Download Finborough School Learning Programme

Finborough School Learning Programme
Year Group: 11
Subject: B5 The Living Body
Week Commencing
Learning (Objective)
Success
Criteria
Core
Support
Challenge
Homework (s)
05/09
Autumn Term 2016
12/09
19/09
DESCRIBE AND EXPLAIN THE STRUCTURE AND
FUNCTION OF BONES AND JOINTS.
DESCRIBE AND EXPLAIN THE STRUCTURE OF THE
HEART AND CIRCULATORY SYSTEMS AND THE
CARDIAC CYCLE.
EXPLAINING AND TREATING HEART AND BLOOD
PROBLEMS.
Understands that cartilage and bone are living tissues
Can describe how the arm is moved by antagonistic
muscles (biceps and triceps)
Can compare the circulatory system in fish (single
system using gills) with that in mammals (double system
involving lungs)
Can recognise that heart transplants and ‘heart assist’
devices can be used
Can explain why it is dangerous to move someone with a
broken bone
Can describe how the discoveries of Galen and Harvey
helped understanding of blood circulation
Can explain the functions of parts of a synovial joint
Can describe the sequence of events in the cardiac cycle
Can describe the structure of a long bone
Can describe single and double circulatory blood systems
Understands that bones can easily be broken and this
occurs more often with age
Can explain why fish have a two-chambered heart and
mammals have a four-chambered heart
Can describe the structure, types and range of movement
of synovial joints
Can take their pulse
Recognises that there are four different blood groups, A,
B, AB and O Understands that blood clots can seal
wounds or block blood vessels
Can describe how, during growth, cartilage is replaced by
bone in the process of ossification; this process can be
used to indicate whether a person is still growing
Can interpret ECGs and explain how each wave links to
the cardiac cycle
Understands why unborn babies have a hole in their
heart structure and why it usually closes at birth
Can describe the process of blood clotting as a series of
reactions
Can recognise that the heart may have conditions such as
an irregular heartbeat, a hole in the heart, damaged or
weak valves and coronary heart disease
Can explain how agglutinins control the success or
failure of transfusions
Can explain how the arm movement operates as a lever
Find out about one disease which affects bones or the
skeleton e.g. osteoporosis, osteosarcoma, arthritis and
write a short leaflet to describe the causes and effects of
the disease.
Or produce a poster on the types of bone breaks.
Can describe the processes of blood donation and blood
transfusion
Research using the internet how Galen and William
Harvey described the circulation of blood and what they
knew at that time compared to what we know now.
Find out about haemophilia and write a patients guide to
the disease.
Produce a poster explaining the importance of blood
donation.
Finborough School Learning Programme
Year Group: 11
Subject: B5 The Living Body
Week Commencing
26/09
Autumn Term 2016
03/10
10/10
Learning (Objective)
THE HOW AND WHY OF RESPIRATORY SYSTEMS.
HOW THE DIGESTIVE SYSTEM AND ENZYMES WORK.
EXPLAINING THE IMPORTANCE OF WASTE REMOVAL.
Success
Criteria
Can explain that the process of breathing in and out
depends on changes in volume and pressure
Can explain the action of carbohydrase, protease and
lipase enzymes
Can describe the main structures of a kidney and its
blood vessels
Can describe how the respiratory system protects itself
from disease
Understands how digested food is absorbed into the
blood plasma (glucose and amino acids) or lymph (fatty
acids)
Can explain how the kidneys work
Can describe the functions of the main parts of the
human respiratory system
Can describe the position and function of parts of the
human digestive system
Can describe the position and function of the main
organs of excretion
Can explain the terms breathing, respiration, inspiration
and expiration
Can describe the process of physical and chemical
digestion
Can explain that carbon dioxide produced by respiration
is excreted by the lungs
Recognise the main diseases of the human respiratory
system are asthma, bronchitis, pneumonia and lung
cancer
Can explain that digested food enters the blood around
the small intestine and leaves the blood in body tissues
Can explain how gaseous exchange surfaces are adapted
for efficiency interpret data from experiments using a
spirometer
Can explain why the pH of the stomach is acidic, while
inside the mouth and small intestine is alkaline
Can explain the principle of a dialysis machine
Can explain how the small intestine is adapted for
efficient food absorption
Can explain how increased levels of carbon dioxide are
detected by the brain and the reaction produced
Research how enzymes are used in industry and prepare
a question and answer sheet on their use.
Find out about kidney dialysis and transplants and write
a newspaper article about it.
Core
Can describe asbestosis, cystic fibrosis and lung cancer
Support
Challenge
Can explain why the respiratory system is prone to many
diseases
Can explain that the toxicity of carbon dioxide makes its
removal necessary
Can explain the action of ADH
Can describe what happens in an asthma attack
Homework (s)
Controlled assessment research in preparation for
Controlled assessment day.
Finborough School Learning Programme
Year Group: 11
Subject: B5 The Living Body
Week Commencing
31/10
Autumn Term 2016
07/11
14/11
Learning (Objective)
All ABOUT HUMAN REPRODUCTION.
THE GROWTH AND REPAIR OF THE HUMAN BODY.
WHAT THE MICROSCOPE REVEALS.
Success
Criteria
Can describe the action of hormones (oestrogen,
progesterone, FSH and LH)
Can explain possible causes of the increase in life
expectancy
Can describe how bacteria reproduce by binary fission
Can explain treatments for infertility (artificial
insemination, use of FSH, IVF, egg donation, surrogacy
and ovary transplants
Can evaluate the problems of using biological
replacements (such as lack of donors, tissue matching)
and mechanical replacements (such as size, power
supply)
Core
Support
Challenge
Can describe the main stages of the menstrual cycle as
menstruation, thickening of the uterus lining and
ovulation
Understands the possible causes of infertility and
recognise that some can be corrected by infertility
treatments
Can describe the main stages of human growth (infancy,
childhood, adolescence, maturity and old age)
Understands that some body parts can be replaced by
living or mechanical structures
Can describe aseptic techniques for culturing bacteria
Can explain how yeast growth rate can be increased
Can describe the structure of viruses
Understands that viruses can only reproduce in other
living cells
Can identify and label parts of an E. Coli bacterium
Can recognise that bacteria can be grown in large
fermenters
Can describe how yeast reproduces asexually by budding
Understands that viruses are not living cells and are
much smaller than bacteria and fungi
Can explain how negative feedback is used in control of
the menstrual cycle
Can explain possible consequences of most people living
longer
Understand how bacteria can survive in a very wide
range of habitats
Can evaluate infertility treatments
Can describe the advantages and disadvantages of a
donor register
Can explain the consequences of very rapid bacterial
reproduction
Can describe how yeast growth rate changes with
temperature
Homework (s)
Find out how pregnancy tests work and write an ‘in box’
leaflet for a new pregnancy test explaining how it works.
Create a timeline of organ donation.
Revision for end of unit test.
Can explain how a virus reproduces
Find out how man makes use of microorganisms in
industry and produce a short presentation.
Finborough School Learning Programme
Year Group: 11
Subject: B6 Beyond the microscope
Week Commencing
Learning (Objective)
Success
Criteria
Core
21/11
Autumn Term 2016
28/11
05/12
MICROORGANISMS AND THE HARM THAT THEY CAN
DO.
MICROORGANISMS; THE GOOD GUYS.
BIOFUELS; THE FUTURE.
Understands how to prevent transmission of diseases
Can describe the main stages in making yoghurt
Can describe the stages of an infectious disease
Can recall and use the word equation for fermentation
Can evaluate, given data, different methods of
transferring energy from biomass
Can explain why natural disasters cause a rapid spread of
diseases
Can describe the stages in production of beer, wine and
spirits
Can describe the advantages of using biofuels
Understands that some microorganisms are pathogens
Can recall how some bacteria are useful
Recall that biogas can be produced using a digester
Can describe how pathogens can enter the body
Can describe fermentation as the production of alcohol
Can explain why methane being released from landfill
sites is dangerous
Can describe the work of scientists in the treatment of
disease (Pasteur, Lister, Flemimg)
Describe how biogas production is affected by
temperature
Can explain how antiseptics and antibiotics are used in
the control of disease
Support
Can recall that diseases such as cholera and food
poisoning can be a major problem following natural
disasters
Recall that alcohol can be used as a biofuel by mixing
with petrol
Understands that bacteria can develop resistance to
antibiotics
Challenge
Homework (s)
Can interpret data on the incidence of influenza, food
poisoning and cholera
Can describe the role of Lactobacillus bacteria in yoghurt
making
Can explain why the burning of biofuels does not cause a
net increase in greenhouse gas levels but can lead to
habitat loss and extinction of species
Can explain the importance of various procedures in the
prevention of antibiotic resistance
Can recall the chemical equation for fermentation
Can describe what is meant by the term pasteurisation
Can understand why gasohol is more economically viable
in some countries than others
Controlled assessment research in preparation for
Controlled assessment day.
Research and create biographies and key discoveries of
pasteur and germ theory, lister and antiseptics and
fleming and antibiotics.
Generate a revision timetable for January onwards.
Past paper.