Download Success Criteria

Kingussie High School – Departmental Learning Plan
1
Course:
Unit Title:
Survival Part I: Global Warming
S2 Science
Lesson
1
Introduction
Note:
BOOK THE
COMPUTE
R ROOM
FOR
LESSON
12!!
Development leader:
A Kendall
Last Update:
05/06/2012
Success Criteria
Pupils can:
 Define sustainability in
terms of the
environmental impact of
mans activities on the
Planet.
 Identify global warming,
clean water, waste
disposal, resource life
and food security as
major threats to man’s
continued survival.
Suggested Activities
STARTER:
 Think, Pair, Share - What do Pupils
understand by the term sustainability? Get
some pupil definitions noted down which
will be revisited at the end of the course.
MAIN:
 Introduce the unit - Survival - by running
through power point on sustainability.
 Video on Global Warming from National
Geographic embedded within the power
point.
 Pupils do exercise on their carbon
footprint.
PLENARY:
 In pairs, pupils answer question “why do
we need to look after it”.
HOMEWORK:
 On last slide and to be done over the
course of the unit and handed in at the end
for peer assessment.



Resources
Evidence
Power Point
Carbon
Footprint
Calculator
Carbon
Footprint
handouts
Pupils say:
 What sustainability
means
 What the major threats
to man’s survival on
earth are
Pupils do:
 Carbon footprint –
evidence to go in their
folders
Pupils write:
 An answer to the
plenary question –
“Why do we need to
look after it”
Kingussie High School – Departmental Learning Plan
2
2
Producing
CO2 and
testing
properties
Pupils can:
 Draw a molecule of carbon
dioxide and produce a
molymod CO2 molecule.
 State that CO2 contains
one atom of carbon and
two atoms of oxygen.
 Define the term density
Describe an experiment to
compare the density of
CO2 with air.
STARTER:
 Spot the difference – melting glacier
photograph
MAIN:
 Activity: building molymod molecules of
carbon dioxide.
 Demo experiments 1 & 2 to generate some
CO2, investigate its mass and some
properties.
 Write-up experiment in jotters.
PLENARY:
 Check understanding either with exit cards
or show me boards.
In the Tray:
 Three candles
of different
heights
 Balloons to
collect CO2
 Beakers
 NaHCO3 +
vinegar (to
generate CO2)
Pupils write:
 Experiment write-up in
jotters (Aim, Method,
Results and
Conclusion)
 Plenary formative
questioning – either
use exit cards or show
me boards
Kingussie High School – Departmental Learning Plan
3
3
The Carbon
Cycle
Pupils can:
 Write the word equations
for photosynthesis and
respiration.
 Draw a simplified carbon
cycle and state that CO2
produced in respiration by
animals is used by plants
in photosynthesis.
 State that, prior to man
burning hydrocarbons,
CO2 levels were in
balance.
STARTER
 Establish prior learning regarding carbon
and the role of carbon dioxide in global
warming.
 Use FAQ overhead to consolidate.
MAIN
 Use the power point to review the equations
of photosynthesis and respiration. Make
sure the kids observe that these equations
are effectively the same but in reverse.
 Discuss that the production of CO2 by
animals and the use of CO2 by plants in
photosynthesis was in balance.
 What changed the balance? Answer:
burning hydrocarbons.
 Power point presentation on C-Cycle.
 PUPILS COMPLETE THE carbon cycle
card sort and once completed are handed
the cut out for their jotters.
PLENARY (ALLOW 15 MINS!)
 Pupils are given the Carbon Cycle Role
Cards and act out the carbon cycle by
throwing the soft ball to where the carbon
atom is going next (refer to lesson plan in
teacher’s folder for details).








Starter
 Pupils can write the
questions in
word equations for
teacher guide
photosynthesis and
respiration
Overhead
FAQs on
 Formative questioning
carbon on
 Observe the class
system
acting out the carbon
Molymods
cycle during the
plenary
Overhead of
photosynthesis
and respiration
equations
Overhead of
carbon cycle
Handout of
carbon cycle
Soft ball for
throwing
Carbon Cycle
Role Cards
Kingussie High School – Departmental Learning Plan
4
4/5
Photosynthesis:Uptake of
CO2 (from
water)
Pupils can:
 State that terrestrial and
aquatic plants take up
CO2 and H2O in
photosynthesis.
 That plants require
sunlight to power
photosynthesis.
 That CO2 is soluble in
water and produces a
slightly acidic solution.
 Write up an experiment to
demonstrate the above.
 Can describe the purpose
of a control experiment.
STARTER:
 Introduce experiment with the SSERC
power point explaining that there are two
objectives for the experiment:
- To demonstrate the uptake of CO2 by
plants in this case aquatic plants
- To demonstrate that photosynthesis
requires energy from sunlight.
MAIN:
 Pupils do experiment – refer to teachers
folders for details. The results will not be
available until the next period. A few drops
of dilute HCl in the control (no cabomba)
and the jar covered in tin foil may be
required if the Cabomba does not
cooperate!
 Pupils write up the experiment – Teacher
check & support as required. (They will
require considerable support – use the
board to guide them)
PLENARY:
 Check the pupils understand what this
experiment actually shows. This is best
achieved through a formative discussion
about the nature of the control and the jar
covered with aluminium foil.
Note: The experiment and the write-up will
take two periods. Ensure the write-up is on
lined paper and placed in the pupil’s folder.
Cabomba:
 obtained from
Al’s new
Cabomba farm
in room 21
In the Tray:
 3 bottles and
tops per group
 Aluminium foil,
pipettes,
straws
 Indicator
 Lamp
Pupils write
 The experiment up in
the correct format – do
on lined paper and
keep in pupil’s folder
Pupils conclude (write and
say):
 What a control is and
explain what the control
does in this experiment
 That plants require CO2
and H2O to
photosynthesise
 That plants require
sunlight to
photosynthesise
Kingussie High School – Departmental Learning Plan
5
6/7
Photosynthesis:evolution of
O2 by
aquatic
plants
Pupils can state that:
 Plants give out oxygen
during photosynthesis.
 Plants photosynthesise in
order to produce food in
the form of sugars.
STARTER:
 Introduce experiment with the SSERC
power point explaining that the objective
for the experiment is to demonstrate that
plants give out O2 during photosynthesis.
MAIN:
 Pupils do experiment – refer to teachers
folders for details. The results will be
available this period.
 The Cabomba will readily evolve O2 and if
the Cabomba is fresh and co-operating it is
possible to do an extension looking at the
effect of light intensity on the evolution of
O2. Light intensity can be varied by placing
the lamb at measured distances from the
Cabomba.
 Pupils write up the experiment using the
writing frame and using their previous
write-up as an exemplar.
PLENARY:
 Pupils peer assess each others work using
the exemplar and the marking scheme. A
grade of A+, A, B or C is given an clear
written guidance as to how their buddy can
improve. (Note: This took 20 minutes to do
properly! Ensure the write-up is placed
within the pupil’s folder as evidence)
Cabomba:
 obtained from
Al’s new
Cabomba farm
in room 21
In the Tray:
 Boiling tubes
 1% bicarbonate
solution
(source of
CO2)
 Lamps
 Pre-cut plastic
droppers
 Bluetack
Pupils write:
 The experiment up in
the correct format on
the writing frame
handout
Pupils conclude (write and
say):
 That plants produce
oxygen during
photosynthesis.
 That plants produce
sugar (food) during
photosynthesis.
 The relationship
between light intensity
and the rate of
photosynthesis.
Pupils produce:
 A correctly labelled
and accurately drawn
graph in pencil.
Kingussie High School – Departmental Learning Plan
6
8
Greenhouse
Gases from
Fossil
Fuels
Pupils can:
 Complete a reasonably
complicated experiment
by co-operating in groups.
 Make accurate
observations and draw
the appropriate
conclusions.
 State that a fuel is a
hydrocarbon.
 State that a hydrocarbon
contains only carbon and
hydrogen atoms.
 Write the word equation
for the combustion of
paraffin to give water and
carbon dioxide.
 State that all fuels burn to
give CO2 and H2O.
STARTER
 Put up power point images and think, pair,
share: “What have these pictures in
common” (A: non-renewable energy
sources).
MAIN
 Set up four groups and demonstrate how
to run the experiment before setting the
groups off.
 Pupils answer questions on power point in
jotters.
 CLOZE passage on power point.
 Pupils draw a pie chart showing how the
composition of air changes due to rising
carbon dioxide (on power point).
PLENARY
 Use show me boards and ask for the word
equation for the combustion of petrol
(another hydrocarbon).

Power point
presentation
 show me
boards
In the Tray:
 4 sets of
apparatus for
combustion
experiment
 4 paraffin
burners or
candles




pupils successfully
complete experiment
in groups (consider
photo evidence for eportfolio).
pupils successfully
answer questions.
pupils successfully
draw the pie chart with
increased levels of
CO2.
Pupils are able to
apply the general
equation for the
combustion of paraffin
to the combustion of
petrol in the plenary .
Kingussie High School – Departmental Learning Plan
7
9
Evidence
that CO2 is
a GreenHouse Gas
Pupils can:
 Complete a sophisticated
experiment by cooperating in groups.
 Accurately record data in
5 minute intervals.
 Accurately draw a graph
of the data.
 Identify the reason for the
control.
 Draw the conclusion that
CO2 is a greenhouse gas.
STARTER
 Power point slide showing a photograph of
the experiment.
 Establish groups and demo the
experiment.
MAIN
 Pupils conduct the experiment in 4 groups.
 Pupils record the temperature in the
control flask (H2O only) and the flask
containing CO2 (acid + NaHCO3  CO2)
every 5 minutes.
 Pupils draw the graph as the experiment is
proceeding and write up in the formal
scientific style (Aim, Method, Results –
graph, conclusion) using the writing frame.
PLENARY
 Pupils peer review each other’s
contributions to the experiment and, on
reflection, pupil write one thing they can do
to improve their group contribution.
(Note: This lesson may spill over into a
second lesson depending on the class and
how organised they are. Also the plenary
activity is worth spending some time on.
The temperature difference is small –
between 1 and 2°C).
NOTE: PREPARE
THE FLASKS
BEFORE THE
PUPILS ARRIVE!
In the Tray:
Per group:
 2 flasks with a
stopper and
thermometer
fitted (refer
photo in
teacher’s
pack)
 10 g of
NaHCO3 per
group
 20 ml 1 mol/l
HCl
 20 ml of water
for the control
 stop watch
 graph paper
for each pupil
 Writing frame
for the
experiment
write-up to
support less
able learners

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
Pupils successfully
complete the
experiment in groups
(consider photo
evidence for e-portfolio
Pupils are able to write
up the experiment in
the proper scientific
style
Pupils are able to draw
an accurate graph with
heading, appropriate
scale, axis labels and
units.
Pupils are able to draw
the correct conclusion
based on their data
and graph.
Kingussie High School – Departmental Learning Plan
8
10
Effects of
climate
change on
living things
ecosystems

Pupils will be able to
describe the impact of
climate change on 6 ecosystems.
STARTER:
 Think, Pair, Share: Ask the pupils to define
an eco-system.
 Ask the pupils for examples of ecosystems
that they have heard about (Artic tundra,
rain forests, coral reefs ….
MAIN:
 Establish 6 groups and hand each a role
card and materials for preparing a poster.
 Groups have to prepare a poster based on
the impact of climate change on their
assigned eco-system or community.
PLENARY:
 Peer assess the completed posters using
post-it notes and display in class-room!


Role cards, 1
per group
Materials for
creating
posters

Pupils will successfully
produce a poster
describing the impact
of climate change on
an eco-system
Kingussie High School – Departmental Learning Plan
9
11
Effects of
Climate
Change on
Living
Things –


Oceans
Pupils can state that one
impact of rising CO2 levels
is the acidification of
oceans and lochs and the
impact this will have on
living organisms.
Pupils can state what a
carbon sink is.
STARTER:
 Introduce the experiment. The aims are:
- To demonstrate the solubility of CO2 and
its acidification effect
- To demonstrate oceans are very
effective carbon sinks
- To demonstrate the impact on shells.
MAIN:
 Pupils carry out the experiment and write
up (refer to teacher’s folder for details).
PLENARY:
 Discussion.

Homework: Handout my carbon
footprint information to be completed at
home with parents
In the Tray:
Sufficient for 4
groups
 Shells
(mussel,
cockles and
clams)
 Tea candles
 Straws
 Bicarbonate
indicator (use
instead of CO2
monitor
indicated in
teacher file)

Pupils will successfully
complete the
experiment and writeup in the correct
scientific genre
Kingussie High School – Departmental Learning Plan
10
12
What can I
do? – My
Carbon
Footprint
Pupils will:
 Collect data about their
daily habits and lifestyle.
 Use an online carbon
calculator to work out their
personal carbon foot print.
 Explore ways to reduce
their carbon foot print.
 Compare their carbon
footprint with other kids
around the World.
Note: BOOK THE COMPUTER ROOM!!
STARTER:
 Explain what a carbon footprint is and
make sure all pupils are logged onto the
carbon calculator website:
www.zerofootprintkids.com
Or
Use the Schools Global Footprint
calculator via the Highland Council website
(see helpsheet for details).

Tell them, they are going to calculate their
carbon footprint and compare it to others
around the World.
MAIN:
 Pupils enter their answers from my carbon
footprint information sheet previously
completed at home.
 Pupils change their answers in the
calculator, one at a time, too se how these
changes affect their carbon footprint.
PLENARY:
 Reflective questioning – refer to teacher’s
guide for some example questions.




My carbon
footprint
information –
one per pupil
Computer
room
Carbon
footprint
comparison
handout
Schools Global
footprint help
sheet


Pupils complete the
carbon footprint
information sheet
Pupils successfully
calculate their carbon
foot print and produce
a visual comparison of
their footprint with kids
from three other
countries