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This chart matches the Framework teaching objectives for each of thefive key scientific ideas by Heinemann Science Scheme book order.

© Heinemann Educational Publishers 2002

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MATCHING

CHART

MATCHIING CHART

Heinemann Science Scheme

Framework yearly teaching objectives for each of the five key scientific ideas by

Heinemann Science Scheme book order

CELLS Year 7

HEINEMANN SCIENCE

SCHEME Book 1

FRAMEWORK YEARLY TEACHING OBJECTIVES

QCA SoW

A3 What are cells like? Describe a simple model for cells that recognises those features all cells have in common and the differences between animal and plant cells.

7A

A4 What do cells do? Explain that some living organisms are only one cell but that others are multi-celled.

A6 How are new cells made?

Explain that growth means an increase in the size and number of cells.

7A

A4 What do cells do? Explain that in multi-celled organisms certain cells may become specialised, e.g. sperm and egg cells.

7B

A1 What are living things made from?

A5 Tissues and organs

Explain that similar specialised cells can be grouped together to form tissues, that tissues can form organs, and that these do not all develop and grow at the same time; use this to explain why and how some organisms care for and protect their offspring.

7A

A6 How are new cells made?

B2 How does fertilisation happen?

Describe fertilisation as the joining of the nucleus of a male sex cell (e.g. sperm) to the nucleus of a female sex cell (e.g. egg) and use this knowledge to explain that the resulting offspring are always similar to their parents but never identical.

7B

CELLS

HEINEMANN SCIENCE

SCHEME Book 2


QCA SoW

Year 8 A1 What is in food? A2 Why is food

important? A3 A balanced diet

Describe the role of the main nutrients in the body; explain why all cells need them and the importance of a balanced diet.

8A

A5 What happens to food inside the digestive system?

A6 What do digestive enzymes do?

Explain why some nutrients have to be broken down before the body can use them, and use models and analogies to describe how enzymes break down large molecules during digestion.

8A

A7 Where are the products of digestion used?

Describe the digestive system using knowledge of enzymes to explain how it works, and the role of the circulation system in transporting the products of digestion to cells.

8A

© Heinemann Educational Publishers, 2002. Tel: 01865 888084 www.heinemann.co.uk 1

B1 What happens to food molecules after digestion?

B2 How does oxygen get into the blood?

B3 How do oxygen and glucose reach the cells?

B6 How do other living things respire?

Explain that cells obtain energy through respiration, which often requires oxygen (aerobic respiration); use this to explain why tissues need a good blood supply; identify similarities in aerobic respiration in animals and plants.

8B

C1 What are microorganisms?

C2 How can we use microbes?

C3 Can microbes be harmful?

Classify bacteria and fungi as cellular micro-organisms and viruses as micro-organisms that are smaller than a cell; explain that some micro-organisms are useful to humans and some are harmful.

8C

C5 Protection against disease: natural defences

C8 Protection against disease: Immunity and immunisation

Describe some of the systems in the human body for fighting infecting micro-organisms and immunisation as a way of improving immunity; use knowledge of cells, tissues and organs to explain how these systems work.

8C


CELLS

HEINEMANN SCIENCE

SCHEME Book 3


QCA SoW

Year 9 B1 What do we mean by

fit? Use a word and/or symbol equation to describe respiration and explain similarities with burning of fuels.

9B

B2 The breathing system and smoking

B3 Drugs and alcohol B4 Movement and

exercise

Explain that multi-celled organisms survive well only if all their parts work well together; use this to explain how smoking, alcohol, some drugs and exercise affect parts of the human body.

9B

A1 What causes variation: inheritance?

Explain that the nucleus in a cell contains genes that control all the characteristics of the organism; use this to explain:

9A

A1 What causes variation: inheritance?

– fertilisation, where genes from one parent join with genes from the other to produce a new set of genes;

9A

A3 Selective breeding in animals

A4 Selective breeding in plants

– how selective breeding, either by nature or by humans, can increase the chance of certain genes passing from parent to offspring.

9A

C1 How do plants grow? C2 What is the role of the

leaf in photosynthesis?

Describe photosynthesis and the requirement of chlorophyll, light, carbon dioxide and water, know that plant nutrition involves photosynthesis and other nutrients obtained from the soil; use this to explain:

9C

C3 What happens to glucose produced in the leaves?

– photosynthesis as a source of biomass; 9C

C4 What is the role of the root in photosynthesis?

D2 How do fertilisers affect plant growth?

– that these other nutrients, used to produce proteins and other substances, can be supplied by fertilisers;

9C

C2 What is the role of the leaf in photosynthesis?

C4 What is the role of the root in photosynthesis?

– how leaves and roots are adapted to their functions;

9C

D5 What is the perfect environment for growing plants?

– conditions in which plants grow well. 9D

C5 Why are green plants important in the environment?

Distinguish between photosynthesis and respiration in plants, including the use of word equations.

9C


INTERDEPENDENCE

HEINEMANN SCIENCE

SCHEME Book 1


QCA SoW

Year 7

D3 How can we describe living things?

D4 How can we sort living things into groups?

D5 Why do scientists classifyliving things?

Explain that organisms can be grouped by their similarities and differences, and that a species is a group of very similar organisms; identify some of the main taxonomic groups of animals, describing some common features.

D6 How do scientists classify animals?

7D

C5 Food chains and food webs

Explain how food chains within a habitat can be combined into food webs.

7C

C1 Adapting to the environment

C2 Adapting to daily changes in the environment

C3 Adapting to yearly changes in the environment

Describe ways in which organisms are adapted to daily or seasonal changes in their environment and to their mode of feeding; use this idea to explain why some organisms can live more successfully than others in different habitats.

7C

INTERDEPENDENCE

HEINEMANN SCIENCE

SCHEME Book 2


QCA SoW

Year 8

D1 How are green plants classified?

Identify some of the main taxonomic groups of plants and describe some common features.

8D

INTERDEPENDENCE AND ENERGY

D5 How can we show population numbers?

Explain that energy is transferred between organismsin food chains and webs; use this to:

8D

D2 Why are communities different in different habitats?

D4 How do things in a community depend on each other?

– relate the abundance and distribution of organisms to the resources available within a habitat;

8D

D5 How can we show population numbers?

– begin representation of this using pyramids of numbers.

8D


INTERDEPENDENCE

HEINEMANN SCIENCE

SCHEME Book 3


QCA SoW

Year 9

D1 Where does our food come from?

Describe relationships of organisms in a food web and use this to explain:

9D

D1 Where does our food come from?

– why photosynthesis is important to humans; 9D

D3 How does competition affect plant growth?

D4 How do pests affect plant growth?

– why maximising human food production can significantly affect other animals and plants;

9D

D3 How does competition affect plant growth?


– how the abundance and distribution of organisms may be affected by pesticides, weedkillers and the accumulation of toxins;

9D


– how pyramids of numbers represent feeding relationships in a habitat.

9D

Whole unit Explain that habitats change in response to changes in physical, chemical and biological factors.

whole unit

C5 Why are green plants important in the environment?

D5 What is the perfect environment for growing plants?

Begin to describe a model for the whole environment that recognises how the materials that make up all living organisms are recycled, and that energy from sunlight flows through the system; use this to explain the need for sustainable development.

9D


PARTICLES

HEINEMANN SCIENCE

SCHEME Book 1


QCA SoW

Year 7 G1 How are theories

created? Describe a simple particle model for matter, recognising:

7G

G3 Differences between solids, liquids and gases

G4 The particle model of solids, liquids and gases

– the size, arrangement, proximity, attractions and motion of particles in solids, liquids and gases;

7G

G2 How do solids, liquids and gases behave?

– the relationship between heating and movement of the particles.

7G

Use the simple particle model to explain: G2 How do solids, liquids

and gases behave? – why solids and liquids are much less compressible

than gases; 7G

G2 How do solids, liquids and gases behave?

– why heating causes expansion in solids, liquids andgases;

7G

G5 Does the particle model explain anything else?

– why diffusion occurs in liquids and gases; 7G

G5 Does the particle model explain anything else?

– why air exerts a pressure; 7G

G4 The particle model of solids, liquids and gases

– why changes of state occur; 7G

H3 What happens to the solute during dissolving

– why mass is conserved when substances dissolve to form solutions;

7H

H6 What affects dissolving? – why temperature increases are likely to result in substances dissolving more quickly;

7H

H6 What affects dissolving? – the formation of a saturated solution. 7H


PARTICLES

HEINEMANN SCIENCE

SCHEME Book 2


QCA SoW

Year 8

Use the simple particle model to explain: A6 What do enzymes do? – movement of substances through cell membranes

by assuming particles are of different sizes; 8A

H4 Making igneous rocks – how crystals form and that slow cooling results in the formation of larger crystals from molten material and solutions.

8H

Describe a more sophisticated particle model for matter, recognising:

E2 What are elements made from?

– the atom is the basic building block of matter; 8E

E1 How many different materials are there?

– there is a relatively small number of different atoms;

8E

E2 What are elements made from?

– elements consist of only one type of atom; 8E

E4 How do we get all the other materials? F2 How do compounds differ from the elements in them?

– compounds consist of fixed combinations of different types of atoms that cannot be easily separated;

8E, 8F

F1 All about elements and compounds

– atoms and combinations of atoms can be represented by symbols and formulae.

8F

F3 Do compounds react chemically?

Use the more sophisticated particle model to explain how chemical reactions take place.

8F

PARTICLES

HEINEMANN SCIENCE

SCHEME Book 3


QCA SoW

Year 9

H1 What happens when fuels burn?

H2 Do other chemical reactions supply energy?

Identify evidence which indicates that a chemical reaction has taken place, such as the association of energy transfer with chemical change.

9E 9F 9H

H4 What happens to atoms and molecules in a chemical reaction?

Recognise that chemical reactions can be modelled by assuming that atoms can rearrange themselves, and that this can happen in only a limited number of ways, for example. A + B AB, AB + CD AD + CB

9E 9F 9H


Use the particle rearrangement model to: E2 How do metals react with

acids? E3 How do metal carbonates

react with acids? E4 How do metal oxides

react with acids?

– predict the names and formulae for products that might be formed from given reactants;

9E 9F 9H

E6 Balanced symbol equations

H4 What happens to atoms and molecules in a chemical reaction?

– write word and symbol equations for some simple reactions;

9E 9F 9H

H5 Proving the theory of conservation of mass

– explain why mass is conserved in chemical reactions;

9H

E5 How do alkalis react with acids?

– explain how acids react with bases and neutralisation occurs.

9H

Describe how metals react with: E2 How do metals react with

acids? F1 What makes metals

change? F2 How do metals react with

water? F3 Do all metals react with

acids?

– oxygen, water, acids and oxides; 9E

F4 Can metals displace each other?

– solutions of salts of other metals. 9E

F4 Can metals displace each other?

F5 How is reactivity useful?

Identify differences in reactivity of metals to construct a reactivity series; use this to explain uses of metals and make predictions about the reactions of metals.

9F


ENERGY

HEINEMANN SCIENCE

SCHEME Book 1


QCA SoW

Year 7

F5 What’s in a fuel? Identify a range of fuels and explain: 7I I1 Why are fuels useful? I5 How do living things use

energy?

– the uses of fuels (food) by living and non-living 'systems';

7I

I3 What are fossil fuels? – their use as valuable resources; 7I I4 What are renewable

energy resources? I6 Using energy

– why conservation of fuels is important in the light of the Earth's diminishing energy resources.

7I

Use a simple model of energy transfer to explain: 7I I6 Using energy – that the Sun is the ultimate source of energy; 7I I3 What are fossil fuels? I4 What are renewable

energy resources?

– how non-living things can change or move and describe these events;

7I

I6 Using energy – the transfer stages in a range of living and non-living systems;

7I

J1 How do electrical circuits work?

J2 What happens in a circuit?

J4 Cells, batteries and electric currents

– the purpose of cells in an electric circuit; 7J


– that electric current carries energy to components in an electric circuit;

7J


J5 Parallel circuits

– that energy is transferred to components in both series and parallel circuits.

7J

ENERGY

HEINEMANN SCIENCE

SCHEME Book 2


QCA SoW

Year 8

I2 Warming up and cooling down

Describe energy transfer as the result of temperature difference and use this to explain that:

8I

I2 Warming up and cooling down

– heating is a process where energy is transferred; 8I

I3 Temperature and heat energy

– temperature change is the response of the material to the energy transfer;

8I

I7 Radiation and energy escape

– radiation is a means of energy transfer which does not directly depend on the movement of particles.

8I


K1 How does light travel? Recognise that when light travels from a source it is transferring energy; use this idea to:

8K

K1 How does light travel? – describe the nature and propagation of light; 8K K2 Materials and light K4 How does light reflect? K5 Can light be bent?

– explain the behaviour of light, including reflection and absorption.

8K

L1 How different sounds are made

Recognise that when sound travels by vibrations from the source it is transferring energy; use this idea to:

8L

L1 How are different sounds made?

– describe amplitude and frequency; 8L

L2 How does sound travel through solids liquids and gases?

L3 How do we hear sounds?

– explain the transmission, production and reception of sound.

8L

ENERGY AND PARTICLES

Use the particle model of solids, liquids and gases and energy transfer to explain:

I4 What are conductors and insulators?

– the processes of conduction, convection, evaporation

8I

I8 Explaining changes of state

– what happens when substances change state; 8l

I4 What are conductors and insulators?

– the performance of thermal conductors and insulators.

8I

ENERGY

HEINEMANN SCIENCE

SCHEME Book 3


QCA SoW

Year 9

I1 How is energy useful for doing things?

I6 Why is energy wasted?

Recognise the idea of energy conservation as a useful scientific accounting system when energy is transferred; use this to explain energy transfers in familiar situations, energy efficiency and energy dissipation.

9I

I2 How does electricity transfer energy?

Develop, from a simple model of energy transfer in electrical circuits, the idea of potential difference in electrical circuits.

9I

Use the model of energy conservation to explain how:

I3 Models of electricity – the potential difference measured across cells or components shows how much energy is transferred from the cells to the current and from the current to the components;

9I

I5 Where do we get electricity from?

– electrical energy can be generated using fuels, including the energy transfers involved; recognise possible environmental effects of this.

9I


FORCES

HEINEMANN SCIENCE

SCHEME Book 1


QCA SoW

Year 7

K1 Where do we come across forces?

Recognise that a force has both magnitude and direction and use this to:

7K

– identify the directions in which forces act; 7K K4 How do forces balance? – describe situations in which forces are balanced. 7K

K4 How do forces balance? Describe situations in which forces are unbalanced and use this idea to explain a change in:

7K

K4 How do forces balance? K6 Investigating forces

– the shape of an object; 7K

K4 How do forces balance? – the direction of a moving object; 7K K4 How do forces balance? – the speed of a moving object. 7K K4 How do forces balance? Explore the forces acting on stationary objects. 7K K4 How do forces balance? Describe the forces acting on objects moving at

constant speed. 7K

K1 Where do we come across forces

Distinguish between mass and weight, giving examples.

7K

K5 Forces and their effect K6 Investigating forces

Describe some ways of reducing friction between an object and a solid surface and some situations in which friction is useful.

7K

FORCES

HEINEMANN SCIENCE

SCHEME Book 2


QCA SoW

Year 8 J1 What can a magnet do? Identify magnetic materials and their properties. 8J

J2 Magnetic fields and compasses

Use the idea of force to explain the patterns of magnetic fields produced by permanent magnets and electromagnets.

8J

J4 How can electricity make a magnet?

Predict how the magnetic field pattern changes when the strength of an electromagnet increases.

8J


FORCES

HEINEMANN SCIENCE

SCHEME Book 3


QCA SoW

Year 9 K3 How do forces affect

speed? K4 How can we increase

speed?

Use friction in liquids and gases to explore how the resistance to an object moving through liquids and gases changes with the object’s speed and shape; explain how streamlining reduces an object's resistance to air and water.

9K

L6 Moments Recognise how the turning effect of a force (moment) is related to the size of the force and the distance the force is from the pivot; use moments to explain how a simple object can be balanced.

9L

L1 What is pressure? Recognise how the effect of a force depends upon the area to which it is applied and that the force acting per unit area is called pressure; use the relationship to explain:

9L

L1 What is pressure? – the pressure exerted by solids; 9L

L2What is hydraulics? L3 What is pneumatics?

– pressure within liquids and gases. 9L

J1 What is gravity?

Recognise that gravity is a force of attraction between objects, that this force is greater for large objects like the Earth but gets less the further an object moves away from the Earth’s surface; use these ideas to explain:

9J

J2 How does gravity change?

– how weight is different on different planets; 9J

J3 Models of the solar system

J4 Satellites

– how stars, planets, and natural and artificial satellites are kept in position in relation to one another.

9J


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