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KS4 BIOLOGY SCHEME OF WORK
AQA GCSE SCIENCE – BIOLOGY UNIT 2A
Lesson
1
Learning Objectives
B2.1.1 Cells and cell
structure
Be able to relate different types
of cells to their function in a
tissue or an organ.
Know the following parts of
human (animal) cells and their
functions: nucleus, cytoplasm,
cell membrane, mitochondria
and ribosomes.
Know plant cells also have a
cell wall and may have
chloroplasts and a permanent
vacuole.
Know that bacterial cells consist
of cytoplasm and a membrane
surrounded by a cell wall; the
genes are NOT in a distinct
nucleus.
(FOR ADDITIONAL SCIENCE B2.1-2.4)
Possible Learning Activities
In pairs students to draw and label plant and animal cell from knowledge.
Draw and label plant and animal cells.
www.echalk.co.uk/Science/Biology/cells/interactiveDiagrams/PAcells.html (interactive cells to
label)
Possible use of microscopes/digital microscope to view plant/animal cells, possible cheek cell
and methylene blue. May be better as a demo here as have done all this at KS3. Also elodea
for typical plant cells.
Students to know roles of mitochondria and ribosomes (extra from KS3).
Would get students to draw and label animal and plant cells and discuss then structure and
function sheet to match up, or table to produce. Can use Nelson pages 134-135 or Longman
100-101. There are also a couple of other sheets that may be useful depending on group.
Assessment
Opportunities
Students draw and label
plant and animal cell
from own KS3
knowledge.
Plant cells structure and
function w/sheet, and
organ systems w/sheet.
Powerpoint to help with cells and covers bacteria and yeast cells – these may need lesson 2
to cover fully. Longman 104-105, Nelson 136-137.
Yeast is a single celled
organism. Yeast cells have a
nucleus, cytoplasm and
membrane surrounded by a cell
wall.
Page 1
Lesson
2
3
Learning Objectives
B2.1.1 Specialised cells
B2.2.1 Animal Organs
Specialised cells and cell
differentiation.
Tissues as groups of cells with
similar structure and function
and examples.
Organs made of tissues e.g.
stomach.
Organ systems. Knowledge of
digestive system.
B2.1.2 Dissolved
substances
Dissolved substances can move
into and out of cells by
diffusion.
Know that diffusion is the
spreading out of particles in a
gas or solution resulting in a
net movement from a region
where they are at a higher
concentration to where they
are at a lower concentration.
Know how factors such as
concentration gradient affect
the rate of diffusion and the
greater the concentration
difference the faster the rate of
diffusion.
Oxygen for respiration passed
through cell membranes by
diffusion.
Possible Learning Activities
Assessment
Opportunities
Possibly continue work on yeast and bacteria from last lesson. Specialised cells and then onto
tissues, organs and systems. See powerpoint from lesson 1 for all details needed, AND/OR
Nelson 142-145, Longman 108-109.
Second powerpoint with good picture of digestive system for printing/cutting out for labelling.
Couple of sheets from files in office B2 1.1.c and B2 1.1d on Animal cell specialisation and
Cell structure and function, may be useful
Also sheet B2 1.5d is a nice Cells, tissues and Organs crossword.
Starter: Spray air freshener/perfume in corner of room and see who smells it first and
discuss with class. Bring in here idea of diffusion, many will hopefully remember from KS3.
Can write up experiment
to check understanding.
OR
Use of questions in text
books.
Discussion and notes/diagrams. Diffusion (diagram and questions) sheet (will need coloured
pens) to complete, quite complicated, probably better for use with higher ability students.
Nelson pages 140-141 or Longman 106-107
Demo ‘pink string experiment’ (conc ammonia and string soaked in phenolphthalein for a
minute or so, then removed and left to dry overnight-then experiment carried out in diffusion
tube). SEE NBU
Nice experiment, but make sure you get the right type of string, (not waxy). Students can
write up their findings and draw diagram/s from the experiment.
Possibly link diffusion here with oxygen entering cells (or next lesson).
B2 1.4c nice worksheet from fie in office on ‘Explaining Diffusion’.
Plenary:
Powerpoint showing diffusion scenario, ask students to predict correct answer and discuss.
Page 2
Lesson
4
Learning Objectives
Possible Learning Activities
B2.1.2 Dissolved
substances (cont)
Starter:
Ask students where they may come across diffusion in the body and how this helps to keep
us alive.
Know how factors such as
concentration difference
(gradient) affect the rate of
diffusion.
Blue agar experiment to analyse effect of surface area on diffusion (or can try to analyse
different concentrations of acid but doesn’t work that well). See sheet. Use 4 blue agar
cubes approx 1x1x1cm or 1.5x1.5.1.5cm and bench strength acid. Cut cubes in to half,
quarters and eights.
Apply knowledge of factors affecting diffusion rate to lungs and intestines. Also Oxygen ‘for
Fish’ is a nice worksheet (b2a:4).
Plenary:
Get students to predict how the following will affect diffusion rate:
1. Increasing the concentration gradient, 2. Increasing the surface area, 3. Increasing the
temperature.
Oxygen for respiration passed
through cell membranes by
diffusion.
Assessment
Opportunities
Write up experiment.
OR
Oxygen for Fish
worksheet.
Page 3
Lesson
5
Learning Objectives
B2.2.2 Plant Organs
Plant organs include stems,
roots and leaves (internal leaf
structure only).
Examples of plant tissue to
include:
Epidermal tissue (cover)
Mesophyll (photosynthesis)
Xylem and Phloem (transport)
B2.3.1 Photosynthesis
Know the equation for
photosynthesis and understand
the role of chlorophyll in
absorbing light energy which
can be used to convert CO2
and H20 to glucose. O2
released as a by-product.
Possible Learning Activities
Assessment
Opportunities
Bring in a plant/picture and discuss specialisation of plant cells, tissues and organs.
Leaf cross sections to look at under microscopes (also use of digital microscope). Label cross
sections using books (Nelson 145).
Powerpoint on plant organs etc including slide on leaf section that can be photocopied and
labelled.
Also nice leaf cross section on echalk.
Students to define photosynthesis and write word equation for it.
Ensure all students can write equation for photosynthesis and explain the process in
paragraph form.
Nelson pages 148-149
Longman pages 110-111
Draw leaf/plant and students to copy and put arrows/labels on leaf to show what enters and
what substance leave the plant in the process of photosynthesis.
Page 4
Lesson
6
Learning Objectives
Possible Learning Activities
B2.3.1 Photosynthesis
(cont)
Limiting factors affecting
photosynthesis include low
temperature, shortage of C02
and shortage of light.
Demonstrate cabomba (pond weed) in boiling tube of 1% sodium bicarbonate solution. This
shows bubbles given off and can be used to measure rate of photosynthesis. Set up a lamp
with cabomba and discuss effect of light intensity on rate of photosynthesis/bubbles. Many of
the students will have done this practical at KS3 in Yr 9. Digital camera will be useful here to
show bubbles on smart board. Ask if you need help setting up and it takes about 5 mins for
cabomba to get going NBU. Also - multimedia science has virtual pondweed experiment to
look at.
Interpret data showing how
factors affect the rate of
photosynthesis.
Assessment
Opportunities
Good sheet b2a 09 on pondweed and terminology to help with ISA skills, but will need to go
through definition of hypothesis first.
Discussion of what factors can affect rate of photosynthesis then link to limiting factors. Draw
diagrams of limiting factor curves and label stage to explain what is happening/what factor is
limiting. Nelson pages 150-151, Longman pages 112-113.
Limiting factors sheet from file in prep room B2 2.2d (or on system).
7
B2.3.1 Photosynthesis
(cont)
Glucose may be converted to
starch for storage.
Some glucose used by a plant
in respiration.
Some of the glucose in plants
and algae is used:
 To produce fat or oil for
storage
 To produce cellulose which
strengthens the cell wall
 To produce proteins
Plant roots absorb nitrate for
producing amino acids to make
proteins.
Show bottle of miraclegro/advert (can access an advert on youtube) and ask students their
thoughts. Why do they think these products work, if they do?
http://www.youtube.com/watch?v=6j22_47cWnU (this is probably the better advert of the
lot, if there is one!!!??)
Discussion with class and use of sheet to cover main points on what happens to glucose
produced by photosynthesis. Can possibly draw spider diagram first on uses of glucose as
part of discussion/explanation then go on to ‘So What Happens to Glucose ‘sheet.
A few nice sheets here:
1. Summary sheet from a revision guide
2. Photosynthesis test yourself B2 2.1d
Also Longman114-115, Nelson 152-153
Produce a concept map for plants and photosynthesis linking key words
OR
Write 3 to 5 exam questions based on work completed so far on photosynthesis
Page 5
Lesson
8
Learning Objectives
Possible Learning Activities
B2.3.1 Photosynthesis
(cont)
Discussion of factors affecting plant growth and how we can modify their environment to
enhance growth. Key point is that students need to be able to evaluate. I.e. think about cost
effectiveness and other issues both for and against.
Evaluate the benefits of
artificially manipulating the
environment in which plants
are grown.
9
B2.4 Distribution of
organisms
Physical factors that may affect
organisms are:
 Temperature
 Availability of nutrients
 Amount of light
 Amount of water
 Availability of oxygen
and carbon dioxide
Quantitative data on the
distribution of organisms can
be obtained by:
 Random sampling with
quadrats
 Sampling along a
transect
Page 119 in Longman there is a good science skills question.
Nelson 154-155
Good sheets below
1. Manipulating the environment of crop plants B2 2.4d
2. Managing Banana Growth in Iceland B2 2.2c
Assessment
Opportunities
Design ideal greenhouse
and explain why
features included. Can
use sheet b2a.10 if this
helps.
Powerpoint on organisms and their environment to look through and discuss/make notes on
including copying out table?
Longman page 123 good science skills question.
Show students small and large quadrats and discuss how these could be used to sample an
area like the front lawn of the school or the school field.
Take students outside with small quadrats, clipboards, recording and identification sheets.
They should then sample front lawn and school field (5 quadrats on each) working in groups
of approx 3. Students to link sample size/number of quadrats with reproducibility and validity.
Can draw bar charts of data collected and compare giving possible reasons for differences.
Another investigation could be to look at distribution of pleurococcus on tree bark. Will need
a compass and quadrats as well as sheet to record data. Hold quadrat against tree (ones at
front of school are best) approx 1.5m up and estimate % cover of tree with pleurococcus. Do
this for both North and South facing sides and at least 5 of each. Can plot bar chart of %
cover against aspect. (Should find more on North facing moister side of tree/almost always in
shade!)
Whilst outside it would be worth taking 1 transect line and demonstrating a transect from
under a tree to grass, or across a walked/ trampled area to show differences in species found
and try to give/discuss reasons for these differences.
Page 6
Lesson
Learning Objectives
10
B2.4 Distribution of
organisms
(Cont)
Evaluate methods used to
collect environmental data,
and consider the validity of the
method and the reproducibility
of the data as evidence for
environmental change.
Understand:
the terms mean, median
and mode.
That sample size is related
to both validity and
reproducibility.
Possible Learning Activities
Assessment
Opportunities
Will probably need some extra time to complete work from previous lesson as well as
definitions of key terms such as validity and reproducibility.
Validity: How suitable the investigation is to answer the question being asked. Is it a fair test,
repeated etc
Reproducible: Repeating by another person gets the same or similar results.
Possible notes on quadrats and transects and their use (how you actually carry out an
investigation using quadrats and/or a transect).
Students will need to understand the terms mean, median and mode, will need definitions of
these and practice calculating them.
Some questions in Nelson 158-163 and Longman 122-123
Page 7