Year 9 Biology Learning Cycle 5 Overview Learning Cycle Overview: Line of enquiry 1: Hypothesis 1 Hypothesis 2 Hypothesis 3 Hypothesis 4 Hypothesis 5 Which body systems are vital for life? Your entire digestive system is needed to break down food Enzymes are a vital part of the digestive process Our heart is made up of multiple compartments Blood is a necessity for life You cannot survive coronary heart disease Week 1 Line of enquiry 2: Hypothesis 6 Hypothesis 7 Hypothesis 8 Why does your lifestyle have an impact on your health? Your diet can have an affect on your health Decisions you make have no impact on your health Cancer is a communicable disease Week 2
Intentions for learning from AQA DRAFT GCSE Specification: 2.2.1 Human digestive system Describe the functions of the digestive system to digest and absorb foods. Identify the positions of the main organs on a diagram of the digestive system. Know that food molecules must be small and soluble in order to be absorbed into the blood. Describe the functions of the organs in the system Explain how the small intestine is adapted for its function. Define the terms catalyst and enzyme. Describe the properties of enzymes. Explain why enzymes are specific and are denatured by high temperatures and extremes of ph. Use the lock and key theory and collision theory to explain enzyme action. Carry out a safe, controlled investigation to measure the rate of the catalase under different conditions. Draw a diagram of the apparatus and write a method. Identify variables. Present and analyse the results: calculate rates of reaction using raw data and graphs. Draw conclusions and give explanations for the results. Explain why foods need to be digested into small, soluble molecules. Describe the three types of enzymes involved in digestion, including the names of the substrates, products and where the enzymes are produced. Explain how bile helps in the digestion of fats. Interpret graphs to determine the optimum temperature or ph for an enzyme. Carry out other enzyme controlled investigations as appropriate. Calculate the rate of enzyme-controlled reactions. Interpret the results from enzyme-controlled reactions. Lesson 2: Enzymes are a vital part of the digestive process Key words: enzymes, substrate, denatured, catalyst Line of enquiry X: Which body systems are vital for life? Intentions for learning from AQA DRAFT GCSE Specification: 2.2.2 The heart and blood vessels Describe the functions of the heart and circulatory system Describe and label a diagram of the heart showing four chambers, vena cava, pulmonary artery, pulmonary vein and aorta. Describe the flow of blood from the body, through the heart and lungs and back to the body. Explain how the heart is adapted for its function. Describe the heart as a double pump and explain why this is efficient. Describe the function of the pacemaker cells and coronary arteries. Label the main structures in the gas exchange system trachea, bronchi, alveoli and capillary network around alveoli. Explain how the alveoli are adapted for efficient gas exchange. Explain how the blood vessels are adapted for their function 2.2.3 Blood Describe the four main components of blood. Explain how each component is adapted for its function. Identify pictures of the different blood cells. 2.2.4 Coronary heart disease Describe problems associated with the heart and explain how they can be treated. Evaluate the use of drugs, mechanical devices and transplants to treat heart problems, including religious and ethical issues. Lesson 3: Our heart is made up of multiple compartments Key words: circulatory, heart, ventricle, atrium Lesson 1: Your entire digestive system is needed to break down food Key words: digestions, stomach, intestine The digestive system is made from many organs, each of which has a particular role in the break down and absorption of food Identify the positions of the main organs on a diagram of the digestive system Describe the functions of the digestive system to digest and absorb foods Explain how the small intestine is adapted for its function Feedback type PEER MARKED Lesson 4: Blood is a necessity for life Key words: components, blood cells enzymes have a critical role in the chemical break down of food and they are incredibly delicate when it comes to the conditions in which they can work Define the terms catalyst and enzyme Describe the properties of enzymes Explain the lock and key theory and collision theory Feedback type SELF MARKED our heart and the circulatory system have a complex structure and as a result mean the blood can be used to efficiently transport substances around the body Describe the functions of the heart and circulatory system Explain how the heart is adapted for its function and what a double pump system is. Feedback type TUTOR MARKED blood contains many chemicals and cells that play key roles with in the animal body Identify pictures of the different blood cells. Describe the four main components of blood. Explain how each component is adapted for its function. Feedback type PEER MARKED
Lesson 5: You cannot survive coronary heart disease Key words: heart disease, statins the heart can suffer from disease and that governments must come up with numerous ways to treat these ailments Describe problems associated with the heart and explain how they can be treated. Evaluate the use of drugs, mechanical devices and transplants to treat heart problems, including religious and ethical issues Feedback type SELF MARKED
Intentions for learning from AQA DRAFT GCSE Specification: 2.2.5 Health issues & 2.2.6 The effect of lifestyle on non communicable diseases Explain how diet, stress and life situations can affect physical and mental health. Give examples of communicable and non-communicable diseases. Describe examples of how diseases may interact. Describe the effects of diet, smoking, alcohol and exercise on health. Explain how and why the Government encourages people to lead a healthy lifestyle. Give risk factors associated with cardiovascular disease, Type 2 diabetes, lung diseases and cancers. 2.2.7. Cancer Describe some causes of cancer, eg viruses, smoking, alcohol, carcinogens and ionising radiation. Describe the difference between benign and malignant tumours. Explain how cancer may spread from one site in the body to form a secondary tumour in another part of the body. Line of enquiry 2: Why does your lifestyle have an impact on your health? Lesson 6: Your diet can have an affect on your health Key words: diet, stress, health A poor diet has a direct link with diseases in later life. Recall names of communicable and non-communicable diseases Describe examples of how diseases may interact Explain how diet, stress and life situations can affect physical and mental health. Feedback type TUTOR MARKED Lesson 7: Decisions you make have no impact on your health Key words: risk factors, diabetes, cancer other lifestyle choices can have a detrimental impact on your health later in life Recall risk factors associated with cardiovascular disease, Type 2 diabetes, lung diseases and cancers Describe the effects of diet, smoking, alcohol and exercise on health. Explain how and why the Government encourages people to lead a healthy lifestyle. Lesson 8: Cancer is a communicable disease Key words: benign, malignant, tumour Feedback type PEER MARKED cancer is a disease that starts with changes to the genetics of your DNA which can be inherited or attributed to lifestyle choices Describe some causes of cancer, eg viruses, smoking, alcohol, carcinogens and ionising radiation. Describe the difference between benign and malignant tumours. Explain how cancer may spread from one site in the body to form a secondary tumour in another part of the body. Feedback type SELF MARKED
Practical Opportunities Lesson Practical Opportunity Demo/Experiment Details Run through needed/ra 1 Gums to Bums Demonstration Model the digestive system using plastic bags and foods and coloured dyes that are poured in and mashed up to represent food and fluids produced etc. completed? Run through needed if not done before, no dangerous chemicals used. Materials Provided Water with red food colouring for stomach acid Water with black food colouring for bile Clear Water for saliva Water with yellow food colouring for carbohydrase Water with blue food colouring for lipase Water with orange food colouring for protease Banana Coffee granules (or gravy granules) Weetabix Scissors Pair of plastic gloves Potato Masher Glass Trough Ziploc bags (for the stomach) Tights (for the intestines) Bin bag (for rectum) Paper towels to absorb water from the large intestine STARCH/CARBS: Iodine (goes orange to blue/black if CARBS are present) Set of tiles Iodine in dropping bottle Beaker of crisps (carbohydrates/starch) PROTEIN: Add NaOH to the solution and then add copper sulphate down the side of the test tube. Alternatively, add biuret reagent (contains previous chemicals.) It will form a blue solution at the top. or Food Tests Experiment Pupils test several types of food using various substances and observe the results. Run through if not done before, see hazcards relating to Benedicts and Biurets. Eggs (protein) Evaporating dish for containing and pouring the egg into test tubes Test tubes in racks Biuret Reagent FATS: Add ethanol (alcohol) and shake gently. Add water and an emulsion will form if fat is present. Alternative test: Filter Paper (test for fats makes it go transparent but water does not)
Beaker of Vegetable Oil (fat) Test tubes in racks Pipettes for transfer of oil into test tubes Alcohol in a dropping bottle SUGAR: Benedicts Solution (goes blue to red if present and the more present, the closer to red it is) Alternative test: use glucose sticks which change colour upon reacting with sugar 2 Enzyme modelling Experiment Model enzymes using playdough and lego. Lego is the substrate and playdough can mould around it (it can have an active site which is complementary to the substrate/s). 3 Heart Dissection Demonstration Dissect an ox heart to show structures/anatomy. 6 Looking at what we eat Experiment Separate plastic play food into groups depending on what the main food type is in each food/drink or make a healthy Run through not needed, no risks. Run through advisable if not done before, make sure the dissection takes place over newspaper AND plastic bags underneath it. All people dissecting it must wear gloves and be careful with scalpels. Any spills/blood on clothing/skin/surfaces must be wiped up/cleaned off properly and then antibacterial spray used afterwards. Run through not required and no risks. Lemonade (reducing sugar) in bottles/beakers Granulated Sugar (reducing sugar) in a beaker Salt (to compare with granulated sugar to work out which is a reducing sugar) in a beaker Spatulas for the sugar and salt Test tubes in racks Benedicts Solution in a dropping bottle Playdough Lego brick set Ox heart x 1 Scalpel x 1 Gloves x 1 Large scissors x 1 Dissecting scissors x 1 Newspaper Plastic bags Bin bag for disposal at the end (tied off and in an outside bin at the end) Antibacterial spray Tray of plastic play food.
meal/separate into healthy and unhealthy etc.