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GAYNES SCHOOL SCHEME OF WORK – SCIENCE Year Group Unit code, title and length 9 9GH Environmental Studies 12 lessons followed by revision Resources Please refer to individual lesson & activity plans Homework Please refer to faculty homework schedules Health and Safety Please refer to individual lesson & activity plans Assessments End of unit test, End of topic test, Sc1 BLP Collaboration, Making links, Revising, Meta-learning Social – Areas of Focus Group work L1,2,4,9,10,11 Local environment L7 Should we be worried about acid rain? Spiritual Is global warming going to bring about the end of mankind? Reflection of learning Cross-Curricular Geography acid rain pollution in other countries Citizenship- acid rain & caring for environment Common misconceptions Having talked about hazards that all acids and alkalis are dangerous. Acid rain will burn the skin. Moral – Key Questions Should we be concerned with climate change? Is it OK for countries to be lost for good? Cultural Why do some other countries still not sign up to the Kyoto agreement? IT Possibilities Research on deforestation Key Learning Outcomes – Whole Unit Must Should Could Know that human pollution contributes to the natural acidity of rain to bring about “acid rain” Recall that climate change is brought about by changes in weather patterns which maybe linked to rising CO2 levels. Not everywhere will get hotter (global warming). Justify how knowledge of pollution and deforestation will could improve the sustainability of our planet. Grade/Level 4 5 7 Key Learning Outcomes – Per lesson Lesson Number 1 2 3 4 Learning outcome Be aware of how soils differ (Level 4) Describe how plants, animals rocks and the local environment all affect the type and quality of soil (level 5/6) Explain how pH effects the soil and the plant types found (level 7 ) Know the main causes of acid rain and how it is formed(level 4) Describe some of the consequences of acid rain (level 5) Explain how pollution made in this country can be the cause of acid rain in other countries (level 6) Recall that the pH of acid rain is less than 5.5 (level 4) Suggest ways to reduce acid rain (level 5) Synthesis: Is there a better way to reduce acid rain (level 6) Recall the fire triangle. (level 4 ) Describe the difference between complete and incomplete combustion (level5) 5 6 7 8 9 10 Explain why complete and incomplete produce different products(level 6) Be able to recognise that particles do not get lost in a chemical (level 3) Explain when weight loss occurs in a reaction that there may be chemicals formed that are difficult to weigh (level5/6) Identify in specific reactions where each of the original atoms have gone using symbol equations (level6) Know the % constituents of “clean” air. (level 4) Describe how human activity can have a direct effect on air quality. (level 5) Hypothesise the ways in which individuals and governments can be encouraged to adopt cleaner options (level 7) Recall from previous lessons, that carbon, like all atoms is not destroyed but recycled (level3) Describe different stages in the carbon cycle and how they recycle carbon. (level 5) Identify the role of the carbon cycle as part of global warming (level 6) Recall the main greenhouse gases(level3) Describe how molecules in our atmosphere trap heat. (level 5) Hypothesise the ways in which emissions will have an affect on the greenhouse effect. (level 7) Recall that the greenhouse effect is a natural phenomenon and that human activity may exaggerate this effect.(level3) Identify or describe the possible effects of global warming/climate change based on evidence (level 5) Explain why the evidence for global warming/climate change is deemed inconclusive. (level 6/7) State at least 2 problems deforestation can lead to (level4) Explain why countries feel the need to clear their forests (global trade) . (level 6) Hypothesise possible alternatives to deforestation and consumer power can influence retailers (level 7) Differentiation Up/Down Lesson 1 2 Up 3 Pupils to think of examples where material are used Recall the symbol equations involved 4 &7.5 5 As per Sc1 To be able to balance the equations 6 7 8 9 To be able to balance the equation At least 5 stages of Journey of atom Differentiate as to how much info is shared Pupils could research about other greenhouse gases other than CO2 10/11 Down Use laminated cards Pupils given specific examples e.g. iron used in a car Specific help may be required to structure poster As per Sc1 Use the combustion keyword cards to scaffold. Use keywords Use molymods to scaffold learning Provide support on graph. Only 3 stages necessary Differentiate as to how much info is shared Make sure roles are allocated toward each pupils strength/ Key Questions Lesson 1 Biq Q Can we grow anything we want, anywhere we want ? Starter What is soil? 2 What do think this lesson is about? show pictures of eroded building/monuments and “burnt trees”)what has happened and Plenary Can you give me an example of a plant that will grow in each of these gardens? What could you do to stop acid rain? (indirectly of course) 3 How could sheep wee cure acid rain? 4 What will cause a bean to sprout? What is needed for this to happen? Is there still 2 eggs in the chocolate cake? Why should we be concerned about pollution? What have these all got in common? 5 6 7 8 9 How are these similar? 10 Is this man made or would it happen anyway? 11/12 Deforestation: Is it any of our business what Brazil or Indonesia do? how? Why has acid rain increased in the last 100 years? (advent of the car) What do you think is going to happen? What differences can you see between the whoosh bottles What will happen to the balance as I burn a candle What is in clean air? Where did the carbon come from Same q as last lesson What could you do to stop acid rain? (indirectly of course) Did the experiment give you the results you expected? Can you explain the differences? Where did the mass of the candle go? What can we do to improve our local environment? Does a carbon molecule always take the same path, or visit every pool? What is grown in a greenhouse Why did the temperature in and how does it encourage each bottle go up?What will growth? you do if the starting temperatures of the two thermometers are different? “If global warming is happening, why is it raining / snowing??? Why isn’t the world turning into a desert??” Answer the quiz questions Have you learnt anything that is going to change the way you do anything? Can you give just one example?