.
object. Using the correct meter will also give them more precise
measurements. Discuss this after the experiment in relation to How Science Intrapersonal: Evaluating the basic experiments and suggesting
improvements.
Works (see page 158).
Homework. The pupils can make a list of all of the devices that can be
The pupils then move on to the idea of representing forces by arrows. This
used to measure forces, and the locations where they are used. They
is fairly straightforward, but make sure that they are putting arrowheads on
should explain why it is important to measure forces, such as weight,
the lines they draw and that the arrows actually point in the right direction.
Plenary - Sentence construction
accurately. Examples include electronic bathroom scales, scales at
supermarkets, and the electronic balances that are used at the
The pupils must write a set of sentences that includes all of the key words
checkouts, weighbridges, and check-in scales at airports and so on.
or phrases from this lesson. The fewer sentences needed the better. (510
mins)
Additional teachers notes
Learning Outcomes
Measuring pushes and pulls
All pupils should be able to draw arrows to represent the forces acting on an object.
Equipment and materials required
Most pupils should be able to draw a diagram including forces drawn to scale.
Some pupils should also be able to find the resultant force of a set of forces acting on an A variety of everyday objects that the pupils can weigh: these can be typical laboratory equipment,
furniture or pupil equipment. Avoid fragile objects. Pupils will need a range of forcemeters (1 N, 5
object.
N, 10 N, 25 N and so on) and string to attach objects to the meters. Safety: The pupils should be
How Science Works
careful if they are lifting large masses or dragging objects around the laboratory.
Describe and record observations and evidence systematically. (1.2d)
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Teaching suggestions
Teaching / Learning activities
Special needs. Provide worksheets with instructions about how to
Lesson structure
Starter - Get a grip
take the measurements. The worksheets should have space for
recording results and instructions about how to calculate average
The pupils make a list of sports/activities where a good grip is essential
values.
and explain how this is achieved, for example, putting powder on your
Extension. During the Measuring friction experiment the pupils
hands for weightlifting. The powder absorbs moisture (sweat), which
could investigate dragging the objects up an adjustable slope to see if
would act as a lubricant. (10 mins)
Main
the angle affects the size of the force required.
Learning styles
During the Measuring friction practical task, ensure that the pupils are
Auditory: Describing the causes of friction.
acting with safety in mind as they move around and drag fairly large
Kinaesthetic: Practical work on measuring friction.
masses. Get the pupils to write out a quick risk assessment or to choose
Interpersonal: Working in small groups.
the possible risks from a list you have already prepared (HSW: safety).
Intrapersonal: Understanding how lubricants work.
The results are likely to be quite varied, as pupils tend to pull slightly
Homework. The most important device invented to overcome the
upwards as they drag; you can discuss this when comparing the results
problems of friction was the wheel. The pupils can find out about how
of different groups for the same material and mass combination (HSW:
a wheel works and the history of its development or even the (nonreliability of data).
serious) attempt to patent the device in Australia in 2001.
Now move on to the explanation of frictional forces. Try to move two very
flat metal plates across each other; there can be quite high frictional
forces. A little oil will make the plates slide much more freely.
Plenary - Rough edges
Show some further electron micrographs (or highly magnified optical
micrographs) and ask the pupils to guess what the material or object is.
A set of decreasing magnifications is best so that you can zoom out. (5
mins)
Additional teachers notes
Learning Outcomes
Equipment and materials required
All pupils should be able to state that friction is a force that prevents objects moving past
Per group: a range of forcemeters, a wooden block, three 1 kg masses, a range of surfaces
each other.
to pull the block across (carpet, tiles, desktop, etc.). Details. The two key factors that affect
Most pupils should be able to describe the cause of a frictional force in terms of rough
the frictional force are the surface conditions; rougher giving higher friction, and the weight of
surfaces.
the object being pulled. They should discover that rougher surfaces produce larger frictional
Some pupils should also be able to list the factors that affect the magnitude of frictional
forces and that the heavier the object the greater the force is. Safety. The pupils will be
forces.
moving around the classroom and may be working on the floor. Look out for trip hazards.
How Science Works
Explain how action has been taken to control risk and how methods are adequate for the
task. (1.2c)
62
Teaching suggestions
Teaching / Learning activities
Special needs. Provide a worksheet with a table to
Lesson structure
Starter - Under pressure
help these pupils organise and process their results for
the Measuring upthrust activity. Some pupils may
Use mini-whiteboards to hold a quickfire quiz about forces. The pupils keep their
need additional help with attaching the objects to the
own score and the person that reaches ten points first is the winner. This could
forcemeter.
also be played as a team game. (10 mins)
Extension. The pupils can look into how airships or
Main
hot air balloons work. You can demonstrate the lift of a
The Measuring upthrust practical is a fairly simple one, but it can be a bit messy.
small hydrogen balloon (buy a helium one from a shop)
Make sure that the pupils are recording the change in the forcemeter reading. The
by attaching it to a forcemeter. The pupils have to
pupils should take simple safety precautions and look out for ways of improving the
consider the expansion of air in the hot air balloon in
basic method (HSW: evaluation). Try to get the pupils to see if there is any
terms of particle behaviour.
connection between the size of the upthrust and the shape of the object. This idea
Learning styles
can later be linked to the shape of boats.
Visual: Observing the behaviour of floating objects.
Explaining upthrust for an object that is submerged is rather difficult. Make sure
Kinaesthetic: Measuring upthrust.
that the pupils understand that there are forces (pressure) all around the object.
Interpersonal: Discussing the cause of upthrust.
Then they need to be guided to an understanding that the forces on the bottom of
Intrapersonal: Answering questions in the Under
the object are larger that the forces on the top and that this produces an overall
pressure starter quiz.
upwards force.
Homework. The pupils could build their own
Plenary - Cartesian diver
Cartesian diver at home as mentioned in the plenary.
Place an inverted pen top into a large plastic bottle full of water and seal it. The top
should have a small bubble of air in it. Squeeze the bottle and the pen top should
sink. Can the pupils explain what is happening? [Squeezing the bottle causes the
pressure in the bubble to increase and so its volume decreases. This makes it
denser so it sinks.] (510 mins)
Additional teachers notes
Learning Outcomes
Equipment and materials required
All pupils should be able to draw a diagram showing the forces acting on a floating object.
Per group: A range of forcemeters, a range of objects denser than water (various metal
Most pupils should be able to use the idea of balanced forces to explain why some objects fl oat
blocks, glass, etc.) and a wooden object less dense than water.
while others do not.
Details
Some pupils should also be able to describe how the forces change on a floating object as it is
The objects will have to have string loops tied around them in order for them to be attached
loaded up and eventually sinks.
to the forcemeter. Once the pupils have tested all of the objects that sink, get them to
How Science Works
calculate the upthrust on the object that floats. The forcemeter should read zero when the
Describe and suggest how implementation could be improved. (1.2e)
object is floating. This means that the upthrust and weight are equal so proving the point
Explain how action has been taken to control risk (1.2c)
from earlier in the lesson. Safety. Watch out for spilled water hazards.
63
Teaching suggestions
Teaching / Learning activities
Special needs. The pupils should be provided
Lesson structure
Starter - Accident at work?
with a template for the calculations of density so
that they learn how to lay out these calculations
Spray-paint a block of expanded polystyrene to look like a brick, wooden block or
clearly.
chunk of metal. Carry it convincingly in a tray, trip and drop it on your foot. The pupils
Extension. These pupils can look into the
have to explain why it didnt hurt. (5 mins)
Main
density of gases (make sure that they do not think
that gases are mass/weightless). Show the pupils
The pupils will be required to perform some calculations of density; many will not be
a hydrogen-filled balloon and a carbon dioxideentirely confident with calculations. Go through a few examples before moving on to
filled one and ask them to explain their behaviour.
the practical task.
They could discuss the strange behaviour of
The practical task Measuring density is fairly straightforward, but can have a number
water as mentioned in Did you know?
of inaccuracies due to the measurement of volume. At the end, the pupils could
discuss the problems with accuracy in measuring the volume and share the results for Learning styles.
Visual: Taking measurements using a forcemeter.
each material to get an average value (HSW: improving the reliability of data).
Kinaesthetic: Building boats.
Some sample materials will not sink in water. You can deliberately use these in the
Intrapersonal: Understanding the difference
practical task in order to lead to a discussion about how their volume can be
between weight and density.
measured so that their density can be found.
Interpersonal: Working in groups to measure
To summarise the results, place a series of material samples in order of density so
density.
that the pupils can check their results. You can add additional materials to the row.
Homework. The pupils can research the design
Plenary - Boat building
of ships to find out how they are made to fl oat.
Give each group of pupils a sheet of aluminium foil, measuring approximately 20 cm
They can also find an explanation of why
by 20 cm. They have five minutes to build a boat capable of floating and supporting
submarines can fl oat and sink at will.
as many 20 g masses as possible. After the time is up, test the boats to destruction.
(15 mins)
Additional teachers notes
Learning Outcomes
Equipment and materials required
All pupils should be able to compare materials in terms of density.
Per group: a range of forcemeters, measuring cylinders large enough to fit the samples into or
Most pupils should be able to decide if a material will float based on the density.
displacement cans with measuring cylinders. A range of sample materials; these do not need to be
Some pupils should also be able to measure the density of substances in grams
regularly shaped but they do need to be denser than water so that they sink. Suitable materials include
per centimetre cubed (g/cm3 ).
How Science Works
metal blocks, plastics, ceramics and various rocks. Top-pan balances if available.
Safety Watch out for water spillage and dropping samples onto feet.
Describe and record observations and evidence systematically. (1.2d)
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Teaching suggestions
Teaching / Learning activities
Special needs. It is important that the pupils evaluate the
Lesson structure
Starter - Fast food sort
limitations of the experiments. Use a question and answer
session to lead the pupils to a realisation of the limitations of
Give the pupils a set of about ten different food labels. Ask them to sort the labels
the measurements that they made, so that they can produce
quickly into various orders while you give a one-minute countdown for each sort.
a suitable set of improvements.
Sorting orders should include fat content, salt content, sugar content and finally
Extension. The pupils can find out more details about
energy content. (10 mins)
Main
photosynthesis. What else, besides energy from sunlight, do
plants need and what do they produce beside food?
Pupils should be reminded that it is simplistic to judge a food on energy content
Learning styles
alone. Take some time to mention the other values, e.g. salt levels, protein,
Visual: Taking temperature measurements.
carbohydrates and vitamins, and their importance. You can briefly discuss what the
Auditory: Discussing the improvements that can be made to
energy is used for in the body [carrying out chemical reactions] and where it ends
the experiment.
up [as heat].
Kinaesthetic: Sorting cards against the clock.
The Burning food practical task does not give very reliable results, but it does give
Interpersonal: Working in teams to test food samples.
a general indication about which foods types have most energy. Pupils need to link
Intrapersonal: Interpreting the results of an experiment.
this to the idea that foods with high fat or sugar content have a larger supply of
Homework. The pupils can find out about the energy
energy. The pupils should also be thinking about the limitations of the experiment.
requirements of different groups of people, including
Are they using equal masses of food, did they hold the sample the same distance
athletes. How much energy do they require each day?
beneath the tube, is all of the energy going into the water, and so on (HSW:
controlling variables, evaluation).
Food technologists have to be very careful not to let any of the energy of the food
escape without being measured.
Plenary - Food Top Trumps
The pupils can play Top Trumps with the food labels (which has the highest fat?,
etc.). The winner is the first to win all of the labels. (10 mins)
Additional teachers notes
Learning Outcomes
All pupils will be able to describe a simple method for measuring the energy that can be released by burning food Equipment and materials required
Per group: Bunsen burner, tongs, (or a metal spike), thermometer,
samples.
boiling tube, retort stand with clamp and access to food samples.
Most pupils will be able to carry out a procedure to estimate the energy content of a food sample.
Safety
Some pupils will also be able to evaluate and improve on the simple procedure.
Eye protection must be worn. Some pupils may be allergic to peanuts or
How Science Works
other nuts so do not use them. Check that there are no other food
Recognise the range of variables involved in an investigation and decide which to control. (1.2b)
allergies.
Describe and suggest how planning and implementation could be improved. (1.2e)
69
70
Teaching suggestions
Special needs. Use a cloth intestines tabard to illustrate
the parts of the digestive system.
Pose this question and give the pupils the task of reporting their ideas on to a large
piece of paper in whatever manner they choose it could be an outline diagram of
the human body or a concept map. Display the results and share the responses
with other groups. (1015mins).
Main
Using a human model torso, take the pupils through the main parts of the digestive
system. It could be useful to give each pupil a blank outline diagram to fill in as the
parts are named. The functions of the stomach can be illustrated by reference to
the story of Alexis St Martin, who had lumps of meat dangled inside him.
The functions of the small intestine in absorption can be illustrated by using pieces
of rolled up carpet to convey the idea of the villi increasing the surface area. Now is
a good time to do the activity from the pupil book: A model intestine. The standard
tests for a reducing sugar and starch need to be demonstrated to the pupils so that
they can test for the results.
Plenary - Digestion mnemonic
Learning styles
Visual: Observing model torso
Auditory: Listening to the explanations.
Kinaesthetic: Demonstrating the function of digestion.
Interpersonal: Working in groups in the starter activities.
Intrapersonal: Composing mnemonic.
Homework. Give the pupils a list of the key words and ask
them to write a paragraph about the digestive system in
their notebooks.
Pupils are to make up a mnemonic to help them remember the sequence of parts
of the digestive system. (510 mins)
Learning Outcomes
All pupils will be able to state that food needs to be broken down so that it can be absorbed.
Most pupils will be able to label the main parts of a digestive system diagram.
Some pupils will also be able to give detailed and alternative names and functions of the parts of the digestive
system.
71
Teaching suggestions
Special needs. There is a very good fun and simple digestion
animation to be found at:
http://kitses.com/animation/swfs/digestion.swf
Extension. Ask pupils to research the consequences of cystic
fibrosis (which blocks the pancreatic duct) in terms of enzymes and
digestion, then report on their findings.
Learning styles
Visual: Observing the results of the experiment.
Auditory: Listening to the exposition on enzymes.
Kinaesthetic: Listening to the exposition on enzymes.
Interpersonal: Taking part in Squeezy fists or Breakdown duel.
Intrapersonal: Completing summary table on breakdown of foods.
Homework. Having explained that enzyme names end in -ase,
ask pupils to find as many different names for enzymes as they can.
Give each group of pupils a set of 6 identical Lego bricks (or laminated cards with Velcro
patches) with the letters S, T, A, R, C and H written on the front of them. On the back of
each brick write the word sugar (or glucose if you prefer). Get the pupils to assemble the
bricks into a block and then to separate them using a plastic knife labelled amylase. Use the
experiment Digesting starch described in the pupil book either as a class demonstration or in
groups.
Plenary - Digestion rags to riches
Carry out a Who wants to be a millionaire? style rags to riches game constructed using a set
of Java tools such as Quia (www.quia.com). (510 mins)
Learning Outcomes
All pupils will be able to recognise that large molecules cannot be absorbed but smaller ones can.
Most pupils will be able to match the food types to their component parts.
Some pupils will also be able to give a detailed description of the digestion of the major food types including
enzyme names
How Science Works
Describe how the use of a particular model or analogy supports an explanation (1.1a1)
72
Demonstrate the main standard food tests: iodine solution for starch, Benedicts reagent for sugars (dont bother
with the distinction between reducing and non-reducing at this level if necessary alter the instructions so that both
will show positive), Biuret for protein (sodium hydroxide solution and copper sulfate solution) and either the emulsion
test (shaking with alcohol) or the grease mark test on translucent paper for fats.
Give the pupils a variety of simple foods, such as pieces of apple, potato, bread, egg albumen etc. to test. Give them
a sheet with the foods tabulated and spaces to fill in the results of the tests they do on each one. Show pictures of
several different occupations e.g. a clerical assistant, a bricklayer, a sumo wrestler, an athlete or any other relevant
types, being careful not to stereotype them. You could also include a toddler and an elderly person. Carry out a
matching exercise with the occupations and a range of different diet types. Put a time limit on this and then discuss
the results.
Plenary - Food type booklet
Teaching suggestions
Special needs. Pupils could use a cut and
stick exercise to sort food items on to
appropriate shelves drawn on a pantry sheet.
Extension. Continue the exercise on
occupation and appropriate diet to include more
detailed information on the changes in the food
requirements of an individual at different stages
of their life. Do they change? Why might they
need to change?
Learning styles
Visual: Observing changes in food tests.
Auditory: Listening to discussion of food
requirements for different occupations.
Kinaesthetic: Carrying out the food tests.
Interpersonal: Working together on food tests.
Intrapersonal: Making a personal food types
booklet in the plenary.
Homework. Get the pupils to take a
photograph using their mobile phones (or find
an appropriate picture from a magazine) of an
example of a food which is very representative
of each one of the food types.
Provide each pupil with a piece of plain A4 paper and show them how to fold and cut it to make an eight page
booklet. Using one page as a cover, one as a back sheet for sticking the booklet into notes if so desired, allow one
sheet for each of the major food groups. Get the pupils to colourfully illustrate and complete notes on each type. (5
10 mins)
Learning Outcomes
All pupils will be able to name the six major food types with aid.
Most pupils will be able to list the major food types, giving examples, and
describe the tests for them.
Some pupils will also be able to give detailed descriptions of the types of
foodstuffs and how they are used by the body.
How Science Works
Explain how the observation and recording methods are appropriate to the
task (1.2d)
73
Teaching suggestions
Special needs. Give the pupils the key words
for the topic, but with either all the vowels or all
the consonants missing and get them to fill in the
missing letters.
Extension. Provide the pupils with a microscope
and some slides of lung tissue for them to
observe the structure of the alveoli.
Learning styles
Visual: Observing nostrils.
Auditory: Listening to the PowerPoint exposition.
Kinaesthetic: Making their own lung model.
Interpersonal: Discussing the results of the
observations on chest movements.
Intrapersonal: Reflecting on effectiveness of
model.
Homework. Pupils to write up the results of the
Lung capacity activity or peak flow meter
activities, making a table of results and
commenting on any difficulties with the
experiment, differences in results from different
groups (age, gender, etc.) and conclusions that
can be drawn from the results.
Learning Outcomes
All pupils will be able to describe the basic structure of the lungs.
Most pupils will be able to describe how the breathing process occurs.
Some pupils will also be able to explain the effects of breathing in and
breathing out on the different parts of the thorax.
74
Teaching suggestions
Special needs. Using a large poster of the lungs and
associated structures, ask pupils to label the key
structures or provide labels for them to put in the
correct places.
Extension. Ask the pupils to find out how you can
breathe for someone who is unconscious and not
breathing. If possible, let them investigate the models
used to teach CPR. Emphasise that this should never
be done on a conscious person!
Show photographs of the structure of the different parts of the lungs, particularly of the alveoli. A microscope
Learning styles
slide of alveoli, emphasising the nature of the thin walls and the close proximity to the blood vessels should link Visual: Observing PowerPoint or video presentations.
the gross structure to the gas exchange surface. Refer the pupils back to the dissection and the pink colour of Auditory: Listening to the ideas of others in the starter
the lungs. Ask: Why were they so pink?
activities.
Get the pupils to carry out a sequencing exercise on the stages in breathing. The In and out, or up and down Kinaesthetic: Sequencing the stages in breathing.
starter from the previous lesson could be a good starting point for this. Once the sequence has been
Interpersonal: Working in pairs to carry out the starter
established, the pupils should make notes in their exercise books summarising the process.
and/or plenary activities.
Intrapersonal: Making own notes on the sequence of
To reinforce the idea of changes in volume of the chest cavity, use a male volunteer and measure chest size
breathing.
inflated and deflated. Tie this in with pressure changes. Link with observations made in the starter to the
previous lesson and to the homework exercise below, if done.
Plenary - Structure to function mind map
Get the pupils to complete a mind map showing the parts of the respiratory system, relating them to their
functions. (510 mins)
Learning Outcomes
All pupils will be able to label windpipe, voice box, bronchi and air sacs.
Most pupils will be able to label larynx, trachea, bronchi, bronchioles, alveoli, ribs and diaphragm,
and be able to describe how the lungs are adapted for gaseous exchange.
Some pupils will also be able to link structure and function for all the above parts and give
explanations of how the lungs are kept clean.
75
Carry out the Comparing water vapour and Temperature activities as described in the pupil book. Link with the
starter Pupil breath samples. Get the pupils to think of other ways of showing that there is more water vapour in
exhaled air (breathing on to a cold surface or a mirror, etc.) and ask them to suggest why this should be so. Ask:
Why is the air we breathe out warmer? This should then lead to the formulation of a generalised equation for
respiration, involving the uptake of oxygen and the release of carbon dioxide. Use PowerPoint to reinforce the
respiration equation.
Plenary - Respiration modelling: O2 in, CO2 out
Give some pupils cards to hold with the names of the parts of the respiratory system on them. Give one student a
card with oxygen written on it. Get them to pass down the system in the correct sequence, eventually into the
blood and to the cells, where they join with a pupil who has a card labelled carbon. They both come back out as
CO2. Get the pupils involved so that they describe what is happening at each stage. Give some pupils cards with
H2O and energy on them, and ask whereabouts in the system they should be. (510 mins)
Learning Outcomes
All pupils should be able to state that inhaled air has more oxygen and less carbon dioxide than
exhaled air.
Most pupils should be able to state that inhaled air has more oxygen and less carbon dioxide than
exhaled air and give the percentages.
Some pupils should also be able to give a balanced equation for respiration.
Teaching suggestions
Extension. Pupils could produce a balanced
equation for respiration. To extend further, ask if a
person inhales and exhales 3 litres of air, assuming
the inhaled air has 0.04 % carbon dioxide and
exhaled has 4%, how much more would the exhaled
breath weigh than the inhaled one?
Learning styles
Visual: Watching film and video footage; observing
the Joseph Wright picture.
Auditory: Listening to discussions and the views of
others.
Kinaesthetic: Carrying out the practical experiment.
Interpersonal: Working in groups in practical.
Intrapersonal: Reflecting on their own views about
the Joseph Wright picture.
Homework.
Pupils to imagine they are one of the people in the
picture by Joseph Wright and to write a short
account of what they saw, and give a scientific
explanation of what was happening.
76
Carry out the activity Beating muscle as described in the pupil book. Each pupil should count how many times
they can clench and unclench their hand in five minutes. Again, the class results could be recorded and any
differences (age, gender, fitness, etc.) discussed. The rate at which the clenching and unclenching can be done
will vary. Ask the pupils to account for this.
Show the pupils a video clip of open heart surgery. [Be aware of sensitive pupils or those whose relatives may
have had such an operation.] The oxygenated and deoxygenated blood in the transparent tubes should be
identifiable by their colours. This is probably best done after the heart dissection as the pupils will be able to
recognise the different parts more easily.
Plenary - Cute cuticles
Draw cells on a cardboard tube from a roll of kitchen paper and pass around to show what capillary structure is
like. Stick some moving eyes on it and suggest that it looks a bit caterpillary. Choose a volunteer, cover the nail
cuticle in clove oil and focus carefully down a binocular microscope. Capillary loops with curved heads towards
the nail should be visible under high magnification. (510mins)
Learning Outcomes
All pupils will be able to state that the heart pumps blood around the body and the names of the different types of blood
vessel.
Most pupils will be able to describe how the heart works and the differences between arteries, veins and capillaries.
Some pupils will also be able to give detailed descriptions of the tissues and anatomical features involved linked to their
functions.
Teaching suggestions
Special needs. Give the pupils name cards to
place in the correct positions on a large heart
diagram. Also provide some arrows so that the
passage of blood through the heart can be indicated.
Extension. Get the pupils to do some more
research on Galen or William Harvey and to make a
poster for the classroom, summarising their ideas
and contrasting them with the knowledge we have
today.
Learning styles
Visual: Observing the heart dissection.
Auditory: Describing the double circulation.
Kinaesthetic: Taking pulse rates.
Interpersonal: Taking part in the double circulation
chanting.
Intrapersonal: Making their own diagrams of the
circulatory system.
Homework. Tell the pupils to imagine that they are
red blood cells and get them to describe how they
circulate around the body, picking up oxygen and
delivering it to the cells. To make it more exciting,
they could be told to think of it as a motor rally circuit
or a Grand Prix race track, where there are different
hazards and they may travel at different speeds.
77
If possible get a supply of fresh blood from an abattoir. Put a little sodium citrate into the bottom of the collecting
flask as an anti-coagulating agent. Using an oxygen cylinder or generator (manganese dioxide and hydrogen
peroxide will do this), bubble some oxygen through the blood to observe the colour change.
Working in pairs, get the pupils to look at the inside of each others lower lip or under the tongue to see both
oxygenated and deoxygenated blood within the arterioles and venules. Relate this to why blood is always bright
red when you cut yourself, but is purple/blue when you have a blood sample taken from a vein. Show an
animation of the body tissues with capillaries running through them. Observe how the molecules of oxygen and
dissolved food diffuse from the capillaries into the tissues and how the carbon dioxide and waste molecules
diffuse from the tissues into the capillaries. Get the pupils to summarise these exchanges in their exercise books.
Framework will be necessary for lower attaining pupils.
Plenary - Artificial blood
Teaching suggestions
Special needs. Pupils could make Plasticine
models of red blood cells to fit the capillary tubes
made in the previous lesson. They could use red
Plasticine for oxygenated and purple for
deoxygenated.
Extension. Ask: Are all vertebrate red blood cells
the same? Get pupils to find out how the blood of
other animals differs from human blood. This leads
to a discussion of the importance of forensic science
in the investigation of blood stains at the scene of a
crime.
Learning styles
Visual: Observing each others arterioles and
venules.
Auditory: Listening to the job descriptions for blood.
Kinaesthetic: Making a timeline.
Interpersonal: Taking part in the floor dominoes
plenary.
Intrapersonal: Working out the number of molecules
of oxygen carried by the bag of sweets.
Homework. Get pupils to write a short passage or
a poem about the duties of a red blood cell.
Tell the pupils that there has been research going on for a long time into the possibility of artificial blood or blood
substitutes. Discuss with the pupils the advantages of artificial blood or blood substitutes. Ask: Does it seem like
a good idea? When could it be used? (1015mins.)
Learning Outcomes
All pupils will be able to state that the red cells carry oxygen.
Most pupils will be able to state that the red cells carry oxygen and that the plasma carries carbon dioxide, dissolved food and waste.
Some pupils will also be able to do the above in detail and describe how the different substances reach the tissues and organs.
How Science Works
Describe how scientific evidence from different sources carries different weight in supporting or disproving theories (1.1a3)
78
Use the practical The effects of exercise as described in the pupil book. Let the pupils work in pairs, one as exerciser and one as timer
and recorder. Take an initial reading when the pupil is seated and resting. Record this result. Have them carry out safe, sensible but
vigorous exercise (discuss and agree on this in advance) for two minutes. This is best done en masse to avoid prolonged disruption.
Get the pupils to take a pulse reading immediately after exercise and record it, starting a stopwatch at the same time. After one minute,
take the next reading, keeping the stop-watch running, measure and record again. Continue this for another two or three minutes.
Repeat the whole exercise, reversing roles. Pupils can plot their results on a graph. The class results can be collated. Discuss the
results and draw out by questioning the reasons behind the increase in rate. Aim at getting recall of the links to the energy in food and
necessity of oxygen, and of getting both of these to the muscles for respiration to occur. Explain that the lactic acid can be broken down
to carbon dioxide as soon as there is sufficient oxygen available after exercise and that this is known as the oxygen debt.
Teaching suggestions
Special needs. Using pictures
cut out from newspapers and
magazines, pupils could make a
poster showing examples of
aerobic exercise.
Extension. Pupils could devise
a training programme for an
athlete who wishes to compete in
a marathon. The programme
should include reasons for the
training and suitable diets, both
during training and on the day
before the marathon.
Learning styles
Visual: Recording pulse rates.
Auditory: Listening to
explanations.
Kinaesthetic: Carrying out
practical activities.
Interpersonal: Working in pairs
on pulse rate activity.
Intrapersonal: Displaying
personal results on graphs.
79
Teaching suggestions
Special needs. Supply pupils with two outlines of the human
body, one labelled Too hot and the other Too cold. Pupils
can label and illustrate how each is feeling or what is
happening. For example, the hot person could have a red face
and drops of sweat and the cold person could look pale and be
shivering.
Extension. These pupils could be given pigs kidneys to
dissect. Supply an instruction sheet and a set of flag labels so
that they can label the parts for the rest of the class as a
demonstration. [Be aware of pupils sensitivities and/or
religious objections.]
Learning styles
Visual: Watching videos clips and demonstrations.
Auditory: Listening to the responses to discussions.
Kinaesthetic: Carrying out practical activities.
Interpersonal: Working in a group to design an investigation.
Intrapersonal: Writing an e-mail to a person in the arctic or the
tropics.
Homework. Pupils could design the investigation suggested
in the pupil book.
80
Teaching suggestions
Special needs. Provide the pupils with a
set of cards with the components of a
reflex pathway on them. Pupils can then
put them into the correct order.
Extension. Pupils could find out if
practising the stick-drop test improves
reaction times.
Learning styles
Visual: Observing PowerPoint
presentation on reflex action.
Auditory: Listening to explanations.
Kinaesthetic: Carrying out practical
activities.
Interpersonal: Working in groups at the
practical activities.
Intrapersonal: Reflecting on sixth sense.
Homework.
Ask pupils to write a short paragraph in
their notebooks explaining which sense
they think is the most important for human
survival.
81
82
Teaching suggestions
Special needs. Some pupils may
cope better with a more basic
definition of an element: a substance
is only an element if it is listed on the
Periodic Table or if it cant be broken
down into a simpler substance.
Extension. Ask pupils to research
the most recently discovered
element.[It will have an atomic
number greater than 110 and will,
almost certainly, have been
discovered in a nuclear reaction such
as those carried out at CERN,
Switzerland.]
Learning styles
Visual: Making models of elements.
Auditory: Describing their
observations.
Kinaesthetic: Making models of
elements.
Intrapersonal: Understanding the
concept that matter is made of atoms
which are too small to see.
Homework. Pupils to find out as
much as they can about a particular
element. You could choose one
yourself or allow pupils free choice.
83
Teaching suggestions
Special needs. Instead of having a whole
class debate, ask pupils to consider specific
statements in small groups. They could consider
ideas like: The money wasted in scientific
research would be better spent on new schools
and hospitals. Pupils may then feel able to join in
with the whole class debate.
Extension. Give pupils some cards giving
brief details about elements, including physical
and chemical information. Ask them to sort the
cards into groups of their choosing. Then get
them to compare their groups to the locations of
elements on the Periodic Table.
Learning styles
Visual: Making observations of elements.
Auditory: Describing their observations.
Kinaesthetic: Carrying out practical work.
Interpersonal: Taking part in the class debate.
Intrapersonal: Understanding the idea that there
may be more elements left to discover.
Homework. To extend the Great debates, you
could ask pupils to find out what scientific
research two commercial companies carry out.
84
Teaching suggestions
Special needs. Focus on the more
obvious symbols first, such as S for sulfur and
O for oxygen before moving on to the two-letter
symbols and, perhaps, to symbols which dont
seem to match the name.
Extension. Get pupils to research why
elements dont have symbols which match their
names, such as Ag, Pb and Fe.
Learning styles
Visual: Looking at the Periodic Table.
Auditory: Reading element names and
symbols.
Kinaesthetic: Manipulating card sorts.
Homework.
The pupils could find out who John Newlands
was and what influence he had on the
development of the Periodic Table.
Call out the names of some elements and ask pupils to find the symbol. Fastest correct response wins. You could
reverse it and call out the symbol. Make this more difficult by asking about some less common elements that pupils
will have to look up on the Periodic Table rather than remember. (5 mins)
Learning Outcomes
All pupils will be able to recall that elements can be represented by a symbol as well as a name.
Most pupils will be able to use the Periodic Table to find the name or symbol of an element.
Some pupils will also be able to explain why the element symbols are useful for scientists.
How Science Works
Use a range of scientific vocabulary and terminology consistently in discussions and written work (1.1c)
85
Teaching suggestions
Special needs. Concentrate on the concrete
idea that compounds do not have the same
properties as the elements they are made from,
rather then the much more conceptual issue of
molecule formation.
Extension. Challenge pupils to explain why
water doesnt burn.
Learning styles
Visual: Making observations.
Auditory: Describing their observations.
Kinaesthetic: Carrying out practical work to
make a compound.
Intrapersonal: Understanding the concept that
atoms can join together to form molecules of
elements or compounds.
Homework.
The pupils could find out who Alchemists were.
86
Teaching suggestions
Special needs. Avoid moving onto compounds of three
elements, such as ates. Ensure pupils can understand the
elemental origins of basic compounds like magnesium oxide
and iron sulfide. It may be better to use the plenary card sort
as the main activity
Extension. Find out the difference between carbon dioxide
and carbon monoxide. [Carbon dioxide (CO2) contains two
oxygen atoms, while carbon monoxide (CO) only contains
one.]
Learning styles
Auditory: Describing and discussing the rules for naming
compounds.
Kinaesthetic: Card sort.
Interpersonal: Discussing with others.
Intrapersonal: Understanding that names have an origin.
Homework. Pupils could find out what elements are
contained in the compound ethane. [Carbon and hydrogen.]
87
Teaching suggestions
Special needs. Bond formation between atoms is a
highly conceptual idea. A simpler model, though one with
some flaws, can be found through the use of building
blocks, such as Lego.
Extension. Use the Stretch yourself section described
in the pupil book.
Learning styles
Visual: Making observations.
Auditory: Describing the rules for reading formulas.
Kinaesthetic: Forming molecules using themselves as
atoms.
Interpersonal: Working with others to form molecules.
Intrapersonal: Understanding the concept that atoms can
only bond in a certain way.
Homework. Pupils could research who August Wilhelm
von Hoffman was. Ask pupils to find out about what his
contribution to chemistry was. [He was the first director of
the Royal College of Chemistry, London and did much
work on dyes and organic chemistry.]
Ask pupils to summarise the rules for writing and reading a chemical formula, in 5 bullet points. (10 mins)
Learning Outcomes
All pupils will be able to name the elements in a compound from its formula.
Most pupils will be able to state the number and type of particle from a compound formula.
Some pupils will also be able to generate the formula of a compound from its name.
How Science Works
Use a range of scientific vocabulary and terminology consistently in discussions and written work
(1.1c)
88
Teaching suggestions
Special needs. The idea of molecules is
highly conceptual but pupils may find it much
easier to handle the concrete evidence that
carbon dioxide gas behaves the same however
it is formed.
Extension. Ask pupils to use molecular model
kits to demonstrate why the carbon dioxide
formed is the same in each part of the practical.
Learning styles
Visual: Making observations.
Auditory: Describing their observations.
Kinaesthetic: Carrying out practical work.
Interpersonal: Working with others during the
practical and discussing ideas with other pupils.
Intrapersonal: Understanding that a compound
has constant properties.
Homework. Pupils to find out why sherbet is
fizzy.
In pairs to start with, then with the table in front of/behind them, ask pupils to identify the key things they have
learnt this lesson. You could get them to share in larger and larger groups until the whole class can agree. (10
mins)
Learning Outcomes
All pupils will be able to produce carbon dioxide by two different methods.
Most pupils will be able to recognise that carbon dioxide has the same
properties however it is produced.
Some pupils will also be able to explain why compounds have the same
properties however they are made.
How Science Works
Explain how to take action to control the risks to themselves and others,
and demonstrate competence in their practical techniques (1.2c)
89
Teaching suggestions
Special needs. Pupils could use word cards
to sort out the equations.
Extension. Pupils could find out how scientists and
engineers try to ensure nuclear power stations are
safe. Ask pupils to write a risk assessment for
Homer Simpsons job. You could show them the
opening credits to The Simpsons as inspiration.
Learning styles
Visual: Making observations.
Auditory: Describing their observations and writing
word equations.
Kinaesthetic: Forming human word equations.
Interpersonal: Working with others costructing word
quations.
Intrapersonal: Understanding how to describe
reactions by word equations.
Ask pupils to write an answer to the learning objective questions in the pupil book. (5 mins)
Learning Outcomes
All pupils will be able to make and record observations.
Most pupils will be able to write simple word equations.
Some pupils will also be able to list reactants and products from a given word equation.
How Science Works
Explain how to take action to control the risks to themselves and others, and demonstrate competence in
their practical techniques (1.2c)
Explain how the observation and recording methods are appropriate to the task (1.2d)
90
Teaching suggestions
Special needs. This lesson is highly conceptual and
may be omitted by lower attaining pupils.
Extension. Ask pupils to add state symbols to their
symbol equations, after each substance. [(s) for solids, (l)
for liquids, (g) for gases and (aq) for solutions in water
(aqueous).]
Learning styles
Auditory: Describing their observations.
Kinaesthetic: Completing a cut and stick equation
balancing exercise.
Intrapersonal: Understanding that atoms are not created
or destroyed during a reaction.
Homework. Pupils could write a story imagining what
might happen to an oxygen atom when breathed in.
[During respiration the atom would become part of, either
a carbon dioxide molecule which could take part in
photosynthesis, or a water molecule which could be
breathed out and form part of the water cycle.]
Ask pupils to write a set of rules/instructions for balancing equations. (10 mins)
Learning Outcomes
All pupils will be able to state that atoms are not created or destroyed in a reaction, just rearranged.
Most pupils will be able to recognise when a simple symbol equation is balanced.
Some pupils will also be able to balance a symbol equation by themselves.
How Science Works
Use a range of scientific vocabulary and terminology consistently in discussions and written work (1.1c)
91
Learning Outcomes
All pupils will be able to list examples of mixtures and compounds.
Most pupils will be able to recall definitions of elements, compounds and mixtures in words
and diagrams.
Some pupils will also be able to explain the properties of compounds and mixtures when
considering the elements that make them.
How Science Works
Describe an appropriate approach to answer a scientific question using sources of
evidence and, where appropriate, making relevant observations or measurements using
appropriate apparatus (1.2a)
Teaching suggestions
Special needs. Use a
jumbled-up suggested method for the
investigation that the pupils need to
sort.
Extension. Write an
instruction manual for the use of a
melting point apparatus.
Learning styles
Visual: Making observations.
Auditory: Describing their
observations.
Kinaesthetic: Carrying out practical
work.
Interpersonal: Working with others
during practical work.
Homework.
Pupils could find out how scientists
use melting points to identify
compounds.
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Teaching suggestions
Special needs. Give pupils some of the
key facts about the people involved so they
dont have to do so much research.
Extension. Pupils to find out how scientists
developed our understanding of what atoms
are like, from Dalton through Rutherford,
Bohr and Chadwick.
Learning styles
Visual: Preparing the timeline.
Auditory: Writing text for the timeline.
Intrapersonal: Understanding that the
scientific development is slow and ideas
often change over time.
Homework. Encourage them to find out
about work that is still being done in places
like Harwell, Oxfordshire and in CERN.
93
94
Teaching suggestions
Special needs. Provide the pupils
with some ideas cards that give them clues
about how to design the Zapper test
experiment.
Extension. The pupils can look into the
International System of Units (SI) to find out
why the speed of light is known exactly
whereas other speeds are not. The pupils
could also look at some of the other
fundamental units used in physics: kilogram,
second, ampere etc
Learning styles
Visual: Observing ray paths.
Auditory: Discussing the significance of the
speed of light.
Kinaesthetic: Careful manipulation of
equipment in practical task.
Intrapersonal: Thinking about and evaluating
the ray model for light.
Interpersonal: Working in groups to plan an
experiment.
Where would the students visit on a time travelling history field trip? What would they like to see and do? (510 mins)
Learning Outcomes
All pupils will be able to describe a method to show that light travels in straight lines.
Most pupils will be able to describe an experiment that can be used to test whether or not infra-red rays
also travel in straight lines.
Some pupils will also be able to state that light travelling in a vacuum travels at the fastest speed
possible but travels at lower speeds in other materials.
How Science Works
Describe an appropriate approach to answer a scientific question using sources of evidence and, where
appropriate, making relevant observations using appropriate apparatus (1.2a)
95
Teaching suggestions
Special needs. Provide diagrams showing a
light ray being transmitted, reflected, absorbed
etc. and allow the pupils to label these with the
correct scientific terms.
Extension. The pupils can find out about how
the eye operates and, in particular, how it adapts
to different light levels. Just how sensitised is a
dark-adapted eye and how does it detect light?
Warn pupils not to look directly at the Sun.
Learning styles
Visual: Observing the effect of different materials
on light.
Auditory: Discussing the uses of various
materials.
Kinaesthetic: Measuring light intensity.
Intrapersonal: Thinking about the interactions light
has with materials.
Interpersonal: Discussing the uses of various
materials.
Homework. The pupils can design
improvements for the Measuring light experiment
based on their experiences.
96
Teaching suggestions
Special needs. Use a worksheet with the mirror
position, incident rays and a protractor printed onto it
to make taking the readings more straightforward.
Extension. Whats special about mirrors? Why can
we see images in mirrors and on the surface or
water or glass but not on the surface of white paper?
The pupils must come up with a reason for this that
includes a diagram.
Learning styles
Visual: Observing ray paths and taking precise
measurements.
Auditory: Discussing patterns in their results.
Kinaesthetic: Making precise measurements of
angles.
Intrapersonal: Thinking about what an image in a
mirror actually is.
Homework. Pupils could design a device of their
own that uses mirrors.
97
Teaching suggestions
Special needs. You can provide
partially completed ray diagrams for the
Investigating refraction activity to show
suitable angles for the rays to enter the
block and the position of the block itself.
Extension. What is the cause of
refraction? The pupils can find out
about changes in the speed of light as it
enters or leaves materials (media).
Learning styles
Visual: Observing tricks and optical
phenomena.
Auditory: Discussing their ideas about
how tricks work.
Kinaesthetic: Carrying out an
investigation into refraction.
Interpersonal: Working in groups to
obtain results.
Homework. Pupils could find out and
learn to perform a magic trick using
refraction for themselves.
The pupils must produce a scientific warning sign to prevent people jumping into deep water, including the scientific
reasons. (1015 mins)
Learning Outcomes
All pupils will be able to state that light is refracted when it moves from one material to another.
Most pupils will be able to show, using a ray diagram, how light is refracted as it enters and leaves a
glass block.
Some pupils will also be able to explain why a pool of water appears to be shallower than it really is.
How Science Works
Explain how the observation and recording methods are appropriate to the task (1.2d)
98
Teaching suggestions
Special needs. The pupils should draw ray
diagrams showing white light passing through
filters and/or reflecting off coloured objects
using coloured pens.
Extension. The pupils can look beyond the
visible spectrum. They can find out about infrared and ultraviolet radiation and their effects.
Learning styles
Visual: Identifying shapes and flags through
filters.
Auditory: Discussing the processes that are
happening to light as it passes through a filter.
Kinaesthetic: Drawing out hidden messages or
images.
Intrapersonal: Designing a message or picture
based on an understanding of filters.
Interpersonal: Working in groups to sort
colours.
Homework. The pupils can design additional,
more detailed, images to be viewed through a
filter to see what they would look like.
The pupils should use their knowledge of filters to decide if coloured filters on car windshields would be a good
idea. What colours should be used, what would the benefits and possible problems be? (510 mins)
Learning Outcomes
All pupils will be able to state the colours (ROYGBIV) of the spectrum.
Most pupils will be able to describe how a coloured filter affects white light.
Some pupils will also be able to explain why coloured objects appear as they do
when viewed through coloured filters
99
Teaching suggestions
Special needs. Provide a list of instructions for
the Day and night on planet football activity. These
can lead the pupils to look at different sized and
coloured objects.
Extension. The pupils can look at the sunspot cycle.
Do the spots appear at random or is there a pattern?
What does this pattern tell scientists about the Sun?
Learning styles
Visual: Making observations of sunspots or discussing
their images.
Auditory: Explaining why planets are illuminated on one
half at a time.
Kinaesthetic: Investigating illumination via a model.
Intrapersonal: Considering how historical observations
have helped to develop modern ideas.
Interpersonal: Discussing the history of astronomical
observations.
Homework. Pupils can find out about the length of
the days on the different planets in the solar system.
Show an image of Saturn with its rings in shadow. Ask the pupils to describe how this supports the idea that the
Sun is the only source of light in the solar system. A video clip of a moon moving into or out of the shadow region
would be even better. (510 mins)
Learning Outcomes
All pupils will be able to state that the Sun is the source of light in our solar system and planets
reflect some of this light.
Most pupils will be able to explain that the Sun gives out light energy because it is at a very high
temperature.
Some pupils will also be able to explain the relative brightness of the planets in terms of the size,
colour and distance to them.
How Science Works
Explain how to take action to control the risks to themselves and others, and demonstrate
competence in their practical techniques (1.2c)
100
Teaching suggestions
Special needs. Provide the pupils with a range
of specially chosen websites to use for the
research project, so that they do not get swamped
with the information available.
Extension. The pupils can investigate the
patterns in the whole solar system. What happens
to the surface temperature and length of the year
as you move further away from the Sun, etc.?
Learning styles
Visual: Designing probes and lander vehicles.
Auditory: Discussing the conditions on different
planets.
Kinaesthetic: Examining or building a telescope.
Intrapersonal: Thinking about the requirements of
a manned exploration of the solar system.
Interpersonal: Debating what a planet is (and
what isnt a planet).
Homework. The pupils can develop their ideas
and designs for planetary exploration.
The pupils have to describe all of the planets clearly in the fewest words possible. [For example, red rocky mini
moons for Mars.] (510 mins)
Learning Outcomes
All pupils will be able to describe the basic structure of the solar system.
Most pupils will be able to describe the methods used to explore the solar system.
Some pupils will also be able to explain why it is difficult to investigate planets using manned exploration.
101
Teaching suggestions
Special needs. Give the pupils some
instructions about how to set up their
Earth and Moon models and provide them
with a set of circles they can colour in to
show their observations.
Extension. What do the phases of the
Moon look like from the southern
hemisphere? Would they be exactly the
same?
Learning styles
Visual: Describing diagrams showing the
phases of the Moon.
Auditory: Discussing the evidence for
phases of the Earth.
Kinaesthetic: Manipulation of the Earth
Moon model.
Interpersonal: Working in teams to make
the best model of the phases.
Homework. The pupils can find out
about the history of lunar exploration. This
can be from the very earliest of maps,
through the manned landing and even
towards the possible future expedition.
The pupils can describe what they think it would be like to live on the Moon. They need to include as many scientific facts
as they can in their daily routine. (1015 minutes)
Learning Outcomes
All pupils will be able to state that the phases of the Moon are caused by the different ways it is lit by the
Sun.
Most pupils will be able to describe how the phases are caused in detail.
Some pupils will also be able to expand these ideas to explain how all of the objects in the solar system
are illuminated and how this causes their appearance to vary when viewed from the Earth.
How Science Works
Describe how the use of a particular model or analogy supports an explanation (1.1a1)
102
Teaching suggestions
Special needs. Provide a completed
spreadsheet of weather statists for the pupils to
analyse. They should concentrate on looking
for patterns and matching the data to locations
on a map.
Extension. The pupils could look at more
detailed weather statistics to see if they can
find any evidence of changes to the weather
patterns.
Learning styles
Visual: Watching demonstrations and
simulations of the seasons.
Auditory: Describing how the tilt of the Earth
affects the seasons.
Kinaesthetic: Manipulating models.
Intrapersonal: Interpreting information to find
patterns.
Interpersonal: Consolidating information from
different groups.
Homework. The research into changes in
weather patterns can be done out of school
hours.
Can the pupils match pictures of various locally produced foods with the seasons they are ready in? What do they
think about the idea of flying in fresh food from around the world? Are there any problems with having seasonal
food available all year round? (510 mins)
Learning Outcomes
All pupils will be able to describe the length of the year in term of the Earths orbit and the length of the
day in terms of the Earths rotation.
Most pupils will be able to describe the relationship between the length of a day, height of the Sun and
the season.
Some pupils will also be able to explain the differences in the seasons in terms of the axial tilt of the
Earth.
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Teaching suggestions
Special needs. Provide some hint diagrams to hep
the pupils set up their models.
Extension. The pupils can try to find a more
detailed model or simulation that takes into account
the details of the arrangement and the tilt of the
Moons orbit.
Learning styles
Visual: Observing the changing phases of the Moon.
Auditory: Describing the behaviour of the Earth and
Moon.
Kinaesthetic: Modelling the movement of the Moon
around the Earth.
Intrapersonal: Evaluating their models.
Interpersonal: Working in teams to model eclipses.
Homework. The pupils can find out where and
when the next solar and lunar eclipses are.
The pupils have now finished their flyby of the solar system. They should consolidate all that they have learned
in a mind map or similar summary diagram. (1015 mins)
Learning Outcomes
All pupils will be able to state that an eclipse of the Sun occurs when the Moon obscures it and an eclipse of the
Moon occurs when the Earth obscures the Sun.
Most pupils will be able to draw a simple diagram showing how a shadow is formed on the Earth during a total
eclipse of the Sun.
Some pupils will also be able to explain why, during eclipses, the whole surface of the Moon can be in eclipse
while only a small part of the Earth is in total shadow.
How Science Works
Describe how the use of a particular model or analogy supports an explanation (1.1a1)
104