sow_yr_8_science 2011-2012
TRANSCRIPT
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
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
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
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
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
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
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
/ 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
9
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
-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
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
respire aerobically and produce carbon dioxide during the process -can name some diseases caused by micro-organisms
preventions
PSHE- Personal hygiene
13
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
-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
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
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
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
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
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
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
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
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
23
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
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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