04/11/18 JH Yr9 Biology

Year 9 2006-07

/ Sc1 Skills P, O, A & E / Responsibility: PD & JH Date: March 2006

1. Plants for Food

Lesson

& page / Mainstream / Extension / Support for
SEN / Practical work
Equipment required / Teacher information
(inc safety)
1 / Exploring Pyramids
A&O - recap Yr 8 work
- compare and exlain predicted and actual ratios of herbivores to carnivores in leaf litter.
Lesson 1Looking at leaflitter. Groups of 3
Intro KS3 Bitesize video – Feeding relationships in food webs (Tape 2 - 4.15)
  • Predict the ratio of herbivores to carnivores
  • Use pooters and petri dishes to carefully collect animals from leaf litter. Identify feeding types. 15 minutes to complete this, clear up and wash hands. WWO 1.1 & 1.2,
  • Pupils record group numbers of herbivores and carnivores and calculate class ratios ICT 1.2, AON 1.2
  • Produce bar graph or pie chart -ICT, AON 1.3
Plenary Discussion and conclusion. C1.1
H/wk. Learn spellings and definitions of 5 key words in bullet points on P 25. / Examine interesting finds using computer linked microscope
Discuss Tullgren funnel P7 (demo. available) / Help with reading of word list:-
food chain
food web
pyramid
energy
producer
herbivore
carnivore
Help with identification of animals and construction of tables and graphs. / Lesson 1
KS3 Bitesize video (Tape 2 – 4.15)
Word list
Pooters, petri dishes, leaf litter (Needs to be kept in a cool dark place and not allowed to dry out. Add new organisms as necessary), magnifiers, newspaper, plastic gloves, forceps, beaker of Milton, trays for leaf litter mounted needles, soap, paper towels, invertebrate identification sheet from year 7, computer and computer linked microscope.

Digital projector

/ SAFETY: -wash hands and pooters, after practical, with warm water and soap.
-mouthpieces must not be shared and should be sterilised in Milton before and after use (rinse before use).
-benches should be wiped after practical.
- CLEAPSS 1414
Stress to pupils that animals should not be harmed during capture and that they should be returned to the leaf litter as soon as possible after the totals have been counted.
ICT skills - Sc. Enq. 2.2 & 2.5.
2
CW bk
P25-27 / Food chains, webs and pyramids of numbers
A&O - Quick revision of terms from Year 8
- Understanding of how to construct and interpret
pyramids of numbers and food webs
Intro
Intro activity and discuss marking criteria LP 1.1
  • Food chain → pyramid and food chain  web - activity cards available(+ instructions) Add terminology from last lesson’s H/wk. PS 1.2 & WW 1.2 (teacher assessment 1)
Plenary - Paired checking of work prior to marking
WO 1.2 & LP 1.3. / Task 3 / Help to sort out cards and record info. / Food chain  pyramid/web activity cards. / Food chains may be quantified using pyramids of numbers. L.P.& L.Th. 5.5
Food webs are composed of several food chains. L.P.& L.Th. 5.6

Year 9 Plants for Food

Lesson & page / Mainstream / Extension and Homework / SEN /

Practical/Resources

/ Teacher onfo./Safety
3
Pg 18
& 19 / How do plants feed?
Photosynthesis
- Discuss how plants feed 5 mins
- Use info on p18 to research raw materials, other requirements, products, sources, fates, word equation, in order to complete card sorting exercise (8 sets/groups)and then worksheet 25 mins
- Testing a leaf for starch p19
Draw and label result in books (in pairs/3s) 25 mins
Plenary, 5 mins
Set HW / HW
Flow diagram of photosynth.
How is a leaf adapted for photosynth? / Key words
Page 22 / Yr 9 Course book p18
Card sets (8)
Worksheets to complete and fix in.
Boiling water Kit
Boiling Tube, forceps, rod, tile, iodine & ethanol
Leaf ½ & ½
Sheets to fill in p19 / Provide boiling water/near boiling water, turn off ALL Bunsons before providing ethanol, goggles.
4
p20 / What do plants obtain from the soil and how do they get it?
In groups of 4 produce an A3 poster/ info sheet about root structure and functions.
To show :
branching/fibrous nature.
Veins
Root hairs
Water absorption & functions
Mineral absorption & functions
Anchorage
Plenary
What have we found out? / Key words
P22
A3 sheets with central root system diagram / Year 9
Course books p20
+? +?
Scrap paper for planning
A3 sheets
scissors, pritt sticks, colours
Exposed/washed root systems on slide
Seedlings on slide
Slides of root hairs
(microscope or projector)
Year 9 Plants for Food
Lesson & page / Mainstream / Ext/HW / SEN / Practical/Resources / Teacher info./Safety
5
P21 / How do photosynthesis & respiration affect the atmosphere?
- Revise respiration & compare with P/synthesis note in books 10 mins
- Video: Science in Action
P/synthesis from 14:00 mins
→ End 6 mins
- Demo: Elodea experiment in light
& in darkness to show O2
evolution 10 mins
- Demo: Set up experiment to show
that P/synthesis reverses
effects of respiration using
bi-carb ind. 15 mins
- Discuss: In small groups the
consequences of an
imbalance. P21(global
warming etc) 15 mins
Plenary5 mins / Food
HW
P23 Effects of light intensity on Elodea / Key words
P22 / Test gas collected with glowing splint vs no gas collected.
See attached sheet / Respiration
CO2 O2
Photosynthesis
Year 9 Plants for Food
Lesson & page / Mainstream / Ext/HW / SEN / Practical/Resources / Teacher info./Safety
6
P 25 / Why is P/synthesis important to us?
Plants for food
- Intro discussion about imp of P/synthesis in terms of providing food
- Circus of food plants for
identification of:
i) Food plants
ii) Plant parts involved
iii) Food sources eg: starch, sugar
in pairs ! / Key words
P29 / At each station
(10 minimum)
i) Food plants (see list)
ii) dish/beaker of liquidised food plant & spatula
iii) spotting tile & iodine & clinistix
iv) bottle of “corn oil” by corn on the cobs/maize / Goggles
Students need to place a small amount of each food plant into 2 wells of spotting tile.
Test 1
With Iodine for starch
Test 2
With clinistix for sugar
Technicians!!
Could you add glucose to pureed applegrapes
7
P26 / What do plants compete for?
- Use p26 (top) to complete card game, identifying factors and appreciating consequences of lack.
Complete accompanying worksheet
Groups of 3 to 4 (tables) 30 mins
- How can Herbivores, fertilisers, weeds and herbicides also
affect plants? (see page 26)
Discuss in your groups and design a similar diagram on A3 to show effects / HW P31 Investigation / Laminated card sets
Competition worksheet
Scissors, pritt sticks,
Colours
A3 sheets
Scrap for planning

Year 9 Plants For Food

8
CW bk
P 27 - 28 / Pesticides
A&O - What pesticides are and why we use them
- Reasons why pesticides need to act quickly and
then break down into harmless substances
Intro – KS3 bitesize video (8 mins )
- Discussion - What are pesticides? Why
are they used? Why do some pestices
cause problems? C 1.1
Pupil food chain (Kinaesthetic model)
15 plants  5 small fish  1 shark
Pesticide = 1 yellow bead + 1 red bead.
Each plant gets 1 pesticide ‘molecule’  5 small fish  1 shark. Compare pesticide which breaks down quickly into harmless substances.with one that does not. WO 1.2
OR worksheets – ‘Dicing with death’
Plenary - CW bk P 28
H/Wk
CW bk P29 match keywords to definition / Extension Effect of DDT on peregrines CW bk P30 AON 1.3 / Extent of help given to produce summary. Word list:-
pest
pesticide concentrated / Red & yellow beads from PD
Worksheets- Dicing with death
- Pollution and food chains.
Glue, scissors.
9
P 31 / A&O - Check and peer mark keywords Hwk
- Assessed work - Fertiliser question
CW bk P31 - Class activity to produce table of data. WO 1.2
Q2-5 individual assessed work. Use sheet of gaph paper and A4 lined paper rather than answering in CW book so books can be used fof HWk
Mark scheme
-scales 2
-axes labelled 2
-points 3 – minus 1 for each incorrect point
-line 1
-Q3 1
-Q4 1
-Q5 2 (any 2)
AON 1.3
HWk Learn keywords and definitions CW bk P29 / Read through CW bk P 28 ‘Sustainable development’ and ‘Long term view’ / Help with table
and reading / Lined A4 and graph paper

Year 9 Fit and Healthy

/ Biology 2005- 2006 / Sc1 Skills P, O, A & E / Person with responsibility: JH
Date: Nov 2005

Lesson

& page / Written work:
Mainstream / Extension work / Support for
SEN / Practical work
Equipment required / Teacher information
(inc safety)
1 CW bk
P 11 & 12 / The Respiratory System, Breathing and Respiration
2 CW bk
P 11 &12 / The Circulatory System
Assessed work -Pulse rate Q P 17

Year 9 Fit and healthy

3& 4

P 11 & 12

/

The Human Skeleton.

A&O - Knowledge of the structure and functions
of the human skeleton
- location and movement of the main types of joint
- How movement is achieved at a joint
IntroKS3 Bitesize video – Tape 1 – Skeleton & movement section
Final expected outcomes of 2 tasks
–individual written account based on hotseating activity
–annotated diagram explaining how movement is achieved at the elbow

Lesson 3

A&O - knowledge of functions of the skeleton

- joints - types & sites
- joints – type of movement
- listening, questioning and notetaking skills
- extended writing

Hot seating –as skeleton or doctor./laptop research – need to explain rules Listening and questioning skills

-functions of the skeleton

-joints - types & sites

-joints – type of movement

-extra info.

Plenary - Chance to check/compare/improve notes.WO 1.2
H/wk- Extended writing - individual neat copy of skeleton information from lesson. C 1.3
Lesson 4
A&O - Improve Hwk
- Time management of tasks LP1.1, LP1.2, LP1.3
  • Swap homework accounts, read each others and suggest improvements – one now and one for future work.
Labelling of forearm diagram
Gps of 3 – use cards to label A3 diag of forearm WWO 1.1
Produce individual A4 copy.
Discuss how to learn labels C1.1
Gps of 3 spend time learning labels
Plenary - Quick test /

Skeleton crossword

/ Wordlist ;
hinge
ball and socket
muscle
biceps
triceps
contract
relax
antagonistic / A3 forearm diagram & sets of labels (1 per group)
Worksheets
–A4 forearm diagrams
– Moving joints
–The shape you’re in. (Skeleton crossword) / The role of the skeleton, joints and muscles in movement. L.P.& L.Th. 2.7. Principal of antagonistic muscle pairs, eg. biceps & triceps. L.P.& L.Th. 2.8

SAFETY Wash hands with soap and warm water after handling any real bones.

Year 9 Fit and healthy

5 & 6
Spotlight Science 9 28 b
P49 / Muscle Fatigue Experiment
(Mighty Movers expt. P49 of Spotlight Science 9)
A&O - Revision of skill P
- Peer and teacher assessment of skill A
Lesson 5 Intro - teach skill P - brainstorm headings.
- discuss content of each section
Pairs collect two sets of results AON 1.1, WO 1.1 & 1.2
Plenary – Carefully check results table details and produce neat copy

Lesson 6

Intro Discuss requirements to achieve skill A C1.1
Skill A - Sets 3-5 calculate mean, AON1.2 draw bar
Graph AON1.3 and write conclusion WO1.2.
- Sets 1 & 2 convert results to line graph
data, calculate mean AON1.2, draw graph and
write conclusion.AON1.3, WO 1.2
Peer assessment of Skill A in pairs – compare and improve tables and graphs LP 1.2
Skill E - Identify ways that you could improve the grouptak to collect results. WO1.3
Teacher assessment of skill A / Assistance with comparison / Clampstands, strong rubber bands, stopclock.
Graph paper, rulers, Skill A mark scheme / NB. 'Time interval'  bar graph.
Time' with continuous counting for
120 seconds .line graph.
SAFETY : - care that clampstand does not tip.
- safety goggles
Sc. Enq. 2.2 & 3.9- 3.20

7– 11

CW bk P13 & 14 /

Drugs

Lesson 7 KS3 Bitesize video – (Tape 1 – Drugs section)
  • Introduce research activity – past examples, time scale, resources available, pupil generated homework tasks.
  • Devise pupil generated mark scheme. C1.1
Lessons 8 - 11
Drugs research to produce individual information leaflet, group poster , drama etc - see mark scheme for criteria. Key Skills – opportunity for all key skills at level 1.
Lesson 11- Plenary - peer marking of posters etc.
- identify ways to improve work with
others WO 1.3 / Open ended task / Wordlist -
health
drug
addiction
depressant
stimulant
fermentation
alcohol
solvent abuse / KS3 Bitesize video - (Tape 1 - Drugs section)
Helpsheets 1, 2 & 3
Extension sheet 30c
Class sets of:-
Blackwell Life Processes 1
Bee Heinemann book
How it Works – Body Maintenance.
Spotlight 9.
Coloured pencils, felts, card, A4 (plain, lined, graph and coloured)
Sugar paper

M12 or T21 for 1 lesson

/ Smoking affects gas exchange by damaging the inner surface of the bronchi and lungs. L.P.& L.Th. 2.13.
Abuse of alcohol, solvents & other drugs affects health. L.P.& L.Th. 2.18

Sc. Enq. 2.1 & 2.4


12 /

A&O – SC1 skills

Cola Experiment - see next sheet

Key Skills – opportunity for all key skills at level 1.

Year 9 Inheritance and Selection

Lesson

& page / Written work:
Mainstream / Extension work / Support for
SEN / Practical work
Equipment required / Teacher information
(inc safety)
1
CW bk P4 / Variation

A&O

- Pupils need to know causes and types of variation and be able to give examples.
- Identifying patterns in data
KS3 Bitesize video – variation (Tape 1 – 64.04)

Intro - Looking for patterns activity. – gps of 3 - class discussion C1.1

Pupil task - Same but different activity - collect indiviual data

Plenary
Group pupils according to data collected and discuss patterns found in class. Discuss significance of small sample sze. Identify continuous and discontinuous data. C1.1, N1.2
H/wk – Worksheet – Spot the difference (sets 1 & 2) / Help to record personal data / KS3 Bitesize video – variation (Tape 1 - 64.04)
Rulers, meter rules (taped to wall for measuring height)
Worksheets - Spot the difference
- Looking for patterns
- Recording sheets / SAFETY - CLEAPSS p 1148
There is variation within and betweenspecies. L.P.& L.Th. 4.1
Variation within a species can have both environmental & inherited causes. L.P.& L.Th. 4.2
2
CW bk P5 /

Sexual reproduction and variation

A&O - Revision of relevant cell structure and reproduction
knowledge
- Knowledge that genes are instuctions for
chareacteristics
Intro.
Remind that cell nuclei contain genetic info
Intro idea that Chromosomes are the structures that carry the genetic info. Chomosomes are made up of sections called genes. Each gene is an instruction to make a partiular characteristic develop.
Go through info on P 5 of CW bk.

Pupil Task – small gps– can be done as scrambled gps activity. WO 1.1, WO1.2, WO1.3

Discuss the following

1. Why are brothers and sisters similar?
2. How are identical twins formed?
3. Why are identical twins more similar than brothers and sisters?
4. Can identical twins be different sexes?
5. How does fertilisation occur in animals?
6. How does fertilisation occur in plants?

Plenary - Feedback of answers and how work with others could have been improved

/ Number of questions attempted / Help recording idea

Year 9 Inheritance and Selection

Lesson

& page / Written work:
Mainstream / Extension work / Support for
SEN / Practical work
Equipment required / Teacher information
(inc safety)
3
CW bk
P 6 & 7 / Selective Breeding
A&O – change of format – text and diagram to
annotated diagram
- knowledge of how and why we use selective
breeding
19. 33d - Draw & label calypso fruit (original and new type) – pairs. WO1.1,
Feedback from groups C1.1 & C1.2
Variation and selection questions from revision guide or workbook. / Word list - selective breeding / Selective breeding can lead to new varieties. L.P.& LTh. 4.4
4 / Variation in potatoes
A&O – Comparison of characterisics of two varieties of
Potato
Intro - Discuss ways in which 2 potato varietis may
vary eg. mass, size/shape,number of eyes.
Relate to consumer needs.
  • Pairs - Pupils sslect one characteristic and plan how to collect and record dat.a.
  • Data collection.
  • Conclusion
Plenary – Feedback.
Key Skills – opportunity for developing all key skills at level 1. / Comparison of variation within and between varieties.
How suitable was the sample size? / Help with table and data recording. / Potatoes – 2 Varieties which can easily be identified (at least 10 of each)
Rulers
Top-pan balances
String to measure circumferance
23 onwards / Peparation for mock
KS3 Bitesize revision videos,revision guides and workbook questions.

Key skills – opportunities are available throughout the scheme to work on developing key skills

Lesson / C / N / ICT / WO / PS / LP
1.1 / 1.2 / 1.3 / 1.1 / 1.2 / 1.3 / 1.1 / 1.2 / 1.1 / 1.2 / 1.3 / 1.1 / 1.2 / 1.3 / 1.1 / 1.2 / 1.3
Plants for Food 1 / √ / √ / √ / √ / √
2 / √ / √ / √ / √
3 / √ / √ / √
4 / √ / √ / √ / √
5 / √ / √ / √ / √ / √ / √ / √
6 / √ / √
Fit and Healthy 1
2
3 / √ / √
4 / √ / √ / √
5 / √ / √ / √
6 / √ / √ / √
7 / √
8 - 11 / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
Variation 1 / √ / √
2 / √ / √ / √
3 / √ / √ / √
4 / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √

04/11/18 JH Yr9 Biology

Year 9 - Leaf Litter Results

Type of Animal /

Group Totals

/ Class
Total / Type of Feeding

1

/

2

/

3

/

4

/

5

/

6

/

7

/

8

Woodlouse /

S

Ant / S
Springtail / S
Earthworm / S
Round worm / S
Millipede / S
Pillbug / S
Spider / C
Beetle / C
Centipede / C
Slug / H
Snail / H
Beetle / H
Millipede / H

Year 9 Food Chains, Webs and Pyramids

Information

  • Blue whales eat krill (small shrimp-like animals)
  • Slugs are eaten by thrushes and shrews
  • Cats eat thrushes
  • Microscopic plants are eaten by krill.
  • Caterpillars eat oak leaves and cabbages
  • Slugs eat cabbages
  • Thrushes eat caterpillars
  • Owls eat thrushes and shrews
  • Pondweed is eaten by waterfleas
  • Waterboatmen eat waterfleas
  • Waterboatmen are eaten by sticklebacks

Task 1

Use the cards and information above to make 4 food chains.

Copy the food chains into your exercise book, remembering to add arrows.

Below each living thing in the food chain write the word producer, herbivore or carnivore.

Task 2

Rearrange the 4 food chains into 4 pyramids of numbers Draw and label them in your exercise book.

Which pyramid is an odd shape and why?

Task 3

Make a simple food web from some of the cards and copy this into your exercise book (don’t forget to add the arrows)

04/11/18 JH Yr9 Biology

Joints

Ends of the muscles are drawn out into long tendons, which connect muscles to bones.

/ Contraction (shortening) of the biceps muscle bends (flexes) the arm at the elbow.
Contraction (shortening) of the triceps muscle straightens (extends) the arm. / Pairs of muscles that work against each other are called antagonistic muscles.
The biceps and triceps muscles are antagonistic muscles. / The bone in the upper arm is called the humerus.
The triceps muscle contracts to straighten the arm. It is attached to the humerus, shoulder blade and ulna. / The radius is one of the lower arm bones.
Joints, which move a lot, are called synovial joints. / Ligaments hold bones in place at a joint.
The ends of bones are protected by cartilage. / Cartilage is a shock absorber.
Synovial fluid reduces friction when a synovial joint moves. / Synovial membranes hold the synovial fluid in place.
The non-moving end of the biceps muscle is attached to the radius and the shoulder blade (scapula) and the moving end is attached to the ulna. / The triceps is attached to the humerus, shoulder blade and the ulna.

04/11/18 JH Yr9 Biology