Download Year 9 Biology Learning Cycle 3 Overview

Year 9 Biology Learning Cycle 3 Overview
Learning Cycle Overview: Who will win the pathogen war?
Line of enquiry 1:
Hypothesis 1:
Hypothesis 2:
Hypothesis 3:
Hypothesis 4:
Hypothesis 5:
What are pathogens?
Communicable diseases can only be spread by word of mouth
Viruses need to be treated with antibiotics
Your lunch could kill you
Athletes are more likely to have a fungal disease
A mosquito can be a vector
Line of enquiry 2:
Hypothesis 1:
Hypothesis 2:
Hypothesis 3:
How can humans fight against pathogens?
Antibodies are worse than viruses
Vaccines can save thousands of lives
Painkillers only treat symptoms not the pathogen
Week 1
Week 2
Year 9 Biology | Learning Cycle 3 | Medium Term Plan | Science 2016
Line of enquiry one: What are pathogens?
Intentions for learning from AQA:
(Learning intentions in bold are higher tier only)
Communicable (infectious) diseases
●
Define the term pathogen and state the four main groups of
pathogen. Explain how pathogens can be spread to plants or
animals and cause infection. Describe the main differences
between bacteria and viruses. Explain how the spread of disease
can be reduced or prevented.
Viral diseases
●
Describe the symptoms, mode of transmission, prevention and
treatment for measles, HIV and AIDS. Describe colds and flu as viral
diseases. Describe the symptoms and effects of Tobacco mosaic
virus and its effects
Bacterial diseases
Lesson 1: Lesson hypothesis: Communicable diseases can only
be spread by word of mouth
Key words: Viruses, bacteria, fungi
Lesson 2: Lesson hypothesis: Viruses need to be treated with
antibiotics
Key words: Virus, HIV, AIDS
Learning intentions:
Students should develop an understanding that:
●
Pathogens including viruses, bacteria, protists and fungi can be
spread to animals and plants. This can however be prevented.
Learning Intentions:
Students should develop an understanding that:
●
Humans and plants can be affected by different viruses
Success Criteria:
Success criteria:
✓ Define the term pathogen and state the four main groups of
pathogen.
✓ Describe the main differences between bacteria and viruses.
✓ Explain how pathogens can be spread to animals and cause
infection as well as how this can be reduced or prevented.
●
Describe athlete’s foot as a fungal disease. Describe the symptoms
and effects of Rose black spot fungal infection
Protist diseases
●
Describe the life cycle of the malarial protist. Describe the
symptoms, mode of transmission, prevention and treatment for
malaria.
Misconceptions/ common areas of weakness
Identification of differences between pathogens
Home learning: Practice exam style questions with the focus on
pathogens.
Recall the type of pathogen that causes colds and flu
Describe the symptoms for HIV, measles & AIDS
Explain how HIV, measles & AIDS is transmitted
Create a method to help prevent the spread of HIV, measles
and AIDS
Feedback focus
Feedback focus
●
Describe the symptoms, mode of transmission, prevention and
treatment for salmonella and gonorrhoea.
Fungal diseases
✓
✓
✓
✓
Knowledge input| Check | Development| REACH| Improvement
Knowledge input| Check | Development| REACH| Improvement
Teacher marked: Extended piece of writing assessing each success
criteria (Teacher marked)
Peer marked assessment of symptoms, methods of transmission and
prevention methods using marking grid on board.
Year 9 Biology | Learning Cycle 3 | Medium Term Plan | Science 2016
Lesson 3: Lesson hypothesis: Your lunch could kill you
Key words: Salmonella, gonorrhoea
Learning Intentions:
Students should develop an understanding that:
●
Bacteria can be found in food or can be sexually transmitted
Success Criteria:
✓ Recall the symptoms of salmonella and
gonorrhoea.
✓ Describe the mode of transmission for salmonella
and gonorrhoea.
✓ Create a prevention and treatment plan for
salmonella and gonorrhoea.
Feedback focus
Knowledge input| Check | Development| REACH| Improvement
Peer marked assessment of symptoms, methods of transmission and
prevention methods using marking grid on board.
Lesson 4: Lesson hypothesis: Athletes are more likely to have a
fungal disease
Key words: Fungal
Learning Intentions:
Students should develop an understanding that:
●
Fungal diseases can be found in both humans and plants
Success Criteria:
✓
✓
Recall that athlete’s foot is a fungal disease.
Lesson 5: Lesson hypothesis: A mosquito can be a vector
Key words: Protist, malaria
Learning Intentions:
Students should develop an understanding that:
●
Malaria is a protist disease transmitted by mosquitos.
Success Criteria:
✓
✓
✓
Describe the life cycle of the malarial protist.
Explain the symptoms and mode of transmission of malaria.
Create a prevention and treatment plan for malaria.
Describe the symptoms and effects of Rose black spot fungal
infection
Feedback focus
Feedback focus
Knowledge input| Check | Development| REACH| Improvement
Knowledge input| Check | Development| REACH| Improvement
Self-marked use of practice exam questions with self-marking using
examiner mark schemes
Peer marked assessment of life cycles, symptoms, methods of
transmission and prevention methods using marking grid on board.
Year 9 Biology | Learning Cycle 3 | Medium Term Plan | Science 2016
Line of enquiry two: How humans fight against pathogens?
Intentions for learning from AQA:
Lesson 1: Lesson hypothesis: Antibodies are worse than viruses
Key words: Phagocytosis, antibody, antitoxin
Lesson 2: Lesson hypothesis: Vaccines can save thousands of lives
Key words: Vaccine, immune
Human defence systems
Learning Intentions:
Students should develop an understanding that:
➢ The immune system defends the body from disease by methods
such as phagocytosis, antibody production and antitoxin
production.
Learning Intentions:
Students should develop an understanding that:
➢ A vaccine contains a small amount of a dead or inactive
pathogen.
➢ Vaccines can be used to make large proportions of a population
immune and reduce the spread of a pathogen.
●
Describe the body’s first line defences. Explain how microbes make us
feel ill and how viruses damage cells. Explain how the immune system
defends against disease Describe what white blood cells do. Explain
why antibodies are specific for one pathogen/ antigen.
Success Criteria:
Vaccination
●
Describe what a vaccine contains. Explain how vaccines prevent
disease. Explain the idea of ‘herd immunity’.
✓
✓
✓
Recall the bodies first lines of defence
Describe what viruses and bacteria do once inside our bodies
Explain how the immune system defends the body against
diseases.
Success Criteria:
✓
✓
✓
Describe what a vaccine contains.
Explain how vaccines prevent disease.
Explain the idea of ‘herd immunity’.
Antibiotics and painkillers
Feedback focus
Feedback focus
●
Knowledge input| Check | Development| REACH| Improvement
Knowledge input| Check | Development| REACH| Improvement
Feedback loop and REACH time to respond to marked week 1 home
learning.
Peer assessed interpretations of vaccination graphical data.
Explain how antibiotics treat only bacterial diseases and how this has
saved lives. Describe the problems associated with antibiotic
resistance. Explain the difficulty in developing drugs that kill viruses
without damaging body tissues. Give examples of painkillers and
other medicines used to treat symptoms. Interpret data about
painkillers and other medicines. Describe Fleming’s discovery and
explain its importance.
Misconceptions/ common areas of weakness
Vague ideas of what white blood cells do
Weak graph analysis skills concerning vaccinated populations
Use of scientific language around the process of vaccination
Referring to antibodies as ‘armies’
Home learning: Practice exam questions focusing on the defence against
pathogens
Teacher marked annotated cartoon strip illustrating the actions of white
blood cells using key words: ingest, phagocytosis, antibodies and antitoxins.
Year 9 Biology | Learning Cycle 3 | Medium Term Plan | Science 2016
Lesson 3: Lesson hypothesis: Painkillers only treat symptoms not
the pathogen
Key words: Antibiotics, painkillers
Learning Intentions:
Students should develop an understanding that:
➢ Antibiotics are used to treat bacterial diseases while painkillers
are used to treat symptoms but not the pathogens themselves.
Success Criteria:
✓
✓
✓
✓
✓
Recall what antibiotics and painkillers are used to treat.
Describe the problems associated with antibiotic resistance.
Explain the difficulty in developing drugs that kill viruses without
damaging body tissues.
Interpret data about painkillers and other medicines
Describe Fleming’s discovery and explain its importance.
Feedback focus
Knowledge input| Check | Development| REACH| Improvement
Self-marked exam style questions using examiner mark schemes