Download gaynes school scheme of work b3

GAYNES SCHOOL SCHEME OF WORK – SCIENCE
Year Group
KS4
Unit code, title and length
B3 Life on earth
Health and Safety
Please refer to individual lessons and activity
plans
Resources
Please refer to individual lesson plans
Assessments
End of unit test
Mock Examination covering all Science
Biology Units
Six Mark Questions (two stars and a wish)
Homework
Please refer to faculty homework schedules
Common misconceptions
 Evolution is a process in the distant past. It
might explain dinosaurs and trilobites, but
does not continue to occur in living
populations.
 Organisms are always getting better;
evolution states that organisms will
improve.
 Living individuals adapt to their conditions.
 Random mutations explain variations in
organisms
 As new organisms evolve the parent
populations of organisms become extinct.
 Organisms will just evolve to deal with
climate change
 Organisms evolved because they need to
 Organisms adapt so they do not die
BLP
Collaboration
Making Links
Revising
Meta Learning
Social – can we look after the earth better for
future generations?
Spiritual- is variety important?
Where do they all come from?
Cross-Curricular- geography, mathematics
Moral – are we to blame for global warming?
Cultural- how do we depend on other people/
species?
IT Possibilities
Research in to animal evolution
Key Learning Outcomes
Lesson
Number
1
Learning outcome
 explain that a species is a group of organisms that can breed together to produce fertile
offspring
 explain that classification (putting organisms into groups according to characteristics they
share) helps scientists make sense of the biodiversity of organisms
 identify variation between individuals of the same species that can be passed on to offspring
 describe how different organisms are adapted to their environment
2
3
 explain the dependence of living organisms on the environment and other species
 describe factors which can endanger a species, possibly resulting in extinction
H: explain the interdependence of living organisms by using food webs
 explain that nearly all living things are ultimately dependent on energy from the Sun for survival
 describe what happens to the small percentage of the Sun’s energy absorbed by the plant
 calculate the percentage efficiency of energy transfer at different stages of a food chain
4




5
 explain how nitrogen is recycled through the environment
 interpret simple diagrams of the nitrogen cycle
 interpret data obtained from living and non-living indicators to investigate environmental change
6
 give a simple explanation of evolution
 identify that evidence for evolution is provided by fossils and from analysis of similarities and
differences in the DNA of organisms
 use similarities and differences in anatomical features and DNA to classify organisms and show
evolutionary relationships
 identify the key ideas about how an explanation is developed
7
 describe the similarities and differences between natural selection and selective breeding
 describe the process of natural selection – how evolution happens
8
 summarise how Darwin’s theory of evolution by natural selection was developed
 explain how new explanations are thought up imaginatively to account for data, and are then
accepted or rejected
9
 explain how mutation can occur in genes and be passed on to offspring
 explain how new species result from a combination of factors
10
 describe the evidence for evolution
 explain that similarities and differences in DNA can be used to classify organisms
 give an example of how classification of living and fossil organisms reveals their evolutionary
relationship
 describe human evolution as an example of a scientific explanation thought up creatively that
accounts for most of the data
 make predictions using the accepted theory of human evolution
11
 define biodiversity
 give reasons for the increasing rate of extinctions
 describe examples that show the importance of biodiversity
12
 explain what is meant by sustainability
 describe how sustainability can be improved, using packaging as an example
 explain how monoculture crop production is not sustainable because it does not maintain
biodiversity
 give an example of how science based technology provides people with many things that they
value, and which enhance the quality of life but has unintended and undesirable consequences
on the quality of life or the environment. Benefits need to be weighed against costs
describe the importance of the role of microorganisms in the carbon cycle
describe how carbon is recycled through the environment
interpret simple diagrams of the carbon cycle
describe how environmental change can be measured
Differentiation Up/Down
Lesson
1
2
3
Up
Choose your own animal. Draw this
animal, label and explain its
adaptations
As how adding or removing an animals
from a food web would impact the
ecosystem with no other prompts
Down
Draw and label the adaptation of a polar
bear. Use the polar bear slide to help
AB3.3.2 Where does the energy go? (2)
AB3.3.2 Where does the energy go? (1)
Give an example of the impact of adding
or removing animals from a food web
4
Have to develop the carbon cycle for
themselves using keyword
5
Have to develop the nitrogen cycle for
themselves using keyword
6
Which way of classifying whales is the
best? Why?’ – given no prompts
7
Students complete AB3.7.1 without a
fact sheet so they can come up with
their own examples
Students write 5 key bullet points in
evolution and natural selection
8
9
AB3.9.1 – Students work in groups to
complete the work
10
Students to do AB3.10.2
11
AB3.11.1/AB3.11.2 Students work in
groups and collate the information
12
Give students work sheet AB3.12.1students come up with their own
examples
Given a sheet outlining the carbon cycle.
Need to place the terms in the correct
place
Given a sheet outlining the nitrogen cycle.
Need to place the terms in the correct
place
Which way of classifying whales is the
best? Why?’ – given worksheet with
evidence are prompt questions
Students complete AB3.7.1 with the fact
sheet
Students complete 5 key sentences by
filling in the missing words/finishing the
sentences
AB3.9.1 – Students go through as a class
taking in turns reading each information
source and filling the sheet.
Students use AB3.10.1 and answer
questions
AB3.11.1/AB3.11.2- go though as one
class reading each information source and
filling it in together
Give students work sheet AB3.12.1 write
key words on the board for them to put in
to the correct group
Key Questions
Lesson
1
Big Question
Why are we not the
same?
Starter
What are the
similarities/differences?
Why are they all different?
What causes these
differences?
2
What is this picture
saying?
What does a food chain
represent?
3
Where do we get our
energy from?
How do we harness the
suns energy?
Where does the energy go?
4
Do organisms change
the environment?
How is carbon recycled?
Plenary
How have these organisms
changed?
Why have these organisms
changed?
How do these organisms
survive in their environment?
What is the difference
between a food chain and a
food web?
What happens if a species
disappears from a food chain?
What happens if a species
disappears from a food web?
How can a species disappear
from a food chain/web?
Why are plants at the
beginning of a food
chain/web?
Is there any wasted energy in
a food chain/web?
What impact will rising
temperature and CO2 levels
have on the phytoplankton?
How is carbon taken from the
air?
5
How do organisms
change the
environment?
How is nitrogen recycled?
6
How has life changed?
How are we all related?
What is evolution?
7
Is life still evolving?
How have these breeds
developed?
8
What is the connection
between Darwin and
finches?
9
Are there mutants
amongst us?
10
Is there any evidence
that humans evolved in
a similar way to other
animals?
11
Why does biodiversity
matter?
12
Do our lives have an
impact on earth?
How are you part of the
carbon cycle?
Where do plants and animals
get their Nitrogen?
What are the four types of
micro-organism within the
nitrogen cycle? Explain (with
examples) how living and nonliving indicators can be used
to measure climate and
environmental change
How are nitrates lost from the
soil? Give a natural and manmade example
What evidence is there
for/against evolution?
What is are the similarities
and differences between
natural selection and selective
breeding?
Why don’t all animals have
long necks?
Where do ideas come from? Why might scientist disagree
How do new/old ideas
with another scientist’s
develop?
conclusion?
What happens if there is new
evidence that disagrees with a
current explanation?
How can mutations occur?
Which factors can lead to
Why do mutations occur?
development of a new
species?
Why is isolation a factor in
species development?
Are our ancestors the apes? What is the evidence for
human evolution?
Explain the similarities and
differences in DNA can be
used to classify organisms.
Humans are still evolving?
What is biodiversity?
What is the human impact on
How is biodiversity being
biodiversity?
reduced?
Why biodiversity is important?
If extinction is a natural
process, why should we care?
What is sustainability?
What types of production are
What do we do that is/is not not sustainable?
sustainable?
Is there a link between
sustainability and biodiversity?
How can science help improve
sustainability?