half term 3
TRANSCRIPT
Half Term 3
Week Topic Studied
Topic 1 Microbes – understanding pathogens and how they are spread
Topic 2 Microbes– the body’s defence system and immune response
Topic 3 Microbes– Antibiotics and Vaccines
Topic 3 Matter – Patterns in the periodic table
Topic 5 Matter – Elements and compounds
Topic 6 Matter - ceramics, polymers and composites
During this spring term, students will be learning about the topics outlined above.
The scheme of work below is what students would follow if they were in school and is based on the Oxford University Press 5 year curriculum and the Collins Key
Stage 3 science books that they use in school.
We will aim to set tasks following this lesson by lesson structure however many of the activities will be different for home learning however they may give you
some ideas on how to take your learning further.
You may find the objectives most useful as this highlights what the pupils need to understand /know
Pupils should make sure they know the meanings of all the keywords in the topic.
Microbes
What should pupils have learnt at KS2?
Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Scheme of Work 2020 – 2021
Subject: KS3 Science Microbes:
Year Group: 8
Specification: AQA Science Collins
Skill Focus: 3a,b,c,d 7a,b,c,d 13e 17a,b,c,d 20b,c,d
Lesson No Topic & Objectives Big Question –
What will
students
learn?
Key Activities & Specialist Terminology
(Do Now Task / Starter/Tasks/Plenary
Planned Assessment
Homework or
flipped learning
resources
DODDLE
resources
Lit
Num
SMSC
Codes
1 The
good, the
bad and
the ugly
Learning about different microorganisms from the three key groups (fungi, bacteria and viruses)
What is the difference
between…?
Why are some
microorganism
s pathogenic
and others are
not?
Do now/starter: Discussion of big questions
Tasks:
microorganisms video https://www.youtube.com/watch?v=JZjzQhFG6Ec
viruses video https://www.youtube.com/watch?v=YS7vsBgWszI
Diagram to label different types of microorganisms. Microorganisms information sheets https://www.dayoutwiththekids.co.uk/attractions/monkland-cheese-dairy-dbfa43ed Word association for microorganism to develop definition. Class discussion Expert groups Compare and contrast thinking frame
Students will have some understanding of diseases e.g. colds, flu, coronavirus. STI/D’s from PSHRE
Plenary: mini quiz
T-P-S
Self-assessment
Mini quiz
Progress pass
Doddle: What are
microbes, typical
parts of a fungi
and Uses of
microbes
So 6,7,8
C3,6
Sp2,5
M7 –
link to
microbio
logy,
patholo
gy,
healthca
re and
medicin
e
careers
Define pathogen
Understand that some microorganisms are pathogenic.
Keywords: Bacteria; Fungi; Virus; Pathogen
2 Infected Describing the ways in which disease can be spread
How do diseases spread? What is the
best way to
prevent a
disease from
spreading and
why?
Do Now/Starter: T-P-S on big questions Tasks: Germ powder and UV light. Slow motion sneeze: https://www.youtube.com/watch?v=NVXukm1lNOs&t=22s STI practical – cups, water, UI, pipettes, hydrochloric acid https://www.who.int/news-room/facts-in-pictures/ top trumps parasite cards Thinking frame: describe Class discussion Scientific enquiry and observation Students will have some understanding of diseases e.g. colds, flu, Plenary: Quick fire exit questions/ popcorn Keywords:
Droplet infection; Direct contact; Ingestion;
STI/ STD; Infectious; Contamination;
Barrier; Mucus; Hydrochloric acid
T-P-S
Questioning
Extended writing
Progress pass
Doddle: How
vectors spread
disease and Life
cycle of Malaria
Homework:
World Health Organisation
research. Pathogen project
So 6,7,8
C3,6
Sp2,5
Literacy link –
extended writing
M7 – link to
microbiology,
pathology,
healthcare and
medicine
careers
Methods of
preventing spread of
disease (including
STD’s)
3 Tiny
Armies
White blood cells
can defend the body
by releasing
antibodies,
antitoxins and
engulfing pathogens
How do we
protect
ourselves from
disease?
What happens
once we are
infected?
Do now/Starter: Discussion around big questions Tasks: How does your immune system work? https://www.youtube.com/watch?v=PSRJfaAYkW4 White blood cells video https://www.youtube.com/watch?v=qWSWWPZYGHU&t=57s
Class discussion
Extended response
assessment sheet
Doddle: Microbes
– how microbes
cause disease
and – Fighting
diseases
So 6,7,8
C3,6
Sp2,5
M7 –
link to
patholo
What do our
white blood
cells do?
Phagocytosis video https://www.youtube.com/watch?v=GbptpDSHQEM Class discussion Students aware of blood.
Some students may be aware of WBCs.
Students will be aware of HCl from
digestion topic.
Describing thinking frame
Class discussion
Plenary: Progress pass
Keywords:
Engulf; White blood cells; Antibodies;
Antitoxins
gy and
medicin
e
careers
Literacy
link –
extende
d writing
4 Treating
Disease
Using antibiotic to treat disease and the limitations of antibiotics in medicine
Why don’t
antibiotics
work on
viruses?
What are
antibiotics
made from and
how do we
know if they
work?
Do now/ Starter: discussion surrounding big questions Tasks: Antibiotics/disinfectant practical. https://www.youtube.com/watch?v=oLPAod
RN1b0
Class discussion Scientific enquiry
Some students may have taken antibiotics
to treat an infection or know someone who
has
Plenary: exam question
Keywords:
Antibiotics; Bacteria
T-P-S
Class discussion
Scientific investigation
Antibiotics exam
question
Research project
into how
antibiotics are
made
So 6,7,8
C3,6
Sp2,5 M7 –
link to
microbio
logy,
patholo
gy and
medicin
e
careers
Numera
cy link –
graph
analysis
and
Pupils to understand why it is important to finish the entire course of antibiotics.
deature
s of a
circle
5
Vaccines
Understand the role
of vaccination and
how it works
What are vaccines made from? How do
vaccines
protect us in
the long term?
Do now/Starter: Mini quiz on keywords/ discussion of big questions Tasks: Vaccination images Graph of white blood cell response for vaccine and infection to label and describe https://www.youtube.com/watch?v=4LwYO
YZyPzw
Students will be aware of vaccines from
having them
Plenary: assessment sheet
Keywords:
Vaccine; Vaccination
T-P-S
Questioning
Vaccination written assessment sheet
Mark sheet
Research what
needs to happen
to a vaccine
before it is ready
to be used on
humans
So 6,7,8
C3,6
Sp2,5
M7 –
link to
microbio
logy,
patholo
gy and
medicin
e
careers
Numera
cy link -
graphs
Student Book 2 Chapter 5 Matter: Periodic Table and Elements
Scheme of Work 2020 - 2021
Subject: KS3 Science Student Book 2 Chapter 5 Matter: Periodic Table
Year Group: 8
Specification: AQA Science Collins
Skill Focus:3c 14a,b,c 16a,b 18a,b,c,d 20c
Lesson No Topic & Objectives Big Question
– What will
students
learn?
Key Activities & Specialist Terminology
(Do Now Task / Starter/Tasks/Plenary
Planned
Assessment
Homework or
flipped
learning
resources
DODDLE
resources
Lit
Num
SMSC
Codes
2.5.1
Looking at
the periodic
table of
elements
Navigate the periodic table and identify some of the elements.
Where would you
find metals/ non-metals? Why do you
think the periodic table is
arranged in this way?
Why do you
think there
are gaps in
the periodic
table?
Do now/Starter: Look at the atomic numbers of the
elements. Why do you think some numbers have been
skipped?
Tasks: Periodic table to label and colour in. Periodic table song: https://www.youtube.com/watch?v=rz4Dcoed1I_fX0 Periodic table challenge: https://bpes.bp.com/periodic-table-challenge Class discussion. Questioning Students will have ideas of items that are metals and those that are not metals Plenary: Mini Quiz of symbols of common elements Keywords: Periodic table; Period; Group; Atomic number
T-P-S
Quickfire
questions
Class discussion
Mini quiz
Doddle: Atom,
elements and
compounds
lesson
Homework: Research into
the development
of the periodic table
BP
educational
service:
periodic table
challenge
So 6,7,8
C3,6
Sp2,5
Identify features of the periodic table and describe how it is organised.
Explain why the periodic table is useful.
2.5.2
Exploring
metals in the
periodic
table
Describe the physical properties of Group 1 metals.
Which
element was
the most
reactive?
How do the melting point of the group 1 metals compare to the other metals?
Do Now/Starter: Code breaker activity. Tasks: Mini whiteboard activity Table of melting points Alkali metals demo: https://www.youtube.com/watch?v=83eq5HyG-tI Higher or lower activity https://www.educationquizzes.com/gcse/chemistry/periodic-table-group-1-elements/ Scientific enquiry, Questioning
Mini whiteboard
quiz
Extended writing
task
Exam question
Education quiz.
Doddle: Reactivity of metals lesson Homework: Find household items that
So 6,7,8
C3,6
Sp2,5
Literacy link – extend
Describe the pattern in reactions of Group 1 metals.
Use data to predict the reactivity and position of metals within the periodic table.
Compare and contrast thinking frame. Students may have some idea of metals from watching Brainiac’s or from the game, Minecraft Plenary: Mini quiz/exam questions Keywords: Physical properties; Chemical properties; Alkali metals
contain group 1 elements. E.g. toothpaste Explain why they do not react with water.
ed writing
Numer
acy link – data and
tables
2.5.3
Exploring
non-metals
in the
periodic
table
Describe the physical properties of the halogens.
What element do you think is
the most/least reactive?
What does a
colour
change
indicate?
Do now/Starter: discussion on big questions Tasks: Mini whiteboard activity Melting point and boiling point table Higher or lower activity Halogen displacement demo/ CLEAPSS microscale practical Students will be familiar with chlorine from swimming pools and iodine from Organisms chapter Plenary: Progress Pass Keywords: Halogens
T-P-S
Progress pass
Exam question
Doddle: Group
7 halogens
presentation
and AQA
Group 7 mini
quiz
So 6,7,8
C3,6
Sp2,5
Literacy link – extend
ed writing
Numer
acy
link –
data
and
tables
Describe the pattern in reactions of the halogens.
Use data to predict the reactivity and position of non-metals within the periodic table.
2.5.4
Analysing
wider
patterns
within the
periodic
table
Sort elements
using chemical data
and relate this to their
position in the periodic
table.
What is the
overall
trend?
Why do you
think this is
the case?
Do now/Starter: Tasks: Melting point and boiling point tables for group 1 and group 7 https://www.youtube.com/watch?v=uSeJPqt5jlM https://www.catalyst.org.uk/
Class discussion Questioning
T-P-S
Higher or lower quiz
Exam Question
Assessed question
Homework:
Research
group 8/0.
What patterns/
trends are
there?
So 6,7,8
C3,6
Sp2,5 Numer
acy link – data, tables
Students should be familiar with melting and boiling
points from year 7
Catalyst Science discovery centre and museum visit
Plenary:
Keywords:
Atom; Element; Compound; Chemical formula; Ratio
and graphs
2.5.5
Combining
elements
Explain what is meant by a compound.
What is an element? Where would we find elements? What is a compound? Why are compounds not in the periodic table?
Do now/Starter: Word wheel and discussion of big questions Tasks: Compounds practical Drawing atoms in compounds 6 mark exam question Iron sulphide demo https://www.youtube.com/watch?v=UdQ3GkIDRo4 https://www.youtube.com/watch?v=RIGJtzyVHDU
Plenary: Whiteboard quiz
Keywords:
Product; Reactant
T-P-S
RAG
Whiteboard quiz
Exit ticket
Doddle:
naming
compounds
revision
activity and
what is the
ratio of atom
activity
So 6,7,8
C3,6
Sp2,5
Recognise how compounds are formed and named.
Interpret the ratio of atoms and formula of compounds.
2.5.6
Combining
elements
and
compounds
Describe the properties of elements and the compound that they form.
What
properties
does iron
have?
What properties does sulphur have? What properties do you think Iron sulphide
Do now/Starter: Spot the mistake. Students predictions of properties of compounds with named elements Tasks: Scenarios of reactions with pictures Success criteria for extended response
Compare and contrast thinking frame Questioning
Students will have an idea of different properties of iron
and iron sulphide from previous lesson
Plenary: Keywords:
Class discussion
True or False
Extended response
questions – 6 mark question
Doddle:
element or
compound
interactive
activity
So 6,7,8
C3,6
Sp2,5
Literacy link – extend
ed respon
se
Compare the properties of elements with the properties of the compounds that they form.
has and why?
Product; Reactant
2.5.7
Exploring
polymers
Describe what a polymer is, using examples.
What do you
think a
polymer is?
What is the
name of the
polymer if
the
monomer
is…?
How many
carbon
atoms are
there in…?
Which
polymer has
the highest
boiling
point?
Do now/Starter: Naming compounds mini quiz, image displayed and students to discuss what they think a polymer is. https://www.youtube.com/watch?v=UwRVj9rz2QQ Nylon rope demo: https://www.youtube.com/watch?v=NQpTQFGKRN8 Choosing a suitable polymer worksheet Naming the polymer activity Sequencing thinking frame Questioning Students will be used to different types of plastics.
Students may have seen the PET symbols on
water/drinks bottles
Plastics campaign project
Plenary: Exit ticket
Keywords:
Polymer; Monomer; Starch; Polythene; Cellulose
T-P-S
RAG
Extended
response activity
Mini whiteboard
quiz
Doddle: Materials
lesson
So 6,7,8
C3,6
Sp2,5
Explain how the properties of polymers relate to their function.
2.5.8
Exploring
ceramics
and
composites
Describe what is meant by ceramic and composite, using examples.
Why do we use ceramics or composites? How can
these
materials
benefit us?
Do now/Starter: images displayed. Students to categorise into 2 columns. Tasks: Information sheets Expert groups activity Making and testing concrete practical Concrete worksheet Extended response https://www.youtube.com/watch?v=t-2nYCL4uAI Categorising thinking frame Compare and contrast thinking frame Questioning Class discussion
T-P-S
Class discussion
Extended response
Marksheet
Doddle-
materials mini
quiz
So 6,7,8
C3,6
Sp2,5
M7-
link to buildin
g, constru
ction and
Explain how the properties of ceramics and composites relate to their function.
Students may be familiar with examples of ceramics and
composites such as bricks, glass and porcelain
V&A museum - ceramics
Plenary: Progress pass
Keywords:
Ceramics; Composites
materials
Literacy link – extend
ed writing
Half Term 4
Week Topic Studied
Topic 1 Ecosystems – respiration and its uses
Topic 2 Ecosystems– anaerobic respiration and fermentation
Topic 3 Ecosystems– photosynthesis
Topic 3 Energy – plant adaptations for photosynthesis
Topic 5 Energy – factors that affect the rate of photosynthesis
Topic 6 Revision
During this spring term, students will be learning about the topics outlined above.
The scheme of work below is what students would follow if they were in school and is based on the Oxford University Press 5 year curriculum and the Collins Key
Stage 3 science books that they use in school.
We will aim to set tasks following this lesson by lesson structure however many of the activities will be different for home learning however they may give you
some ideas on how to take your learning further.
You may find the objectives most useful as this highlights what the pupils need to understand /know
Pupils should make sure they know the meanings of all the keywords in the topic.
Student Book 2 Chapter 9 Ecosystem : Respiration and Photosynthesis
What should pupils have learnt in KS2?
investigate the way in which water is transported within plants
identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
Scheme of Work 2020 - 2021
Subject: KS3 Science Student Book 2 Chapter 9 Ecosystems: Respiration and Photosynthesis
Year Group: 8
Specification: AQA Science Collins
Skill Focus: 2a,b,c 6a,b 7a,b,c,d 10a 11a,b,c,d,e 12a,b,c 13a,b 15a 19e 20d 25a,b
Lesson No Topic & Objectives Big Question –
What will
students
learn?
Key Activities & Specialist Terminology
(Do Now Task / Starter/Tasks/Plenary
Planned
Assessment
Homework or
flipped learning
resources
DODDLE
resources
Lit
Num
SMSC
Codes
2.9.1
Understanding
aerobic
respiration
Recall the equation for respiration and describe what it shows.
Why do we
need to carry
out aerobic
respiration?
Equipment and materials as detailed in
the Technician’s notes; Worksheet 2.9.1;
Practical sheet 2.9.1 With the students
still in pairs, give each pair a set of cards,
with the reactants and products of
respiration, plus symbols and arrow. Ask
the students to arrange the respiration
equation correctly using the cards.
T-P-S
class discussion
Mini Quiz
Exit ticket
Doddle -
Respiration Part
1 Aerobic
respiration
N/L So 1,
So 3, So 4, So 6. Explain the
importance of respiration.
Apply what we know about respiration.
Ask the students to describe verbally
what the equation shows.
The students should then work
individually to write an explanation of the
respiration equation.
Keywords:
Energy Respiration Glucose Aerobic respiration
2.9.2 Exploring
respiration in
sport
Describe what is meant by anaerobic respiration.
What is
anaerobic
respiration
and why do
we do it?
What is
oxygen debt?
Show photos or videos of other sports
such as weightlifting and sprinting, and
ask the students to suggest how these
sports differ from the sports in the real-life
video. Students should discuss whether
or not these sportspeople gain energy in
the same way. Access to computers and
the internet for research (optional);
Worksheet 2.9.2
Keywords: Anaerobic respiration Lactic acid Oxygen debt Glycogen
T-P-S
Exam questions
Research
Doddle
Respiration Work
sheet 1
L/So2
So 1, So 3, So 4,
So 6
M7- link
to sport
Explain why some sports involve more aerobic or more anaerobic respiration.
Explain what is meant by oxygen debt.
2.9.3
Understanding
anaerobic
respiration
Recall that plants and microbes carry out anaerobic respiration.
How can
anaerobic
respiration be
useful?
Describe what is meant by anaerobic respiration in terms of reactants and products, and ask the students to write an equation for anaerobic respiration based on what you have told them. Potted plant with damp or wet soil; equipment and materials for the class practical as detailed in the Tech’s notes; WS2.9.3; PS
Keywords: Fermentation Microbe Yeast
WS
Scientific
investigation
Doddle-
Respiration Part
2 Anaerobic
respiration
N/L/C2
So 1, So 3, So 4, So 6.
Recall the word equation for fermentation in plants and microbes.
Describe some evidence to show that anaerobic respiration can produce carbon dioxide.
2.9.4
Investigating
fermentation
Describe some applications of fermentation.
What is the
difference
between
anaerobic
respiration
and
fermentation?
How is
fermentation
useful?
Show some pictures of bread, cheese, fuels and water treatment (or other images linked to fermentation). Ask the students to suggest what the lesson is about Materials and equipment as details in the Tech’s notes 2.9.4 Demonstrate the basic apparatus for the investigation and how to set it up. Students may choose, for example, to count bubbles, or time how long it takes for limewater to turn milky, or compare the size of balloons over time – but encourage them to ask for anything additional Keywords: Brewing Independent Dependent Control Variable Correlation Repeatable Accuracy
WS
Scientific
investigation
Exam questions
Doddle Plant and
photosynthesis
Part 3 Gas
exchange in
leaves
Respiration mini
quiz
N/L/So2
So 1, So 3, So 4, So 6
M7- link
to
brewing
industry
and
bread
manufa
cture
Identify dependent, independent and control variables in an investigation.
Analyse data and identify next steps.
2.9.5
Comparing
aerobic and
anaerobic
respiration
Describe some
similarities and differences
between aerobic and
anaerobic respiration.
What are the
key
differences
between
aerobic and
anaerobic
respiration?
Show web-based video clips of sports that
require mainly aerobic respiration (such
as marathon running) and those that
require mainly anaerobic respiration (such
as sprinting) – show the clips without
sound. Ask the students to watch the
clips, and then to discuss with a partner
what was happening. Alternatively, ask
them to work in pairs to agree five words
linked with aerobic respiration and five
words linked with anaerobic respiration.
Large sheets of paper; highlighter pens;
Worksheet 2.9.5
Class discussion
Student book
questions Q 8 and 9
Exit ticket
WS/Doddle –
respiration
summary
activities
Respiration mini
quiz
N/L/Sp1
So 1, So 3, So 4, So 6.
Keywords:
Mitochondria Catalyst
2.9.6 Exploring
how plants
make food
Describe a method to show that chlorophyll is essential for photosynthesis.
What is
photosynthesi
s?
How do plants
make their
own food?
Develop the students’ ideas, and
introduce photosynthesis as a chemical
reaction in which carbon dioxide and
water are the reactants, and glucose and
oxygen are the products. Using
Worksheet 2.9.6, the students discuss
and agree on the correct word equation
for the process. Two geranium plants; a
plant with variegated leaves; sticky labels;
equipment and materials for testing a leaf
for starch as in the Tech’s note 2.9.6
Show student pairs a plant with
variegated leaves. Ask them to discuss
why some parts of the leaves have
different colours, and to predict what
would happen if they tested these leaves
for starch. Merge the pairs to fours to
agree an answer, and then take feedback.
Keywords: Glucose Photosynthesis Starch Iodine Chlorophyll Hazard Risk Control measure
Mini test
Scientific
investigation
Quick fire questions
WS/doddle -
Plant and
photosynthesis
Part 1 what is
photosynthesis?
L/So3
So 1, So 3, So 4, So 6.
Identify risks and control measures.
2.9.7 Looking
at leaves
Relate the size of a leaf to the availability of light.
How are
leaves
adapted for
photosynthesi
s?
A variety of leaves; microscopes; slides of
transverse sections of leaves; equipment
and materials for the class practical as in
the Tech’s notes; WS2.9.7; The students
use a microscope to observe prepared
Draw and label
Mini whiteboard
quiz
WS/doddle-
Plant and
photosynthesis
Part 2 Leaves
and glucose
N/L
So 1, So 3, So 4, Relate the
function of the leaf to its
structure and the types of cell.
slides of transverse sections of a leaf.
They draw and identify the layers of
cells. Ask the students to compare the
leaf cells close to the darker upper
surface with other cells. Make sure that
they identify that there are more
chloroplasts near the upper surface.
Keywords:
Cuticle Epidermis Palisade cell Spongy cell stomata
RAG
Extended response
question
So 6.
Evaluate the structure of a cell related to its function.
2.9.8 Exploring
the movement
of water and
minerals in
plants
Identify how water and minerals move through a plant.
How does
water and
minerals travel
to the leaves?
Show the students a potted plant with the soil washed off its roots. Ask them to look at the roots under a microscope, draw what they see and then discuss in groups how root systems are adapted to take in water. Equipment and materials as detailed in the Tech’s notes, WS Show the students a celery stem (with leaves) that has been placed for 1–2 hours in a beaker containing a dye solution. Discuss how water is transported from the roots to the leaves, emphasising the role of transpiration. Give the students pre-cut thin slices of stem to examine with a hand lens and to draw.
Keywords: Transpiration Xylem cells Root hair cells
WS
Class discussion
Scientific
investigation
Extended response
Doddle - Plant
and
photosynthesis
part 4 Roots and
water
N/L/So3
So 1, So 3, So 4,
So 6.
Explain how water and minerals move through a plant.
Evaluate the cell structures that allow the movement of water and minerals through a plant.
2.9.9
Investigating
Identify the minerals essential to healthy plant growth.
Why are
minerals
Examples of packaging for different
fertilisers; equipment and materials for the
T-P-S Annotate drawing
/Doddle - Plant
N/L/Sp7
So 1,
the importance
of minerals to
plants
Explain the effects of a deficiency in essential minerals.
important for
plants?
Why do we
use fertilisers?
class activity in Practical 2.9.9 as in the
Tech’s notes; WS
Ask the students to think about what the
following have in common: nitrogen,
phosphorus, potassium, magnesium,
sulfur and calcium. The students form
pairs, and share their thoughts with their
partner. Take feedback of their ideas and
lead them to agree that minerals are
needed by both humans and plants in
order to be healthy.
Key words: Deficiency Fertiliser Manure
Class discussion
End of chap Q’s
1 to 9
Exit ticket
and
photosynthesis
work sheet 1
So 3, So 4,
So 6.
M7 –
link to
agricult
ure
Evaluate the limitations of evidence.
2.9.10
Investigating
photosynthesis
Identify the factors that can affect photosynthesis.
How can we
make
photosynthesi
s more
efficient?
Graph paper; metre rule; pondweed;
scissors; forceps; bench lamp; filter
funnels; test tubes; 500 cm3 beakers;
thermometer; water baths at different
temperatures; WS
The students work in pairs to apply their
knowledge by discussing whether trees
growing in hot and cold environments will
photosynthesise at the same speed. For
example, they know that heating up
chemicals makes a reaction happen faster
– or is it just that plants grow faster in
summer than winter?
Keywords: Rate Concentration
Student book
questions Q’s 10 to
15
Exam questions
Marksheet
Doddle - Plant
and
photosynthesis
Part 5 Summary
activities
Photo synthesis
mini quiz
N/L
So 1, So 3, So 4, So 6.
M7 –
link to
agricult
ure
Predict results of investigations.
Interpret secondary data about photosynthesis.
Scheme of Work 2020 - 2021
Subject: KS3 Science Student Book 2 Chapter 3 Energy: Work and Heating and Cooling
Year Group: 8
Specification: AQA Science Collins
Skill Focus: 20c,d 24a,c,e
Lesson No Topic & Objectives Big Question –
What will
students
learn?
Key Activities & Specialist Terminology
(Do Now Task / Starter/Tasks/Plenary
Planned Assessment
Homework or
flipped
learning
resources
DODDLE
resources
Lit
Num
SMSC
Codes
2.3.1
Doing
work
Recognise situations where work is done.
Ask the
students to
produce a
poster to
explain what is
meant by ‘work
done’ in at
least three
different
situations
Set up a circus of different activities for
pairs of students to try out, such as a heavy
box to drag, push or lift, a door to open, a
1 kg weight to lift through a distance of 1 m,
and a stool to step on. Provide metre rules
and force meters. Ask the pairs to discuss
each situation and identify the forces in
each case.
Ask the students to look at the pictures in
Fig 2.3.1b and to suggest how these
represent work being done. Page 22
Whiteboards.
Red pen piece.
RAG boxes at the
end of the lesson for
books.
Exam questions.
Doddle- Work
done
presentation
Work done
worksheet
BBC work
done
interactive
activity
Lit-
Describing
tasks.
Num-
Drawing
diagrams
S02
S06
S08
Describe the relationship work done = force × distance.
Apply the equation for work done to different situations.
Mathematics. Calculating force x distance.
Keywords: Lever Energy Work Deformation Displacement
Work done
quiz
bitesize
SP9
SP5
SP6
M2
2.3.2
Making
work
easier
Understand what simple machines are.
Show students
a picture of a
crowbar (or,
even better, a
real one), and
ask how it can
be used to
force open a
locked door
when pushing
on it did not
work.
Show the students a heavy object, and
discuss ways to lift it. Select volunteers, and
ask them to try to lift it with their hands.
Now demonstrate lifting it using a long
plank as a lever with a wooden block as a
fulcrum. Explore reasons why this is much
easier.
Ask the students to recall ideas about work done from previous session and to sketch an example of a situation in which work has been done. Explain what can be seen and label the drawing. Engineering DT. Understanding machines
doing work.
Understanding what ‘work done’ means.
Keywords: Machine Force Level Input force Output force
Whiteboards.
Red pen piece.
RAG boxes at the
end of the lesson for
books.
Exam questions.
Doddle- simple
machines
presentation
Moments
presentation
Moments quiz
BBC bitesize
Lit-
Describing
tasks.
Num-
Drawing
diagrams
S02
S06
S08
SP9
SP5
SP6
M2
Explain why they are useful.
Compare and contrast different machines
2.3.3
Explaining
thermal
energy
Describe how
temperature differences
lead to energy transfer
Show the
students a
range of
different
thermometers,
and
demonstrate
Working in groups of four, students carry
out the class practical using Practical sheet
2.3.3. They investigate the effect of
temperature differences in two identical
metal blocks.
Whiteboards.
Red pen piece.
RAG boxes at the
end of the lesson for
books.
Doddle-
Heating and
cooling part 1
presentation
(heat and
temperature)
Lit-
Describing
tasks.
Num-
Drawing
diagrams
taking the
temperature of
different
objects.
Discuss the
advantages
and
disadvantages
of each.
Provide three bowls – one full of warm
water at 40 °C, one with cold water with ice
cubes in it at 10 °C and one with lukewarm
water at 20 °C. Select students to place
their hands in each of the three bowls in
turn and to describe what they feel. Use the
demonstration to explore the meaning of
the word ‘temperature’.
Catering. Understanding how temperature
effects rate of food being cooked.
Keywords: Temperature Degrees Celsius Energy Thermal energy
Exam questions. BBC bitesize S02
S06
S08
SP9
SP5
SP6
M2
2.3.4 How
heat
travels
Explain how heat can travel by conduction, convection and radiation.
Give examples of each of these happening.
Light a Bunsen
burner and ask
students to
suggest why
thermal energy
from the fire
can travel
elsewhere. Ask
for suggestions
as to why it is
possible to
make it travel
more
effectively
Set up a metal rod, clamped horizontally
and with paper clips stuck along its length
with wax. Heat it with a Bunsen burner at
one end. Ask students to predict what will
happen, and why
Set up a convection box, with a candle
under one of the two chimneys. Hold a
smoking taper above the other chimney.
Ask students to explain what is happening
DT- insulation for different kinds of products
such as a thermos
Understanding that heat can transfer from
one place to another. BBCbitesize.co.uk
Keywords: Conduction Convection Insulation Radiation
Whiteboards.
Red pen piece.
RAG boxes at the
end of the lesson for
books.
Exam questions.
Doddle-
heating and
cooling part 2
presentation
(conduction,
convection and
radiation)
Heating and
cooling
worksheet 1 &
2
BBC bitesize
Lit-
Describing
tasks.
Num-
Drawing
diagrams
S02
S06
S08
SP9
SP5
SP6
M2
2.3.5 How
to stop
heat from
travelling
Explain the difference between conductors and insulators.
Show the
students an
image of a
bonfire, or light
a Bunsen
burner, and
ask how it
might be
possible to
stop heat from
moving from
one place to
another.
Remind the students of the three ways in
which heat travels, and ask them to suggest
how that process could be stopped – how,
for example, could cooking implements be
designed so as not to conduct heat, how
could convection currents be stopped from
circulating and how could objects that are
good radiators be made into poor radiators.
Show the students an image of a bonfire, or
light a Bunsen burner, and ask how it might
be possible to stop heat from moving from
one place to another.
DT- insulation for different kinds of products
such as a thermos.
Identifying the difference between a conductor and an insulator. Keywords: Conductor Insulator Energy Metals Non-metals
Whiteboards.
Red pen piece.
RAG boxes at the
end of the lesson for
books.
Exam questions.
Doddle-
Heating and
cooling part 3
presentation
(Heat loss and
insulation).
BBC bitesize
Lit-
Describing
tasks.
Num-
Drawing
diagrams
S02
S06
S08
SP9
SP5
SP6
M2
Explain how insulation works.
Apply ideas about insulation to practical applications.
2.3.6
Energy
and
temperatu
re
Describe the warming and cooling of objects.
Ask the
students to
describe some
situations in
which they feel
cold, and what
they do to
keep warm.
Even if they do
not use the
correct
terminology at
this stage, ask
them if they
can group
Ask the students to read the ‘Cooling and
warming’ section in the Student Book. Take
some time to look at Figure 2.3.6b 9 (a
cooling curve) with the students. Point out
different features of the graph. If time
allows, the experiment could be
demonstrated, with students being invited to
take temperature readings.
Comparison thinking frame. Comparing
different materials and how efficient they
are at insulating.
Mathematics- reading and drawing graphs.
Whiteboards.
Red pen piece.
RAG boxes at the
end of the lesson for
books.
Exam questions.
Doddle-
investigating
thermal
insulation and
factors
affecting
thermal
insulation
animations
Heating and
cooling mini
quiz
BBC bitesize
Lit-
Describing
tasks.
Num-
Drawing
diagrams
S02
S06
S08
SP9
Explain the relationship between energy transfer and temperature change.
ways of
keeping warm
Literacy- explaining the relationships shown
on graph.
Understanding how energy can transfer
away from a hot liquid. BBCbitesize.co.uk
SP5
SP6
M2