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Lesson Title/LOActivitiesResourcesPracticalsAssessment1. Living things3 Recognise the characteristics of living organisms4 Give reasons for classifying living or non living5 Describe the characteristics of living and non living organisms6 Classify living and non living organisms7 Justify the classification of living and non living organisms.S- Are these alive? PPT of different objects and organisms. Discuss answers but don’t correctM- Can you fill in MRSGREN individually (Movement, reproduction, sensitivity, growth, respiration, excretion, nutrition) In groups they have to find a way to explain one of MRSGREN to the class. Could do role play, poster, poem, song etcPeer assess each other for clarity and info. (Give criteria)P- Have they changed their mind about living/non living and why?AF1AF22. Cells3. Identify parts of the cell4. Compare the components of animal and plant cells5. Construct a cell6. Classify cells as plant or animal cells7. Justify classification as plant or animal cell based on components S- What is in a cell on whiteboard- students to help fill in. M- separate students into groups. 7 mins per activityCrossword on go science( may need to use your laptop too)Make a cell with materials given + labelSet questions from Nat Strategy book 1. Match key word to jobTaboo gameStudents move around and complete all activitiesp- mini whiteboard feedback answersIdentify areas of own weakness.Go Science 1 Live Text p6/7 activity fill in spacesCrossword activity on Go Science 1 Plasticine, pipe cleaners, card, tissue paper, glue, scissors.AF13. Using Microscopes 3 Identify parts of the microscope4 Understand what the different parts of the microscope are for5 Construct a microscope slide6 Sort pictures into small and large based on understanding7 S- Which of these is smaller? On PPT show various pictures.M- Show microscope.Students label on a handout as it is being describedPrepare onion cells under microscope and draw.p- bingo parts of microscopeMicroscopesMounting needlesSlidesCover slipOnionsAF1AF34. Specialised cells3 Remember the components of specialised cells4 Compare the specialised cell components5 Communicate the function of the specialised cells6 Contrast the structure and function of different specialised cells.7 Investigate different specialised cellsS- Q from Go Sci 1 Live Text P6/7.M- In groups find out about 1 type of specialise cell- why is it specialised. Feedback to the class. Look at Bioviewers and specialised cells, could draw them. P- Quick quiz on mini whiteboards, keywords Go Science 1 Live TextBioviewers- specialised cellsAF1AF35. Cells, Tissues, Organs3 Identify the different organs in the body4 explain how tissues are formed5 Describe how different organs need to work together6 Classify the organs in different systems7 investigate why different organs are needed in a systemS- Building blocks Q Go Science 1 live text p14/15M- Explain tissues and organsGame in 2 teams on Go science- build the robotActivity worksheet- position organs in the bodyP- List of organs around room, students to stand by name of organ matching clue. Do a few at a time could do a matching word exercise at same time.Go Sci 1 Live textActivity worksheet 1.7.1 (resources)AF16+7 LAT8. Cell reproduction3 Observe that cells undergo division4 Order the slides in event order5 Describe the order of cell reproduction6 Discuss the consequences of scientists studying cell division7 Investigate the scientists research into cancer cures.S – Go Science 1 Live text Starter q p8/9M- Microscopes set up with slides- Practical The whole class then discuss the findings to reach with guidance from the teacher, the correct conclusions. Included in this could be why scientists study cell division e.g. cause and cure for cancer and other diseases. [A, V, T] [AfL]P- Today I found out ….Go Science 1 Live text Starter q p8/9MicroscopesPrepped slides of cell division at diff stages.1.4.2 Investigating cell division Pupils look at prepared slides of cell division through a microscope. Their task is not to consider individual chromosomes but just look at the cell and the whole nucleus and determine the sequence of events that starts with a single cell and ends with a cell that has divided into two. They will need to be told that the cells that they are looking at will show all of the stages in random positions.? They should then record their data as a series of drawings of different cells to show the correct order of the sequence of events.? Pupils use skill sheets 1, 2 and 3. (~30 minutes) [V, KAF1AF2AF39. DNA (DOUBLE) 3 Identify characteristics that have been passed down from parents4 Draw a simple conclusion about the characteristics passed down from parents5 Construct a model of DNA6 Compare and contrast with siblings the characteristics inherited 7 Form a theory relating to inherited characteristics. S- Draw biological parents (if possible- be aware of LAC)Identify characteristics that have been passed down.M- Extract DNA from Kiwi Practical (will need to leave for 15 mins)Clarify the difference between gene, chromosome and DNA.Draw diagram to show this. Match chromosomes sheetMake DNA model (either from sweets or craft materials)P- I now need to know …AQA Core biology 1b worksheet.Kiwi fruits, alcohol stored in freezer, salt , soap sol, dist water, water baths 60, pestle and mortar, spatulas, pipettes, filter paper, conical flask,Sweets, toothpicks, pipe cleaners, sellotape, straws. AF1AF311. Reproductive Systems3 Know the names of the parts of the reproductive organs4 Identify the main male and female reproductive organs. 5 Describe the function of the main reproductive organs. 6 Explain how the main reproductive organs work. 7 Identify patterns in reproductive behaviour. S: Give students diagrams of the male and female reproductive organs and get them to label them. Go through this giving the correct namesM- Review patterns in reproductions and relate this to habitat and animal type (Activity sheet 1.10)General class discussion explaining how the sperm reaches the egg to fertilise it.P: Students use an unlabelled diagram of sexual intercourse and starting with number 1 at the testes label the diagram to show the route taken by the sperm. Can do on whiteboardsGo Science Live Text P22/23Level 3/4 Badger y7 sheets (see folder in staff room)AF112. The Menstrual Cycle3 Describe changes that take place at puberty. 4 Draw line graphs. 4 Associate the changes at puberty with the two hormones testosterone and oestrogen. 5 Explain how oestrogen is used in controlling the menstrual cycle. 6 Investigate how our knowledge of hormones can be used to make the contraceptive pill. 7 Evaluate as part of the discussion the merits/disadvantages of the contraceptive pillS- Students make a list of changes that may happen to male and female bodies as they grow up. Some will be linked to puberty and others will not.M- Students plot changes in female hormone levels as a line graph (Activity sheet 1.13).Students match the different changes that take place at puberty to either testosterone or oestrogen.Students match a list of labels to the diagram of the menstrual cycle (Can be done as an interactive activity).Students watch a video about the contraceptive pill.P: Students brainstorm some effects and consequences of taking the contraceptive pills. Answers may be as diverse as health effects and effects on population size and age profiles of populations. (AfL)Go science Live Text(Activity sheet 1.13).P26/27Level 3/4 Badger y7 sheets (see folder in staff room)AF1AF413. Fertilisation4.Explain how fertilisation takes place. 5.Describe how IVF can be used to help couples have babies.6.Explain how twins are produced. 7.Explain why IVF is more common in Europe than Africa.S: Students read the newsflash from the textbook (page 22) about IVF helping women over 50 have babies and discuss the problems that may arise.M: IVF and population growth (Activity sheet 1.11). Student use data to identify patterns in the data.Students brainstorm ways in which the sperm and egg could in theory meet for fertilisation. This could include ideas about both internal and external fertilisation. They can then watch the video of a sperm fertilising an egg (Only about 30 seconds long).Students use diagrams of a couple having intercourse and draw onto the diagram the path taken by the sperm from the testes to the ovum in the fallopian tube.Students watch a video of a fertilised group of cell dividing and then splitting into two groups, and then have a class discussion about what this will make identical twins and how non-identical twins are produced.P: Students draw on diagrams of two female reproductive systems the sequence of events that produces identical and non-identical twins.AF114. Birth3. Identify parts of the body involved in pregnancy4. Describe the conditions needed for fetal development. 5. Describe how a baby develops in the uterus and how it is born. 6. Describe the pros and cons of Amniocentesis7. Evaluate the design of premature baby machines from activity. S- list what changes you think happen to a women during pregnancyM- Watch video clip from Go SciDo the drag and drop game from Go SciActivity SheetCrossword from Pages24/25Across the placenta discussion- students could work in groups to discuss answersDefine all the keywords in own words –peer assessP- test on the keywords with mini whiteboardsGO SCI ACTIVITY SHEET 1.12.1Pages 24/25 Live TextLevel 3-6 Badger y7 sheets (see folder in staff room)Baby model boxAF1AF215. Plant reproduction3. identify parts of a plant4. Describe what each part of the plant is for5. Describe how reproduction takes place6. Sort the events of plant reproduction into orderS- Arrange the parts of the plant( Cut and paste activity)M- Students produce a cartoon strip showing the process of plant pare sexual and asexual reproduction in plants. Clone a germanium or trathacanthia (spelling may need to be checked!)p- Arrange a flow diagram on the board, students to assist with putting into order the events.Clone a plantRooting powder, soil, cups, plants, scissors.AF116 + 17 Revise and test ................
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