B6 - Respiration. Stratford School Academy KS3 Schemes of Work. Page 1 of 8

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Bethanie Nicholson
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Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 5 weeks 20 lessons Respiratory system Gas exchange Diffusion Aerobic and anaerobic

1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 5 weeks 20 lessons Respiratory system Gas exchange Diffusion Aerobic and anaerobic reparation Find out about and describe the basic needs of animals, including humans, for survival (water, food and air) Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function Describe the ways in which nutrients and water are transported within animals, including humans Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) - Pre-unit test (baseline) - Badger?????? (formative) - 6 mark question (formative) - Scientific skills investigation (formative) - End of unit test (summative) - diagnostic marking on badger - diagnostic marking on 6 mark question - diagnostic marking on skills investigation - feedback on progress after end of topic test (*these opportunities in AfL column) I can name some tissues and organs in the human gas exchange system I can describe the functions of some tissues and organs in the human gas exchange system I can state what happens to the air, ribs and diaphragm during breathing I can describe the impact of exercise, asthma and smoking on the human gas exchange system I can explain how structures in the human gas exchange system are adapted to their functions I can describe changes in lung volume during breathing I can explain how ventilation occurs with reference to pressure changes I can interpret data about and evaluate the impact of exercise, asthma and smoking on the human gas exchange system I can state that organisms release energy from carbohydrates by respiration I can state there is respiration that requires oxygen and respiration that does not I can describe some applications of aerobic and anaerobic respiration I can name the two types of respiration (aerobic and anaerobic) I can list the reactants and products of aerobic and anaerobic respiration I can summarise the reactants and products of aerobic and anaerobic respiration using word equations I can compare and contrast aerobic and anaerobic respiration I can evaluate the implications of aerobic and anaerobic respiration for organisms Page 1 of 8

2 Lesson 1. Pre unit test Clear learning intentions (KQ) How much do I know from KS2? Clear success criteria (Bands) (Keywords) To complete exam Hook (starter) Word-search on keywords for unit Presentation of content (teacher input) Mind map of what pupils remember from KS2 as refreshers before exam Guided practice (pupil activities) Pupils complete baseline test in silence Requisition (per group) Independent practice (homework) None Closure (AfL) Pupil complete sentences: One thing I know about this topic is One thing I don t understand is One question I have is 2. Breathing How do we breathe in and out? I know the organs in the respiratory system ( H ) I can label the diagram of the respiratory system (F) I can state what happens to the air, ribs and diaphragm during breathing (F) Answer question: what happens to the body as we breathe in and out Show video/animation of what happens to the air, ribs and diaphragm during breathing Demo model chest Fill in w/sheets whilst watching include labelling Think/pair/share what each part is representing Model chest X1 True/ false 3. Pressure changes What happens to the pressure in the lungs during breathing? I can describe changes in lung volume during breathing (D) I can explain how ventilation occurs with reference to pressure changes (C) Anagrams of keywords Explain and discuss the pressure changes and why this happens Explain and discuss the pressure changes and why this happens Draw pressure changes using air particles Quick quiz make 5 questions for partner, answer and peer assess Page 2 of 8

3 4. Artificial breathing system Can a machine breathe for you? I can explain the changes that occur to bring about ventilation of the lungs (D) Evaluate the development and use of artificial aids for breathing, including the use of artificial ventilators. (C) Discuss situations that would require the use of artificial aids for breathing. Writing explanations Think about the changes that occur when breathing in and out. Try to explain what is moving. Using models Model lungs relate the model to the structure of the breathing system. Model lungs -balloons in bell jar with moveable rubber sheet. Presenting argument Produce a poster or PowerPoint presentation to weigh up the pros and cons of the development of artificial aids for breathing. Model lungs, poster resources Homework 1 Peer mark each other posters for quality of content Evaluate how good a model it is. Use a computer simulation to show the changes that occur during breathing in and out. 5. The Gas Exchange System Which tissues and organs make up the gas exchange system? I can name some tissues and organs in the human gas exchange system (H) I can describe the functions of some tissues and organs in the human gas exchange system (H) Crosswords with keywords Card sort structures, adaptations and functions of the gas exchange system Card sort structures, adaptations and functions of the gas exchange system Answer exam questions on the above Find the fib I can explain how structures in the human gas exchange system are adapted to their functions (D) Page 3 of 8

4 6+7. Diffusion 8. Respiration How can substances pass into and out of cells? Investigation: How rate of diffusion may be affected? What are the two types of respiration? I can state that the process by which substances move into and out of cells is diffusion (F) I can describe the process of diffusion (C) I can state that organisms release energy from carbohydrates by respiration (G) How can a shark find an injured prey so fast? Explain in terms of particles how the smell of perfume gets from one side of the classroom to the other. Write down wo sentences about what you think respiration is. Go through examples, show video, explain what diffusion is Demo and assist with practical on how potassium permanganate diffuses after 1 minute and 5 minute Introduce respiration, clear misconception of breathing and respiration. Class discussion on shark and perfume smell Linking above examples to diffusion Practical on potassium permanganate Conclude practical, Higher explain in terms of particles Student discuss what respiration is and answer questions as they watch animation/ video. Potassium permanganate X 1 Homework 2 What can I do to improve the practical for next time? True/ false I can state that there is respiration that requires oxygen and respiration that does not (G) Show videos/ animation to demonstrate respiration I can name the two types of respiration (aerobic respiration) (F) 9. Aerobic respiration What happens during aerobic respiration? I can list the reactants and products of aerobic respiration (D) I can summarise the reactants and products of aerobic respiration using word equations (C) I can evaluate the implications of aerobic respiration for organisms (B) I can describe some applications of aerobic respiration (F) Turning limewater cloudy How long does it take? What is happening? Go over the reaction and introduce respiration. Discuss: During aerobic respiration (respiration that uses oxygen) chemical reactions occur that: use glucose (a sugar) and oxygen release energy. Aerobic respiration is summarised by the equation: glucose + oxygen carbon dioxide + water (+ energy) Explain: Aerobic respiration takes place continuously in both plants and animals. Research the applications of aerobic respiration. Experiment: Turning limewater cloudy. Equipment and materials required Limewater, soda lime in U-tube, small mammals in a bell jar, potted plant, earthworms, maggots or woodlice, black paper, tubing, air pump, 2 boiling tubes, bungs, delivery tubes, boiling tube rack, eye protection. Traffic lights. Pupils use the traffic lights at the back of their planners to answer questions about the lesson. Page 4 of 8

5 10. The effect of exercise on the body 11. Anaero bic respirat ion How does your body respond changes in oxygen demands during exercise? What happens during anaerobic respiration? I can state the importance of exercise to health (G) I can describe what happens to our heart and breathing when we exercise (D) I can explain what glycogen is and how it is used in the body (C) I can list the reactants and products of anaerobic respiration (D) I can summarise the reactants and products of anaerobic respiration using word equations (C) I can evaluate the implications of anaerobic respiration for organisms (B) I can describe some applications of anaerobic respiration (F) Show a variety of pictures of people and ask who is fittest? How can we tell? Sprinting! Show a video of a 100 m sprint (from the Olympics or the World Championships), where the athletes are shown immediately before and afterwards. Get students to observe the behaviour of the athletes. Comment on breathing, whether they collapse, etc. Support students by asking questions such as: Are they breathing deeply? Can they talk? Extend students by getting them to make their observations without prompting and expecting more detailed comments and reasons. Introduce idea of pulse rate and breathing rate. Elicit what pupils think could affect it Explain how pupils can take pulse. Analyse results as a class and discuss. Discuss: If muscles are subjected to long periods of vigorous activity they become fatigued, i.e. they stop contracting efficiently. One cause of muscle fatigue is the build-up of lactic acid in the muscles. Blood flowing through the muscles removes the lactic acid. Explain: During exercise a number of changes take place: the heart rate increases the rate and depth of breathing increases. These changes increase the blood flow to the muscles and so increase the supply of sugar and oxygen and increase the rate of carbon dioxide removal. Muscles store glucose as glycogen, which can then be converted back to glucose for use during exercise. Discuss: If muscles are subjected to long periods of vigorous activity they become fatigued, i.e. they stop contracting efficiently. One cause of muscle fatigue is the build-up of lactic acid in the muscles. Blood flowing through the muscles removes the lactic acid. Experiment: Measuring pulse rate before and after exercise. Interpret the data relating to the effects of exercise on the human body. What do I need energy for? Ask students to write down as many uses for the energy released by respiration that they can think of. Build up a list on the board. Support students by providing prompts once they have completed their initial list. Extend students by ensuring their lists include references to cell activities and animals other than humans. The long distance runner Show video footage of a long-distance race, at the beginning, during and at the end. Students to observe the behaviour of the athletes and compare with the sprint shown as a starter. Ask: Do the athletes seem so out of breath? Or are they breathing as deeply? Discuss why there are differences in behaviour. Page 5 of 8

6 12. Investig ation How do we plan an investigation? I can describe some safety precautions during scientific investigations (H) I can identify the independent and dependent variables in an investigation (F) I can identify the control variables in an investigation (E) Match up investigation definitions: Independent Dependent Control Hypothesis Risk assessment Method Prediction Introduce investigation. Recap the effect of exercise on the body Come up with hypothesis as a class. Demo method. Pupils write plan including: Hypothesis Variables Prediction Equipment Method Risk assessment Extension: Why must we control variables? Demo: stopwatches Application of knowledge: Write a summary of how to prepare for next lessons practical 13. Investig ation How do we represent our results? I can explain the importance of control variables (B) I can apply mathematical concepts to calculate results (average) (H) I can present observations and data using an appropriate table (F) Show a poorly drawn results table pupils need to find mistakes and improve for their results Demonstrate method. Discuss risk assessment. Discuss how to calculate average and draw a graph. Pupils carry out experiment. Pupils repeat readings and find average. Extension: Pupils draw graph of results. Class set of stopwatches List all things that went wrong during the practical I can present observations and data using an appropriate line graph (D) Page 6 of 8

7 14. Investig ation How do we write an evaluation and conclusion? I can interpret observations and data to identify simple patterns of correlation (G) I can draw more complex conclusions from the interpretation of data (D) Show a poorly drawn graph pupils spot mistakes Demonstrate how to draw graph Discuss what should be included in evaluation and conclusion. Pupils draw graph Pupils write evaluation and conclusion Graph paper, rulers Homework 4 Peer-assess SPAG I can present reasoned explanations of conclusions from data, in relation to predictions and hypotheses (C) 15. GAT What grade am I working at? I can evaluate data, with reference to potential sources of random and systematic error (B) *see GAT level ladder True/false of respiration Introduce GAT task - What happens to our bodies when we exercise? Students take any notes Make a start on GAT Homework 3 What am I finding difficult to understand? How will I make sure I know what to do? 16. GAT What grade am I working at? *see GAT level ladder Think about what else I should include in the GAT GAT task - What happens to our bodies when we exercise? Pupils complete GAT Peer-assess SPAG Mark Questio n Can I answer a 6 mark question on this topic? I can score 1-2 marks on the 6 mark question (G) I can score 3-4 marks on the 6 mark question (E) Question: Explain, as fully as you can the advantages to the body in the change in breathing and heart rates. Answer: Explain, as fully as you can the advantages to the body in the change in breathing and heart rates. Peer Assess answers I can score 5-6 marks on the 6 mark question (C) Prepare students by probing them in correct direction Page 7 of 8

8 18. Revision How much do I know? Match keywords with their definition What did we cover in the unit? Identity areas of weakness Homework 5 Complete quiz 19. End of Unit How much do I know? What did you clearly understand Make revision notes Produce a mind map for the topic What do you need to revise? Complete test Questions about the test Supervise pupils Complete test 20. Improvi ng end of unit test What do I need to do to improve? Respond to feedback from test Go through common mistakes on paper Pupils become master at one question they got wrong and explain to class/table. Complete title page for next chapter Fill in Purple sheet at the front of exercise book Page 8 of 8

B4 - Health and Diet

B4 - Health and Diet Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) Digestive system Find out about and describe the basic needs of animals, including humans,