sow_yr_8_science 2011-2012

36
Al Ameen Private School Scheme of Work Subject: Science Term: 1 – Teaching Weeks -13 Tutor: Leena Nair Current Average NC Level of the Students: Prescribed Text: Exploring Science 8 NC Level ,4-7 Time: 2 ½ Weeks Month/ Week: Back to school work- Sept 6 th -8 th Sept 11 th -27 th -2 ½ weeks Year Group: 8 AT/Level: AT 1 AT 2 Levels 4-7 Lesson / Topic Previous Learning Learning Objectiv es Vocabular y Tasks and Key questions Outcomes Lesso ns/ ICT Resou rces Afl/Unit Assessments Back to school work 8Aa- What is in the food 8Ab. Keeping it balance d 8Ac. that children can already: -know that food is needed for activity and growth, and that an adequate and varied diet is Most children learn : *that foods are a source of raw materials for the body *that foods are the energy resource to maintain the body's activities (growth, Intestine, villus carbohydra te, protein, enzyme take in and absorb, feeding and digestion What is there in a food? Why do we need a balanced diet? What is there in a food? What happens to the food we eat? 8Aa Task 1 Class room At the end of this unit in terms of scientific enquiry most pupils will: use secondary sources of information to generate graphs or displays relevant to questions asked; recognise that interpretation of evidence about questions of health and diet may be difficult; identify and control relevant Copies of worksh eets from teache rs Resour ce pack Intern et AFL- Day-to-day basis-Learning objectives made explicit and shared with pupils • Peer and self- assessment in use • Pupils engaged in their learning and given immediate feedback Progress, in relation to the learning objectives, is 1 Living things and life processes 8A Food and digestion

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Page 1: SoW_Yr_8_science 2011-2012

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 1 – Teaching Weeks -13

Tutor: Leena NairCurrent Average NC Level of the Students:

Prescribed Text: Exploring Science 8 NC Level ,4-7

Time: 2 ½ Weeks Month/ Week: Back to school work-Sept 6th-8th

Sept 11th -27th-2 ½ weeks

Year Group: 8 AT/Level: AT 1

AT 2Levels 4-7

Lesson / Topic

Previous Learning

Learning Objectives

Vocabulary Tasks and Key questions

Outcomes Lessons/ICT Resources

Afl/Unit Assessments

Back to school work

8Aa- What is in the food8Ab. Keeping it balanced

8Ac. You have got guts

8Ad. Break down

8Ae. In the blood

that children can already:

-know that food is needed for activity and growth, and that an adequate and varied diet is needed to maintain health

-know that matter, including food, consists of particles, eg molecules, which can differ in size

-recognise that

Most children learn :*that foods are a source of raw materials for the body *that foods are the energy resource to maintain the body's activities (growth, repair and movement) *that a healthy diet contains a balance of foodstuffs *to generate questions about nutrients and diet that the digestive system consists of a tube through which food passes *to interpret the

Intestine, villuscarbohydrate, protein, enzymetake in and absorb, feeding and digestionabsorption

Cross Curricular LinksFood and technology-Importance of balanced diet

What is there in a food?

Why do we need a balanced diet?

What is there in a food?

What happens to the food we eat?

8Aa

Task 1 Class room Activity

Provide nutrition Information labels to the students and ask them to compare the nutritional facts. Ask them to identify the major food groups

Task 2 Lab Session

Simple food tests : Test for

At the end of this unit in terms of scientific enquiry most pupils will: use secondary sources of information to generate graphs or displays relevant to questions asked; recognise that interpretation of evidence about questions of health and diet may be difficult; identify and control relevant variables when investigating the action of an enzyme

some pupils will not have made so much progress and will: find information from selected secondary sources about food and diet; generate graphs or displays relevant to questions asked; with help, control relevant variables when investigating the action of an enzyme

Copies of worksheets from teachers Resource

pack

Internet access

ACTIVE TEACH

AFL- Day-to-day basis-Learning objectives made explicit and shared with pupils• Peer and self-assessment in use• Pupils engaged in their learning and given immediate feedbackProgress, in relation to the learning objectives, is reviewedwith the class e.g. during the plenary.Progress is regularly reviewed with pupils e.g. prior to thenext stage of a task.Unit Assessments25 marks- levelled paper20 marks –MCQ AF1 – Thinking scientifically• Use simple models to describe scientific

1

Living things and life processes – 8A Food and digestion

Page 2: SoW_Yr_8_science 2011-2012

food provides energy for the body

relationship between a model gut and the digestive system *to suggest explanations for observations *that food is digested by enzymes in the gut to form smaller molecules *to represent a complex process using diagrams and text *to relate knowledge and understanding of food types to the processes of digestion

Medicine-Tooth decay, working of digestive system

Literacy _ Food substance summery-Write a summery page on one of the food substances-the good sources of different nutrients

Debate

Do we have to believe the labels on a food packet?

starch, sugar , protein and fats.

8Ab

Task 1 Class room Activity

Make a Food wheel and a food pyramid

8Ac

Task Lab Session :A Model Small intestine

Visking tubing will let small sugar molecules through it , but not the large starch molecules. This practical proves that starch molecules cannot pass through the tubing

8Ad

Task Lab Session : Amylase action

Worksheets 8Ad(2) and (3) can be used

This practical can be used to carry out AT1 investigation

Task Class room Activity

Sweet bread : Ask pupils to chew bread for 5-10 min . Ask them to identify the change in the taste

some pupils will have progressed further and will: choose secondary sources to provide the information needed about food and diet; explain why interpretation of evidence about questions of health and diet may be difficult

in terms of life processes and living things

most pupils will: name nutrients, fibre and water as part of a balanced diet, identifying examples of foods in which they are found, and describe the role of the main nutrients in the body; use a model to describe how large molecules are broken down during digestion and describe the role of blood in transporting products of digestion around the body

some pupils will not have made so much progress and will: name some groups of nutrients and identify some examples of foods in which they are found; describe a balanced diet; recognise that blood transports products of digestion around the body

some pupils will have progressed further and will: explain why some nutrients have to be broken down before

ideas(L4)

Use abstract ideas or models or more than one step when describing processes or phenomena(L5)

Use abstract ideas or models or multiple factors when explainingprocesses or phenomena(L6) Make explicit connections between abstract ideas and/or models inexplaining processes or phenomena(L7)AF3 –Communicating and collaborating inScience• Decide on the most appropriate formats to present sets of scientificdata, such as using line graphs for continuous variable s(L5)• Choose forms to communicate qualitative or quantitative dataappropriate to the data and the purpose of the communication(L6)• Effectively represent abstract ideas using appropriate symbols, flowdiagrams and different kinds of graphs in presenting explanationsand arguments(L7)AF4 – Using investigative approaches

2

Page 3: SoW_Yr_8_science 2011-2012

8Ae

Task Class room Activity

Debate : Pupils book page 20. Pupils share their ideas and justify their stands

they can be used by the body and why some foods cannot be digested by humans

Collect data choosing appropriate ranges, numbers and values formeasurements and observations(L6)AF5 – Working critically with evidenceIdentify patterns in data presented in various formats, including lineGraphs(L4)• Interpret data in a variety of formats, recognising obviousInconsistencies(L5)• Draw valid conclusions that utilise more than one piece of supportingevidence, including numerical data and line graphs(L5)• Select and manipulate data and information and use them to contribute to conclusions(L6)• Draw conclusions that are consistent with the evidence they have collected and explain them using scientific knowledge andunderstanding(L6)• Identify quantitative relationships between variables, using them toinform conclusions and make further predictions(L7)• Assess the strength of evidence, deciding whether it is sufficient tosupport a conclusion (L7)

3

Page 4: SoW_Yr_8_science 2011-2012

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 1 – Teaching Weeks -13

Tutor: Leena Nair Current Average NC Level of the Students:

Prescribed Text: Exploring Science 8NC Level 5,6 &7 Time: 1 ½ Week Year Group: 8

Month/ Week

Lesson / Topic

AT/Level Previous Learning

Objective/Learning Outcome

Vocabulary Lessons/ICT Resource

Afl/Unit Assessments

4

Materials and their properties, Scientific Enquiry- 8E Water

Page 5: SoW_Yr_8_science 2011-2012

1 ½ Weeks

Sept28th-

Oct 6th

8Ea

8Eb

8Ec 8Ed

8Ee

AT 1: Scientific enquiry

AT3: Materials and their properties

Levels 5-7

It is helpful if pupils:

*understand the differences between solids, liquids and gases

*have seen and described changes of state of water

* know how to separate mixtures and salt from salt water.

Children should learn: To describe the

difference between mixtures and solutions and how to separate mixtures

What happens to particles when materials dissolve

Why filtering is not able to separate a solvent and a solute

How saturated solutions are made

The factors affecting dissolving

How chromatography is used to separate colours

Distillation of sea water

What is desalination

Mixture

Solvent , solute, solution, saturated, filtration, residue, insoluble, solubility, hard water, rock salt, chromatography, condensation, distillation, desalination.

Cross-curricular links

PSHE- making drinking water

Soil Sciences-What makes sea water saline?

Copies of worksheets

from teachers Resource pack

Internet access

AFL-Pupils are encouraged to listen and learn from each other and contribute to discussions.- Day-to-day basis-Learning objectives made explicit and shared with pupils• Peer and self-assessment in use• Pupils engaged in their learning and given immediate feedback*Progress, in relation to the learning objectives, is reviewedwith the class e.g. during the plenary.*Progress is regularly reviewed with pupils e.g. prior to thenext stage of a task.Unit Assessments25 marks- levelled paper

20 marks –MCQ

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 1 – Teaching Weeks -13 Tutor: Leena Nair Current Average NC Level of the Students:

Prescribed Text: Exploring Science 8 NC Level 5 , 6&7 Time: 3Weeks Year Group: 8

5

Page 6: SoW_Yr_8_science 2011-2012

Month/ Week

Lesson / Topic AT/

Level

Previous Learning Objective/Learning Outcome

Vocabulary Lessons/ICT Resource

Afl/Unit Assessments

3Weeks

Oct 9th-Oct27th

One period is used for revision for term test

Arabic week-One perid is used for discussing the contribution of Arabic scientists/people to the field of science and technology

Term Test

8Ia

8Ib

8Ic

8Id

8Ie

AT 1: Scientific enquiry

AT4: Physical processes

Levels 5-7

It is helpful if pupils:

-know that temperature is a measure of how hot an object is

-can use a thermometer -know that metals are good thermal and electrical conductors

-recall that evaporation occurs at the surface of a liquid

-know about the particle model of matter

-can describe differences between solids, liquids and gases

Children should learn: that temperature is a measure of

how hot things are that the Celsius scale of temperature

is used in science the values of the boiling point and

freezing point of water on the Celsius scale and of some typical temperatures

how to plan a survey, considering the importance of sample size

to recognise heat as energy to use a model which associates

energy flow with temperature change

to make predictions and compare these with observations

that heat flows as a result of temperature differences

that most metals are good thermal conductors

that poor thermal conductors are called insulators

how to use ICT to monitor temperatures

that liquids and gases are poor thermal conductors

that evidence of conduction in solids, liquids and gases can be explained using the particle model

that movement of particles in solids, liquids and gases increases with increasing temperature and the particles move further apart

to use the particle model to make predictions and to compare these

Words:

*relating to heat transfer, eg conduction, convection, radiation, insulator, conductor

*with similar but distinct meanings, eg heat (as energy), temperature

*relating to scientific enquiry, eg sample size, trial measurements, evaluation, prediction

Cross curricular links-Space Science-Protective clothings

Engineering-safety measures from heat

Social sciences- Formation of winds

Copies of worksheets

from teachers Resource pack

Internet access

a range of thermometers

range of insulating materials

AFL-Pupils are encouraged to listen and learn from each other and contribute to discussions.- Day-to-day basis-Learning objectives made explicit and shared with pupils• Peer and self-assessment in use• Pupils engaged in their learning and given immediate feedback*Progress, in relation to the learning objectives, is reviewedwith the class e.g. during the plenary.*Progress is regularly reviewed with pupils e.g. prior to thenext stage of a task.Unit Assessments25 marks- levelled paper

20 marks –MCQ

6

Physical processes , Scientific Enquiry -8I-Heat transfers

Page 7: SoW_Yr_8_science 2011-2012

with observations that expansion of a material will

reduce its density that hot fluids rise due to expansion

and cooler ones sink to take their place

that expansion of fluids causes a change in density

to apply the particle model to explain convection in fluids

that radiation energy (infrared) can travel through a vacuum

to frame a question that can be investigated

to use preliminary work to decide what to measure and the range of measurements to be made

to decide whether it is appropriate to use ICT for collecting data

to decide how best to present the data and to draw conclusions from this

to evaluate their conclusions

due to convection currents

Parents and are consulted as part of selfevaluation and are being helped to support theirchild’s learning.

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 2 – Teaching Weeks -22 Tutor: Leena Nair Current Average NC Level of the Students:

Prescribed Text: Exploring Science 8 NC Level 5 , 6&7 Time: 3Weeks Year Group: 8

Month Lesson / Previous Objective/Learning Outcome Vocabulary Lessons/ Afl/Unit

7

Physical processes , Scientific Enquiry –8J Forces and transport

Page 8: SoW_Yr_8_science 2011-2012

/ Week Topic AT/Level Learning ICT Resource

Assessments

3Weeks

6/2/11-

22/2/11

8Ja-On the move/Drag act

8Jb-Tracks and trains

8Jc-Floating trains

8Jd-Finding the way

8Je-Change your attitude/What next for transport

AT 1: Scientific enquiry

AT4: Physical processes

Levels 5-7

that children can already:

- know that magnets attract magnetic materials

- know that magnets can attract and repel other magnets

- know that magnets have a range of uses in everyday life, eg fridge door catches

- have constructed simple circuits and used power supplies

Most children lea explain how simple levers work*explain some examples and uses of levers*explain forces can move an object about a pivot*recall that levers are simple machines rn to:

* words and phrases relating to magnets and electromagnets, eg north-seeking pole, south-seeking pole, magnetic field, magnetic field line, core, solenoid, coil

* words and phrases relating to scientific enquiry, eg qualitative and quantitative observation, range, precision, variable, trials, repeats

Cross Curricular LinksPE- arms as levers

Industial engineering- Electromagnets and their uses

Copies of worksheets

from teachers Resource

pack

Internet access

Practical Work-Strength of electromagnets

Pair work-Plotting magnetic field lines of a bar magnet

2 Class test for 20 min

25 marks- levelled paper

20 marks –MCQ (weightage 20%)

AFL

8

Page 9: SoW_Yr_8_science 2011-2012

9

Page 10: SoW_Yr_8_science 2011-2012

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 2 – Teaching Weeks -22 Tutor: Leena Nair Current Average NC Level of the Students:

Prescribed Text: Exploring Science 8 NC Level 5 , 6&7 Time: 3Weeks Year Group: 8

Month/ Week

Lesson / Topic AT/Level

Previous Learning

Objective/Learning Outcome Vocabulary Lessons/ICT Resource

Afl/Unit Assessments

3 weeks

3/4/11-

21/4/11

8Ka- Tavelling Light

8Kb- Cameras and eyes

8Kc Mirror Image

8Kd- Lenses and light

8Ke- Making rainbows

AT 1: Scientific enquiry

AT4: Physical processes

Levels 5-7

that children can already:

-know that light travels from a source

-can distinguish between opaque, transparent and translucent materials and relate shadow formation to opaque materials

Most children learn : that light travels from a source that light travels at a very high

speed, much faster than sound that we see non-luminous

objects because light is reflected from them and enters our eyes

to represent the path of light by rays

how shadows are formed and investigate the factors

affecting the size of the images similarities between eyes and

cameras to construct a pinhole camera to investigate how a pinhole

camera works

transparent, opaque, spectrum, reflection, refraction

Cross curricular links-Photography-Taking photographs using cameras

Medical Science- Anatomy of human eye and

Copies of worksheets

from teachers Resource

pack

Internet access

2 Class test for 20 min

25 marks- levelled paper

20 marks –MCQ (weightage 20%)

Provide pictures of a series of mirrors, opaque materials and transparent blocks and ask pupils to complete the

10

Physical processes , Scientific Enquiry 8K-Light

Page 11: SoW_Yr_8_science 2011-2012

-know that light is reflected from shiny surfaces

-know that we see things only when light from them enters our eyes

its workingpaths of a light ray incident on them.

AFL

11

Page 12: SoW_Yr_8_science 2011-2012

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 2 – Teaching Weeks -23 Tutor: Leena Nair Current Average NC Level of the Students:

Prescribed Text: Exploring Science 8 NC Level 5 , 6&7 Time: 3Weeks Year Group: 8

Month/ Week

Lesson / Topic

AT/Level Previous Learning

Objective/Learning Outcome Vocabulary

Lessons/ICT Resource

Afl/Unit Assessments

3 weeks

27/2/11-

17/3/11

8Ca

8Cb

8Cc

8Cd

8Ce

AT 1: Scientific enquiry

AT 2: Life processes and living things

Levels 5-7

that children can already: -know that micro-organisms are living organisms

-have explored the characteristics of micro-organisms and know that they feed, grow and reproduce like other organisms

-know that organisms

Most children Most children learn to: Organisms

Microbes

Bacterium

Fungi

Cross-curricular links-

Medical and health sciences – Diseases and

Copies of worksheets from

teachers Resource pack

Internet access

reference books and CD-ROMs

-

2 Class test for 20 min

25 marks- levelled paper

20 marks –MCQ (weightage 20%)

AFL

12

Living things and life processes, Scientific Enquiry – 8C Doctors and disease

Page 13: SoW_Yr_8_science 2011-2012

respire aerobically and produce carbon dioxide during the process -can name some diseases caused by micro-organisms

preventions

PSHE- Personal hygiene

13

Page 14: SoW_Yr_8_science 2011-2012

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 1 – Teaching Weeks -13 Tutor: Leena Nair Current Average NC Level of the Students:

Prescribed Text: Exploring Science 8NC Level 5 ,6 &7 Time: 3 Weeks Year Group: 8

Month/Week

Topic AT/Level Previous Learning

Objective/Learning Outcome Vocabulary Lessons/ICT Resource

Assessment

3 Weeks

Nov 10th – Dec 23rd

8Ba- Going for gold

8BbRound and round

8Bc-Into thin air

8Bd- Exchange rates

8BRespiration detection

AT 1: Scientific enquiry

AT 2: Life processes and living things

Levels 5-7

that children can already:

-that air contains carbon dioxide and oxygen, with other gases

-that smaller molecules, including glucose, are produced from larger ones in digestion

-that the heart pumps blood to circulate it through the body

*names of organs of the chest linked to breathing, eg lung, trachea, bronchus, ribcage

*names of cells and tissue substances linked to circulation, eg red blood cell, haemoglobin, artery, vein

*more specialised scientific vocabulary, eg carbon dioxide, oxygen, diffusion

*words with similar but distinct meanings, eg breathing,

Copies of worksheets

from teachers Resource pack

Internet access

Cross-curricular

links

Medical Sciences- respiratory

system

Physical education- pulse rate

Unit test

AFL

2 Class test for 20 min

25 marks- levelled paper

20 marks –MCQ (weightage 20%)

AFL

14

Scientific Enquiry ,Life processes – 8B Respiration

Page 15: SoW_Yr_8_science 2011-2012

-that cells are organised into tissues and tissues can form organs

-how breathing varies according to the body's needs

ventilation, inspire, respire, inhale, exhale

*words with different meanings in scientific and everyday contexts, eg inspiration, aerobic, ventilation

Cross Curricular Links

Medicine-respiratory system food technology-food containing different nutrients

15

Page 16: SoW_Yr_8_science 2011-2012

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 11 – Teaching Weeks -23 Tutor: Leena Nair Current Average NC Level of the Students: 6c

Prescribed Text: Exploring Science 8 NC Level 4,5 &6 Time: 3 Weeks Year Group: 8

Month/Week

Topic

AT/LevelPrevious Learning

Objective/Learning Outcome

Vocabulary Lessons/ICT Resource

Assessment

3 weeks

15/5/11 -2/6/11

8La- Animal Sounds

8Lb-Music to your ears

8Lc-Sound versus light

8Ld-‘Ear’ ear

8Le-Uses and abuses

AT 1: Scientific enquiry

AT4: Physical processes

Levels 4-6

that children can already:

*that sounds are produced by vibrating sources

*how the sounds produced by musical instruments can be changed

*explain how we hear sound

*discriminate between a lauder sound and a feeble sound

Most children learn to: use appropriate language to describe

different sounds that sounds are made as a result of

vibrations how to change the pitch and loudness

of sounds from musical instruments to describe patterns in qualitative data

and make generalisations from these to relate changes in sound to changes

in vibrations to use appropriate scientific language

to describe features of a sound wave that sounds with high pitch have a

high frequency that sounds with a high amplitude are

loud to relate their results to scientific

knowledge and understanding that different people can hear

different ranges of pitch that hearing changes with age that some animals detect sounds that

are inaudible to human that the energy of sound is transferred

through the eardrum that the effects of vibration to the

* words and phrases describing features of sound, eg loud, soft, quiet, high, low, pitch, noise pollution, temporary deafness

* words to describe sound vibrations, eg frequency, amplitude, wave

* words with different meanings in scientific and everyday contexts, eg quiet, soft, low, pitch, wave, loudness, volume, dynamics

* words and phrases relating to scientific enquiry, eg qualitative data, alternative

Copies of worksheets

from teachers Resource pack

Internet access

2 Class test for 20 min

25 marks- levelled paper

20 marks –MCQ (weightage 20%)Ask the children to relate the processes involved in weathering, transport and sedimentation

AFL

16

Physical processes , Scientific Enquiry 8L-Sound and hearing

Page 17: SoW_Yr_8_science 2011-2012

eardrum are transferred to the brain how to frame a question that can be

investigated how to decide whether

measurements, qualitative observations, or data from secondary sources are appropriate

to decide which factors in a particular investigation can be controlled

to look critically at results and decide how strongly they show a relationship

to compare their work with the work of others, and to evaluate it

how to compare loudness how to plan to collect data about reasons for repeating

measurements to present data appropriately to consider how strongly the data

supports any conclusion drawn to consider alternative explanations how loud sounds can damage hearing

to understand information that is not explicitly stated or that the reader is assumed to understand

explanations

Cross Curricular Links

Music-describing musical sounds, the use of tuning forks

PSHE- Noise pollution

Medical Science- Working of human ear

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 11 – Teaching Weeks -20 Tutor: Leena Nair Current Average NC Level of the Students: 6c

Prescribed Text: Exploring Science 8 NC Level 3,4,5 &6 Time: 3Weeks Year Group: 8

Month/ Topic Previous Learning Objective/ Vocabulary Lessons/ICT Assessment

17

Materials and Properties , Scientific Enquiry 8G-All that glitters

Page 18: SoW_Yr_8_science 2011-2012

Week AT/Level Learning Outcome Resource

16/1/11-3/2/11

8G a

8G b

8G c

8G d

8G e

AT 1: Scientific enquiry

AT3: Materials and their properties

Levels 5-7

can name some elements

know that there are approximately 100 elements which are the building blocks for all materials

know that elements are composed of tiny particles called atoms

know that compounds are formed when atoms of different elements join

have explored a number of chemical reactions

have made and separated mixtures

The pupils learn

that elements contain only one kind of atom

that compounds contain more than one kind of atom joined together

that formulae indicate the (relative) numbers of atoms in a compound

that compounds contain elements that are chemically combined

that the properties of a compound are different from those of the elements from which it is made

that a compound always contains the same elements in fixed proportions

to carry out test tube reactions

to identify observations relevant to a piece of work and draw conclusions from these

that compounds can react chemically

to organise ideas into

words with precise scientific meaning, eg element, compound, mixture, atom, composition, pure

names of compounds, eg sodium carbonate, calcium chloride, hydrochloric acid

Cross curricular Links –

Chemical engineering- using chemicals

Industry- Chemicals

Copies of worksheets from

teachers Resource pack

Internet access

2 Class test for 20 min

25 marks- levelled paper

20 marks –MCQ (weightage 20%)

AFL

18

Page 19: SoW_Yr_8_science 2011-2012

an appropriate sequence

to make connections between key ideas about chemical change

that elements and compounds melt and boil at particular temperatures

that mixtures do not melt or boil at fixed temperatures

to use data from secondary sources

Al Ameen Private SchoolScheme of Work

Subject: Science Term: 1 – Teaching Weeks -13 Tutor: Leena Nair Current Average NC Level of the Students: 6c

Prescribed Text: Exploring Science 8 NC Level 5,6 ,&7 Time: 3Weeks Year Group: 8

19

Page 20: SoW_Yr_8_science 2011-2012

Month/ Week

Lesson / Topic

AT/Level Previous Learning

Objective/Learning Outcome Vocabulary Lessons/ICT Resource

Afl/Unit Assessments

3 weeks

24/4/11-12/5/11

8Da

8Db

8Dc

8Dd

8De

AT 1: Scientific enquiryAT 2: Life processes and living things

Level 5-7

It is helpful if pupils:

-know that different living things live in different habitats

-can describe ways in which animals and plants are adapted to survive in a habitat

-can represent feeding relationships by food chains and food webs

-know that organisms can be classified into animals and plants and about the main taxonomic groups of

Children should learn: *that organisms only survive in a habitat where they have all the essentials for life and reproduction

* that animals can be divided into vertebrates and invertebrates and that these groups can be further subdivided

that green plants can be subdivided into those with vascular tissues (xylem and phloem) and complex leaves with a waterproof cuticle, and those without how to frame questions that can be investigated to use scientific knowledge and understanding to raise questions about habitats to decide what data might be collected and how to present data how to use ICT to measure and record environmental factors about the importance of sampling in biological studies about the use of quadrats as a sampling technique for investigating populations to sample using quadrats that different habitats support different living things to describe and evaluate how the work was undertaken and what led to the conclusions that organisms show adaptations to environmental conditions that both plants and animals are adapted to ensure the survival of the species

community, habitat, pyramid of numbers, predator, carnivore, habitat, environment, ecosystem,taxonomic group, mosses, ferns, conifers,environmental conditions, quadrat sampling, transect, population sizes, reliable data

Copies of worksheets

from teachers Resource pack

Internet access

reference books, CD-

ROM, secondary data

providing information on

food webs, population

sizes, etc, in a range of

environments

Cross curricular

links

Ecology – feeding

relationships

Environment

I. 2 Class test for 20 min

25 marks- levelled paper

20 marks –MCQ (weightage 20%)II.Students will be assessed based on the following

1-Group activities

2. produce a report in which consequences of the change are related to specific organisms within a particular habitat and how they might be protected

20

Life processes and living things , Scientific Enquiry -8D Ecological Relationships

Page 21: SoW_Yr_8_science 2011-2012

animals that abundance of organisms in habitats is affected by environmental factors such as availability of light, water and nutrients that distribution of organisms in an environment is affected by environmental factors that the size of a population depends on resources that all feeding relationships within a habitat are interconnected that food webs are made up of a number of food chains to make predictions about the effect of different environmental factors on plant and animal populations that plants benefit from waste products and the decay of other organisms

*to apply their knowledge of populations within a habitat to an environmental issue including protection of living thing

al sciences-factors

affecting population

AFL

Subject: Science Term: 11 – Teaching Weeks -20 Tutor: Leena Nair

Prescribed Text: Exploring Science 8 NC Level 5,6 &7 Time: 2Weeks

Month/Week

Topic

AT/LevelPrevious Learning

Objective/Learning Outcome

Vocabulary Lessons/ICT Resource

Assessment

2 weeks 8Ha-Explaining the

AT 1: Scientific enquiry

AT3: Materials and that children can

Most children learn : that sedimentary rock can

Copies of worksheets

2 Class test for 20 min

21

Materials and Properties , Physical processes , Scientific Enquiry 8H-Explaining earth

Page 22: SoW_Yr_8_science 2011-2012

20/3/11 -31/3/11

earth/Sedimentary rocks

8Hb-Hot rocks

8Hc-All Change

8Hd-Theories about the earth/focus on :plate tectonics Theories about the earth

8H The rock Cycle/Living in danger

their properties

Levels 5-7

already:

*know that there are rocks under the surface of the Earth and that soils come from rocks

*can name some examples of rocks and describe their textures

*can describe weathering processes and explain how sediment is formed

*know that solids, liquids and gases are made of particles and about the differences between the way particles are arranged in solids and liquids

be formed by pressure from layers of sediment resulting in the compaction and cementation of grains

about some characteristics of sedimentary rocks

to use preliminary work to find out whether a possible approach is practicable

to describe and evaluate how the work was undertaken and what led to the conclusions

that rocks are mixtures of varying composition

that the composition of a limestone is related to the process of formation

that igneous rocks crystallise from magma

that the rate of cooling and crystallisation determines the grain size in an igneous rock

to explain observations in terms of the particle model

to draw conclusions from observations of rock samples

names of rock types, eg igneous, metamorphic, sedimentary

names of rocks, eg granite, pumice, shale

words and phrases describing properties of rocks, eg relative density, iron rich, crystals, aligned, porous

names of materials and processes associated with volcanic processes,      eg magma, lava, volcanic ash, erupt

plate, tectonics, catastrophic , creationism

from teachers Resource pack

Internet access

25 marks- levelled paper

20 marks –MCQ (weightage 20%)

AFL

22

Page 23: SoW_Yr_8_science 2011-2012

to use first-hand and secondary sources of data to investigate differences between igneous rocks

that the rock cycle links together the processes of rock formation

how the rock cycle provides a continuous supply and transformation of Earth materials

to relate key ideas about geological changes to each other

Cross Curricular Links

GeographyGeology- Formation of rocks

Civil engineering- Constructions using rocks

Environmental sciences- Factors for weathering and erosion

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Al Ameen Private SchoolScheme of Work

Subject: Science Term: 1 – Teaching Weeks -13 Tutor: Leena Nair Current Average NC Level of the Students: 6c

Prescribed Text: Exploring Science 8 NC Level 5,6 ,&7 Time: 3Weeks Year Group: 8

Month/Week

Topic AT/Level Previous Learning Objective/Learning Outcome

Vocabulary Lessons/ICT Resource

Assessment

2 ½ Weeks

8Fa

8Fb

8Fc

8Fd

8Fe

AT 1: Scientific enquiry

AT3: Materials and their properties

Levels 5-7

Cross curricular Links –

Chemical engineering- using chemicals

It is helpful if pupils: understand the

differences between solids, liquids and gases

have seen and described changes of state

know how models can be used to explain phenomena

Children should learn:

that there is a huge variety of materials

that there is a small number of elements from which all other materials are made

to distinguish between elements and other materials

that each element is made up of one sort of particle and these are called atoms

that models can be used to illustrate phenomena that cannot be observed

to undertake independent research using knowledge of how texts and databases are

scientific words, eg element, compound, atom, molecule, symbol, formula

names of elements and compounds, eg oxygen, carbon dioxide, sodium, chlorine, sodium chloride

Copies of worksheets from teachers Resource

pack

Internet access

-labels from bottles of mineral water, showing composition

-samples of rocks that are mixtures

-samples of everyday materials that are mixtures, eg milk

2 Class test for 20 min

25 marks- levelled paper

20 marks –MCQ (weightage 20%)

AFL

24

Materials and their properties, Scientific Enquiry 8F -Materials and recycling

Page 25: SoW_Yr_8_science 2011-2012

Industry- Chemicals organised and of appropriate reading strategies

that elements vary in their appearance and state

to distinguish between elements and other materials

that each element is made up of atoms of one kind

that new materials are formed when atoms join together in different ways

that compounds are formed when atoms combine

that atoms can combine to form molecules

words and phrases with different meanings in scientific and everyday contexts, eg element, equation, state

words relating to scientific enquiry, eg data search, predicting products of reactions

powder, cola

-sources of information, eg video clips, about the composition of air and the uses of its constituents, eg British Oxygen leaflets

-database software and other data sources showing melting points and boiling points of elements and compounds

-simulation software illustrating particles present in elements, compounds and mixtures

Internet access

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