… · Web viewConstruction of appropriately structured word ... - understand that scientific...

Second Draft November

Long Term Subject Plan

Subject:Science

Year:Year 7 Curriculum (2016-17)

Autumn Half

Term 1

(7wks)

Topics to be covered

This unit will include:Objectives

Key Skills/Concepts to be covered

International Learning Opportunities

Literacy SMSC National Curriculum

Intro to science4hrs/1wk

To examine the laboratory in terms of safety and equipment.

Scientific questions:How are science labs different to other classrooms?What safety measures do we need to take when working in a lab?What potential hazards may there be?What equipment can you expect to be working with?

Consider how health and safety in labs varies depending on the work being conducted and the laws in place.

Keywords -Definition, context and spellings

Describe hazards

Describe equipment and explain its use

Moral – obligation to behave appropriately in the lab as there may be consequences for others

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:• pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility• evaluate risks.• use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety

Assessment week – GL and KAT assessments take place

7A Cells, tissues, organs and systems12hrs/3wks

To understand that organisms are made up of a variety of different cells and how these cells are organised into tissues, organs and organ

Scientific questions:What do all living things do?What do organs do?Why are tissues important?How are plant and animal cells similar and different?How do cells, tissues and organs work together?What is an organ transplant?Practical skills:Preparing microscope slides and using a microscope.Drawing and annotating biological diagrams of

Advances in different countries regarding transplants.


Use conventions in writing (such as ordered sub headings and ordered lists)

Debate if organ transplants should be available to all

Construct a news article about the new advances in tissue and organ

Spirituality – consider why some people do not wish to have certain organs donated once dead.

Moral - Discuss ethical and moral considerations regarding organ transplants

Biology• cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope• the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts• the similarities and differences between plant and animal cells• the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety (using a light microscope and preparing light microscope slides).


systems.

cell and their associated structures.Observe a heart/kidney dissection and identify tissues.Knowledge of how to test for carbon dioxide gas

transplants

7B Sexual reproduction in animals8hrs/2wks

To analyse sexual reproduction in animals, including humans.

Scientific questions:How do different animals reproduce sexually?What are human reproductive organs like?How does sexual intercourse lead to growing a foetus?What happens during the gestation period and birth?What happens during puberty and adolescence?

Practical skills:Carry out observation on the butterfly farm as the butterflies enter the different life stagesConsider the use of a hen’s egg as a model for a human egg cell.

Consider how countries have different legislation surrounding human reproduction and gestation.


Free writing exercise to assess prior knowledge

Creative writing the journey of a sperm/egg

Spiritual - consider different feelings surrounding when the embryo is considered a person and abortion

Moral – legislation surrounding abortions and who can undergo IVF

Social and cultural - consideration to the different views and cultures regarding sex

Biology• reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review- ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience- make predictions using scientific knowledge and understanding- select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate.

Autumn Half

Term 2

(8wks)


This unit will include:Objectives



Literacy SMSC National Curriculum

7B Sexual reproduction in animals4hrs/1wk

See previous…

To assess Scientific questions:How do we deal with

Consider why an uniform set of

Keywords -Definition,

Moral – obligations for

Chemistry• chemical reactions as the rearrangement of atoms


7F Acids and alkalis12hrs/3wks

what makes a chemical acidic or alkaline and the chemical properties they exhibit.

hazardous chemicals?How can we use indicators to classify solutions?How can we measure how acidic or alkaline a solution is?What happens when an acid is added to an alkali?How can we make use of neutralization?How dangerous are chemicals in the home?

Practical skills:Managing risksCorrectly use the pH scale.Construct neutralization word equationsMake copper sulfate crystals.

hazard symbols have to international agreed.

Link to how chemicals are transported globally.

context and spellings

Construction of appropriately structured word equations.

correct use of hazard symbols on chemical products.

• representing chemical reactions using formulae and using equations• defining acids and alkalis in terms of neutralisation reactions• the pH scale for measuring acidity/alkalinity; and indicators• reactions of acids with alkalis to produce a salt plus water.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- evaluate risks.

7E Mixtures and separation12hrs/3wks

To examine the different techniques used to separate mixtures into their different component chemicals.

Scientific questions:What kinds of mixtures are there?Why do some people use filters for tap water?How do you get solids out of a solution?How can you separate solutes for identification?How do we make see water drinkable?Can we make safe drinking water for everyone?

Practical skills:Filtration techniquesHeating to dryness safely.

Consider how less developed countries can get clean drinking water.


To correctly use of the terms; solute, solvent and solution, in relation to given substances.

Moral – consider everyone’s right to clean water.

Chemistry• mixtures, including dissolving• simple techniques for separating mixtures: filtration, evaporation, evaporation, distillation and chromatography.to systems to organisms.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety.

7I Energy To investigate

Scientific questions:How do our bodies use

Consider the distribution of

Keywords -Definition,

Moral – obligation of

Physics• comparing energy values of different foods (from labels) (kJ)


2hr/0.5wks

the different types of energy, how energy is used, stored and transferred.

energy?How can you compare the energy stored in different foods?How is energy stored and moved?Where do fuels come from?What other energy resources are available?Which energy resources should we use?How can we use less fossil fuel?

Practical skills:Introduction to calorimetryComparing different ‘fuels’ results

crude oil and the political implication of this.

Consider the supply and demand of energy by different countries.

Consider if all countries can use the same types of renewable energy.

context and spellings

Argue which type of energy a given country should use.

developed countries not to exploit other less developed countries for oil. Consider the impacts pollution from one country globally.

Spiritual and cultural – consider different beliefs about the use of energy, its usage and the exploitation of natural resources.

• comparing amounts of energy transferred (J, kJ, kW hour)• fuels and energy resources• other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels• energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- using ratios to compare experimental results.

Spring Half

Term 1

(5.5wks)


This unit will include: Objectives



SMSC National Curriculum

7I Energy continued…9hrs/2.25wks

See previous

7J Current electricity12hrs/3wks

To understand how we measure and use electricity, construct different types of

Scientific questions:How do we measure electricity?How can use models to help us to think about electricity?What are the differences between series and parallel circuits?How can we change the current in a circuit?How do we use

Consider which countries lead to the development in our ideas about electricity.

Consider why adapters are needed in different countries (owing


Evaluate the use of a model to explain electricity.

Spiritual – explore the different beliefs of scientists and others regarding electricity and how these have changed over time.

Physics• electric current, measured in amperes, in circuits, series and parallel circuits and the domestic ring main• current as flow of charge• potential difference, measured in volts, battery … ratings; resistance as the ratio of potential difference (p.d.) to current measured in ohms• differences in resistance between conducting and insulating components.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- using physical models to help to explain phenomena


circuits and use models to explain complex ideas.

electricity safely?How have ideas about electricity changed the way we live?

Practical skills:Applications of models to explain abstract concepts (use of the radiator, castle and mine models for electricity).Construct and draw simple circuit diagrams

to different mains electricity).

- explaining why models are used- planning a fair test.

Spring Half

Term 2

(6wks)






7C Muscles and bones12hrs/3wks

To develop an appreciation of the muscles and bones in the body and how the work together.

Scientific questions:How do muscles help with gas exchange?How do muscles help with the circulation of blood cells?What are the functions of the skeleton?How are muscles used in the locomotor system?How do drugs affect our bodies?How do athletes improve their chances of winning?

Practical skills:Consider the use of the ventilation model to explain how humans breathe.Correctly measure pulse

Drug legislation in different sports and countries


Write an instruction manual for operating an arm or leg.

Review news articles

Social – consider drug legislation in the UK.

Moral – consider the use of drugs in sport to help athletes win

Biology• the structure and functions of the gas exchange system in humans, including adaptations to function• the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume• the structure and functions of the human skeleton, to include support, protection, movement and making blood cells• biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles• the function of muscles and examples of antagonistic muscles• the impact of exercise, asthma and smoking on the human gas exchange system• the effects of recreational drugs (including substance misuse) on behaviour, health and life processes.N.B. Italicised statements are covered in future units (8C).

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review- ask questions and develop a line of enquiry


rateCarry out a heart dissection, identifying structures and/or creating a tissue plan.Correctly identify the bones in the body when given a labeled diagramMeasuring reaction times.

based on observations of the real world, alongside prior knowledge and experience.

7D Ecosystems12hrs/3wks

To examine how organisms are adapted to their environments and the impacts they have on one another.

Scientific questions:What is variation?Why is there variation between and within species?How do environments affect organisms?How do organisms affect their habitats?How do energy and poisons move through the food chains?Hoe do some humans compete with one another?

Practical skills:Create or use a classification key

Consider the variation within homo sapiens (humans)

Compare the variation in animals in different global locations and why it is harder to survive in some

Look at variation and adaptation of species in different countries.


Prose writing explaining the energy transfers in food chains.

Spiritual – considers the different beliefs regarding how we treat our environment

Moral – considers more developed countries obligation to help reduce damage to the environment

Biology• the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops• how organisms affect, and are affected by, their environment, including the accumulation of toxic materials• differences between species• the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation• the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection• the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- present observations and data using appropriate methods, including tables and graphs- interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions.

Summer Half

Term 1

(5.5wks)






7G The Particle model12hrs/3wks

To understand particle theory, describing

Scientific questions:How are solids, liquid and gases different?What is the particle theory of matter?What evidence allowed


Describe the

Spiritual – explore the different beliefs of scientists and others regarding

Chemistry• the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure (Chemistry)• similarities and differences, including density differences, between solids, liquids and gases (Physics)


the different states of matter and explaining their properties.

all scientists to accept the particle theory?Why do some things spread out?What is air pressure?

Practical skills:Application of the particle model to predict how matter will behave.

journey of a particle as it transitions from a solid to liquid, then liquid to gas.

particles and how these have developed over time.

• Brownian motion in gases (Physics)• differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density, the anomaly of ice–water transition. (Physics)

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review- make predictions using scientific knowledge and understanding- present observations and data using appropriate methods, including tables and graphs.

7H Atoms, elements and molecules12hrs/3wks

To examine atoms, elements, compounds, mixtures and molecules and utilise the terms appropriately.

Scientific questions:What kinds of particles are found in air?Why are different elements used for different purposes?What is the difference between metals and non-metals?How do elements form compounds?How can we use chemical reactions?What problems can arise from using elements?

Practical skills:Observations of materials

Research the different applications of particle science especially those in Switzerland.


Correctly describe and identify atoms, compounds, elements and mixtures.

Describe the properties of different substances.

Moral – consider the implications of using child labour to extract some of the elements.

Social – consider why some elements are considered more valuable than others.

Chemistry•the concept of a pure substance• mixtures, including dissolving• differences between atoms, elements and compounds• chemical symbols and formulae for elements and compounds• combustion, thermal decomposition, oxidation and displacement reactions• the varying physical and chemical properties of different elements• the composition of the Earth• the difference between chemical and physical changes (physics)• atoms and molecules as particles (physics).

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- present observations and data using appropriate methods, including tables and graphs- understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature.

Summer Half

Term 2

(7wks)






7K Forces12hrs/3wks

To examine the effects of forces on

Scientific questions:What can forces do?How can springs help us to measure forces?

Forces on earth, under the seabed and on the moon


Spiritual – explore the different beliefs

Physics• forces as pushes or pulls, arising from the interaction between two objects• using force arrows in diagrams, adding forces in one dimension, balanced and


objects, including interactions between opposing forces.

How can we control friction?How is pressure used in sports?What happens when forces are balanced?How do we know that sports equipment is safe to use?

Practical skills:Applications of Hooke’s law.

Use of forces in aeroplanes and transport.

Explain the affects of forces on stationary (and moving) objects.

of scientists and others regarding forces and how these have developed over time.

unbalanced forces• forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water• forces measured in newtons, measurements of stretch or compression as force is changed• force–extension linear relation; Hooke’s Law as a special case• pressure measured by ratio of force over area – acting normal to any surface• opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface• forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion• change depending on direction of force and its size.

Note that air resistance and water resistance are only briefly mentioned in this unit and will be covered in more detail in Unit 8I.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- the need for using standard units of measurement (including the SI system, its basic units and prefixes).

7L Sound12hrs/3wks

To consider how sound is generated, detected and used and the properties of sound waves.

Scientific questions:How are different sounds made?How does sound travel?How can we detect sounds?How do humans and animals use sound?How are sound waves like waves in water?How do human noises affect animals?

Practical skills:Calculating the speed of a wave.

Use of sound waves in submarines to help us explore the seabed.


Describe the movement of particles in sound waves.

Writing to inform – create a leaflet explaining how different sounds are formed.

Spiritual – the belief that different sounds promote different emotions within people.

Social – the effect of loud music on the local community and the negative connotations with this.

Cultural – different cultures use sound in different ways.

Physics• waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition• frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound• sound needs a medium to travel, the speed of sound in air, in water, in solids• sound produced by vibrations of objects, in loud speakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal• auditory range of humans and animals• pressure waves transferring energy; use for cleaning and physiotherapy by ultra-sound; waves transferring information for conversion to electrical signals by microphone.

In addition to covering a variety of Working Scientifically statements, this unit has a focus on:- present observations and data using appropriate methods, including tables and graphs- interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions.

End of Year To review the years content and As appropriate Reinforcement of Offer reasoned Biology/ Chemistry / Physics - as needed.


Assessment4hrs/1wks

complete End of Year Assessment.

To be determined by the teacher for each teaching group.

with content being covered.

literacy skills as needed.

Practice of exam technique.

views about moral and ethical issues stemming from the years content in line with current scientific research.

Practical skills Throughout the course of the year students will be introduced to the different elements of scientific enquiry and how to complete a scientific investigation.

On-going through the scheme of work students will be taught how to: Write a scientific method Identify independent, dependent and control variables (and how they will control them) Identify simply lab risks and those relating to their own practical To construct results tables using standard conventions To collect primary and secondary data To identify anomalies and calculate means To select and draw an appropriate graph To draw conclusions from their results To evaluate their method and the data collected

These skills will be introduced and revisited as appropriate in line with the practical taking place and the needs of the learners.

Assessments Initial baseline assessment (GLS)

At the end of each unit of work students will sit a summative 25mark assessment (with the exception of the introduction to science wk1).


On-going practical skills assessments will be conducted on students ability to: Planning Risk assessment and management Collecting results Processing results Presenting results Conclusions Evaluations

Each term students will also be marked for scientific literacy and numeracy where appropriate.

In the final half term there will be a formalised end of year exam.

Useful Websites BBC Bitesize KS3 Science; http://www.bbc.co.uk/education/subjects/zng4d2p

CGP Books for Revision and Skills; https://www.cgpbooks.co.uk

What parents can do to support their child?

• Discuss progress: After each assessment green sheets analysing the strengths and weaknesses are sent home with students to show to parents/carers. This opportunity can be used to discuss their progress.

• Completion of homework with child: Facilitates an open dialogue between parents and the child about what they are learning.

• Make links between the schemes of learning and real life: Help students visualise how science in action in their own homes and local surroundings.

• Purchase a revision tool: Any of the following resources can help their learner• CGP or Collins KS3 revision guides – those with practice questions are better as they provide

additional practice of exam technique.• Exploring science text books• BBC Bitesize

• Create revision notes: Encourage their child to make weekly revision notes, flash cards or mind maps.

https://www.cgpbooks.co.uk/

http://www.bbc.co.uk/education/subjects/zng4d2p


Flash cards are particularly useful as they can use these together to test their child.• Revision timetable: Prepare a revision timetable in the run up to the end of year assessments this will

help them to focus on each topic in turn and ensure a thorough review of the content.Homework expectation

One piece of homework set each week.

Homework will be a variety of activities including; learning key vocabulary / independent research / consolidating learning / extension of learning / exploration of science in everyday contexts.

Contact Information Rochelle Aphale (Assistant Principal Teaching and Learning and Lead in Science)

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