Triology Biology KS4 Final - smartfuse.s3.amazonaws.com · Web viewPhloem cells have pores in their end walls for movement of cell sap. Define the terms . Transpiration. ... Know

Shevington High School

Trilogy Biology Science Scheme of work: KS4 Years 9 Year 9Year 9 Term 1 Week 1

Key idea Specification content/Learning Outcomes

Learning activity and resources

Prokaryotic and Eukaryotic cells

Identify plant, animal and bacterial cells and classify them as eukaryotic or prokaryotic cells.Describe the differences between eukaryotic and prokaryotic cells in terms of structure and size.

Draw and label the cells.Do a venn diagram to compare.

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Animal and Plant cells Label diagrams of animal and plant cells.Describe the order of size of: cell, nucleus, chromosome and gene. Describe the function of the main organelles.

Recap key parts of cells then examine more detailed cells and introduce mitochondria and ribosomes (organelles) Sequence activity for order of sizeHave organelles around the room. Students to find the organelles and describe their function.

Week 2Key idea Specification

content/learning outcomesLearning activity and resources

Specialised cells Explain how specialised cells are adapted for their function. Use the term differentiation to describe the process of specialisation

Observe different cells in a flower : pollen, petal, leaf, stem using bioviewers or microscopes. Students should then produce a mind map style poster/diagram which summarises all the different types of specialised cells

Finish with a quick quiz showing pictures and students should identify the cells and describe the main features

Specialised cells Explain how specialised cells are adapted for their function. Use the term differentiation to describe the process of specialisation

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content/Learning outcomesLearning activity and resources

Required Practical:4.1.1.2 Microscopy

Prepare slides of plant and animal cells and describe the procedure.Correctly use a microscope to observe cells under different magnifications.Carry out magnification calculations

Students to complete required practical.Produce onion skin slides. And look at cheek cells slides. Draw at low and high magnificationThey should use their required practical lab books to complete the practical and complete the questions to confirm understanding

Required Practical continued

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content/learning outcomes.Learning activity and resources

Cell Division: Chromosomes and the cell cycle

Identify chromosomes in a diagram, observe pairs, and total numberDescribe large number of genes on individual chromosomes.Label 3 phases of the cell cycle.

HomeworkMitosis research

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Observe images of dividing cells.Describe the process of mitosis to produce two identical daughter cell

Stem cells Define the term stem cell Describe where stem cells can be found in animals : adult and embryonic stem cells Describe how stem cells could be used to help treat some medical conditions.Evaluate risks and benefits, as well as the social and ethical issues concerning the use of stem cells from embryos in medical research

Use of short video clip (teachers TV), students define stem cells and evaluate the use of stem cells for medical conditions.

Adult Stem cell cloning, Clip on using heart stem cells to regenerate heart attach damage looking at evidence from the ‘Frieburg” study.Use the support sheet for research activity.


content/learning outcomeLearning activity and resources

Therapeutic cloningStem Cells in plants

In therapeutic cloning an embryo is produced with the

Sequence activity

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same genes as the patient.Meristem Tissue in plants can differentiate into any type of plant cell.

Topic test on Cell biology 3 question test which students mark themselves and then identify areas of weakness



Cell transport and Diffusion

Identify 3 types of transport: diffusion, active transport and osmosis

Summarise all three and how they differ complete a table to show the differences

Cell transport and Diffusion

Define the term ‘diffusion’.Give examples of substances that diffuse into and out of cells.

Carry out Methylene blue diffusion experiment



Cell transport and diffusion

Explain how temperature, concentration gradient and

Write a conclusion for the experiment.Interpret graphs on how concentration gradient,

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surface area affect the rate of diffusion.

surface area and temperature affect rate of diffusion.

Students should calculate rate of diffusion from a graph (maths in science)

Exchange surfaces Calculate and compare surface area: volume ratios.Describe and explain how an exchange surface is made more effective.

Maths in science style lesson, getting students to look at cubes and surface area to volume. Practical activity Oxbox B3.4

HALF TERM WK 8Week 9

Key idea Specification content/learning outcomes


Exchange surfaces Explain how the small intestine and lungs in mammals, and roots and leaves in plants, are adapted for exchange of substances.Active Transport moves molecules from a more more dilute solution to a more concentrated solution.

Research exchange of gases in the lungs. Students can use a spirometer to look at lung volume. Describe and explain the role of alveoli.

Define active transport and apply to movement of substances in the villi and root hair cells.

Compare the differences between the three processes of diffusion, osmosis and active transport

Exchange surfaces Describe and explain how an Research key adaptations of other exchange 6

exchange surface is made more effective.

surfaces, villi in the intestines for digestion, gas exchange in leaves and in fish.Use the fact recall questions in the text book to check knowledge and understanding.

Week 10Key idea Specification content Learning activity and resourcesRequired Practical: Osmosis

Investigating the effect of a range of concentrations of sugar solutions on the mass of plant tissue

Required practical 4.1.3.2 Use required practical book.

Required Practical: Osmosis

Investigating the effect of a range of concentrations of sugar solutions on the mass of plant tissue

Continue with required practical analysis and questions



Topic test on exchange surfaces and cell transport

3 question test which students mark themselves and then identify areas of weakness

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Intervention lesson Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified



Principles of organisation Explain the terms cell, tissue, organ, organ system and organism, and be able to give examples of each.Have an understanding of the size and scale of cells, tissues, organs, organ systems and organisms.Describe the main systems in the human body and their functions.

Group/market place activities to research different organ systems: Digestive, Nervous, Endocrine, Circulatory, skeletal, reproductive.students identify the organs of the sytems, the tissues for each organ and the cells.

The 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

Recap from KS3 students should label a diagram of the digestive system and describe the function of each organ. Relate to surface area and Villi

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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.



Required practical: Food tests

Use qualitative reagents to test for a range of carbohydrates, lipids and proteins. To include: Benedict’s test for sugars; iodine test for starch; and Biuret reagent for protein.

Students carry out tests for sugars, starch, proteins and lipids.

Required practical: Food continued

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Enzymes Define the terms ‘catalyst’ and ‘enzyme’.Use the lock and key theory and collision theory to explain enzyme action.

Model lock and key mechanism

Enzymes and Digestion Describe the properties of enzymes.Explain why enzymes are specific and are denatured by high temperatures and extremes of pH.

Trypsin experiment looking at how temperature affects enzyme action.

Discuss how enzymes become denatured


contentLearning outcomesLearning activity and resources

Enzymes and Digestion a/a a/aRequired practical: Carry out a safe, controlled Investigate the effect of pH on amylase

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Investigate the effect of pH on the rate of reaction of amylase enzyme.Students should use a continuous sampling technique to determine the time taken to completely digest a starch solution at a range of pH values. Iodine reagent is to be used to test for starch every 30 seconds.

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 resultsTemperature must be controlled by use of a water bath or electric heater.

Week 16Key idea Specification content Learning activity and resources

Allow one week for assessment week beginning 8th October

CHRISTMAS BREAK WK 17 & 18Year 9 Term 2Week 19



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Required practical continued

a/a Graphwork and conclusions.

Analyses graphs for changes in pH and TemperatureHuman Digestive enzymes

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.

Students should research the main enzymes in the human body. Carbohydrases, proteases, Lipases, Bile

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Topic test on enzymes and digestion

Enzymes and Digestion 3 question test which students mark themselves and then identify areas of weakness

Intervention lesson Look at areas of weakness and students can re-do or complete a new question/activity based on their area of weakness identified



Breathing SystemHow the lungs are adapted for efficient gas exchange

Label the main structures in the gas exchange system – trachea, bronchi, alveoli and capillary network around alveoli.Link differences in inhaled and exhaled air to cellular respiration

Label diagram of the lungs.Carry out composition of inhaled and exhaled air. Students should write a conclusion for their results.

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Recall from exchange surfaces how the alveoli are adapted for efficient gas exchange.

Blood VesselsStructure and function of arteries, veins and capillaries

Explain how the blood vessels are adapted for their function

Model the three types of vessels. Students should compare the three types.Compare microscope slide pictures of veins and arteries.Peer assessment task



BloodBlood is a tissue consisting of plasma, red blood cells, white blood cells and platelets.

Describe the four main components of blood.Explain how each component is adapted for its function.Identify pictures of the different blood cells.

Model blood using cheerios and marshmallowsBlood questions.

The HeartStructure and double pump

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

Use a model, and diagrams.

Also model the double pump system by getting students to move around the room via the heart lungs and body, picking up oxygen in the lungs and

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vein and aorta.Describe the flow of blood from the body, through the heart and lungs and back to the body.Describe the heart as a double pump and explain why this is efficient.

depositing in in the body cells.

Week 23Key idea Specification content/ Learning activity and resourcesThe HeartStructure and double pump

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.Describe the heart as a

Heart dissection activity

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double pump and explain why this is efficient.

Coronary heart disease

Fatty material builds up in coronary arteries reducing blood flow to the heart muscle.Risk factors for heart disease

Show the video – heart attack.

Students should discuss the risk factors

Week 24Key idea Specification content Learning activity and resourcesCoronary heart disease

Stents can be used to keep the coronary arteries open.Statins reduce cholesterol levels, so fatty material is deposited more slowly. Replacement heart valves stop blood leakingHeart transplant from an organ donorArtificial hearts

Research activity to look at treatments for heart diseases. Students should compare advantages and disadvantages of each treatment.

Cloze passage available for lower level groups.

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Topic test on breathing and circulation

Breathing and circulation 3 question test which students mark themselves and then identify areas of weakness

Spring ½ term Week 25Week 26

Key idea Specification content Learning activity and resourcesIntervention lesson Look at areas of weakness and students can re-do or

complete a new question/activity based on their area of weakness identified

Intervention work

Week 27Key idea Specification content Learning activity and resourcesPlant cell organisation Label the main organs of a

plant and describe their functionsKnow examples of plant tissues and their functionsKnow that leaves are Organs and understand that the structures of the tissues in leaves are adapted to allow them to perform.

Use bioviewers to examin the cross section of a leaf.

Students can draw/or label a cross section diagram of a leaf and describe the function of each layer

Transpiration and Translocation

Describe the roles of Phloem and Xylem

Label diagrams for phloem and Xylem. Show celery cross –sections that have been left overnight in blue

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ink to show the xylem.

Then discuss and research what is meant by the ‘transpiration’ stream.

Sequence a series of statements for the transpiration stream.

Week 28Key idea Specification content Learning activity and resourcesTranspiration and stomata

Explain why there are more stomata on the lower surface of a leaf.Describe the role of stomata and guard cells to control water loss and gas exchange.

Examine the two sides of a leaf using nail varnish and microscope slides. Students to sount the number of stomata on each side.Calculate stomatal density.Conclusion required to explain why there is a difference

Plant transport systems

The roots, stem and leaves form a plant transport

Define the terms Transpiration

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system.Root hair cells absorb water by osmosis and mineral ions by diffusion and active transport. (See next lesson).Xylem tissue transports water and dissolved ions. The flow of water from the roots to leaves is called the transpiration stream.Xylem tissue is composed of hollow tubes strengthened with lignin.Phloem tissue transports dissolved sugars from the leaves to other parts of the plant. The movement of food through phloem is called translocation.Phloem cells have pores in their end walls for movement of cell sap.

TranslocationActive transportDescribe the organs that make up the plant transport system.Describe the role of xylem, phloem and root hair cells and explain how they are adapted for their functions.

Week 29Key idea Specification content Learning activity and resourcesPlant transport systems

Factors which affect therate of transpiration are:

Investigate factors affecting transpiration using a potometer

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• temperature• humidity• air flow• light intensity.

Interpret data.

Plant transport systems

Factors which affect therate of transpiration are:• temperature• humidity• air flow• light intensity.

Investigate factors affecting transpiration using a potometerInterpret data.

Week 30Key idea Specification content Learning activity and resourcesActive transport Active transport involves the

movement of a substance against a concentration gradient and requires energy from respiration.Mineral ions can be absorbed by active transport into plant root hairs from very dilute solutions in the soil.

Define the term ‘active transport’.Describe where active transport occurs in humans and plants and what is transported.Explain why active transport requires energy.Explain how active transport enables cells to absorb ions from very dilute solutions.

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Active transport Sugar can be absorbed by active transport from the gut into the blood.

Explain the relationship between active transport and oxygen supply and numbers of mitochondria in cells.


Allow 1 week for assessment week beginning 18th March

Easter Holiday Weeks 32 and 33

Year 9 Term 3 Week 34

Key idea Specification content Learning activity and resourcesEnd of Topic Assessment for Plants and transport


Intervention lesson

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Week 35Key idea Specification content Learning activity and resourcesEcology: communities Know – what an ecosystem

is, the levels of organization that make up an ecosystem, what organisms need from their surroundoings and other organisms to survive.Know that Organisms compete for resources and examples of what they compete for.Identify resources being competed for when given relevant information

Read charts and graphs relating to how organisms interact and interpret the information presented

Know that species in a community are independent – they rely on each other for resources.

Know that removal of a species can have wide reaching effects on the whole community.

Research key terms/definitions.Identify resources that organisms compete forCarry out grey squirrel/red squirrel exercise where students look at numbers of squirrels and how the introduction of an invasive species affects the numbers of native species.Textbook examples pages 256/257

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Know what a stable community is.

Ecology: Abiotic and biotic factors

Be able to recall examples of biotic and abiotic factors.

Understand how a community may be affected by changes in abiotic and biotic factors with examples.Be able to read and make sense of data about biotic and abiotic factors factors presented in graphs and charts

Research examples of biotic and abiotic factors

Interpret data (page 259/260)

Week 36Key idea Specification content Learning activity and resourcesEcology: Adaptations Know that organisms have

adaptations to help them survive.Know that they can be structural, behavioural or functional

Know what an extremeophile is and give examples.

Research activity, defining structural, behavioural and functional.Define extremophile

Produce an information booklet which gives an example of each of the above and explain how adaptations help them to survive.

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Ecology: Levels of organisation

Know that food chains show the feeding relationships between different species in an ecosystem

Know that all food chains begin with a producer and is responsible for producing all the biomass on earthKnow what primary, secondary and tertiary consumers are.

Start with simple food chains and identify the different levels of consumers. (recap of KS3).Students to produce their own examples and identify the different types of consumers

Week 37Key idea Specification content Learning activity and resourcesEcology: Levels of organisation

Know what a predator is. Then do a predator prey simulation where pupils with blind folds put place their fingers on a grid with different numbers of prey. Note the relationship between different numbers of prey and successful kills.

Know that the population sizes of predators and prey increase and decrease in predator-prey cycles

Then interpret a predator prey graph.

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Week 38Key idea Specification content Learning activity and resourcesEcology: Using Quadrats and Transects

Required Practical 7

Know how ecologists use quadrats to estimate numbers of organisms

Be able to work out mean, mode and median of data on the abundance of organisms

Be able to produce graphs of abundance data with appropriate axes and scales

Use transects to investigate the distribution of organisms across an area

Required practical 7. 4 lessons, practical tasks and write ups

a/a continued. Past paper question to assess understanding of quadrats

Summer ½ term week 39Week 40

Key idea Specification content Learning activity and resourcesEcology:The Carbon cycle Know that carbon is Students produce their own carbon cycle in groups

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constantly cycled between organisms and the atmosphere.Describe how each process removes CO2 from the atmosphere or returns CO2 back into the atmosphere.

using key labels of processes and stores.

Ecology:The Carbon cycle Present to the rest of the class. – peer assessment of carbon cycles

Week 41Key idea Specification content Learning activity and resourcesEcology: The water cycle Know that the water on earth

is constantly recycled in a process called the water cycle.

Understand that all materials in our environment are recycled to produce the building blocks for new organisms and that lots of different materials are constantly cycling through the biotic and abiotic parts of an ecosystem

Group activity, wherby students have to look at a large diagram of the water cycle and then have to re-draw it onto a blank piece of paper.

Follow this up with exam style questions on the carbon and water cycles.

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End of Topic Assessment for Ecology part 1


Week 42Key idea Specification content Learning activity and resourcesAssessment week beginning 17th June

Week 43Key idea Specification content Learning activity and resourcesIntervention and catch - upIntervention and catch - up


Allow two weeks for assessment week and intervention


Allow two weeks for assessment week and intervention

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End of year catch-up lessons/enrichment activities

Year 10Year 10 Term 1 Week 1



Communicable and Define communicable, non- Recap – define Communicable and Non-28

NCD’s communicable, disease and pathogen.

Communicable diseases. With examples.Sort exercise for identifying communicable and non-communicable.

What is health worksheet

Communicable and NCD’s

State the four main groups of pathogen.Describe the main differences between bacteria and viruses, size and reproduction

Research the 4 types. Complete a comparison of viruses and bacteria

Week 2Key idea Specification content Learning activity and resourcesViral and Bacterial diseases

Know causes, symptoms, and treatments for the following viruses and bacteria:MeaslesHIVTobacco Mosaic virusSalmonellaGonorrhea

Students to use detailed notes to produce condensed fact sheets for each disease.

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Viral and Bacteria diseases continued

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Week 3Key idea Specification content Learning activity and resourcesCommunicable Diseases Students should be able to

explain how the spread of diseases can be reduced or preventedExplain how pathogens can be spread to plants or animals and cause infection.Explain how the spread of disease can be reduced or prevented.Hand washing and Semmelwies

Students complete the Mystery experiment.

Communicable Diseases continued

Students should be able to explain how the spread of diseases can be reduced or preventedExplain how pathogens can be spread to plants or animals and cause infection.Explain how the spread of disease can be reduced or prevented.Hand washing and

Students complete the Mystery experiment.

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Semmelwies

Week 4Key idea Specification content Learning activity and resourcesProtist Diseases Pathogens that cause

malaria are protistsKnow that malarial protists have a lifecycle that includes the mosquito. Malarai causes recurrent episodes of fever and can be fatal.Know how the spread of malaria can be reduced through preventing vectors, mosquitos, from breeding and using nets to avoid being bitten.

Complete life cycle diagrams and information ticket to explain the causes, symptoms, treatments and prevention methods for malaria

NCD’s Define health as mental and physical wellbeing.Identify risk factors: smoking, alcohol, diet, stress, life events impact on health.Interaction of factors physical poor health nay lead to depression. Link lifestyle and

Identify risk factors.Sort into direct causes of disease or linked to.Discuss cost of NCDs in terms of Human costs and financial.Questions to assess learning.

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environment to NCD’s. CHD, Type 2 diabetes, liver and brain function, unborn babies.Causal mechanism proven in some not all.Explain how and why the Government encourages people to lead a healthy lifestyle.

Week 5Key idea Specification content Learning activity and resourcesNCDs continued 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.

Cancer. Analyse data activity and define benign/malignant tumours.

GCSE question on Cancer

Human defence systems

Describe the body’s first line defences

Word search starter.Students then identify the main ways the body

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Explain how microbes make us feel ill and how viruses damage cells.Explain how the immune system defends against diseaseDescribe what white blood cells do.Phagocytosis, antibody production and antitoxin production.Explain why antibodies are specific for one pathogen/ antigen.

prevents pathogens from entering the body. Cut and stick activity.Then look at white blood cells and summairse the 3 ways white blood cells attack patogens. Research and summary activity

Week 6Key idea Specification content Learning activity and resourcesHuman defence systems continued

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Vaccination Describe what a vaccine contains.Explain how vaccines prevent disease.Immunity allows a person to produce specific antibodies quickly to prevent infection.Explain the idea of ‘herd

Show video clips – Vaccination and Herd immunity.Students to complete sequencing activity of how Vaccinations work.Immune system GCSE question

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immunity’.

Week 7Key idea Specification content Learning activity and resourcesDiscovery and development of drugs

Painkillers and other medicines are used to treat the symptoms of disease but do not kill pathogens.Aspirin originally came from willow barkDigitalis to treat heart disease originally came from foxglovesAlexander Fleming discovered penicillin from the Penicillium mould.Explain why drugs need to be tested before they can be prescribed.Describe the main steps in the development and testing of a new drug.Give reasons for the different stages in drug testing.Explain the terms placebo and double-blind trial.

Painkillers- identify painkillers students have used.

Compare with antibiotics.

Show antibiotic video on reducing the increase in antibiotic resistant bacteria.

Small research tasks for the origins of Aspirin, penicillin and digitalis

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Discovery and development of drugs

Explain how antibiotics treat only bacterial diseases and how this has saved lives.Describe the problems associated with antibiotic resistance. See 4.6.3.7Explain the difficulty in developing drugs that kill viruses without damaging body tissues.

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Key idea Specification content Learning activity and resourcesDiscovery and development of drugs continued.

Understand why new medicinal drugs have to be tested before being used by the public

Understand that during trials drugs are tested for toxicity and to find the optimum dose.Describe the process of preclinical testing of drugs.

Drug trials – presentation on the thalidomide story.Students then to sequence drug trialling methods. Blind/double blind trials.

Students design their own trial. Or do a trial using lemonade, sugar free vs sugared looking at heart rate.

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Know the terms ‘optimum dose’, placebo, double blind trials

Discovery and development of drugs continued

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Week 10Key idea Specification content Learning activity and resourcesCommunicable and Non-communicable end of topic test

3 questions foundation or higher. Students should self-assess and then complete green sheets

Intervention lesson

Week 11Key idea Specification content Learning activity and resourcesBioenergetics: Photosynthesis

Know the photosynthesis equation:

Carbon dioxide + water glucose and oxygen

Know what plants use glucose for.

Describe the process as an endothermic reaction in which energy is transferred

Introduce the process of photosynthesis

Recap a plant cell and identify parts of a leaf cell.

Complete testing a leaf for starch experiment. Students should follow this up with research of what plants use glucose for. (page 146 combined biology)

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from the environment to the chloroplasts by light.

Rate of photosynthesisRequired practical 5 Investigating the rate of photosynthesis

Explain the effects of temperature, light intensity, carbon dioxide concentration and amount of chlorophyll on the rate of photosynthesis.

Complete required practical 5 investigating the rate of photosynthesis.

Week 12Key idea Specification content Learning activity and resourcesRate of photosynthesis continuedRequired practical 5 Investigating the rate of photosynthesis

Explain the effects of temperature, light intensity, carbon dioxide concentration and amount of chlorophyll on the rate of photosynthesis.

Continue with the practical analysis of data and work out the rate of photosynthesis.

Limiting factors in photosynthesis.

Extract and interpret graphs of photosynthesis

Students to interpret graphs on the limiting factors:

Light, CO2, and temperature. (page 148 combined biology).

Week 13Key idea Specification content Learning activity and resourcesa/a a/a Plot a limiting factor graph from data provided.

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Rates of photosynthesis Calculate rates of photosynthesisHigher only:Understand and use inverse proportion – the inverse square law and light intensity in the context of photosynthesis

Demonstrate the method for calculating rates of photosynthesis using GCSE examples.Show the inverse square law in relation to light intensity and distance. Use this to calculate the light intensity.

Week 14Key idea Specification content Learning activity and resourcesLimiting factors are important in the economics of enhancing the conditions in a greenhouse to get the best rate of photosynthesis and still get a profit

Higher only: Understand that temperature light intensity and carbon dioxide concentration in a plants environment can be managed artificially in order to increase the rate of photosynthesis and therefore increase profit

Students to draw a a diagram of a greenhouse and annotate it with methods used to increase limiting factors to maximize plant growth.

Followed by GCSE style question to interpret data on artificial environments. (page 156 combined biology)

Learning check for photosynthesis

Students should do a mini-assessment on questions on photosynthesis


contentLearning activity and resources

Assessment week and intervention Week beginning 29th

October

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Intervention and catch up last week of term.

CHRISTMAS BREAK WK 17 & 18

Year 10 Term 2Week 19

Key idea Specification content Learning activity and resourcesAerobic Respiration and the response to exercise

Describe respiration as an exothermic reaction which occurs continuously in cells.Aerobic respiration takes place to transfer energy

During exercise the body reacts to the increased demand for energy: heart rate and breathing volume.

What happens over long periods of exercise

Measure pulse rates while at rest, during exercise (running on the spot), and during recovery time. Students tabulate and graph their own data and calculate their recovery times. (Oxbox activity)

Conclusion:Make sure students know the summary equation, and that most reactions in aerobic respiration take place in the mitochondria, although the first stage is in cytoplasm.

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Week 20Key idea Specification content Learning activity and resourcesAnaerobic respiration Respiration can be aerobic or

anaerobic.

Compare the processes regarding need for oxygen and the different products and relative amounts of energy transferredWhat happens over long periods of exercise

(H) define oxygen debt.Know how lactic acid is removed from muscles

Show a video clip of a 100 meter race. Relate to anaerobic respiration.

Practical exercise: Fist clenching and or finger weightlifting.

Complete analysis of class data

a/a Conclusion should include the anaerobic respiration equation.

Extension – research respiration in plants and yeast cells

Week 21Key idea Specification content Learning activity and resourcesMetabolism Metabolism means all the Students to research 3 examples of reactions in the

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chemical reactions happening in a living organism.Metabolism includes:the conversion of glucose to starch, glycogen and cellulosethe formation of lipidsthe formation of amino-acids and proteinsthe breakdown of excess proteins to form urea for excretion.

cells and note the equations for each reaction.

Use the practice questions to check understanding

End of topic test Respiration

3 questions which students complete and self-assess.

Week 22Key idea Specification content Learning activity and resourcesIntervention lessonHomeostasis:What is Homeostasis?

Explain that homeostasis is the regulation of internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external conditions

Students to define what we mean by Homeostasis.

Define keywords for this topic.

Then discuss negative feedback loop.

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In the human body optimal conditions for enzyme action include:

Blood sugar, body temperature, water levels

All control systems include Cells called receptors to detect stimuliCoordination centres to receive and process information from receptorsEffectors, muscles or glands, which bring about response to restore conditions to optimal levels

Check understanding through questions

Week 23Key idea Specification content Learning activity and resourcesThe nervous system Understand the role and

organisation of the nervous system.Know that receptors detect stimuli.Recall the body’s sense organs and the information they gather.Know that nerve impulses pass from receptors along neurons.Recall how reflex actions come about.Recall how impulses travel across

Brainstorm why we need a nervous system.

Identify the different parts of the system.

Complete circus of nervous system activities (oxbox 1.6)

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synapses.

Complete the labelling of a diagram of the reflex arc.

Include an explanation of how a synapse works and is able to transmit electrical impulses really fast.

The nervous system a/a a/a

Week 24Key idea Specification content Learning activity and resourcesThe nervous system: Required practical 6: investigation into the effect of a factor on human reaction time

Students should be able to translate information about reaction times between numerical and graphical forms.

Start with showing an online reaction time program. And ask volunteers to have a go. Ask what could affect reaction time and identify key variables.

Students must plan their experiment using long rulers. Identify variables and carry out their investigation.

The investigation should then be written up with graphs and tables. Clear conclusions.

Finish off with GCSE assessment style questions to demonstrate application of knowledge and understanding.

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Key idea Specification content Learning activity and resourcesHuman endocrine system

HormonesStudents should be able to describe the principles of hormonal coordination and control by the human endocrine system.The endocrine system is composed of glands which secrete chemicals called hormones directly into the bloodstream. The blood carries the hormone to a target organ where it produces an effect. Compared to the nervous system the effects are slower but act for longer.The pituitary gland in the brain is a ‘master gland’ which secretes several hormones into the blood in response to body conditions. These hormones in turn act on other glands to stimulate other hormones to be released to bring about effects.

Describe the endocrine system and define the term hormone.Label a diagram of the organs in the endocrine system.Explain why the pituitary gland is often called the master gland.Compare the actions of the nervous and endocrine systems.

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Students should be able to identify the position of the following on a diagram of the human body:pituitary glandpancreasthyroidadrenal glandovarytestes

Negative feedback (HT only)

Negative feedback (HT only)Students should be able to explain the roles of thyroxine and adrenaline in the body.Adrenaline is produced by the adrenal glands in times of fear or stress. It increases the heart rate and boosts the delivery of oxygen and glucose to the brain and muscles, preparing the body for ‘flight or fight’.Thyroxine from the thyroid gland stimulates the basal metabolic rate. It plays an important role in growth and development.

Describe where and when adrenaline is released and its target organs.Describe the effects of adrenaline on the body.Draw a diagram to explain how levels of adrenaline are controlled by a negative feedback system.Describe where thyroxine is produced and its effects on the body.Draw a diagram to explain how its release is stimulated by thyroid stimulating hormone and the levels of these two hormones are controlled by a negative feedback system.

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Thyroxine levels are controlled by negative feedback.

Week 27Key idea Specification content Learning activity and resourcesControl of blood glucose concentration

Blood glucose concentration is monitored and controlled by the pancreas.If the blood glucose concentration is too high, the pancreas produces the hormone insulin that causes glucose to move from the blood into the cells. In liver and muscle cells excess glucose is converted to glycogen for storage.Explain how insulin controls blood glucose (sugar) levels in the body.

(Lesson B3.21 Oxbox)Recap digestion and how sugar gets into the blood stream.

Then discuss the way the body regulates blood sugar. Use powerpoint slides to support formal teaching.

If possible show real liver and a pancreas. (pre – order from butcher?)Then look at slides of pancreatic tissue.

Challenge students to produce a flow diagram showing how blood sugar is regulated.

Control of blood sugar concentration

Type 1 diabetes is a disorder in which the pancreas fails to produce sufficient insulin. It is characterised by uncontrolled high blood glucose levels and is normally treated with insulin

(lesson B3.22 Oxbox) Diabetes type 1

Start by asking if anyone knows someone with Type 1 diabetes. Discuss how this affects their lives. Discuss treatments (presentation on the oxbox)

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injections.In Type 2 diabetes the body cells no longer respond to insulin produced by the pancreas. A carbohydrate controlled diet and an exercise regime are common treatments. Obesity is a risk factor for Type 2 diabetes.Compare Type 1 and Type 2 diabetes and explain how they can be treated.Extract information and interpret data from graphs that show the effect of insulin in blood glucose levels in both people with diabetes and people without diabetes.

Then students can research and produce a leaflet which describes and explains diabetes to patients.Produce a Venn diagram which compares type1 and type 2 diabetes



Control of blood sugar concentration

(HT only) If the blood glucose concentration is too low, the pancreas produces the hormone glucagon that

Use of the textbooks students should add the role of Glucagon. Produce a flow diagram to summarise the role.Complete a graph interpretation from page 187.

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causes glycogen to be converted into glucose and released into the blood.(HT only) Students should be able to explain how glucagon interacts with insulin in a negative feedback cycle to control blood glucose (sugar) levels in the body.

Get students to study the graph and describe what it shows. Then compare with actual descriptions in the book.

Students should then improve their descriptions with explanations of the role of the pancreas and insulin/glucagon.

Y10 revision for exams and intervention time. Assessment week beginning 4th February



Y10 revision for exams and intervention time.

Week 30Key idea Specification Learning activity and

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content resourcesY10 revision for exams and intervention time.



Y10 revision for exams and intervention time.

EASTER WK 32 & 33 Year 10 Term 3Week 34

Key idea Specification content Learning activity and resourcesHormones in human reproduction

Reproductive HormonesDescribe the roles of hormones in human reproduction, including the menstrual cycle. During puberty reproductive hormones cause secondary sex characteristics to develop.Oestrogen is the main

Hold a question-and-answer session: What is puberty? What is adolescence? What changes happen in children’s bodies as they grow up? What controls this development?

Show Animation (IB1.8.3) from oxbox - The menstrual cycle as an introduction to the lesson and to how these hormones can be used as contraceptives.

Students should look at a microscope slide with a x-section of an ovary and identify the follicles.

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female reproductive hormone produced in the ovary.

At puberty eggs begin to mature and one is released approximately every 28 days. This is called ovulation.Testosterone is the main male reproductive hormone produced by the testes and it stimulates sperm production. Several hormones are involved in the menstrual cycle of a woman.Follicle stimulating hormone (FSH) causes maturation of an egg in the ovary.Luteinising hormone (LH) stimulates the release of the egg. Oestrogen and progesterone are involved in maintaining the uterus lining.(HT only) Explain the interactions of FSH, oestrogen, LH and progesterone, in the control of the menstrual cycle.(HT only) Students should be able to extract and

Then complete the diagram of the hormone stages.

Students should have a table/notes on the roles of the main hormones in the menstrual Cycle: FSH, LH, Oestrogen and progesterone.

Note Foundation need to know the stages.

Higher level need to understand the hormonal interactions.

To check understanding students can complete the practice questions on page 228 of GCSE AQA combined biology.

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interpret data from graphs showing hormone levels during the menstrual cycle.

a/a a/a a/a

Week 35Key idea Specification content Learning activity and resourcesContraception Contraception

Students should be able to evaluate the different hormonal and non - hormonal methods of contraception. Fertility can be controlled by a variety of hormonal and non-hormonal methods of contraception.These include:oral contraceptives that contain hormones to inhibit FSH production so that no eggs mature injection, implant or skin patch of slow release progesterone to inhibit the

Market place activity, students in groups go and find information on each method. As a group they must then evaluate each contraception method.

Feedback to the group pros and cons of each method.Finish off with quick quiz, multi choice style with mini white boards to check K&U.

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maturation and release of eggs for a number of months or yearsbarrier methods such as condoms and diaphragms which prevent the sperm reaching an eggintrauterine devices which prevent the implantation of an embryo or release a hormonespermicidal agents which kill or disable spermabstaining from intercourse when an egg may be in the oviductsurgical methods of male and female sterilisation.

a/a a/a a/a

Week 36Key idea Specification content Learning activity and resourcesThe use of Hormones to treat infertility (HT only)

The use of hormones to treat infertility (HT only)Students should be able to explain the use of hormones in modern reproductive technologies to treat

Question-and-answer session: What is a ‘test tube baby’? What is IVF? Do they know anyone who has had IVF treatment?

Describe the process IVF – and get students to produce a flow diagram of the procedure.

Student activity (AB1.9.1) from oxbox: Using hormones to 52

infertility.This includes giving FSH and LH in a ‘fertility drug’ to a woman. She may then become pregnant in the normal way.In Vitro Fertilisation (IVF) treatment.IVF involves giving a mother FSH and LH to stimulate the maturation of several eggs.The eggs are collected from the mother and fertilised by sperm from the father in the laboratory.The fertilised eggs develop into embryos.At the stage when they are tiny balls of cells, one or two embryos are inserted into the mother’s uterus (womb)Although fertility treatment gives a woman the chance to have a baby of her own: it is very emotionally and physically stressful the success rates are not highit can lead to multiple births which are a risk to both the babies and the mother

control fertility. Divide students into small groups. Give each group a scenario. Students then create a role play to be performed to the rest of the class.

Follow this up with discussion of pros and cons that need to be considered by a) patients, b) doctors.

Challenge : Application question page 233.

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a/a a/a a/a



Revision for EOTEnd of topic test Homeostasis



Address any misconceptions from homeostasis. Catch up time

Summer ½ term Week 39



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Intervention and catch – up timeAssessment week beginning 7th May









Intervention and catch up timeAssessment week beginning 7th May



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Scheme of work: KS4 Year 11 BiologyYear 11Year 11 Term 1 Week 1



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Structure of DNA DNA is a polymer made of two strands forming a double helixDefine termsNucleus, chromosome, geneDescribe howDNA codes for protein

Use word search to learn key wordsProtein code sheet

Structure of DNA Extract DNA Kiwi DNA



The Human Genome Define and describe importance of human genome for medical purposes

DNA finger prints

Asexual and Sexual Reproduction

Define and describe both types of reproductionName gametes as egg and sperm in animals. Pollen and egg in plants

Identify cells made by asexual reproduction and for sexual reproduction


content/Learning outcomesLearning activity and resources

Meiosis Describe the formation of Label diagram57

gametes by meiosisCompare with mitosis

Comparison table

Inheritance of Sex Identify the pair of sex chromosomesConstruct a punnet square to show chance of boy or girl

Halving and doubling questionsExam question


content/learning outcomes.Learning activity and resources

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Genetic Inheritance Define genotype and phenotypeCharacteristics can be controlled by pairs of genes, variants of genes: alleles.Use terms dominant, recessive, homozygous, heterozygous.

Genetic terminology bingoMy phenotypeDragon genetics

Genetic Crosses Predicting the outcome of a single gnentic cross uisng Punnet squaresExamples of eye colour and tongue rollingExamples of single gene characteristic: fur colour mice and red-green colour blindness Do an example with lines

Construct punnet squaresDraw a line diagramExam Question

Week 5 assessment week 1 (2 lessons)Key idea Specification

content/learning outcomeLearning activity and resources

Assessment Genetic inheritanceIntervention

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Inherited Disorders Inheritance of certain allels can cause:Describe inheritance and brief details of: cystic fibrosis and polydactylyPredict chances of passing on to childrenInterpret family trees

Describe both conditions and construct punnet square to show inheritance patterns

Variation Observe extensive variation within a species eg human height, snail shell patterns.Varitation can comes from genetic mutationInherited, environmental and combination causes of variation

Identify inherited and acquired characteristicsExam questions



Natural Selection Charles Darwin theory of natural selection.

Development of theory through finch observationExample of giraffes

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Life evolved from simple life forms 3 billion years ago.Describe the process of natural selection as first described by Charles Darwin

Speciation Apply theory of natural selection to range of examplesDefine speciation and the reasons it occurs

Examples of elephants, mammoths and common ancestor.Speciation of birds




Evidence for Evolution Fossil formation from the remains of organisms from millions of years ago.

Describe how fossils may have formed

Antibiotic resistant bacteria demonstrates rapid evolution

Observe types of fossils

Identify common ancestors on evolutionary trees

Extinction Describe the factors which may contribute to the extinction of a species

Mass extinction graph

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Week 10Key idea Specification content Learning activity and resourcesSelective breeding Plant and animal breeding to

produce useful varietiesDescribe the process to produce a desired characteristic eg modern wheatDescribe inbreeding

Milk yield and egg productionDog breeds

Genetic engineering Describe process of genetic engineering.Examples:disease resistance in crops and bigger fruits

Production of insulin



GM Evaluation Consider the advantages and diadvantages of GM crops

Evaluate the use of GM crops

Assessment Evolution

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InterventionPrep for mocks Cell and organisation



Prep for mocks Health IssuesPrep for mocks Bioenergetics

Week 14 MocksKey idea Specification


Week 15 MocksKey idea Specification

contentLearning outcomesLearning activity and resources

Week 16 Key idea Specification content Learning activity and resources

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Intervention

CHRISTMAS BREAK WK 17 & 18

Year 11 Term 2Week 19



Classification Carl Linnaeus and the binomial systemThe taxanomic system of kingdom to species

Practice the use of genus, species to name living things Learn the taxonomic system

Classification Carl Woese domains and kingoms

Recap prokaryotic and eukaryotic feature.Archaea’s importance in search for life on other planets



BiodiversityWaste management

Define biodiversityDescribe the impact of

Identify sources pollution of land, air and ater.Link to potential harm to individual species and

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human activities on land, air and water on biodiversity.

ecosystems

Land Use Describe uses of peat Describe reasons for deforestationFor both explain impact on ecosystems

Exam question deforestation



Global warming Describe reasons for increasing carbon dioxide levels

Examine evidence to establish a correlation between CO2 levels and changed to temperatures

Biodiversity Describe examlpes of negative impacts on ecosystemDescribe how programs have been put in pkace to maintain and improve biodiversityu

Local and global examples of conservation of populations and habitats



Assessment65

Intervention

Week 23Key idea Specification content/ Learning activity and resourcesPaper 2 Revision Ecology 1Paper 2 revision Homeostasis

Week 24Key idea Specification content Learning activity and resourcesPaper 2 Revision InheritancePaper 2 Mock

Spring ½ term Week 25Week 26

Key idea Specification content Learning activity and resourcesIntervention intervention

Week 27Key idea Specification content Learning activity and resourcesPaper 2 MockIntervention

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Week 28Key idea Specification content Learning activity and resourcesPaper 1 Revision Cells and organisationPaper 1 Revision Health issues

Week 29Key idea Specification content Learning activity and resourcesPaper 1 Revision BioenergeticsPaper 1 mock

Week 30Key idea Specification content Learning activity and resourcesInterventionIntervention


Revision

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Triology Biology KS4 Final - smartfuse.s3.amazonaws.com · Web viewPhloem cells have pores in their end walls for movement of cell sap. Define the terms . Transpiration. ... Know