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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