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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 00215-2009PDF-EN-01 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 00215-2009PDF-EN-01 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 00215-2009PDF-EN-01 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