B4 - Health and Diet

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Ralph Turner
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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

1 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, for survival (water, food and air) 6 weeks Healthy diet Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene 24 lessons Exercise Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they Drugs get nutrition from what they eat Describe the simple functions of the basic parts of the digestive system in humans Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) - Pre-unit test (baseline) - B4 GAT (formative) - 6 mark question (formative) - Scientific skills investigation (formative) - End of unit test (summative) - diagnostic marking on GAT - 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 digestive system I can describe the functions of some tissues and organs in the human digestive system I can list the contents of a healthy human diet I can describe why parts of a healthy human diet are needed I can explain the consequences of imbalances in the diet I can explain how digestion happens, with reference to enzymes I can discuss the benefits of bacteria in the human digestive system I can make calculations of energy requirements in a healthy daily diet I can list some effects of recreational drugs on processes I can describe some effects of recreational drugs on processes I can explain some effects of recreational drugs on processes I can evaluate some effects of recreational drugs on processes Page 1 of 7

2 Lesson Clear learning intentions (KQ) Clear success criteria (Bands) (Keywords) Hook (starter) Presentation of content (teacher input) Guided practice (pupil activities) Requisition (per group) Independent practice (homework) Closure (AfL) 1. Pre unit test How much do I know from KS2? To complete exam Word-search on keywords from KS2 Mind map of what pupils remember from KS2 as refreshers before exam Pupils complete baseline test in silence None Pupil complete sentences: One thing I know about this topic is One thing I don t understand is One question I have is 2. Body systems 3. The digestive system What are the systems of the body? What organs are involved in digestion? I can list the main body systems (H) I can describe the progression from cell to organ system (E) I can explain how all organ systems work ( C ) I can say parts of the digestive system ( H ) I can label a diagram of the digestive system ( E) I can explain the job of parts of the digestive system ( C ) Put objects in order of size What parts of the body does your food got through? Can you say what each part does? Show diagrams of body systems - ask pupils can they name them? What do they do? What organs are involved? Recap progression from cells to organ systems from year 7. Demonstrate the digestive system using tights model Use animation to show the digestive system Pupils match up diagrams to body systems, list organs involved and write function of the system. Low ability - label diagram of digestive system and give function of each part High ability - use model to explain digestive system, evaluating the effectiveness of model Tights, pestle and mortar, bread, amylase, red food colouring, plastic bag Homework 1 Mini whiteboards Show picture of an organ, pupils name the organ and it's body system True of false quiz 4. Investigatin g digestion 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. Explain role of enzymes. Come up with hypothesis as a class. Demo method. Hypothesis: The rate of starch digestion is affected by the presence of enzymes. Pupils write plan including: Hypothesis Variables Prediction Equipment Method Risk assessment Extension: Why must we control variables? Demo: Visking tubing, starch, amylase, 2 test tunes, iodine, Benedict's solution Application of knowledge: The class discusses Which food has the most energy and why. Discuss limitations of result for example did they use the same amount of food and water? Suggest improvements I can explain the importance of control variables (B) Page 2 of 7

3 5. Investigatin g digestion How do we represent our results? 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. Visking tubing, starch, amylase, 2 test tunes, iodine, Benedict's solution Discuss how the model apply to the digestive system I can present observations and data using an appropriate line graph (D) 6. Investigatin g digestion 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 1 due Homework 2 set Peer-assess SPAG I can present reasoned explanations of conclusions from data, in relation to predictions and hypotheses (C) 7. Balanced Diet 8. Food Tests What nutrients do we need in a heathy diet? How can I test food for nutrients? I can evaluate data, with reference to potential sources of random and systematic error (B) I can name some major food groups (H) I can describe why each food group is needed ( E) I can evaluate the energy contained in foods (C) Can I name some nutrients contained in different foods(g) I can describe the tests and result for sugar, starch, protein and fat (D) I can explain why it is important to know which nutrients are in different foods (C) Health word search Pupils should discuss keywords they know Ten true or false questions completed as thumb up for true and down for false. Explain keywords that pupils do not know. PowerPoint discussion of 7 major food groups Demo all food tests and carousel set up -Pupil name and write the 7 major food group -Pupils include examples of food containing each food group -Pupils explain why we need each of the major food group Produce a result table Complete the practical task in groups Record observation on the table Write conclusion Food group cards and balanced diet pyramid Class set equipment for test for starch, sugar, protein and fat Using mini white board pupil write answers to about 10 questions. E.g Food group needed for growth is Bread provides the body with which food group.. Grade G: Today, we test foods to see if they contained. Grade D: To test for., I had to... The result I saw was Grade C: It is important to know what nutrients foods contain because Page 3 of 7

4 9. Vitamins and minerals 10. Additives How can we test food for vitamin C? What are additives and are they good for us? I can list some vitamins and minerals (H) I can describe the function of some vitamins and minerals in the body (E) I can evaluate a diet in terms of effects on the body (C) I can define an additive (G) I can describe some of the benefits and drawbacks of additives (D) Complete appropriate word search on vitamins and minerals Discuss health and safety precautions Discuss the importance of different vitamins and minerals Demo test for vitamin C Pupils complete test for vitamins in groups of 4. Pupils name and give function of various vitamins and minerals using information Three types of juice preferably from orange, apple and grape Reagent DCPIP, test tubes and pipette. Chromatography of skittles/m&ms: Filter paper, beaker, splint, skittles Homework 2 due Homework 3 set Opportunity for diagnostic marking 11&12. GAT 13. Breathing What grade am I working at? How do we breathe in and out? I can evaluate whether additives should be use din food (C) *see GAT level ladder True/false of digestion Introduce GAT task - journey of a cheese sandwich I know the organs in the respiratory system ( H ) I can label the diagram of the respiratory system (F) I can describe what happens when we breathe in and out (E) Anagrams of keywords (in ppt) Use PowerPoint to explain the process of breathing Demo model chest watch?v=hc1ytxc_84a&list =PLE46ECD0E5A55B8D3 Pupils complete GAT Pupils make model lungs and diaphragm. Complete table to summarise what happens when we breathe in and out. Clear bottle with bottom cut off, balloon x2, straw, blue tack, rubber band x2 Peer-assess SPAG Make 5 questions and ask the class I can explain how the muscles in the thorax and abdomen enhance breathing in terms of air pressure and volume (C) 14. The Lungs How are our lungs adapted for gaseous exchange? I can label a diagram of the alveoli showing oxygenated and deoxygenated blood (G) I can describe gaseous exchange (E) I can explain how alveoli are adapted to maximise gaseous exchange (C) Match keywords with definition Inflate the lungs and explain what happened. Dissect an animal lungs and use it to show how lungs are adapted to gaseous exchange Respiration equation Label the diagram of the lungs Colour diagram to show oxygenated and deoxygenated blood in alveoli Extension: How are alveoli adapted to maximise gaseous exchange? One animal lungs for demo Homework 3 due Homework 4 set Pupils complete one of the following: Bronze: Put the diagrams in order on the sheet (G) Silver: Put the sentences in order on the sheet (E) Gold: Explain how alveoli are adapted to carry out gaseous exchange (C) Page 4 of 7

5 15. Inhaled Vs. Exhaled Air How is inhaled air different from exhaled air? 16. Exercise What happens to our heart and breathing rate when we exercise? 17. Alcohol What are the health and social impacts of alcohol? I can state how inhaled air is different from exhaled air (G) I can explain why inhaled air is different to exhaled air (D) I can compare the composition of the inhaled air and exhaled air( C) 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 happens if we cannot get enough oxygen to our muscles (C) I can state that alcohol can have damaging effects on the body (H) Heads and tails pupils match sentence starter to end (in ppt slide 3+4) HA- pupils complete sentence starters Show a variety of pictures of people and ask who is fittest? How can we tell? What do you know about alcohol? Can you name any? Explain class practical to compare inhaled and exhaled air 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. Demo burning different alcohol to show flammability. Pupils complete practical Use results to compare inhaled and exhaled air Extension: How is this different after exercise and why? Pupil measure their pulse rates before and after exercise Pupils record their readings on an appropriate format (in ppt slide 7) Explain the result Draw a table to summarise difference between aerobic and anaerobic respiration Pupils use information to make a leaflet about the dangers of alcohol. Test tube x2 with bung, limewater Quick facts quiz Class set stop watches Pupils make up 5 questions and ask their partners Methanol, ethanol, and propanol, watch glass. Class discussion should alcohol be made illegal? I can describe some of the health and social issues associated with alcohol (E) 18. Smoking Should smoking be banned? I can evaluate whether alcohol should be legal (C) I can state that smoking can have damaging effects on the body (H) I can describe some of the health and social issues associated with smoking (E) I can evaluate whether smoking should be legal (C) 19. Drugs What are drugs? I can name some legal and illegal drugs (G) I can describe the effect of different types of drugs (E) How many drugs can you name? Smoking demo Discuss issues with smoking. Take feedback from starter. Sort into legal and illegal drugs. Test reaction times. Drink Pupils use information to make a leaflet about the write a script for 1 of the following scenarios. 1. Doctor and teenage patient 2. Teacher and primary school class 3. TV show for teens Pupils write down the definition of a drug. Pupils test reaction times before drinking coke. Smoking demohttp:// ion.org/practicalbiology/going-smoke Caffeinated vs. noncaffeinated coke: 2 types of coke, cups (1 per student), metre ruler, stopwatch Homework 4 due Homework 5 set Class discussion- should smoking be banned in all public places? In your book write down: One thing you already knew about drugs One thing you have learnt today Page 5 of 7

6 20. Illegal Drugs 21. Cannabis Why are some drugs illegal? Should cannabis be legal or illegal? I can evaluate the dangers of legal and illegal drugs (C) I can list some illegal drugs (H) I can explain why illegal drugs have different classes (E) I can explain why a drug is made illegal (D) I can analyse which class a new drug should be given and justify my choice (C) I can list some effects of recreational drugs on processes (H) I can describe some effects of recreational drugs on processes (F) I can explain some effects of recreational drugs on processes (D) Drug alphabet pupils try to name a drug for each letter of the alphabet coke to give time to work. Discuss what is a drug as a class Look at effects of different types of drugs (stimulants, pain-killers, etc). Discuss results from practical. Show pictures of various drugs. Ask pupils to name them and say what class they are legal or illegal, class a, b or c. Discuss classification of drugs. Pupils given information pack on Cannabis. Asked to read through as individuals and highlight any words they don t understand. Teacher can get pupils to summarise the paragraphs Pupils classify drugs into over-counter, legal and illegal. Pupils describe effects of different types of drugs. Pupils test reaction times after coke has had time to work. What has happened? Pupils discuss pictures and decide how to classify. Pupils discuss severity of side-effects of drugs and use to explain how illegal drugs are classified. Pupils read about new drugs and decide how to classify them. Pupils write analysis in book (scaffold for LA). Pupils to have a debate about whether Cannabis should be legal or illegal Pupils are split into 3 parts. Group 1: Illegal Group 2: Legal Group 3: Judges (more able pupils must come up with what they would like both groups to say if they want them to win) None One question you still have Pupil s feedback answers to classification of new drug. Judges give feedback to groups. Other pupils asked to give improvements for other side mark question Can I answer a 6 mark question on this topic? I can evaluate some effects of recreational drugs on processes (C) 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: Compare the dangers of smoking and cannabis and justify which you think should be made illegal. Homework 5 due Revision set Page 6 of 7

7 I can score 5-6 marks on the 6 mark question (C) 23. Revision How much do I know? PLC from success criteria Match keywords with their definition 24. End of unit test 25. Improving end of unit test What did we cover in the unit? Identity areas of weakness Make revision notes Complete quiz What did you clearly understand Produce a mind map for the topic What do you need to revise? How much do I know? Complete test Questions about the test Supervise pupils Complete test Complete title page for next chapter 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. Page 7 of 7

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

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