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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