Download Year 7 Learning Cycle 1 Overview

Year 7 Learning Cycle 1 Overview
Biology: How can we ensure we stay as healthy as possible?
Learning Cycle Overview:
Line of enquiry one:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
What do we need to eat to stay healthy?
A balanced diet is hard to achieve
Too much food is as bad as too little food
The stomach digests all your food
Enzymes are important for digestion
We can test food and digestion in the lab
Line of enquiry two:
Hypothesis 6
Hypothesis 7
Hypothesis 8
Hypothesis 9
Hypothesis 10
How does the energy and nutrients get into our food?
All living things get their food the same way
Energy travels up simple food chains
Plants do not need to eat
Photosynthesis always happens at the same speed
Only animals have adaptations
Line of enquiry three:
Hypothesis 11
Hypothesis 12
Hypothesis 13
How can we avoid getting sick?
Microbes are living things too
Microbes are passed from person to person in the same way
Your body has lots of ways to fight disease
Week 1/2
Week 2/3/4
Week 4/5
Year 7 | Learning Cycle 1 | Medium Term Plan | Science 2015/16
How can we ensure we stay as healthy as possible?
Line of enquiry one: What do we need to eat to stay healthy?
Intentions for learning from national KS3 science curriculum:

content of a healthy human diet: carbohydrates, lipids (fats
and oils), proteins, vitamins, minerals, dietary fibre and water,
and why each is needed

calculations of energy requirements in a healthy daily diet

the consequences of imbalances in the diet, including obesity,
starvation and deficiency diseases

the tissues and organs of the human digestive system,
including adaptations to function and how the digestive system
digests food (enzymes simply as biological catalysts)

comparing energy values of different foods (from labels) (kJ)
Lesson 1: A balanced diet is hard to achieve
Lesson 2: Too much food is as bad as too little food
Key words: carbohydrate, protein, fat, vitamins, minerals, fibre
Key words: obese, starvation, deficiency
Learning Intentions:
Students should develop an understanding that:
 There are a range of different nutrients that make up a
balanced diet
Learning Intentions:
Students should develop an understanding that:
 A poor diet can have serious health consequences
Lesson 3: The stomach digests all your food
Lesson 4: Enzymes are important for digestion
Lesson 5: We can test food and digestion in the lab
Key words: oesophagus, stomach, intestine, rectum
Key words: enzymes, carbohydrase, lipase, protease
Key words: iodine, copper sulphate, Benedict’s solution
Learning Intentions:
Students should develop an understanding that:
 Food is broken down throughout the digestive system and key
nutrients are absorbed into the body
Learning Intentions:
Students should develop an understanding that:
 Develop an understanding of enzymes and how they work
Learning Intentions:
Students should develop an understanding that:
 The presence or absence of food groups can be tested in foods
Success Criteria:
 Define what an enzyme is
 Describe how they interact with large food molecules
 Explain why different enzymes are needed
 Evaluate their use in digestion
Success Criteria:
 Relate each food test to the food group it is testing
 Identify which food groups are present in a variety of foods
 Evaluate the accuracy of the experiment
 Design an experiment to test the effect of adding carbohydrase
to bread
Success Criteria:
 Recall the organs of the digestive system in order
 Describe the main role of each of the organs in the digestive
system
 Evaluate a model of the digestive system
 Diagnose a range of patients with a range of digestive organ
failures
Success Criteria:
 Recall the main components of a healthy diet
 Identify which foods contain these nutrients
 Describe in what proportion they must be taken for it to be
considered healthy
 Analyse a range of diets and decide which is the healthiest
Success Criteria:
 Recall the implications of eating too much / little food
 Identify which nutrients are associated with a range of diseases
 Diagnose a range of patients with a suitable diet plan to help
them get over deficiency diseases
Year 7 | Learning Cycle 1 | Medium Term Plan | Science 2015/16
How can we ensure we stay as healthy as possible?
Line of enquiry two: How does the energy and nutrients get into our food?
Intentions for learning from national KS3 science curriculum:

the interdependence of organisms in an ecosystem, including
food webs and insect pollinated crops

processes that involve energy transfer metabolism of food

Plants making carbohydrates in their leaves by photosynthesis
and gaining mineral nutrients and water from the soil via their
roots.

the reactants in, and products of, photosynthesis, and a word
summary for photosynthesis

the dependence of almost all life on Earth on the ability of
photosynthetic organisms, such as plants and algae, to use
sunlight in photosynthesis to build organic molecules that are
an essential energy store and to maintain levels of oxygen and
carbon dioxide in the atmosphere

The adaptations of leaves for photosynthesis.
Lesson 6: All living things get their food the same way
Lesson 7: Energy travels up simple food chains
Key words: herbivore, carnivore, omnivore, detritivore, producer
Key words: food webs, top predator
Learning Intentions:
Students should develop an understanding that:
 Energy is passed through a food chain
Learning Intentions:
Students should develop an understanding that:
 Food webs have large amounts of interdependence
Success Criteria:
 Recall that energy enters all food chains through producers
(usually plants)
 Describe how energy travels through a simple food chain
 Explain why detritivores are so important to the food chain
 Evaluate why there is more energy at the bottom of a food
chain than the top
Success Criteria:
 Interpret a food web to draw simple food chains
 Draw a food web from an analysis of fecal matter
 Predict the impact of removing individuals from a food web
Lesson 8: Plants do not need to eat
Lesson 9: Photosynthesis always happens at the same speed
Lesson 10: Only animals have adaptations
Key words: photosynthesis, leaves, chlorophyll
Key words: rate, investigation, intensity
Key words: leaf, surface area
Learning Intentions:
Students should develop an understanding that:
 Plants can use sunlight to turn carbon dioxide and water into a
simple sugar called glucose
 Plants need to get other nutrients & water from the soil
through their roots
Learning Intentions:
Students should develop an understanding that:
 There is a relationship between how much light there is and
how much photosynthesis a plant can do
Learning Intentions:
Students should develop an understanding that:
 Leaves are adapted for photosynthesis
Success Criteria:
 Recall the name of the chemical that allows plants to
photosynthesise
 Recall where photosynthesis happens, and what is needed
 Identify why plants can’t live off photosynthesis alone
 Evaluate what life would be like if humans could
photosynthesise
Success Criteria:
 Conduct a scientific investigation
 Identify what the relationship is between sunlight and
photosynthesis
 Evaluate the effectiveness of your investigation
Success Criteria:
 Predict how leaves might be adapted for photosynthesis
 Analyse data of leaves seeing how they change in different
light intensities
 Create a conclusion about how leaves can adapt to light
intensity
Year 7 | Learning Cycle 1 | Medium Term Plan | Science 2015/16
How can we ensure we stay as healthy as possible?
Line of enquiry three: How can we avoid getting sick?
Intentions for learning from national KS3 science curriculum:

learn that micro-organisms share the characteristics of other
living things

find out about growing micro-organisms to make products, and
about the role of micro-organisms in infectious diseases

learn about the body’s defence systems and how immunisation
can protect against microbial infections

consider how ideas about the transmission of infectious
diseases have changed and are continuing to develop
Lesson 11: Microbes are living things too
Key words: respiration, excretion, sensitivity
Key words: transmission, air-borne, susceptible
Learning Intentions:
Students should develop an understanding that:
 There are certain characteristics that all living things
 Micro-organisms display these characteristics and hence are
living
Success Criteria:
 Recall the names of some microbes that cause illness
 Recall the 7 characteristics shared by living things
 Set up a scientific investigation into microbes
 Evaluate if all microorganisms are living
Lesson 13: Your body has lots of ways to fight disease
Key words: barrier, white blood cells, ingest, immune system
Learning Intentions:
Students should develop an understanding that:
 The body has lots of ways to prevent diseases from entering
the body but only one way of treating them
Success Criteria:
 Describe the body’s first line of defence
 Recall the names of the cells that help fight disease
 Describe how antibodies help fight disease
 Evaluate why some diseases (cold) can’t be cured easily
Lesson 12: Microbes are passed from person to person in the same
way
Learning Intentions:
Students should develop an understanding that:
 Develop an understanding of illness, disease and how microbes
are transmitted
Success Criteria:
 Recall specific types of microbes as well as the diseases they
cause
 Describe how microbes can enter the human body
 Explain how different microbes can be transmitted between
people
 Evaluate which form of transmission is the most harmful