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KS4 BIOLOGY SCHEME OF WORK
AQA GCSE SCIENCE – BIOLOGY UNIT 1 B1a
B1.1.2 - HOW OUR BODIES DEFEND THEMSELVES AGAINST INFECTION
FIRST 13 LESSONS SHOULD BE TAUGHT IN YEAR 9!?
Lesson
1
Learning Objectives
 Microorganisms that cause
infectious disease are called
pathogens.
 Bacteria and viruses may
reproduce rapidly inside the
body and may produce
poisons (toxins), which make
us feel ill. Viruses damage
cells in which they reproduce.
 The body has different ways
of protecting itself against
pathogens
 When growing microbes –
the lid of the Petri dish should
be secured with adhesive tape
to prevent microorganisms
from the air contaminating the
culture.
In schools and college
laboratories, cultures should
be incubated at a maximum
temperature of 25oC to
prevent the growth of
pathogens – in industry,
higher temps can produce a
more rapid growth rate.
Possible Learning Activities
Assessment
Opportunities
Students to think of 3 main causes of death when given outline table from years 1900 to
2000. Link to discussion as to why causes of death have changed.
Could also get students to shout out names of illnesses/ailments/diseases and list on different
halves of board as transmissible and non-transmissible.
Discussion with class about bacteria and viruses, some but not all cause disease and these are
pathogens http://www.cellsalive.com/howbig.htm, use of website to compare relative sizes.
Will need some brief notes on what bacteria/viruses (pathogens) are to cover lesson
objectives.
Sheet on how do microbes get into the body (Boardworks also good here)
http://www.abpischools.org.uk/page/modules/infectiousdiseases_pathogens/pathogens8.cfm?
coSiteNavigation_allTopic=1 this site has some good info on bacteria and viruses and a nice
animation on how viruses infect cells and multiply.
There is a couple of good board works presentations on microbes – that can be used here or
throughout this unit of lessons.
Also TEXTBOOKS – Nelson 30-33
- Longman 8-9
Set up agar plates to grow bacteria (and fungi) and look at in a few days – suggest dividing
into 4 using thumb print, thumb print + tissue and 2 surfaces via cotton bud swabs.
Worthwhile discussing here why we secure lid and grow at 25oC – link to work done in year 8.
Page 1
Lesson
2
Learning Objectives
 The body has different ways
of protecting itself against
pathogens.
White blood cells help to
defend against pathogens:
− by ingesting pathogens
− by producing antibodies
which destroy particular
bacteria or viruses
− by producing antitoxins,
which counteract the toxins
(poisons) released by
pathogens.
 The immune system of the
body produces specific
antibodies to kill a particular
pathogen. This leads to
immunity from that pathogen.
In some cases dead or
inactivated pathogens
stimulate antibody production.
If a large proportion of the
population is immune to a
pathogen, the spread of the
pathogen is very much
reduced.
Possible Learning Activities
Assessment
Opportunities
May be able to look at and discuss agar plates this lesson, or may have to wait until next
lesson or 2.
Short clip on spread of epidemics, see resources folder – may be useful to stimulate
discussion, link in to last lessons work on microbes causing disease.
Discussion and pictures of white blood cells, what they are and how they fight disease.
Explain how white blood cells target particular pathogens, bringing in terms such as antigens,
antibodies, phagocyte, lymphocyte, toxin, and antitoxin.
The body fights back
worksheet 13.15
Good animation on 21st C science software in keeping healthy B2 section – called fighting
infection round 2.
Lots of different worksheets available here, depending on ability of class.
Animation shown on bbc site of both phagocytes and lymphocytes
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/defendingagainstinfectionrev4
.shtml
Board works programme defence against disease may be worth using here.
Also TEXTBOOKS – Longman 10-11
- Nelson 32-33
Concept map to add explanations to the links shown between key words (worksheet
available).
Or
In small groups, discuss a particular disease (such as influenza,) and act out the process of
how the person became ill, what happened inside his/her body to fight the infection, how the
person recovered.
Or
Class discussion about how we could manage without an immune system
Page 2
Lesson
3
Learning Objectives
Possible Learning Activities
Semmelweiss recognised the
importance of hand washing in
the prevention of spreading
some infectious diseases. By
insisting that doctors washed
their hands before examining
patients, he greatly reduced
the number of deaths from
infectious diseases in his
hospital.
Couple of different sheets to recap understanding of the immune system also available.
• To relate the contribution of
Semmelweiss in controlling
infection to solving modern
problems with the spread of
infection in hospitals.
Review agar plates set up in lesson 1 if not done last lesson. This would be useful as this will
fit into work on Semmelweiss.
Assessment
Opportunities
Past questions
available.
Discussion of Ignaz Semmelweiss with class and his work.
This lesson may work well as research on computers if a room is available?
Mini powerpoint to help discussion and couple of sheets available to go with powerpoint
(sheets have either Foundation or Higher ability questions on).
There is also an extract (and questions) from Semmelweiss’ diary – sheets available.
Longman pages 8-9
Nelson page 31
Couple of past questions available as plenary/homework?
Page 3
Lesson
4
Learning Objectives
 Some medicines, including
painkillers, help to relieve the
symptoms of infectious
disease, but do not kill the
pathogens.
 Antibiotics, including
penicillin, are medicines that
help to cure bacterial disease
by killing infective bacteria
inside the body.
 Antibiotics cannot be used
to kill viral pathogens, which
live and reproduce inside cells.
It is difficult to develop drugs
which kill viruses without also
damaging the body’ tissues. It
is important that specific
bacteria should be treated by
specific antibiotics. The use of
antibiotics has greatly reduced
deaths from infectious
bacterial diseases.
 to explain how the
treatment of disease has
changed as a result of
increased understanding of
the action of antibiotics and
immunity.
Possible Learning Activities
Assessment
Opportunities
Pathogens word search to get students started and recap some terms/work done so far.
Pretend to feel unwell (or get student to) i.e. hot water bottle/scarf. Show class/student,
bottle of cough medicine, aspirins or paracetamol, throat sweets and some prescription
antibiotics. Can use pictures from different medicines powerpoint (on system).
Discuss what should be given to the ‘patient’ and why.
Discussion and notes on painkillers and how they act.
Discussion of antibiotics and how they act. Page 34-35 in Nelson and 12-13 in Longman.
Set up agar plates with penicillin discs. Will need to order bacteria (M.luteus) seeded agar
plates and penicillin (and possibly other) antibiotic discs. Can be looked at next lesson or so?
Clear area around disc shows that the antibiotic kills the bacteria. There is also a powerpoint
image of this that may be useful in this lesson or next.
It is probably worth discussing in this lesson how the agar plates are produced – key points
being that the Petri dishes and agar must be sterile at very start before bacteria spread onto
(by technicians).
Drugs against disease worksheet (B1a: 18).
Recap how viruses work/cause illness and lead into discussion of why it is difficult to kill
viruses – possible link from website from lesson 1.
Next lesson will be looking at antibiotic resistance, can ask students if they have heard of
‘suberbugs’ or MRSA. Brief discussion in advance of lesson 5. Can get them to research for
hwk.
Page 4
Lesson
5
Learning Objectives
 Overuse and inappropriate
use of antibiotics has
increased the development of
antibiotic resistant strains of
bacteria.
 Many strains of bacteria,
including MRSA have
developed resistance to
antibiotics as a result of
natural selection. To prevent
further resistance arising it is
important to avoid over-use of
antibiotics.
 Mutations of pathogens
produce new strains.
Antibiotics (and vaccinations)
may no longer be effective
against a new resistant strain
of the pathogen. The new
strain will then spread more
rapidly because people are not
immune to it and there is no
effective treatment.
 The development of
antibiotic-resistant strains of
bacteria necessitates the
development of new
antibiotics.
EXTRA UNDERSTANDING
NEEDEDFOR HIGHER TIER
- SEE SYLLABUS
 to evaluate the
consequences of mutations of
bacteria and viruses in relation
to epidemics and pandemics.
Possible Learning Activities
Assessment
Opportunities
Starter:
Ask students for common diseases and put into 2 columns, caused by Bacteria or Viruses.
Show students some info on superbugs and ask to write down whet they mean, can use
newspaper articles or websites e.g. http://news.bbc.co.uk/1/hi/health/2572841.stm
Look over plates produced last lesson – or maybe next lesson!
Recap antibiotics and how they work using powerpoint ‘Mutation in bacteria’ to bring in
antibiotic resistance.
Text books reasonably good on this topic: Longman 38-39 and Nelson 14-15
Body Defences worksheet available B1a: 17
Arms Race worksheet B1a: 19 to talk about MRSA and its spread
Possibly use epidemics clip from lesson 2 if not covered then. Can use this as discussion in
relation to consequences of mutation leading to epidemics.
Present list of following to students (power point available) and discuss with them whether or
not each is a good idea, with reasons to back up their decision:
1.
2.
3.
4.
5.
Chickens raised in barns are given antibiotics in their feed.
If you have a cold you should go to the doctors for some antibiotics.
In some countries, antibiotics can be bought over the counter
Milking cows may have tubes of antibiotics placed in their udders.
Some chopping boards have antibiotics/antibacterial substances built into them.
Page 5
Lesson
6+7
Learning Objectives
 People can be immunised
against a disease by
introducing small quantities of
dead or inactive forms of the
pathogen into the body
(vaccination). Vaccines
stimulate the white blood cells
to produce antibodies that
destroy the pathogens. This
makes the person immune to
future infections by the
microorganism, because the
body can respond by rapidly
making the correct antibody,
in the same way as if the
person had previously had the
disease. An example is the
MMR vaccine used to protect
children against measles,
mumps and rubella.
 Evaluate the advantages
and disadvantages of being
vaccinated against a particular
disease.
Possible Learning Activities
Students to list the vaccinations they have had. Has any student had a special vaccination to
visit a particular country?
Try to write a sentence or two to explain how they work.
Video 93 – or videoserver microbes and health – good video to watch and a nice summary as
well as info about vaccines
Assessment
Opportunities
MMR research into
pros and cons of the
vaccine.
(Otherwise - Watch CD ROM cartoon about Edward Jenner and vaccinations.)
Explain how vaccines work, possible use of notes/diagrams also Longman 21st 40-41 and
Nelson 16-17.
Plenty of different worksheets available, including role play /scenario sheets to help discuss
advantages/disadvantages of vaccination.
Worksheet B1a: 20 Vaccinations sheet
13.16 helping the body fight back worksheet.
Possibly worthwhile looking into the MMR debate with class. Lots of good info including audio
of parent and doctor views etc on bbc website, although looks a little longwinded!!
http://www.bbc.co.uk/sn/tvradio/programmes/horizon/mmr_prog_summary.shtml
Some of the lessons described in this SOW may take mare than their allotted hour – there should be scope for a lesson or two extra to tie up
loose ends, or if earlier lessons take more time than expected. There are also a number of other useful videos, although the students may
already have seen these in Year 8.
STUDENTS WILL ALSO NEED TO SEND SOME TIME DISCUSSING SETTING UP OF AGAR PLATES AND HOW THIS SHOULD BE DONE –
SEE LESSON 1 FOR FOR SYLLABUS POINTS (Nelson pages 36-37 and Longman 18-19)
Page 6
KS4 BIOLOGY SCHEME OF WORK
YEAR 9 – GCSE – B1.1.1 DIET AND EXERCISE
Lesson
8
Learning Objectives
Possible Learning Activities
B1.1.1
Diet and exercise
(a) A healthy diet contains the
right balance of the different
foods you need and the right
amount of energy.
Carbohydrates, fats and
proteins are used by the body
to release energy and to build
cells. Mineral ions and vitamins
are needed in smaller amounts
for healthy functioning of the
body. A person is malnourished
if their diet is not balanced.
This may lead to a person
being overweight or
underweight. An unbalanced
diet may also lead to deficiency
diseases or conditions such as
Type 2 diabetes.
Diet and Exercise – Recap of work on balanced diet from Year 8
Show powerpoint, first slide image of people taken with a thermal imaging camera. Ask them
why the person is hotter than their surroundings. Draw out the idea that we use food to
provide heat energy in our cells. Second slide two ‘plates’ of food. Ask students which would
give the most energy and why. Link to balanced diet and recap 7 constituents and what each
is needed for. Images of malnourished people both starving and obese.
Assessment
Opportunities
Worksheets can be
used
Can discuss deficiency diseases (generalised) and Type 2 diabetes if time.
Balanced diet question sheet from B1 printed resources 1.1b
2 further possible sheets on network one on obesity and one on not enough food either or
both can be used in class or for homework – or next lesson.
Also textbooks ok, Longman pages 4-5 and Nelson pages 24-25
Page 7
Lesson
9
Learning Objectives
B1.1.1
Diet and exercise (cont)
(b) A person loses mass when
the energy content of the food
taken in is less than the
amount of energy expended by
the body. Exercise increases
the amount of energy
expended by the body.
(c) The rate at which all the
chemical reactions in the body
are carried out (the metabolic
rate) varies with the amount of
activity you do and the
proportion of muscle to fat in
your body. It may be affected
by inherited factors.
Possible Learning Activities
Assessment
Opportunities
Continue discussion/work from last lesson about energy content of food and what happens if
we consume too much/too little.
Introduce the idea of metabolic rate. Draw a spider diagram of factors that can affect the
metabolic rate e.g. life style (exercise), genes, age.
Sheet B1a 7, Diet and energy (graph and questions)
Discuss why you get hungrier and eat more if you do a lot of hard manual work or exercise
compared to if you sit around all day.
Healthy eating sheet 1.1c from B1 printed resources
Also textbooks ok, Longman pages 4-5 and Nelson pages 24-25
(e) People who exercise
regularly are usually healthier
than people who take little
exercise.
Page 8
Lesson
10
Learning Objectives
Possible Learning Activities
Diet and exercise (cont)
Show students powerpoint of children who are malnourished (saved on file). Ask them to
suggest why the children don’t get enough food. Bring in the idea of people in affluent
countries being malnourished because of social pressure to be thin and to diet (slide 2).
Show them packaging from slimming products such as slim fast and discuss the contents
(slide 3). Do they think that these products provide a balanced diet?
(d) Inherited factors also affect
our health; for example
cholesterol level.
Not Enough Food
• to evaluate information about
the effect of food on health.
• to evaluate information about
the effect of lifestyle on
development of disease.
• to evaluate claims made by
slimming programmes and
slimming products.
Assessment
Opportunities
Some past questions
on slimming
programme
evaluation etc mix of
F and H
Discuss slimming products/plans with class and their views.
Slimming plans 1.2a from B1 printed resources.
Information from Longman pages 6-7 and Nelson 26-27
Cholesterol: Why is fast food supposed to be bad for you?
Class vote: is cholesterol good or bad? Discuss cholesterol good/bad with class and possibly
LDL/HDL although this level of detail not needed in B1. Link with heart disease and
inheritance.
Cholesterol and health Nelson 28-29
1.2c sheet from B1 printed resources or 1.2d both cholesterol sheets
Other ideas?
Divide the class into groups; ask them to produce magazine type articles of one page each
describing what obesity is and what health problems it is linked with. Include suggestions
that could be made to a person’s lifestyle to reduce the amount of excess weight they carry
and improve mobility. (Ask the pupils to put together a short presentation on the dangers of
obesity using Powerpoint.)
Ask them to write some bullet point suggestions for a person who is obese to reduce their
weight and alleviate the symptoms they experience due to their obesity.
Page 9
YEAR 9 – GCSE – B1.2.1 THE NERVOUS SYSTEM
Lesson
11
Learning Objectives
Possible Learning Activities
B1.2.1 The nervous system
(a) The nervous system
enables humans to react to
their surroundings and
coordinate their behaviour.
Starter:
 Juggle (or get a pupil to or carry out an activity) then discuss how movements are
coordinated. Note key points e.g. brain and nerves.
 Get pupils to touch a particular word in their book and think about sense organs and
muscles working together.

Discuss nervous system with class and purpose of it. Bring in the idea of CNS and nerves.
Detection of stimuli by receptors. Illicit from them 5 sense organs then link to the stimuli we
can detect/respond to (8 stated in syllabus). (Possible use of boxes with objects inside to
touch- if someone wants to make some
Hair pin touch receptor experiment, detection of 2 or 1 point – use skin as a sense organ
sheet and questions ALSO HAIRPINS NEEDED.
(b) Receptors detect stimuli,
which include light, sound,
changes in position, chemicals,
touch, pressure, pain and
temperature.
(c) Light receptor cells, like
most animal cells have a
nucleus, cytoplasm and cell
membrane.
(d) Information from receptors
passes along cells (neurones)
in nerves to the brain. The
brain coordinates the response.
Assessment
Opportunities
Homework:
Nelson page 46-47, Longman page 20-21.
Nerve cells, types of and transmission of electrical impulse through them.
Plenary:
B1a.2 receptors worksheet, matching receptors to sentences, (may take 10 mins plus
discussion time).
Comparison of animal cell with nerve cell, either get students to draw or produce table?
Page 10
Lesson
12
Learning Objectives
Possible Learning Activities
The nervous system (cont)
(d) Reflex actions are
automatic and rapid. They
often involve sensory, relay and
motor neurones.
 Get class in and getting ready to work then surprise them e.g. pop balloon
 Make a list of your senses
 Suggest how you could find the temperature of water without using a thermometer
Discuss, diagrams and notes on 3 types of neurons – see powerpoint. Also note and discuss
pathway of a nerve impulse (stimulus – receptor – coordinator – effector – response) and
give examples of to work out. E.g. Antelope spots cheetah etc.
Reflex actions, knee jerk response/light shining in eye. Explain reasons for and diagram(s) of,
pathway needed. Some images in collins whiteboard resources, or powerpoint (neurones)
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemrev3.shtml
(shows nice animation of reflex action). Also page 21 on Longman and 49 in Nelson.
Simple reflex arc diagram and nervous system diagram worksheet to complete.
Pop balloon again to compare responses.
Think up own stimulus for partner and then rest of class to deduce pathway.
(e) The role of receptors,
sensory neurones, motor
neurones, relay neurones,
synapses and effectors in
simple reflex actions.
Lesson
Learning Objectives
Possible Learning Activities
13
Carry out reaction time
experiment.
Reaction time animation from www.echalk.co.uk .
Be able to use knowledge to
carry out and draw conclusions
of reaction time experiment.
Measuring reaction time experiment, dropping ruler.
Use of sheet B1a.3
Synapses structure and role, should be able to link this with reaction time.
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemrev2.shtml
(nice synapse animation)
Write 5 questions that could form part of a test on the work from these three lessons.
Role of synapses in nerve
impulse transmission.
Assessment
Opportunities
Homework:
Reflex action past
question/questions.
Assessment
Opportunities
F past question and H
past question on
reflex actions
THE ABOVE LESSONS SHOULD HAVE BEEN TAUGHT IN YEAR 9.
IT MAY BE WORTH STARTING YEAR 10 WITH A QUICK RECAP OF SOME OF THE YEAR 9 BIOLOGY
Page 11
Lesson
14
Learning Objectives
Possible Learning Activities
B1.2.2
Control in the human body
Discussion of body’s internal environment and how kept constant. Table of information
(controlling internal conditions sheet) to fill in from discussion or Nelson book page 54-55 (or
Longman22-23).
Internal conditions which are
controlled, include:
-
-
-
-
Lesson
15
the water content of the body –
water leaves the body via the lungs
when we breath out and via the
skin when we sweat, and excess
water is lost via the kidneys in the
urine
the ion content of the body – ions
are lost via the skin when we
sweat and excess ions are lost via
the kidneys in the urine
temperature – to maintain the
temperature at which enzymes
work best
blood sugar levels – to provide the
cells with a constant supply of
energy
Cooling down experiment, including graph to complete, sheet available – probably best to
use beakers/copper calorimeters, kettles, lots of cotton wool, sellotape, stop clocks.
Can also use ethanol drops on skin surface to show cooling effect of sweating. Details not
necessary for B1, main reason from practical to help with ISA.
Questions from Longman or Nelson books
Learning Objectives
Possible Learning Activities
(b) Many processes within the
body are coordinated by
chemical substances called
hormones. Hormones are
secreted by glands and are
transported to their organs by
the bloodstream.
Discussion of Hormones. Outline of body picture = Hormones sheet - showing glands to
label with name and function. Will need to use page 50 of Nelson book. Notes etc on role of
hormones. Can compare to nervous system.
There is a powerpoint on hormones to help but this level of detail not needed. Although
probably worth comparing hormone (endocrine) and nervous systems.
(c) Hormones regulate the
functions of many organs and
cells. For example, the monthly
Assessment
Opportunities
Homework:
Assessment
Opportunities
Which system sheet - good short questions to compare nervous and hormonal systems, but
may be worth saving until end of lesson?
Page 12
release of an egg from a
woman’s ovaries and the
changes in the thickness of the
lining of her womb are
controlled by hormones
secreted by the pituitary gland
and by the ovaries.
(d) Several hormones are
involved in the menstrual cycle
of a woman. Those hormones
involved in promoting the
release of an egg include:
-
-
-
Lesson
16
Discussion of menstrual cycle and hormone regulation of, use of echalk and books, Nelson
pages 50 to 51 or Longman 24-25. Sheet on Menstrual Cycle useful – will need to add extra
info onto diagram, such as days, arrows, and effect on uterus lining.
Produce a table of hormone involved in menstrual cycle, where produced and function.
Crossword clues to produce using sheet on Menstrual Cycle.
Plenty of questions in text books.
FSH, which is secreted by the
pituitary gland and causes eggs to
mature in the ovaries, and also
stimulates the ovaries to produce
hormones including oestrogen
LH which stimulates the release of
eggs from the ovaries
Oestrogen, which is secreted by the
ovaries and inhibits the further
production of FSH.
Learning Objectives
Possible Learning Activities
The use of hormones in
controlling fertility include:
1) giving oral contraceptives
which contain hormones to
inhibit FSH production so that
no eggs mature:
Discuss concept cartoon from powerpoint how students think ‘test tube’ babies (IVF) are
made.
-
-
oral contraceptives may contain
oestrogen and progesterone to
inhibit egg maturation
the first birth-control pills
contained large amounts of
Describe IVF to students can use a video such as the following one from youtube http://www.youtube.com/watch?v=GeigYib39Rs And pages 52-53 in Nelson and 26-27 in
Longman textbooks, answer some questions
Attempt Sheet B1a: 6 on reproductive hormones in groups and discuss opinions.
Assessment
Opportunities
Past questions
available both H and
F on area.
Discussion of oral contraceptives, and their use - questions from textbook
There a number of sheets in the photocopied resources B1 folder around page 30 that may
be useful
Page 13
-
-
oestrogen. These resulted in
women suffering significant
side effects.
Birth-control pills now contain a
much lower dose of oestrogen
or are progesterone only
Progesterone-only pills lead to
fewer side effects
Students to come up with 2 to 3 benefits and problems of both IVF and oral contraceptives.
2) giving FSH and LH as a
‘fertility drug’ to a woman
whose own level of FSH is too
low to stimulate eggs to
mature, for example in IVF
treatment
-
IVF involves giving a mother
FSH and LH to stimulate the
maturation of several eggs. The
eggs are collected from the
mother and fertilised by sperm
from the father, The fertilised
eggs develop into embryos. At
the stage when they are tiny
balls of cells, 1 or 2 embryos
are inserted into the mother’s
uterus.
Page 14
Lesson
17
Learning Objectives
Possible Learning Activities
B1.2.3
Control in Plants
a) Plants are sensitive to light,
moisture and gravity:
Lessons 10 (and 11) continue with work covered in Year 9 but in more depth.
-
Their roots grow towards light
and against the force of gravity
Their roots grow towards
moisture and in the direction of
the force of gravity.
-
b) plants produce hormones to
coordinate and control growth.
Auxin controls phototropism
and gravitropism (geotropism).
c) the responses of plant roots
and shoots to light, gravity and
moisture are a result of
unequal distribution of
hormones, causing unequal
growth rates.
18
Assessment
Opportunities
You can set up the light box with cress seeds in to observe phototropism and/or set up petri
dishes with cress seeds to look at gravitropism in roots (both take 3 or 4 days for cress to
grow). These experiments were however most probably completed in year 9. Could possibly
set up light box a few days before lesson and use as a starter to generate discussion/recap
year 9 work.
Notes and diagrams on effect of plant hormones on growth of seedlings needed here.
http://www.youtube.com/watch?v=zctM_TWg5Ik possible use of youtube video on
phototropism – but gets a little complicated towards end (only 2-3 mins long).
http://www.youtube.com/watch?v=4-2DZo2ppAY&feature=related this video expands on
above and talks about auxins more.
USES of plant hormones to discuss
Page 41 in B1 photocopied resources file “Evaluating a weed killer” has some good questions.
Also books Nelson pages 56-57 (and 59) and Longman 28-29 (and 30-31).
d) Plant growth hormones are
used in agriculture and
horticulture as weed killers and
as rooting hormones.
May be worth using questions in next lesson also some nice end of chapter questions,
particularly in Nelson book.
Control in Plants (cont)
You may or may not need this lesson?
Page 15
Lesson
19
Learning Objectives
Possible Learning Activities
B1.3 The Use and Abuse of
Drugs
• Scientists are continually
developing new drugs.
• When new medical drugs are
devised, they have to be
extensively tested and trialled
before being used. Drugs are
tested in a series of stages to
find out if they are safe and
effective.
New drugs are extensively
tested for toxicity, efficacy and
dose:
- In the laboratory, using
cells, live tissues and live
animals
- In clinical trials involving
healthy volunteers and
patients. Very low doses of
the drug are given at the
start of the clinical trial. If
the drug is found to be safe,
further clinical trials are
carried out to find the
optimum dose for the drug.
In some double blind trials,
some patients are given a
placebo, which does not
contain the drug. Neither
the doctors nor the patients
know who has received a
placebo and who has
received the drug until the
trial is complete.
http://news.bbc.co.uk/1/hi/england/london/4807042.stm This website/page has info on a
drugs trial from 2006 that went wrong
Assessment
Opportunities
http://news.bbc.co.uk/player/nol/newsid_4800000/newsid_4807600/4807612.stm?bw=bb&m
p=wm&news=1&bbcws=1 This is a bbc news video clip from the above website and can be
accessed from the website link. Both are good as a starter to promote discussion.
Why drugs are tested/ trialled and the basic process from lab testing to discover if toxic to
human testing to see if it has side effects.
Books Nelson pages 62-63, Longman 34-35. Notes/diagrams needed on this
Depending on group size can mimic blind/double blind tests with coca cola/pepsi or chocolate
(eg Cadburys/supermarket own brand) as ‘fun’ practical.
Discussion of Thalidomide (can use powerpoint here) and what went wrong with the trialling
of this drug. Students will need to make some useful notes/know key points about this
example.
B1a:12 worksheet for groups to sort statements into piles then quick discussion of.
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Lesson
20
d) Thalidomide is a drug that was
developed as a sleeping pill. It was
also found to be effective in
relieving morning sickness in
pregnant women. However, it had
not been tested for use in
pregnant women.
Unfortunately, many babies born
to mothers who took the drug
were born with severe limb
abnormalities. The drug was then
banned, but more recently is being
used successfully to treat leprosy
and other diseases.
Question sheet on ‘Leptospirosis’ from new B1 photocopied resources page 44.
Learning Objectives
Possible Learning Activities
c) Candidates should be aware
of the use of statins in lowering
the risk of heart and circulatory
diseases.
Starter:
Introduce Statins and ask what concerns there may be with them – i.e. everyone could take
them if they help reduce cholesterol – possible side effect problems/addiction etc.
B1.3
• evaluate the effect of statins on
cardio-vascular disease
• evaluate the different types of
drugs and why some people use
illegal drugs for recreation
• evaluate claims made about the
effects of prescribed and nonprescribed drugs on health
• Consider the possible progression
from recreational drugs to hard
drugs
Students to list 3 useful drugs, 3 illegal drugs and 3 recreational (legal) drugs. – hopefully
see that even legal drugs are harmful.
Assessment
Opportunities
Sheet b1a:11,
concept map on
drugs – good to
check understanding.
General discussion of what drugs are and students knowledge. Leaflet from FRANK, see
adobe document on system. Students to understand about addiction and withdrawal
symptoms.
Pages 64-67 Nelson
Pages 36-37 Longman
Plenary:
Use of sheet b1a:11 concept map on drugs
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Lesson
21
Learning Objectives
• to evaluate claims made
about the effect of cannabis on
health and the link between
cannabis and addiction to hard
drugs.
e) Candidates should be aware of
the effects of misuse of
the legal recreational drugs,
alcohol and nicotine.
Candidates should understand that
the misuse of the
illegal recreational drugs ecstasy,
cannabis and heroin
may have adverse effects on the
heart and circulatory
system.
Possible Learning Activities
Funny FRANK clips – show all 3 and discuss.
Assessment
Opportunities
Drugs questions F
and H available
Classification of drugs into A, B and C – powerpoint. Frank leaflet/adobe file may help with
this.
Can discuss reasons for classifying in different groups and why.
Use of book Longman 38-39, Nelson 68-71.
Worksheet b1a:13 useful as it looks at graphs that students have to analyse.
f) Cannabis is an illegal drug.
Cannabis smoke contains
chemicals which may cause mental
illness in some
people
g) The overall impact of legal
drugs on health is much greater
than the impact of illegal drugs,
because far more people use them.
Think up arguments for and against NHS spending money on individuals with drug
problems/addictions.
‘Should cannabis be legalised?’ sheet from B1 photocopied file page 48 ALSO ‘Establishing
links’ page 49
h) Drugs change the chemical
processes in people’s bodies so
that they may become dependent
or addicted to them and suffer
withdrawal symptoms without
them. Heroin and cocaine are very
addictive.
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Lesson
22
Learning Objectives
i) There are several types of
drug that an athlete can use
to enhance performance. Some
of these drugs are
banned by law and some are
legally available on
prescription, but all are
prohibited by sporting
regulations. Examples include
stimulants that boost
bodily functions such as heart
rate; and anabolic
steroids which stimulate muscle
growth.

Possible Learning Activities
Assessment
Opportunities
Longman pages 40-41
Nelson pages 72-73
Worksheets in photocopied B1 file page 50-52 on steroids and performance enhancing drugs.
Evaluate the use of drugs to
enhance performance in sport
and to consider the ethical
implications of their use.
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