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1 of 4
The National Strategies  Secondary
Secondary Framework in Science, 2.1 Life processes: movement
2.1 Life processes: movement
Year
Yearly learning
objectives
Amplification – pupils could learn to
Strategies for progression
Rich questions
7
describe the role of
organ systems in plants
and animals that can
contribute to the seven
life processes
describe the purpose of movement in
different animals and plants
Create opportunities for pupils to compare
and contrast different models used to
describe the function of the skeleton of
muscles.
Do plants move?
use scientific terminology to describe the
main parts of the support structures in
animals and plants
explain the major functions of the
skeletal systems in plants and animals,
including support, protection,
anchorage, movement and production of
red blood cells
Create opportunities to discuss the
difference between a risk and a hazard,
e.g. when using a microscope or testing
the strength of muscles.
What would
happen if nothing
moved?
What if pigs could
fly?
Support pupils in exploring possible
misconceptions about movement, e.g. that
muscles push or bones are dead.
Provide the evidence to support a
proposal and have pupils decide if they
are for or against it, e.g. fashion shoes
should be banned. Discuss how the
debate might be biased when evidence is
provided in this way or when provided by
people with an interest, e.g. by fashion
shoe manufacturers or the medical
profession.
Can fish fly?
Should high heels
be allowed?
Are bones alive?
Does the dark
make plants grow
taller?
Create opportunities for pupils to discuss
and agree criteria to help them evaluate
how well bones and muscles are adapted
to their function.
8
explain how the organs
and tissues in plants and
animals function to
support the seven life
processes in a healthy
organism
explore the relationship between the
organs, tissues and cells of the skeletal
system and support systems in plants
use models and analogies to explain
how skeletal systems are adapted to
achieve movement and how different
structures support organisms
explain how lifestyle choices can affect
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Involve pupils in creating and assessing
their own models to explain the
adaptations of tissues, organs and cells
that occur in plant and animal movement.
Model for pupils how to distinguish
between scientific data and opinion, e.g.
when exploring articles about cures for
arthritis or rheumatism.
If wheels are so
good for moving,
why didn’t land
animals evolve
them?
Why don’t plants
have bones?
Could plants
© Crown copyright 2009
2 of 4
Year
The National Strategies  Secondary
Secondary Framework in Science, 2.1 Life processes: movement
Yearly learning
objectives
Amplification – pupils could learn to
Strategies for progression
Rich questions
the working and development of the
skeletal system
Structure opportunities for pupils to
explore the development of scientific ideas
and their application, e.g. by researching
the range of evidence that can be
provided by bones.
develop arthritis?
Create opportunities for pupils to use their
own research to explain how the shape of
an organism is related to its movement.
9
explain how the
specialisation of cells in
plants and animals
support the seven life
processes in a healthy
organism
explain, using a range of models and
analogies, how the specialised cells and
tissues involved in movement and
support are adapted to their function,
e.g. muscle cells, ciliated epithelial cells,
flagella, plant cells, root hair cells.
explain how chemical,
physical and biological
factors can disrupt the
seven life processes
link scientific understanding and
evidence to explain why certain factors
can affect movement in animals, e.g.
arthritis, nutritional defects
explain the similarities and differences in
plant and animal movement
Create opportunities for pupils to construct
and evaluate their own models to explain
what limits the size of a terrestrial animal
or plant.
Model for pupils how to evaluate the
sources of data for reliability, validity and
accuracy, e.g. when researching data to
justify the link between bone density and
exercise.
What limits the
size of an aquatic
animal?
If swimming is
good for you, are
fish very healthy?
Why is swimming
a good form of
exercise?
Provide opportunities for pupils to discuss
and explain the role of the other organ
systems in the process of movement.
Create opportunities for pupils to compare
models used in textbooks to explain
skeletal muscle function and support, and
to adapt the model to show how it could
be applied to smooth and cardiac muscle
function,
Create opportunities for pupils to discuss
how they would challenge some of the
common misconceptions about bones and
movement.
10
explain how individual
intracellular and
extracellular processes
and structures in plants
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explain how different processes enable
movement in the organism, e.g.
respiration, osmosis, diffusion,
transpiration, photosynthesis, hormonal
Plan for structured, small-group discussion
and research on whether, and to what
extent, movement and support depend on
diffusion, photosynthesis, transpiration
Do certain foods
give you
rheumatism?
© Crown copyright 2009
3 of 4
Year
The National Strategies  Secondary
Secondary Framework in Science, 2.1 Life processes: movement
Yearly learning
objectives
Amplification – pupils could learn to
Strategies for progression
Rich questions
and animals support the
seven life processes
control
and osmosis.
explain, using models and a knowledge
of cell function, the structure and
function of different muscle types
Create opportunities for pupils to
investigate and quantitatively analyse data
from inducing stress fractures in chicken
bones that have been subjected to varying
conditions.
Are people
double-jointed?
explain why certain
chemical, physical and
biological factors can
disrupt the seven life
processes
apply scientific understanding and
evidence to explain how diseases and
injuries occur in the skeletal and plant
support systems, e.g. arthritis, plant
nutrient deficiencies, osteoporosis
Involve pupils in discussing the role of
science in solving problems and the range
of issues that can arise as a result, e.g.
medical advances in the treatment of
spinal injuries or leukaemia.
Does sunlight
prevent rickets?
Is a workout
possible in
space?
Create opportunities for pupils to evaluate
the strength of the link between evidence
and conclusions when researching
diseases of the bones, muscles and plant
tissues.
11
explain how the different
intracellular and
extracellular processes
work together to support
life in familiar contexts
evaluate the impact of
chemical, physical and
biological factors and
explain their effects on
the life processes
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explain how different systems contribute
to movement and support, e.g.
circulatory systems, excretory systems,
endocrine system
explain how different processes link the
skeletal and plant support systems to
other systems in the organism, e.g.
respiration, osmosis, diffusion,
transpiration, photosynthesis
apply scientific understanding and
evidence to compare different ways of
preventing and curing diseases and
injuries related to the skeleton, e.g.
leukaemia, fractures, efficacy of
preventative measure
Create opportunities for pupils to
investigate and use primary evidence
about the effect of concentration gradient
on the percentage plasmolysis of cells to
explain issues related to hydroponics.
Plan structured discussion for pupils to
evaluate each other’s criteria for the
selection of individuals for organ
transplants or joint replacement based
upon data for a range of factors.
Do bones
respire?
Do plants have
feedback loops?
What is a bionic
limb?
Can plants grow
towards the light
in space?
Encourage pupils to develop models to
explain the complex interactions between
systems as they cope with stressful
environmental conditions, e.g. prolonged
periods in space or intensive physical
training.
© Crown copyright 2009
4 of 4
The National Strategies  Secondary
Secondary Framework in Science, 2.1 Life processes: movement
Year
Yearly learning
objectives
Amplification – pupils could learn to
Extension
use and apply their
understanding of how life
processes in organisms
work together in
unfamiliar contexts
evaluate different models to explain how
processes link together to achieve
movement and support, such as ideas
about transpiration and turgor pressure,
osmosis and active transport, anaerobic
respiration and oxygen debt, hormonal
influences on movement and growth in
plants, e.g. auxins
critically evaluate the
relative impact of
chemical, physical and
biological factors and
their effect on life
processes in unfamiliar
contexts
Strategies for progression
Rich questions
explain the benefits and drawbacks,
including ethical, moral, social and
political aspects, of some applications
and implications of science, such as:
– joint replacement
– growth hormones
– enhancing muscular development
using drugs and fitness programmes
explore and explain how different
organs, tissues and cells respond to and
are adapted to more stressful situations,
such as high altitudes, prolonged
periods in space or in deep sea e.g.
muscle wastage in space
evaluate critically a range of secondary
evidence used to support and negate
claims related to healthy functioning of
animals and plants, e.g. different
techniques for detecting and treating
skeletal problems such as osteoporosis
00215-2009PDF-EN-01
© Crown copyright 2009