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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?