Scheme of Work – Science stage 7 - · PDF fileScheme of Work – Science stage 7 ... Blank templates are also available on the Cambridge Secondary 1 website for you to use if you

V1 1Y07 Science Stage 7 1

Scheme of Work – Science stage 7

IntroductionThis document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 7. Learning objectives forthe stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives inany order within a stage as your local requirements and resources dictate.

The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number andtitle of each unit for stage 7 can be seen in the table below.

The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit thepace of your learners and to fit the work comfortably into your own term times.

Scientific Enquiry learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the objectives to illustrate possiblemethods of delivery.

There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Secondary 1. It has been created solely to provide anillustration of how delivery might be planned over the three stages.

A step-by-step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary1Teacher Guide available on the Cambridge Secondary 1 website. Blank templates are also available on the Cambridge Secondary 1 website for you to use if youwish.

Overview

Term 1 Term 2 Term 3

1A Unit 7.1 Living Things 2A Unit 7.4 Microorganisms and Disease 3A Unit 7.7 Habitats and Environment

1B Unit 7.2 Solids, Liquids and Gases 2B Unit 7.5 The Earth and Beyond 3B Unit 7.8 Acids and Bases

1C Unit 7.3 Energy Transformations 2C Unit 7.6 Putting Things into Groups 3C Unit 7.9 Forces and their Effects



Unit 1A: 7.1 Living ThingsIn this unit, pupils build on their previous knowledge of living things and the senses to develop their knowledge of The characteristics common to all living things, and their importance to survival of the organism. That all living things are made of cells, the structure and typical cells, how cells are adapted to their function. How cells are organised in tissues, organs and organ systems to efficiently carry out the functions of life.

Scientific Enquiry work focuses on:

Carefully observing and describing living things. Recording accurately in a variety of ways e.g. drawing, using tabular forms. Communicating their ideas supported by evidence. Making and presenting conclusions by bringing together evidence from different sources.

Recommended Vocabulary for this unit:

Organism nutrition movement excretion growth reproduction sensitivity function microscope magnification cell nucleus call membrane cell wallvacuole chloroplast tissue organ organ system.


FrameworkCodes

Learning Objective Activities Resources Comments Time

7Bc1

7Ep1

7Eo1

7Eo2

Identify the seven characteristicsof living things and relate theseto a wide range of organisms inthe local and wider environment.

Be able to talk about theimportance of questions,evidence and explanations.

Make careful observationsincluding measurements.

Present results in the form oftables, bar charts and linegraphs.

Compare different animals, real (ifappropriate) or pictures, e.g. bird,cat, fish and write down all the thingsthey have in common. Present yourfindings to other groups.

Discuss the ways nutrition isobtained by different animals.

Breathing through a straw into lime-water to show carbon dioxide isproduced.

Discuss the difference betweenbreathing and respiration.

Discuss the difference betweengrowth and reproduction.

Discuss why movement is essentialfor survival (finding shelter, avoidingdanger, finding food).

Detecting different flavours usingtaste only and compare with ease ofdetection when also using nose.

Describe texture of a variety ofdifferent materials.

Photos of animals eating,running/swimming, and withtheir young.

Drinking straws, limewater,test-tubes or small beakersto hold limewater.

Different flavoured crisps orfruits to taste blindfolds andnose clips (or ask pupils toshut eyes and hold nosewhile tasting).

Various materials withdifferent textures e.g. woolpaper, metal.

Use small groupdiscussion allowingeach pupil to voicetheir ideas onobservations,followed by wholeclass work toencourageconfidence inexpressing scienceideas backed byevidence.

90 min


FrameworkCodes


7Bp1 Recognise the positions, andknow the functions of the majororgans of flowering plants, e.g.root, stem, leaf.

Identify the root, stem and leaf ofdifferent flowering plants.Consolidate understanding ofcharacteristics of living things byrelating plant structures and theirfunctions to the characterstics e.g.leaf and feeding.

Photos / specimens ofyoung and mature plants.

50 min

7Bh2

7Eo3

Recognise the positions andknow the functions of the majororgan systems of the humanbody.

Use information from secondarysources.

Draw an outline of a body. Draw on itthe positions of the named organs.Share results with whole class.

Large sheets of paper,pens/markers.

Can be used as a‘fun’ competition witha prize for the mostaccurate group.

40 min

7Bc3

7Eo1

Identify the structures present inplant and animal cells as seenwith a simple light microscopeand/or a computer microscope.


Observe prepared microscope slidesof cells.Prepare and focus a good specimenwithout being misled by air bubblesor dust on the cover slip.Observe and identify the nucleus,cytoplasm, (and in plant cells, thecell vacuole and cell wall). Recordsketch diagrams of the cells.

Microscopes, preparedslides of animal cells. Anyavailable prepared slidescould be used to practicefocussing.Onion or other bulbs (thethin skin from between thefleshy areas of an onion isideal.)

Time spent on ademonstration willavoid frustration andpossible damage tomicroscopes. Usinggraph paper will helpto illustrate themagnification.Newsprint will showinversion.

90 min

7Bc4

7Eo2

Compare the structure of plantand animal cells.


Compare observed cells withlabelled diagrams for secondarysources and explain why the cellmembrane is not visible in theprepared slides.

Assess using table ofdifferences betweenplant and animalcells.

50 min


FrameworkCodes


7Bc5

7Ec1

Relate the structure of somecommon cells to their functions.

Make conclusions from collecteddata, including those presentedin a graph, chart or spreadsheet.

Write about how some named celltypes you have investigated areadapted to their function e.g. plantleaf cells (chloroplasts), root haircells, blood cells (red and white),nerve cells.

Microscopes, preparedslides, photos, micrographs,diagrams of specialisedcells.

50 min

7Bc6

7Ec4

Understand that cells can begrouped together to form tissues,organs and organisms.

Present conclusions usingdifferent methods.

Discuss that cells of the same typegroup together to form tissues.

Different types of tissues groupedtogether can make an organ andorgans can group together to makean organ system. Organ systems arenecessary to form a complexorganism e.g. flowering plant orhuman.

Relate this work oncells to the previouswork on major organsystems.

50min

7Bh1 Explore the role of the skeletonand joints and the principle ofantagonistic muscles.

Describe the skeletal system and itsfunctions.

Groups prepare presentations on thefunctions of the skeleton to includeprinciple of antagonistic muscles andjoints.

Students can also investigate thehealth problems caused to humanswhen bones and joints get damaged.

80min



Unit 1B: 7.2 Solids, Liquids and GasesIn this unit, pupils build on their previous knowledge of materials and their properties to develop their knowledge of how the particle theory of matter and how thiscan explain the properties of solids, liquids and gases, including changes of state.


Planning and carrying out investigations, considering the variables to control, change or observe. Identifying appropriate evidence to collect and suitable methods of collection. Choosing appropriate apparatus and using it correctly. Making careful observations and measurements. Presenting results appropriately. Recognise results and observations that do not fit into a pattern. Making conclusions from collected data.


Melting boiling freezing condensing evaporating


FrameworkCodes


7Cs1

7Eo2

Show in outline how the particletheory of matter can be used toexplain the properties of solids,liquids and gases, includingchanges of state.

Present results in the form of tables,bar charts or line graphs.

Students discuss samples ofeveryday solids, liquids and gases,considering their shape and volume.They should tabulate theiridentifying properties.Consider tomato sauce (liquid orsolid?) and how it could be mademore solid or more liquid.

Card, ice, cake,lemonade, boiling water,oil, fat, stick, soap,detergent, perfumedcandle, jelly, sand, blownup balloons etc.

A recap of previousknowledge ofproperties of solids,liquids and gases.

30 min

7Cs1 Show in outline how the particletheory of matter can be used toexplain the properties of solids,liquids and gases, includingchanges of state.

Students can try to compress air insyringes or balloons. Giveexplanations in terms of trying toforce things together.Drawings of boxes of particles in thegaseous state show particles wellseparated.

Small sealed plasticsyringes without needlesshould be used.Introduce the idea ofparticles too small to see.

40mins


Pour ‘particles’ of different size tomodel the movement of smallerparticles.Make drawings of boxes of particlesin liquids to show the particles asclose together but not in regulararrangement.

Peas, rice grains, drysand.

Remind students thatsand is also hard if youdrop onto it and thesolids can be seenunder the microscope.

30 mins


Glue particles (e.g. polystyreneballs) together in regular shapesand show that they cannot bepoured, have flat faces, are hardand dense. Drawings of boxes ofparticles in a solid show theparticles as close together and in aregular arrangement.

Polystyrene balls, glue. Particles still havemovement, i.e.vibration about theirmean position.

40 mins


FrameworkCodes


7Cs1

7Ep4

7Ep7

7Eo1

7Ec2


Outline plans to carry outinvestigations, considering thevariables to control, change orobserve (as whole class).

Choose appropriate apparatus anduse it correctly.

Make careful observations.

Recognise results and observationsthat do not fit into a pattern.

Observe changes of state such as: Melting ice, butter, sulphur, wax Freezing water, sulfur, wax,

saturated copper sulfate solution. Boiling water (kettle), alcohol in

hot water, salt solution. Condensing water, alcohol.

Show ice in a test tube and tryaccount for the condensation onthe outside of the tube.

Sublimation of iodine.

Butter, flowers of sulphur,ice, wax, alcohol(optional).

Heating apparatus (e.g.bunsen burner)solid iodine.

Safety glasses must beworn.Sulfur must be heatedvery gently in smallquantities. It should bedone in a wellventilated space(ideally in a fume hood)due to the chance of itburning to form sulphurdioxide.Sublimation of iodinemust be demonstratedusing a fume hood.

The water cycle couldbe included here.

1 hour


Students model the changes ofmotion and arrangement of particlesduring boiling, evaporation,condensation, freezing and melting.

Students could takethe part of the particlesand act out theirmovement in differentstates.

20 min


Students model the changes ofmotion and arrangement of particlesduring boiling, evaporation,condensation, freezing and melting.

Students could takethe part of the particlesand act out theirmovement in differentstates.

20 min


FrameworkCodes


7Cs1

7Ep7

7Eo1

7Eo2



Make careful observations includingmeasurements.

Present results in the form of tables,bar charts or line graphs.

Measure the temperature during theheating or cooling of a substance.

The temperature of a low meltingsolid, warmed and then allowed tocool, is taken at intervals to note itschange with time.Plot temperatures against time.

Thermometers, heatingapparatus (e.g. Bunsen),heatproof test-tubes.Stearic acid can be used.

Safety goggles shouldbe worn.

The constanttemperature is themelting point.

1 hour

7Cs1

7Ep4

7Ep6

7Ep7

7Eo1


Outline plans to carry outinvestigations, considering thevariables to control, change orobserve.

Identify appropriate evidence tocollect and suitable methods ofcollection.


Make careful observations includingmeasurements.

Plan and then carry out aninvestigation to see how thetemperature of ice changes as it isheated to its boiling point. This timethere should be two constanttemperatures one when it is meltingand when it is boiling.

Plot temperatures against time.

Ice, beakers,thermometers, heatingapparatus (e.g. Bunsen).

Safety goggles shouldbe worn.

This time there shouldbe two constanttemperatures onewhen it is melting andwhen it is boiling.

90 min


FrameworkCodes


7Eo2 Present results in the form of tables,bar charts or line graphs.

7Cs1

7Ec1

7Ec2


Make conclusions from collecteddata, including those presented in agraph, chart or spreadsheet.

Recognise results and observationsthat do not fit into a pattern,including those presented on agraph, chart or spreadsheet.

Analyse and evaluate heating orcooling curves. Students can plotgraphs, draw conclusions about themelting and boiling points ofsubstances. Students can decide ifany of the results do not fit apattern.

Heating or cooling curvedata both in table andgraph form.

Some data needs to bepresented that is notideal having resultsthat do not fit thepattern

50 min

7Cs1

7Ep2

7Ep4

7Ec3


Make predictions and review themagainst evidence.


Consider explanations forpredictions using scientificknowledge and understanding andcommunicate these.

Investigate processes which canspeed up evaporation but note thatit does not take place at constanttemperature. They can account forthe residue and link with saltextraction.

A dish of sea water leftfor a period of time on atop pan balance.

Students can accountfor the residue and linkwith salt extraction.

1 hour



Unit 1C: 7.3 Energy TransformationsIn this unit, pupils build on their previous knowledge of energy as something that makes things happen to develop their knowledge of Different types of energy. Energy as something that cannot be created or destroyed. Energy transfers.It provides the opportunity for pupils to develop their thinking skills in suggesting explanations for their observations. This unit provides a good opportunity toinvestigate the appliance of scientific knowledge and how this has affects our daily life.


Making predictions and reviewing them against evidence. Making careful observations and measurements. Recognise results and observations that do not fit into a pattern. Making conclusions from collected data.


Transformation conservation, kinetic (moving) energy, potential(stored) energy


FrameworkCodes


7Pe2 Recognise different energy typesand energy transfers.

Students can brainstorm their ownideas about what is meant by‘energy’. Examples to illustrate theirdefinition need to be given in theirexplanation.

A guided discussionsuggests that it issomething needed tobring about changessuch as heatingwater, runningupstairs, switching onthe light etc. It has tobe ‘paid for’.

50min

7Pe2

7Eo1

7Eo2

Recognise different energy typesand energy transfers.


Present results in the form oftables, bar charts or line graphs.

Pupils inspect or try a range ofsimple activities such as clockworktoys, lamps, releasing a blown upballoon, burning a match,looking at a photographic negative,rattling atin, etc.

Clockwork toysLampsBalloonsMatches (teacher demo ifappropriate)Photographic negativeTin containing some driedbeans.

Pupils shouldsuggest how energyis being input andwhat outcome isbeing achieved.

1 hour

7Pe2

7Eo3


Use secondary sources.

Knowing the names science uses forthe different types of energy:heat (thermal)lightsoundelectricalchemicalkinetic (movement)potential (stored)

Teacher directed withthe opportunity forresearch using ICT.

20min


FrameworkCodes


7Pe1

7Eo1

7Ec1

Understand that energy cannotbe created or destroyed and thatenergy is always conserved.


Make conclusions from collecteddata.

Compare the transfer of energyfrom several different examples suchas a burner, an electric light, liftingweights for 5 minutes, to find thatenergy is wasted in the form of heatand dispersed in the atmosphere.

Bunsen burnerElectric lightWeights of no more than20N (e.g. bags containingsand).

1 hour

7Pe1

7Pe2



Discussion on what energy is usedfor in the modern world and whatalternatives for each use (if any)were available say, 100 years ago.Illustrate ideas with examples.e.g. electric light compared with oillamps, cars compared with carts etc.The alternatives available in 100years time might also be considered.

Emphasise thatuseful work is donewhen the energyobtained from asource is transferredto a different type ofenergy.

1 hour

7Pe1

7Pe2



Interpret and draw energy transferdiagrams.

Lots of examples can be providedhere so that as many different typesof energy and transfer are coveredas possible. Examples include;catapult, Bunsen burner, clockworktoys, electric motors lifting smallweights, blowing up and releasingballoons, dynamos, the use ofbatteries heating or lighting circuits,light sensitive paper, musicalinstruments.

Students can list some homeappliances and say what energytransfers take place.

Teacher demonstration of:Catapult, Bunsen burner,clockwork toy, electricmotors lifting small weights,balloons, dynamos, the useof batteries in heating orlighting circuits, lightsensitive paper, musicalinstruments.

1 hour30 min


FrameworkCodes


7Pe1

7Pe2


Recognise different energy typesand energy transfers

Study some Sankey diagrams andsuggest what energy is wasted i.e.passed to the surroundings byvarious processes.

Sankey diagramsrepresent quantitiesof energy by thewidth of an arrow.

40min

7Pe2 Recognise different energy typesand energy transfers

Provide pupils with the outline of theprocesses in a power station tocomplete the stages and transfers bycutting and pasting.

A Sankey diagram showing thewasted energy and so the rather lowefficiency of the process should beshown

Paste, paper, cut-outdiagrams of the stages in apower station. Cut-out list ofenergy types.

40min

7Pe1

7Ep2

7Ep5


Make predictions and reviewthem against evidence.

Make predictions referring toprevious scientific knowledgeand understanding.

Swinging a pendulum starting at theteachers nose gives the opportunityto see that the bob does not lose anoticeable amount of energy butsimply transfers it from ‘moving’ to‘stored’ and back again.

Sankey diagrams also help in theexplanation that energy is not usedup but simply transferred tosomething else.

Pendulum bob, string,means of suspending stringand bob.

Teacher demo only.Do not use pupil asvolunteer in casethey move head.

50 min



Unit 2A: 7.4 Microorganisms and DiseaseIn this unit, pupils build on their previous knowledge of health, the characteristics of living things and cells to develop their knowledge of How some microorganisms can be useful to humans but others are harmful. The use of microorganisms in food production. How microorganisms breakdown can cause decay. The work of Louis Pasteur and other scientists studying the human body.


Using information from secondary sources. Choosing appropriate apparatus and using it correctly Making careful observations including measurements Carrying out an investigation Discussing the importance of questions, evidence and explanations.


Microscope microscopic fungi bacteria virus pasteurisation

Note: This unit may be delivered in less time than units 2B and 2C. This is to ensure equal time is allocated to biology, chemistry and physics learning objectives interm 2.


FrameworkCodes


7Bc1

7Eo3

Identify the seven characteristicsof living things and relate these toa wide range of organisms in thelocal and wider environment.


Use secondary sources to investigatethe terms bacteria, fungi, virus.List the characteristics of life shownby each type of microorganism.

Text books, Internet. Link to Stage 7 Unit1A.

40min

7Bc3

7Ep7

7Eo1

Identify the structures present inplant and animal cells as seenwith a simple light microscopeand/or a computer microscope.

Choose appropriate apparatusand use it correctly.


Observe and draw prepared slides offungi as seen under the microscope.Observe photomicrographs of bacteriaand viruses. Include magnification.

Micrographs of bacteria andvirusesMicroscopesPrepared slides of fungi suchas bread mould.

Link to Stage 7 Unit1Ahealth and safety -Use pre-preparedslides. Do not allowpupils to prepare theirown slides.

60min

7Bc2

7Ep3

7Ep4

7Ep6

Know about the role of micro-organisms in the breakdown oforganic matter, food productionand disease, including the work ofLouis Pasteur.

Suggest ideas that may be tested.



Plan and carry out an investigationabout the activity of yeast underdifferent conditions.Relate this to the use of yeast inbread making.

Yeast (dried or fresh),glucose /sugar, flourThermometers, water baths.

Could investigateamount of glucose,temperature etc.

80min


FrameworkCodes


7Ec1 Make conclusions from collecteddata, including those presented ina graph, chart or spreadsheet.

7Bc2 Know about the role of micro-organisms in the breakdown oforganic matter, food productionand disease, including the workof Louis Pasteur.

Demonstrate how to grow bacteria ona nutrient agar plate.

Discuss the risks involved in growingbacteria and how they can becontrolled.

Explain how micro-organisms areused in yogurt and cheesemanufacture.

Teacher Demo.Petri dish containing nutrientagar, preparation of non-pathogenic bacteria,inoculating loop, incubator,disinfectant, Bunsen burner.

Microbes should notbe grown withoutreference to safetyregulations. Useaseptic technique.Seal petri dish afterinoculation. Incubateat 28oC.

50min

7Bc2

7Eo3

Know about the role of micro-organisms in the breakdown oforganic matter, food productionand disease, including the work ofLouis Pasteur.

Use Information from secondarysources.

Research the role of bacteria andfungi as decomposers and presentfindings to whole class.

Secondary sources 40min

7Bc2

7Eo2

7Eo3

Know about the role of micro-organisms in the breakdown oforganic matter, food productionand disease, including the workof Louis Pasteur.

Present results in the form oftables, bar charts and line graphs.


For a range of infectious diseasescaused by microorganisms, discuss:what type of organism is the causalagent, how the disease is transmitted,preventative measures.



FrameworkCodes


7Bc2 Know about the role of micro-organisms in the breakdown oforganic matter, food productionand disease, including the work ofLouis Pasteur.

Investigate the work of Louis Pasteurand pasteurisation, including thescientific method used by LouisPasteur.


7Bc2

7Bh3

7Ep1

Know about the role of micro-organisms in the breakdown oforganic matter, food productionand disease, including the workof Louis Pasteur.

Research the work of scientistsstudying the human body.

Be able to talk about theimportance of questions, evidenceand explanations.

Research the work of scientists in thefight against disease. Present findingsto the whole class

Secondary sources Suitable as individualhomework or groupwork.

60min




Unit 2B: 7.5 The Earth and BeyondIn this unit, pupils build on their previous knowledge of the Earth and Space and develop their ideas on The different type of rocks and soils. Simple models of the internal structure of the Earth. Fossils and the fossil record as a guide to estimating the age of the Earth. How the movement of the Earth causes the apparent daily and annual movement of the Sun and the stars. The relative positions and movement of the planets and the Sun in the solar system. The impact of the ideas and discoveries of Copernicus, Galileo and more recent scientists. The Sun and other stars as sources of light, and that planets and other bodies are seen by reflected light.


The importance of questions, evidence and explanations Planning and carrying out investigations Using information from secondary sources Making predictions and review them against evidence Making conclusions from collected data, including those presented in a graph, chart or spreadsheet Considering explanations using scientific knowledge and understanding and communicate these


Fossil core mantle crust sedimentary igneous, metamorphic orbit planet star moon solar system eclipse


FrameworkCodes


7Ce1

7Ep4

7Eo1

Observe and classify differenttypes of rocks and soils.



Observe different samples of rocksand asked to sort them into groups.Investigate one property of the rocksamples in more detail e.g. porosity,hardness, susceptibility toweathering.

Pupils plan the experiment andpresent their findings to the rest ofthe class.

Several different samplesof rocks e.g. granite,sandstone, lava, chalk,limestone, marble, etc.

40min

7Ce1

7Eo3



Use secondary sources to give theproperties of igneous, sedimentaryand metamorphic rock and howeach different type of rock isformed.Relate properties of each type ofrock to its formation.

40min

7Ce1

7Ep4

7Ep7

7Eo1

7Ec4






Investigate the different soil typesby shaking in water and lettingmixture settle.

Students investigate different soiltypes by finding out how muchwater and humus they contain.

Soil samples, measuringcylinders, crucibles, bunsenburners, balance to weighsoil before and afterheating and roasting.

Wear goggles. Beaware of dangers ofhandling hotcrucibles.

60 min


FrameworkCodes


7Ce2

7Eo3

Research simple models of theinternal structure of the Earth.


Use secondary sources toinvestigate the structure of theEarth.

Discuss the difficulty of studying theinternal structure of the Earth.

30min

7Ce3

7Ce4

7Ce5

7Eo3

Examiner fossils and researchthe fossil record.Discuss the fossil record as aguide to estimating the age ofthe Earth.

Learn about most recentestimates of the age of theEarth.


Students observe fossils orphotographs of fossils.Discuss how fossils are formed.Make a fossil using plaster of Paris.Explain why fossils are found insedimentary rocks and not inigneous rocks.Investigate using secondarysources how the fossil record canbe used to estimate the age of theEarth.Students discuss the limitation ofthis method. Does the age of theoldest fossil tell you the age of theEarth.Pupils investigate the way scientistshave estimated the age of the Earthe.g. using radioactivity.

Plaster of Paris, moulds,objects such as leaves toform impression in plastermould.

Idea that there wereonly fossils formedwhen life exists andthat the conditions ofthe early Earthprecluded life.

50 min

7Pb1

7Ep1

Describe how the movement ofthe Earth causes the apparentdaily and annual movement ofthe Sun and the stars.


Discuss what is meant by a day, amonth and a year in terms of themovement of objects in the solarsystem.Discuss why a day and a year onother planet is different to that onEarth

Posters of solar system. 40min


FrameworkCodes


7Pb1

7Pb2

7Ec3

Describe how the movement ofthe Earth causes the apparentdaily and annual movement ofthe Sun and the stars.

Describe the relative positionand movement of the planetsand the Sun in the solar system.

Consider explanations forpredictions using scientificknowledge and understandingand communicate these.

Watch time-delay images to showthe apparent movement of the Sunand the stars.

Students to make explanations forthese movements and to checkthem against secondary sources.

Time delay imageswww.nasa.gov/

50min

7Pb2 Describe the relative positionand movement of the planetsand the Sun in the solar system

Appreciate that the Earth’s axis istilted and explain how this causesseasons to occur.

Football and tennis ball todemo movement of Earthround the Sun.

30min

7Pb2

7Eo3

7Ec1




Name the planets of the solarsystem and to place them in order.Appreciate that the planets orbit theSun.

Use secondary data to find outabout how and when the planetswere discovered.

Use secondary data to find out whyPluto is no longer considered aplanet.



FrameworkCodes


7Pb1

7Ep2

7Ep5

7Ec2

7Ec3




Recognise results andobservations that do not fit into apattern, including thosepresented in a graph, chart orspreadsheet.


Given data about all or some of theplanets including distance from theSun, day length, year length,average surface temperature, mass,atmosphere identify patterns andoffer explanations for the patterns.If some pieces of information aremissing make predictions.

Data sheets 60min

7Pb3

7Eo3

7Ep1

Discuss the impact of the ideasand discoveries of Copernicus,Galileo and more recentscientists.



Use secondary data to investigatethe ideas of Copernicus andGalileo.

Discuss the difficulties of a scientistin getting an idea accepted.



FrameworkCodes


7Pb4

7Ep2

Understand that the Sun andother stars are sources of lightand that planets and otherbodies are seen by reflectedlight.


Group the following objectsaccording to whether they are lightsources or not – stars, planets,moons, the Sun.

Discuss how it is possible to see theplanets and the Moon even thoughthey are not light sources.Illustrate answers with labelleddiagrams.

Discuss why we only see stars atnight.

60min

7Pb4

7Eo3

Understand that the Sun andother stars are sources of lightand that planets and otherbodies are seen by reflectedlight.


Consider images of lunar and solareclipses.

Discuss what is happening duringthese eclipses.

Check suggested explanations ofeclipses using secondary data.

Football, tennis ball, torch. Using a football torepresent the Earth,a tennis ball torepresent the moonand a torch light torepresent the Sun, itis possible todemonstrate aneclipse.

60min



Unit 2C: 7.6 Putting Things into GroupsIn this unit, pupils build on their previous knowledge of grouping together materials and living things with similar properties and characteristics to develop theirknowledge of Metals and non-metals. Everyday materials and their physical properties. Classify animals and plants into major groups, using some locally occurring examples. Understand what is meant by a species. Investigate variation within a species.


Considering the variables to control, change or observe. Making predictions referring to previous scientific knowledge and understanding and reviewing them against evidence. Using information from secondary sources. Choosing appropriate apparatus and using it correctly. Making careful observations including measurements. Presenting results in the form of tables, bar charts and line graphs. Making conclusions from collected data.


Property absorbent transparent opaque brittle high / low density malleable flexible ductile sonorous, melting point boiling point hardness strengthspecies vertebrates invertebrates microbes fungi bacteria arthropods.


FrameworkCodes


7Cp2 Describe everyday materials andtheir physical properties.

Compare a few household items,pans, doors, shoes, string etc andsuggest reasons for the choice ofmaterials.

Consider the results of interchangingthe materials, wooden shoes, plasticpans etc.

Household items e.g. pans,doors, shoes, string etc.

Achieve a commonunderstanding of thewords used todescribe propertiese.g. transparent,opaque brittle,malleable etc.

30min

7Cp2

7Ep2

Describe everyday materials andtheir physical properties.


Distinguish between absorbent andwaterproof materials by studying thedifferent materials which make upbuildings.

Absorption can be investigated byfinding the mass of water absorbedby a tissue or mopping cloth. Asoaked brick can be put in thefreezer to show the damageresulting.Students should make predictions sothey can review these against theevidence they obtain

Brick, freezer, moppingcloth.

30min

7Cp2

7Ep5



Recognise brittle, flexible andmalleable materials by using easilyobtained materials, e.g. brittle – driedpasta, “squashability” – syntheticfoam, malleability – dough /plasticene.

Various materials e.g. driedpasta, synthetic foam,placticene, rubber band etc.

Safety goggles mustbe worn if forces areapplied to brittlematerials.

30min


FrameworkCodes


7Cp2

7Ep7



Recognise transparent and opaquematerials by investigating theproperties of glass includingtransparency, melting and solidifying,forming into narrow tubes etcNylon granules can be heated gentlyand drawn into threads.

Safety glasses mustbe worn for heating.

30min

7Cp2

7Cp1


Distinguish between metals andnon-metals.

Distinguish between good and badconductors of heat.

Heat one end of rods of differentmaterials.They should be wax-coated with lightweight pins or rice grains set in thewax, which drop off as the heat isconducted along. Include one or twonon-metals such as wood or slate toshow that no conduction can bedetected and one or two differentmetals to show that metals differ intheir heat conduction.

Safety glasses mustbe worn for heating.

50min

7Cp1

7Eo2

7Ec1

Distinguish between metals andnon-metals.



Distinguish between good and badconductors of electricity by setting upa simple circuit with a gap forinserting different materials. This willquickly show that only metals andgraphite conduct appreciably at roomtemperature.

Simple electric circuits withbattery and bulb, variety ofmaterials, metals and non-metals.

40min


FrameworkCodes


7Cp1

7Eo3

7Ec1

Distinguish between metals andnon-metals.Use Information from secondarysources.

Make conclusions from collecteddata

Consider the properties of metalsand non-metals studied so farUse secondary sources to find outmore properties of metals and non-metals.

Classify unfamiliar materials asmetal or non-metal giving evidenceto support each decision.

Secondary sources 50 min

7Bv3 Classify animals and plants intomajor groups, using some locallyoccurring examples.

Classify living things plants (foodproducers), animals (foodconsumers) and other living thingsincluding microbes.

Link to Unit 1A and2A.

20min

7Bv3

7Eo1

Classify animals and plants intomajor groups, using some locallyoccurring examples.


Working on a poster of, e.g. 20,varied animals, ideally locallyoccurring, put them into groups in anumber of different ways.

Evaluate the groupings and decidewhich way is the most useful, forinstance, where they live, what typeof food they eat, number of legs, etc.

Separate into vertebrates andinvertebrates and discuss whyanimals are sorted in this way.

Poster/photos/livingspecimens of about 20various animals e.g.earthworm, snail, differenttypes of fish etc.

Show thatoverlapping criteria(diet), orcharacteristicsshowing continuousvariation (height), donot produce suchwell-defined groupsas items which canbe counted.

50min


FrameworkCodes


7Bv3

7Eo3

Classify animals and plants intomajor groups, using some locallyoccurring examples.


Investigate the different classes ofvertebrates using secondarysources. Each group of pupils couldfind out about one class and thenpresent the information.Pool the information to complete atable of characteristics to distinguishthe five classes.Discuss their information and decideif it is good enough to distinguishbetween animals which look similarbut are in different groups e.g.fish/shark/whale/dolphin.

If necessary providea framework forguidance.

50min

7Bv1 Understand what is meant by aspecies.

Describe what is meant by aspecies. Discuss reasons a specieshas or could become extinct.

Where a speciescannot respond to achange in theenvironment it diesout becausebreeding betweenspecies is notpossible.

15min

7Bv2

7Ec4

Investigate variation within aspecies.


Pupils can study a single species ofbean, flower, moth etc and discovervariation between members. Theymight suggest advantages /disadvantages of these.

They can measure variation inhumans by measuring a quantitysuch as hand span, tongue rolling,height.

Pupils decide the best way topresent data.



Unit 3A: 7.7 Putting Things into GroupsIn this unit, pupils build on their previous knowledge of sorting living things into groups and the characteristics of living things to develop their knowledge of Where organisms live. How organisms interact with each other and the environment. The influences humans have on the natural environment.


Making conclusions from collected data. Carefully observing and describing living things. Recording accurately in a variety of ways e.g. drawing, using tabular forms. Communicating their ideas supported by evidence. Making and presenting conclusions by bringing together evidence from different sources.


Habitat adaptation predator prey producer consumer herbivore omnivore carnivore ecosystem ozone depletion greenhouse effect renewable non-renewable.


FrameworkCodes


7Be1

7Ep6

7Eo1

7Eo2

7Eo3

Describe how organisms areadapted to their habitat, drawingon locally occurring examples.Secondary sources can be used.





Explain what is meant by a habitat.Groups study and describe/draw alocal small habitat such as a hedge,a tree, a pond etc. They try toidentify as many living things thereas possible and group them intogreen plants or fungi, herbivores,omnivores, carnivores.

Through discussion each groupdecides the best way to collect andpresent their results.

Make pictures available foridentifying organisms.

Quadrats, pooters, pit-falltraps, trowel, magnifyinglens.

A comparison oftown and countryhabitats e.g. for mice,could extend thisinvestigation.

60min

7Be2

7Eo3

7Eo2

Draw and model simple foodchains.


Present results in the form oftables, bar charts and line graphs

Draw and interpret simple foodchains. Draw, or cut out supplied,shapes of plants and animal whichcan form three item food chains andhang them up so that the producer isthe lowest item.

Introduce the terms: producer,primary consumer, secondaryconsumer, an omnivore, herbivore,carnivore.

Draw some food chains from thehabitat they have studied in theprevious lesson.

Lots of pictures areavailable on web sites.

Emphasise that foodis used for growthand energy so thedirection of thepassage of energygoes from producerto primary consumerto secondaryconsumer.

50min


FrameworkCodes


7Be3 Discuss positive and negativeinfluence of humans on theenvironment, e.g. the effect onfood chains, pollution and ozonedepletion.

Describe the effect of human activityon a food chain. Discuss severaldifferent scenarios involving humanactivity and food chains to predict theeffect on the organisms within thefood chain.

30min

7Be1

7Ep3

7Ep4

7Eo1

7Eo2

7Eo3


Suggest ideas that may betested.





Investigate by fieldwork howorganisms are adapted within a localhabitat.

Students should investigate usingsecondary sources adaptations ofplants and animals in moreextreme habitats such as desert,mountain, arctic, underwater.

Quadrats, pooters, pit-falltraps, trowel, magnifyinglens

Physical differences,for plants; roots,leaves, for animals;skin, limbs, senseorgans etc.Pupils will meet onlya small variety butshould be able tosuggest how a givenadaptation helps anorganism to survive.

100 min


FrameworkCodes


7Be1

7Eo3

7Ec4




Explain how some organisms areadapted for day and night. In groups,consider which animals are active indaytime and which in night-time andstudy their adaptations.

The adaptations are based onsurvival; food, water, shelter,protection from predation.

Examples will bedepend on regionsbut should include avariety from theanimal kingdom,frogs, lizards, owls,bats. Also includesome plants, flowersopening in the daytime.

40min

7Be1

7Eo3

7Ec4




Compare photographs/pictures ofanimals and plants at differentseasons and discuss how theysurvive e.g. hot/rainy season,summer/winter season and whyparticular measures have to be takenin extreme temperatures.

Photographs/pictures ofanimals and plants atdifferent seasons. Examplesmay include hibernation,migration, coat colourchange in animals.Deciduous trees, floweringtimes etc in plants.

40min

7Be3

7Ec4

Discuss positive and negativeinfluence of humans on theenvironment, e.g. the effect onfood chains, pollution and ozonedepletion.


The needs of an increasing humanpopulation.

In groups, discuss the needs of anincreasing population and displaye.g. as a topic web. Compare twodiffering populations such as peoplein desert areas and those in majorcities. Present ideas to the wholeclass.

The list may includefresh air, livingspace, water, food,mineral resources.

30min


FrameworkCodes


7Be3

7Ep1

7Eo3

7Ec4

Discuss positive and negativeinfluence of humans on theenvironment, e.g. the effect onfood chains, pollution and ozonedepletion.




Understand the problems ofobtaining clean air.

Schools in cities can test for air bornparticles by leaving a white tissue onthe outside of a building for a fewdays and comparing with a cleanone.

A waxy or oily fuel can be burnedand the fumes collected on cottonwool or similar.

Use secondary sources toinvestigate the cause and effects ofozone depletion.

Produce a poster or PowerPoint toexplain why the use of CFCs shouldbe banned

Waxy /oily fuel /candleCotton wool /white paper.This should be ademonstration as the fumescan be unpleasant. Safetyprecautions should be takenas appropriate and a fumehood used if necessary.

Pollutants includecarbon dioxide(global warming),oxides of nitrogenand sulphur dioxide(acid rain), smoke(smog).

60min

7Be4

7Ep1

7Eo3

Discuss a range of energysources and distinguish betweenrenewable and non-renewableresources. Secondary sourcescan be used.


Use Information from secondarysources

Distinguish between a non-renewable and a renewable energyresource. Produce a list of a list ofnon-renewable and a list ofrenewable resources.

Evaluate the advantages of havingrenewable energy resources.

Research the mining of a namedfossil fuel and report findings towhole class, giving both advantagesand disadvantages.

70min



Unit 3B: 7.8 Acids and BasesIn this unit, pupils build on their previous knowledge of acids to develop their knowledge of How to tell if a solution is an acid or an alkali. Using a pH scale. Neutralisation and some of its applications.


Suggesting ideas that may be tested. Outlining plans to carry out investigations, considering the variables to control, change or observe. Identifying appropriate evidence to collect and suitable methods of collection. Choosing appropriate apparatus and use it correctly. Making conclusions from collected data.


Acid acidic alkali alkaline base neutral indicator pH scale.


FrameworkCodes


7Cc3 Use indicators to distinguish acidand alkaline solutions.

Comparing different acids. Providea display of acids (vinegar, lemonjuice, canned drink, laboratory acids)with hazard labels whereappropriate.

Discuss the meaning of the hazardlabels.

Students can discuss and draw ahazard label seen on a sack ofchemicals or on a chemicaltransporter.

Different acids e.g. vinegar,lemon juice, canned drink,laboratory acidsHazard labels.

Teacher andstudents to wearsafety glasseswhenever usingacids.

Link wash of spillagewith dilution of acid.

20min

7Cc3

7Ep3

7Ep4

Use indicators to distinguish acidand alkaline solutions.



Test indicator solutions with anacidic solution, alkaline solution anddistilled water (neutral).

Students to design a set ofinstructions to explain how todistinguish acidic, alkaline andneutral solutions (this will normallyneed the use of two indicators).

Spotting tiles and teatpipettes will reduce thequantities of chemicalsneeded.

Suitable indicators arelitmus, methyl orange andphenolphthalein. Suitableindicator paper can be usedif needed. Do not useUniversal Indicator at thisstage.

Use dilute hydrochloric acidas the acidic solution anddilute sodium hydroxide asthe alkaline solution.


40min


FrameworkCodes


7Cc3

7Ep7

7Eo1

7Eo2





Prepare indicator dyes from colourfulvegetables, fruits, flowers; goodexamples are turmeric, red cabbage,beetroot.

Use the prepared indicator on someacids and alkalis as the chemicalopposite of an acid.

Selection from: turmeric, redcabbage, beetroot, colourfulflowers.

Heating apparatus,heatproof beakers, water.Two named acid solutions,two named alkali solutions.

If stored until anotherlesson the prepareddyes should be keptout of the light.

80 min

7Cc1

7Cc3

Use a PH scale.


Define acids, alkalis and a neutralsolution in terms of pH.

Demonstrate the scale of colours(pH) shown by Universal Indicator(mixture of plant dyes).Pupils should draw a suitable colourchart.

Explain why Universal Indicator ismore useful than other indicatorswith one colour change.

Coloured pencils aremore realistic thanpens for charts.

40min

7Cc1

7Cc3

7Eo1

Use a PH scale.



Use Universal Indicator to test somedifferent substances such astoothpaste, fruit drinks, indigestiontablets, soil shaken in water, and putin position on the scale.

Universal Indicator solution,toothpaste, fruit drinks,indigestion tablets, soilshaken in water.


30min


FrameworkCodes


7Cc3

7Ep3

7Ep4

7Eo1

7Eo2

7Ec4







Recognise some problems withacidic properties.Plan to investigate one or more ofthese.• Acid rain on buildings (HCl andcrushed limestone)• pH of soil (test soils to find outwhich would support which range ofplants)• Sour milk (test milk of differentages left in warm conditions).

Do preliminary work and then someexperimental work to collect primarydata and then make a simpleconclusion.

HCl, crushed limestone,soils, milk of different ages,Universal Indicator solution.Test-tubes etc.

60min

7Cc2

7Cc3

7Eo1

7Eo2

Understand neutralisation andsome of its applications.




Prepare a neutral solution by addingalkali a drop at a time to acidcontaining indicator and identifyneutralisation. Similarly add acid toalkali.

Dilute alkali solution, diluteacid solution, UniversalIndicator solution.

Teacher andstudents to wearsafety glasseswhenever usingacids. Encouragethe use of smallquantities.

60min


FrameworkCodes


7Cc2

7Ep7



Prepare crystals of common salt.

Pupils can prepare salt but it is bestto demonstrate the neutralisationand then provide students withsolution. This is then evaporated toreduce and then left to cool. Thecrystals can be examined.

Commercial production of salt canbe researched.

Dil HCl, dil NaOH,evaporating basins, heatingapparatus, hand lenses

It is important thatpupils areevaporating asolution which isneutral. A pH probecan be demonstratedif available.Safety goggles mustbe worn.

60min

7Cc2

7Eo3



Describe the use of neutralisation tosolve a problem.

Cures for indigestion (test somepowders with indicator).Dissolving scale from kettles.Cleaning teeth.Acidic bites (ants, bees) can easedby adding mild alkali (sodiumcarbonate), alkaline bites (wasps)can be eased using mild acid(vinegar).Study the labels of cosmetics,shampoos etc.

Make a display of magazine picturesof uses of acids and alkalis.

The most effectiveacids / alkalis are toocorrosive to be usedin thesecircumstances.

80min



Unit 3C: 7.9 Forces and their EffectsIn this unit, pupils build on their previous knowledge of pushes and pulls to develop their knowledge of The effects of forces on movement, including friction and air resistance. The effects of gravity on objects.


Suggesting ideas that may be tested. Outlining plans to carry out investigations, considering the variables to control, change or observe. Making predictions referring to previous scientific knowledge and understanding. Identifying appropriate evidence to collect and suitable methods of collection. Choosing appropriate apparatus and use it correctly. Making careful observations including measurements. Presenting results in the form of tables, bar charts and line graphs. Considering explanations for predictions using scientific knowledge and understanding and communicate these. Presenting conclusions using different methods.


Force motion gravity friction air resistance.


FrameworkCodes


7Pf1

7Eo1

7Eo2

Describe the effects of forces onmotion, including friction and airresistance.


Present results in the form oftables.

Find out that forces change thespeed and direction of objects.Pupils should try activities to showthe effect on speed of pushing andpulling forces.

Examples include kicking a squashyfootball and pulling a raft acrosswater.

Squashy football, raft, largebowl of water, roller skateetc

60min

7Pf1

7Eo1

7Eo2




Measuring forces using various forcemeters. Use bathroom scales forpushing against a wall or squeezingwith the hands.

Forcemeters, bathroomscales. You could use astrong spring for stretching(it can be calibrated againstknown weights).

60min

7Pf1

7Ep4

7Ep5




Investigate the effect of forces on theshape of objects.

Investigate the extension of anexpendable spring with addedweights. Pupils make their ownsprings with copper wire and thisavoids the need to use heavyweights. Rubber bands can be usedbut need quite a few heavy weights.

Copper wire, rubber bands,various small weights (10g -100g)

80min


FrameworkCodes


7Ep6

7Ep7

7Eo1

7Eo2





7Pf2

7Ep7

Describe the effect of gravity onobjects.


The relationship between gravity andweight.Hang kilogram masses on Newtonmeters to find their weight. This canbe described as the pulling force ofthe earth. Other weights can befound to familiarise students withnewtons.

Kilogram masses, newtonmeters. Other masses tofind weight of.

Describe weight asthe force of gravity.

Explain thedifference betweenmass and weight.

60 min

7Pf1

7Ep5

7Ec3




Investigate balanced andunbalanced forces on objects.Pupils should find out by applyingequal forces in opposite directions toan object at rest, that it can stay atrest, e.g. a wooden trolley with equalmasses attached on opposite sides.Pupils can apply the idea to afloating object such as wood onwater. The force acting downwardscan be measured with a Newtonmeter and then the wood loweredinto water showing the upthrust.

Wooden trolleys, newtonmeters, various masses,wooden blocks.

Introduce the idea ofthe reaction force.

60min


FrameworkCodes


7Pf1

7Ep5

7Ec3




Look at sliding forces along differentsurfaces e.g. the soles of shoes ongravel, tarmac, vinyl. Balancedforces can also result in constantspeed. To show reduction of frictionleading to balanced forces home-made hovercraft can be used.

Friction during movement can becompared with and without theballoon.

Investigate the forces that move anobject down a ramp. The effect ofthe gradient of the ramp, the weightof the object, the surface of theobject could all be studied.

Handmade hovercraft areflat wooden shapes with ahole in the centre. Themouth of a blown up ballooncan be pushed through thehole and the air will supportthe wood for a short time.

Ramp, objects with differentroughness of surface, ordifferent masses.

www.school.discovery.com/lessonplans/programs/frictioninourlives/index.html

60min

7Pf1

7Ep5

7Ec3




Discuss air resistance and explain interms of forces what happens to aparachutist when they jump from anaeroplane until they land.

Investigate the motion of differentparachutes e.g. changing surfacearea, weight.

Homemade parachutesfrom handkerchiefs/tissueand thread with a bobweight.

The air resistance onfalling objects leadingto terminal velocityshould be referred tohere.

60min


FrameworkCodes


7Pf1

7Ep5

7Ec3




Consider gravity and the planets.

The existence of a centripetal forcecan be shown by swinging a smallobject (a bung) around the head ona string. Releasing it shows thedirection of travel of the object. Showa model of the solar system anddiscuss how the planets are held inplace by the gravitational pull of theSun.

Small bung, string. Link to Unit 2B, TheEarth and beyond.

40min

Documents

Scheme of Work – Science stage 7 - · PDF fileScheme of Work – Science stage 7 ... Blank templates are also available on the Cambridge Secondary 1 website for you to use if you