SCIENCE 2014-2015 KS4 BTEC course Medium term overview
(Principles of Applied Science) Unit 1 / Syllabus References:
Module Length: / 30 guided learning hours / Edexcel exam board
Overall aims of the scheme:
Delivers KS4 POS for science covering key scientific principles
Unit 1 (Principles of Applied Science) of 4 constitutes 25% of the year 10 course and will be examined externally.
All other mandatory units (2-4) are also designed to be 30 GLH each
Learning aim A: Explore cells, organs and genes
Learning aim B: Explore the roles of the nervous and endocrine systems in homeostasis and communication
Learning aim C: Atomic Structure and the Periodic Table
Learning aim D: Substances and Chemical Reactions
Learning aim E: Explain the importance of energy stores, energy transfers and energy transformations
Learning aim F: Explore the properties and applications of waves in the electromagnetic spectrum / Core activities:
Biology
A2
1. Teachers guide learners to compile a common definition for a cell.
2. Teachers construct true/false statements about cells and ask learners to explain why they are true/false.
3. Teachers use photomicrographs to allow learners to draw and describe eukaryotic cell components.
A1
1. Learners are able to explore a range of cells.
2. Learners can use microscopes to construct annotated diagrams to show the structure and function of plant and animal cells.
A3
1. Teachers show microscope slides of component parts of the circulatory system.
2. Learners can construct a model of the circulatory system.
3. Teachers show microscope slides of plant organs.
4. Teachers explain historic ideas about the internal structure of the human body and how they have changed and developed over time.
A4 Learners can do a card sort activity, where they sort cell organelles, cells, tissues, organs and systems into size order
A5
Learners can match organelles with functions.
A6
1. Teachers show crime scene investigators clips.
2. Teachers lead a class discussion to recap genes.
3. Learners present information about structure and function of genes and DNA
A7
1. Learners identify the characteristic inherited by children from their parents.
2. Teachers lead an inheritance survey, e.g. tongue rolling
6. Learners are able to predict outcomes of genetic crosses.
7. Teachers use beads/button as models of alleles and genetic crosses.
A8 Learners could make a model of DNA.
A11
1. Learners can watch a video of Mendelian Inheritance.
2. Learners could construct a family pedigree tree using a key.
3. Learners could use Punnet squares to practice genotype and phenotype of offspring.
A9
1. Teachers use beads/button as models of alleles and genetic crosses.
2. Learners should practice using Punnet squares for a range of examples.
3. Teachers lead a class discussion to identify variation across the class.
A10 Learners use Pedigree analysis using homozygous and heterozygous individuals
A10 Learners calculate ratios for a range of examples
A12
1. Learners, with help from the teacher, can dissect DNA models to mimic mutation.
2. Learners can watch video clips on recessive and dominant characteristics.
A13 Learners investigate the mechanism by which mutation can happen.
B.1 Learners can watch clips of wildlife programmes (e.g. Frozen Planet) and discuss outcomes of extremes of temperature for organisms (e.g. penguins).
B.2
1. Learners can make a model of the nervous system and show electrical/chemical transmission of impulses.
2. Learners can match up organs with the variables which they control.
3. Teachers use an analogy model for endocrine system (e.g. Central heating, water cycle, electrical circuits, and circulatory system). Discuss relative strengths and weaknesses of a range of models.
B.3
1. Teachers demonstrate a range of reflex actions.
2. Learners can use sentence starters to compile sentences about the reflex arc.
B.4
1. Learners can order sentences about the reflex arc.
2. Learners can watch clips of quadriplegia (e.g. Christopher Reeve) and discuss impact of part of the nervous response not working.
B.5 Learners can watch video clips of people being scared or shocked. Discuss why the response it protective.
B.6 Teachers lead a discussion to compare and contrast nervous and hormonal responses (could also be a card sort/diamond 9)
B.7
Learners build models of the regulation of glucose.
B.8
1. Teachers compile a group reason for a body temperature of 37OC.
2. Learners construct hot and cold spider diagrams.
Chemistry
C.1 Learners compile a list of particles found in an atom.
C2 Learners to show protons equal the number of electrons.
C.3 Learners explore the differences in the numbers of protons, neutrons and electrons in the first 5 elements. Comment on similarities such as the number of
C.4 Learners explore the sizes of particles and nucleus in relation to the size of the atoms.
C.5
1. Teachers show the periodic table of elements and the metals and non-metals.
2. Learners play happy atomic families card game
C.6 Teacher compile a list of definitions of atomic number, atomic mass number and relative atomic mass
C.7 Teachers construct True/false statements about atoms and elements, which learners are then asked to answer by holding up white boards.
C.5 Teachers compile a list of definitions of isotopes and relative atomic masses using carbon as an example.
C9/C10 Teachers explain relative atomic mass and its connection with isotopes as well as demonstrating relative atomic mass calculations.
C11Teachers set an Isotope research activity which could result in a presentation at the end.
C.8
1. Teachers explain the difference between historical and modern periodic tables.
2. Teachers show some transition metals.
3. Learners are able to construct a periodic table poster based on information given.
C12
1. Teachers lead a discussion to come up with a definition of rules for filling up electron shells.
2. Learners are able to draw electron configurations of first 20 elements
C13 Teachers explain the link between electronic configurations and the periodic table.
D1 Teachers compile definitions of elements, compounds and mixtures.
D2/3 Learners can complete a card sort activity: Elements, mixtures and compounds.
D4 Learners are able to match up key words with their definitions.
D5 Teachers compile a list of definitions of acids, bases, alkalis and neutralisation reactions.
D6 Learners carry out a practical to determine the difference between litmus paper and pH indicator papers.
D7 Teacher carry out a neutralisation reaction in a burette to show colour changes when adding universal indicator.
D13
1. Learners explore the differences between acids and compile a list of some of the most common ones.
2. Acid rain poster activity.
D11
1. Teachers compile a list of simple acid/base reactions with balanced chemical equations.
2. Learners carry out an experiment using red cabbage as a home-made indicator (could also use litmus paper, and Universal Indicator).
D8
1. Teachers explain that we can test the purity of gold using acid/metal reactions.
2. Learners predict the outcome of a reaction of metals with acids.
D10
1. Learners carry out an experiment where they are able to react acids with metals.
2. Teachers demonstrate the test for hydrogen. Learners can then carry out the test using their reactions of metals with acids.
D9
1. Teachers introduce practical applications of neutralisations reactions for farmers.
2. Learners carry out a practical on the reactions of acids with carbonates.
D13
1. Teachers compile a list of simple word equations for acids reacting with carbonates.
2. Learners practice identifying correctly balanced chemical equations.
D14
Teachers demonstrate the test for carbon dioxide (learners could also do this for themselves).
D13
Teachers explain useful acids in the human body that can become harmful
D12
1. Learners investigate how to neutralise harmful acids.
2. Applications of neutralisation reactions activity.
3. Hazards in the chemistry laboratory – learners can compile a list of the hazards involved with using some of the chemicals from this module.
Physics
E.1; E.2
1. Circus of activities showing forms and stores of energy, and transfers of energy for learners to demonstrate. (http://www.nuffieldfoundation.org/practical-physics/moving-energy-one-thing-another-1)
2. Learners can research the uses of each form of energy and produce a presentation.
3. http://www.teachnet-uk.org.uk/2005%20projects/Sci-Future%20Energy/future_energy_resources.swf – interactive animation of forms of energy.
E.3
1.http://eschooltoday.com/energy.swf activity/quiz about energy transfers
Learners watch a series of demonstrations showing mechanical and electrical energy transfers. They then write descriptions of energy transfers for each. Teacher could also set up a circle of energy transfer experiments, e.g. a light bulb, hair straighteners, etc.
2.Conduction: http://www.nuffieldfoundation.org/practical-physics/comparing-thermal-conductivities-different-materials - demonstration
3.Radiation: http://www.nuffieldfoundation.org/practical-physics/absorbing-radiant-energy-different-surfaces – whole class experiment
4. Convection: http://www.nuffieldfoundation.org/practical-physics/convection-bunsen-flame – demonstration.
5. http://www.nuffieldfoundation.org/practical-physics/convection-currents-beaker-liquid – whole class experiment.
6. Animations showing these concepts, followed by whole class discussion.
7.http://www.hk-phy.org/energy/domestic/heat_phy/flash/heat_transfer3.swf
8.http://www.teachersdomain.org/assets/wgbh/lsps07/lsps07_int_heattransfer/lsps07_int_heattransfer.swf
Learners to make flash cards showing how convection, conduction and radiation happens
E.4; E.5
1. Teachers demonstrate how to calculate the power rating of a kettle.
2. Pupils calculate the power rating of a variety of kettles by using the specific heat capacity of water and measuring the time taken to heat 500ml of water.
3. Actual power rating can then be given to estimate total energy supplied, and efficiency can be calculated by using the useful energy as calculated in step 1.
Energy transfer diagrams can be drawn showing the energy changes that have taken place.
E.6
1.Learners make a poster showing the sources, and methods of storage, of renewable energy
2. http://www.operation-energy.com/index.php/kid-zone/downloads/doc_download/180-energy-top-trumps – energy top trumps starter (pair activity).
3. Learners work in groups with different roles (e.g. local council, nuclear power lobbying group) to debate the best energy source to utilise in a town. Learners present their research to the class in a debate.
2. http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy/renewable.swf – renewable vs. non-renewable activity and quiz.
F.1; F.2
1. Demonstration: Ruben's tube with signal generator to show adjustment of frequency, wavelength and amplitude.
2. http://www.kentchemistry.com/aplinks/chapters/7atomicstructure/waves.swf – animation showing wave speed calculations.
3. Learners use mini-whiteboards to identify frequency, amplitude and wavelength, and give answers to wave equation questions.
F.3
http://www.youtube.com/watch?v=bjOGNVH3D4Y – EM spectrum song.
F.4
Demonstration: stations set up in circus around room, for all parts of EM spectrum (e.g. microwave, UV lamp with water-marked paper); pupils record the type, and uses, of EM wave at each station.
F.5
1. Learners produce a poster showing the EM spectrum, labelling qualitatively the order of frequency/wavelength. They should include the uses of each type of wave.
2. http://www.kentchemistry.com/aplinks/chapters/7atomicstr3.ucture/electromagneticspectrum.swf Animation showing features and uses of EM radiation.
4. Learners use digital camcorders to record an 'employer safety announcement' describing the harmful effects of prolonged exposure to different types of electromagnetic radiation. / ICT Links:
a) Developing skills in Independent research
b) Developing skills in specific research criteria
c) Understanding what plagiarism is
d) Developing skills in referencing research resources- web sites correctly
Inclusion: gifted and talented, SEN, EAL
§ SEN:
1. key word definitions;
2. Differentiated work sheets
3. Support through verbal interaction
4. Working towards level 2 but can evidence level 1 work
§ G&T:
1. Differentiated skill sheets
2. Work towards merit/distinction grades
3. Take the lead in practical activities
§ EAL:
1. Use of visual aids- PP slides, images, practical work
2. Emphasis on key words use and meanings
3. Availability of a dictionary
4. Use of Google translate
§ PP:
1. Regular assessment of student progress
2. Encouragement in class activities
§ LAC:
1. Use of Collins support w/s as appropriate
§ Boys underachievement:
1. Encourage full interaction in activities
2. Identify roles in group work
3. Peer supporting activities / Literacy and Learning:
Learning through talk:
Discussions on inheritance
Small/large group activities – practical investigations- developing team work
Use of roles within groups
Discussion on advantages/disadvantage of being able to make predictions of inheritance based on pedigree analysis
Learning from text:
Use of books- index/ glossary/ contents
Use of researched material developing skills in writing work into own words
Use of information to facilitate discussions, and relate learning to other work
Learning through writing:
1. Written evidence showing understanding of key scientific terms
2. Writing laboratory reports following investigation
3. Writing a report to a government official (audience and purpose) looking at extreme temperature change causes
4. Key word definitions
5. Written explanation of the process of mutation. Looking at the different properties of some metals and non-metals in the periodic table
Assessment for Learning Opportunities:
1. Students have targets which they know and understand
2. Students know regularly at what level they are working in relation to these targets
3. Students know how they can improve their working at level so as to achieve their targets
4. The students have access to level/grade descriptors, e.g. in their books or on classroom walls, and they understand them, and there is reference to them within lessons
5. There are exemplars of good work available of different types which we can show to students and which, in particular, illustrate level/grade requirements
6. Schemes of work/lesson plans all make specific reference to AFL
7. Learning objectives are differentiated and levelled/graded
8. Lesson observations show that each teacher is in “AFL mode”, i.e. always discussing their work with students and helping them see how they can improve in terms of level/grade descriptors and achieving targets.
9. There is evidence that teachers have the skill of asking the students the type of questions, both individually and to the whole class, that enables them to understand how they can progress, and where relevant lead them to see how they can move on to achieve higher levels/grades.
10. There is evidence that both peer and self assessment relating to the learning objectives are occurring in lessons as appropriate
11. There is the evidence of AFL comments in the marking of students’ work.
12. AFL is also being used to adjust schemes of work, lesson plans and overall teaching in the light of analysis of the ascertained responses of students / Numeracy Links:
Practical activity looking at variation in student characteristics – use of tally chart, graphs (lined and bar) statistical analysis of results