heinemann science scheme scheme of...

DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3

Heinemann Science Scheme Scheme of WorkUnit 9A Inheritance and selection

Book spread

Learning objectives(from QCA Scheme of Work)Pupils should learn:

Teaching activities

Learning outcomes(from QCA Scheme of Work)Pupils:

Homeworkresources

Specials (learning support)

Extensionresources

A1 That offspring are similar but not identical to their parents

That some characteristics are inherited

That these variations occur in both plants and animals

That cells have nuclei which contain information that is transferred from one generation to the next

That during fertilisation genetic information from male and female parents is combined

That the fusion of male and female sex-cell nuclei in both animals and plants produces a new individual that is genetically unique

A1 Gametes and fertilisation

Describe some similarities between parents and offspring

Identify some inherited characteristics in plants and animals

Produce a sequence of diagrams showing the process of sex-cell formation and fertilisation, and show, e.g. by annotations, how genetic information is transferred

Describe, e.g. in annotated drawings, some ways in which sperm and egg cells are adapted

A1 What causes variation: inheritance


A1 The human genome project

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How sperm and egg cells are specialized

A2 To decide which observations and measurements to make

To design tables to record data

To use spreadsheets to analyse data and draw graphs

To draw conclusions about variation within and between varieties

That variations can arise from environmental differences

A2 Environmental variation in carrots

Make and record appropriate measurements

Present data in tables and use spreadsheet software to produce appropriate graphs

Explain how evidence supports conclusions, e.g. variation between varieties is greater than variation within varieties

Identify some characteristics that are influenced by environmental factors

Identify environmental factors that influence characteristics of an individual

A2 What causes variation: environment


A3 That selective breeding involves choosing individuals with particular inherited characteristics to mate

A3 Domestication and rare breeds

Identify some characteristics that breeders wish to pass on

Explain why breeders may wish animals to have these

A3 Selective breeding in animals

A3 Selective breeding in animals

A3 Can members of different species breed together?

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That different breeds of animal have been produced by selective breeding

That selective breeding results in new varieties of plants and animals

To appraise texts quickly and effectively for their usefulness

To make precise links and connections within their own writing

That domestic farm animals have been bred to possess ‘desirable’ characteristics

characteristics

Describe in terms of cells how desired characteristics are passed on

Identify useful sources of information

Select information relevant to the questions

Describe and explain ‘desirable’ characteristics in a breed of animal, making clear links between the description an the reasons it is desirable

A4 That fertilisation is similar in plants and animals

That plant breeders select healthy plants with particular characteristics to breed from

That fertilisation of an ovule by a pollen cell produces a new individual

A4 Selective breeding in plants

Summarise similarities in fertilisation in plants and animals

Identify differences in visible characteristics in varieties of food crops

Suggest other characteristics that might be desirable

Describe pollination in terms of



A4 Selective breeding in wheat

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To suggest how selective pollination could be brought about

male and female cells

Identify problems to be overcome in selective pollination

Suggest how to ensure that a flower is pollinated by the selected pollen

A5 That, in cloning, all genetic information comes from one parent

To consider some of the ethical issues relating to cloning

To ask questions to extend their thinking and refine ideas

A5 What do you want to know about cloning?

Explain why clones are genetically identical

Describe how asexual reproduction has been used to produce new plants

Identify ethical issues relating to cloning of animals

Use the internet to answer their questions and interpret what they have found

A5 Cloning A5 Cloning A5 Taking cuttings

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Heinemann Science Scheme Scheme of WorkUnit 9B Fit and Healthy

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Teaching activities Learning outcomes(from QCA Scheme of Work)Pupils:

Homeworkresources


Extensionresources

B1 What do we mean by fit?

• to relate fitness to the systems of the human body

• that ‘fitness’ is different for different individuals

• that the utilisation of energy by the body depends on several body systems

• to represent the process of respiration by a word equation

• that a balanced diet requires nutrients, including vitamins, in the correct quantities

• that deficiencies in specific nutrients lead to specific diseases

•how evidence about specific nutrient

B1a Core: How fit are you?

B1a Help: How fit are you?

B1bCore: Improving our fitness.

B1cCore:Testing for Vitamin C

• identify aspects of fitness and describe how fitness might differ in different individuals

•describe ways in which fitness relates to some of the body systems

• describe the processes by which the energy in food is utilised in muscle

•describe the chemical reaction through which energy is utilised

• describe the effects of deficiencies in diet, eg of calcium, iron, protein

• describe some effects of an unhealthy diet, eg obesity, rickets, scurvy

•describe evidence linking nutrition and health, and how evidence has been used

• learn how to make very

B1: What do we mean by fit?

B1: What do we mean by fit?

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deficiencies is used

• to make notes during a demonstration and to use them in another task

• to estimate how precise measurements need to be

•to identify trends in quantitative data

precise measurements•recognise that vitamin C content declines with storage and processing

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Heinemann Science Scheme of WorkUnit 9D PLANTS FOR FOOD

Book spread


Teaching activities

Learning outcomes(from QCA Scheme of Work)Pupils:

Homeworkresources


Extensionresources

D1Where does our food come from?

to use ideas about feeding relationships in a new context to combine ideas from different sources that different parts of plants are food sources of different kinds that some parts of plants are starch stores about the products of photosynthesis how plants respire

D1a Core:Where does our food come from?

D1b Core:Looking closer at where our food come from

construct a food web showing feeding relationships of humans explain the meaning of terms, eg producer, consumer, energy source, herbivore, in relation to food chains identify which part of a plant is food for humans identify from experimental results, starch stores in some plants name some materials produced as a result of photosynthesis describe how plants respire relate knowledge of the products of photosynthesis to ideas about plants as a source of food for humans and other animals



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D2How do fertilizers affect plant growth?

to identify relevant information and summarise it in a table that plants require a range of minerals for healthy growth that fertilisers supply these minerals to crop plants to draw conclusions from results and explain the significance of these

D2 Core:How do fertilizers affect plant growth?

identify a range of minerals that plants need for healthy growth describe how fertilizers supply these minerals to crop plants identify relevant factors, eg concentration of nitrate, mass of fertiliser choose an adequate sample size to deal with variation between individual plants choose an appropriate timescale for measurements identify differences in growth and relate these to variables, eg composition, mass, of fertilizer used




D3How does competition with other plants affect plant growth?

that the organisms living in a habitat compete with each other for resources from the environment how treating fields with selective weedkillers affects food webs to plan and carry out an investigation involving sampling to recognize and use scientific terminology effectively and accurately

D3 Core:How does competition with other plants affect plant growth?

describe ways in which weeds compete with crop plants for resources from the environment describe how treating fields with selective weedkillers affects specific food webs explain how animals are affected by the removal of a particular food plant suggest how a high crop yield might be attained alongside preservation of animals’ food supply follow their plan to collect data about the population and distribution of weeds

D3Pesticides – the arguments for and against (Planning for activity D4a)

D3How does competition with other plants affect plant growth?

D4How do pests affect plant growth?

that the organisms living in a habitat compete with each other, eg for food resources from the environment to represent feeding relationships using pyramids of numbers that the numbers of a population of predators influence the numbers of prey organisms

D4a Core:Pesticides – the arguments for and against

D4b CoreHow do pesticides affect food webs?

identify some common animals, including pests, which feed on crops and explain that they compete with humans for these resources explain how the elimination of pests will affect the populations of predator animals such as birds, relating explanations to pyramids of numbers



D4How can pesticides accumulate in a food chain?

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that toxins enter a food chain when plants take them in or are in contact with them that as animals feed on plants they may accumulate toxins taken in by the plant that at each step of the food chain persistent toxins are accumulated in the carnivores and that this process is bio-accumulation about advantages and disadvantages of using pesticides to recognize the standpoint of the author of a text to evaluate how effectively information is presented in whole texts to evaluate conflicting evidence to arrive at a considered viewpoint

describe how a persistent toxic material passes up a food chain explain why pesticides and weedkillers are used, identifying the dangers evaluate the information provided, relating it to the standpoint of the author of the text describe the views of different people who write about pesticides identify advantages and disadvantages of pesticides, and people to whom each will be important

D5What is the perfect environment for growing plants?

about environmental factors that influence plant growth to consider the advantages and disadvantages of a controlled environment for growing crops that different approaches to crop production contribute to sustainable development

D5 Core:What is the perfect environment for growing plants?

identify environmental factors which have influenced the growth of plants suggest some advantages and disadvantages of growing crops in a greenhouse

- describe the benefits and drawbacks of greenhouse crop development



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Heinemann Science Scheme of WorkUnit 9F Patterns of reactivity

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Homeworkresources


Extensionresources

F1What makes metals change?

• that many metals are affected by air and water

• that different metals are affected in different ways

• that some metals are soft and can be cut

• that metals react with oxygen to form oxides

• to choose axes and scales for graphs

F1 CoreReaction of metals with oxygen

• describe how metals change due to exposure to the air, eg iron rusts, silver becomes dull, copper darkens

• identify some metals that corrode readily and some that do not

• give a reason why sodium, potassium and lithium seem to be metals, eg they are shiny, and a reason why they seem not to be, eg they are not hard, they can’t be left in the air without tarnishing

• state that all the metals tested produced oxides

F1Corroded metals at home.

F1What makes metals change?(Cloze and arranging activities)

F2How do metals react with water?

• that some metals react with cold water to produce hydrogen

• that some metals react more readily with water than others

• about the hazards associated with some

F2 CoreReaction of metals with water

• identify evidence for a chemical reaction, eg bubbles of gas, heat produced

• describe some similarities in the reactions, eg hydrogen produced, pH shows alkali produced

• describe differences between the

F2Using alkali metals safely

F2How do metals react with water?(Cloze and labelling activities)

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metals reactions, eg flame produced with potassium but not with sodium or lithium

• identify an order of reactivity of the metals

• describe and explain some of the safety precautions to be taken when dealing with reactive metals

F3How do metals react with acids?

• that some metals react more readily with acids than others

• to decide which observations are relevant to a piece of work

• to use a proposed reactivity series to make predictions

• to test predictions made • to decide which

observations or measurements are appropriate

• to identify variables that need to be controlled and decide how to do this

• to decide whether results that do not fit the pattern expected arise from experimental shortcomings or are significant

• that sometimes the data doesn’t enable firm predictions/ conclusions to be made

F3a CoreThe reactivity series of metals

F3a CoreMaking and testing predictions

• identify relevant observations, eg extent of bubbling, rise in temperature

• use observations to suggest an order of reactivity

• use the reactivity series to make a sensible prediction, eg sodium would be more reactive with oxygen than copper

• evaluate the evidence obtained, eg magnesium reacted more violently than copper, but it was difficult to compare sodium and calcium

• identify a workable procedure, eg to measure the temperature of the reacting mixture every minute for 10 minutes

• identify variables that need to be controlled, eg quantity of metal, volume of acid

• present results clearly and appropriately

• identify where an element cannot be given a position or where a

F3Planning how to put metals in order of reactivity(Note: this homework should be done before Activity F3b

F3How do metals react with acids?(Cloze and description activities)

F3Fitting aluminium into the reactivity series

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• to explain results in the light of scientific knowledge and understanding

firm prediction cannot be made, giving reasons for the difficulty

• explain the results obtained in the light of the reactivity series and knowledge about aluminium

F4Can metals displace each other?

• that a metal will displace a less reactive metal from a solution of one of its salts

• to construct a table to show patterns clearly

• to identify patterns in observations

• to use a model to explain results

• that displacement reactions can be useful

F4a CoreDisplacement reactions of metalsF4a Help Displacement reactions of metalsF4b ExtensionThe thermit reaction

• identify where reactions occur and where they do not

• relate their results to the position of the metal in the reactivity series

• articulate the pattern, eg it’s the metal that’s important; a metal high in the reactivity series will push out one lower down, but a lower one won’t push out a higher one

• use an analogy or model to explain the results, eg the zinc has a stronger pull on the sulphate than the copper does

• describe how molten iron is used in welding, eg on railway lines

• explain that energy released by the reaction is sufficient to melt the iron

F4Displacement equations

F4Can metals displace each other?(Cloze and description activities)

F5How is reactivity useful?

• how an activity series can help to make sense of the reactions of metals

• key ideas about the relative reactivity of different metals

• how to apply the ideas

F5 CoreChoosing the right metal for the job

F5b ExtensionSmelting copper from

• summarise reactions of metals, making use of patterns in the reactivity series

• recall key ideas about the relative reactivity of different metals

F5Using metals

F5How is reactivity useful?(Cloze passage and choice activities.)

F5Extraction of metals

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• how an activity series can be used to make predictions

• that displacement reactions can be useful

• to relate the occurrence, extraction and use of metals to their position in the activity series

• to identify what information is needed, and use different texts as sources

• to structure paragraphs to develop points, using evidence and additional facts

• how to recognise what information questions are seeking and to evaluate answers

malachite • use and apply these ideas in different contexts

• use the activity series to make predictions about the reactions of metals

• make connections between reactivity and aspects of use, eg aluminium is reactive, and therefore hard to extract – this is why it wasn’t used as early as iron

• identify key points relevant to the questions asked

• identify how sample answers provide, or do not provide, the information required

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Heinemann Science Scheme Scheme of WorkUnit 9H Using ChemistryBook spread



Homeworkresources


Extensionresources

H1What happens when fuels burn?

that fuels burn and release energy

that when fuels containing hydrogen and carbon burn, water, carbon dioxide and carbon are formed.

to evaluate advantages and disadvantages of a fuel.

to apply knowledge and understanding of burning to an everyday context.

H1 Corea The products of burning natural gasb Bunsen burner flames

identify a range of fuels as substances that release energy when they burn.

generalise about the products of burning fuels that contain hydrogen and carbon

balance advantages of hydrogen as a fuel against disadvantages.

describe the role of sulphur carbon and potassium chlorate in the match head.

explain how the match produces a flame.

H1Advantages and disadvantages of different fuels.

H1 Fuels

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H2How do other chemical reactions supply energy?

that displacement reactions involving metals produce energy.

that the energy from these reactions can be used,

to link energy produced in displacement reactions to differences in reactivity of metals

that other chemical reactions can be used as a sources of energy.

about ways in which these reactions can be used.

about the effect of different aspects of formality in writing.

H2 Corea Measuring temperature changes during displacement reactionsb Voltages of simple cells

describe chemical reactions that are used to produce energy.

relate the energy produced to differences in reactivity

describe ways in which some chemical reactions can be used.

identify and explain differences between objective and persuasive writing

H2Energy from chemical reactions

H2Reactions producing energy

H3What materials can we make from chemicals?

about the range of materials made through chemical reactions

about the stages of development of a new product.

how chemical reactions are used.

H3 CoreProduct research

name a range of materials in living and other systems resulting from chemical reactions.

describe the key stages in the development of a new product.

identify the uses of particular chemical reactions.

describe the range of uses of chemistry in everyday

H3Grouping chemical reactions

H3 Everyday uses of chemistry

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situations.H4What happens to atoms and molecules in a chemical reaction?

to use preliminary work to decide on appropriate apparatus.

that mass is conserved in chemical reactions.

that atoms combine in different ways as a result of chemical reactions

that when gases are formed in reactions, mass may appear to decrease because the gas escapes.

that mass is also conserved in dissolving and changing state.

H4 CoreMass changes during reactions

devise a method of finding out whether mass is conserved in a reaction.

use models to describe the conservation of mass in a reaction.

use models and simulations to show how atoms combine in different ways.

recognise that mass is conserved in reactions in which gases are produced.

explain the apparent loss in mass in reactions involving the production of gases.

H4Predicting mass changes

H4Change in mass during reactions

H4Respiration and photosynthesis

H5The proof of the theory

that the oxide weighs more than the element from which it was made.

to plot a graph and use it to obtain quantitative data.

that predictable masses of the oxide can be formed from given masses of magnesium

that carbon dioxide and water are formed when a compound

H5 Corea Burning magnesium in air.b Internet research on the theory of combustion

state that the mass of magnesium oxide is greater than the magnesium, and explain this in terms of combination with oxygen.

recognise the relationship shown in the graph,and use this to predict how much magnesium oxide

H5Burning lithium in air

H5More mass changes in reactions

H5A closer look at burning magnesium

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containing both carbon and hydrogen is burned.

that the carbon dioxide and water formed escape into the atmosphere.

that mass is conserved when materials burn.

to select relevant information and link it to other information.

that sometimes new evidence requires changes to theories.

will be made from other starting masses of magnesium.

state that carbon dioxide and water are formed when wax or natural gas is burned.

explain that the water and carbon dioxide formed escape into the air.

explain that if the carbon dioxide and water could be collected there would be no loss of mass.

represent the reactions by word or symbol equations or diagrammatically.

identify from texts answers to questions posed.

summarise evidence about burning.

describe how eighteenth century ideas about burning differ from those we hold today and summarise the evidence for present day ideas.

Heinemann Science Scheme: Scheme of Work

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Unit 9J Gravity and space

Book spread



Homeworkresources


Extensionresources

J1 What is gravity?

• that gravity is an attractive force which acts on the Earth towards the centre of the planet

• that gravity is an attractive force between objects with mass

• about how the idea of gravity was related to empirical observations

J1 CoreMass and weightJ1 HelpMass and weight

• state that a ball dropped anywhere on the Earth will fall towards the centre of the planet, due to the attractive gravitational force between masses

• use the idea of gravity to explain a range of observations both familiar and novel

J1 Mass and weight

J1 Gravity and space.

J2 How does gravity change?

• that where the gravitational force is lower than on the Earth, the mass of an object remains the same, but its weight is less

• to use quantitative relationships

• that gravitational attraction between bodies decreases as the distance between them increases

• about some examples of space exploration

J2aWeighing stardust on other planetsJ2bRocket propulsion

• use information provided to determine the mass and weight of objects on the Moon and other planets

• describe the implications of this for visitors to those places

• calculate and describe variation in weight

• show, eg by a force diagram, that a rocket needs a large upward force to rise against gravity

• describe, eg using

J2 Space exploration

J2 On the Moon

J2a A journey to the Moon.

J2b Weights on other planets

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annotations, that the gravitational force decreases as the rocket gets further from the Earth

• describe some of the landmarks of human exploration of space, eg Yuri Gagarin, Valentina Tereshkova, Neil Armstrong, Helen Sharman

J3 Models fo the solar system

that our ideas about the solar system have changed over time

• to consider and evaluate conflicting evidence to arrive at a view

• to use more formal language appropriate to objectivity and impartiality

• that the Sun is massive and exerts a very large gravitational force, which keeps planets in orbit

• to relate the model of circular motion to data on the orbits of planets and satellites

• that the Moon is a natural satellite of the Earth, whose

J3a Universe debateJ3b What causes circular motion?

• describe an early model of the solar system and how it differs from our present model

• argue a point of view in defence of a model of the solar system, providing evidence for their position

• use more formal language in their summary, eg passive verbs, third person

• extract relevant information from a video

• explain that it is the Sun’s gravitational force that keeps planets in orbit

• state that the Moon is a natural satellite of the

J3 Going round in circles.

J3 Moving in a circle

J3 The origin of the Moon

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orbit is maintained by the Earth’s gravitational pull

Earth, kept in orbit by the Earth’s gravitational pull

J4 Satellites

• about some uses of artificial satellites

• about information that can be gained through the use of satellites

• how scientists work together to collect information and make predictions

J4 Satellites • describe some uses of artificial satellites, eg to assist weather forecasting, TV transmissions

• explain why some satellites need to be in geostationary orbits

• describe how satellite probes provide information about the solar system and how this information is used

J4 Gravity and space crossword.

J4 Satellites J4 Satellites

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Heinemann Science Scheme: Scheme of WorkUnit 9M Investigating scientific questions

SOW section Learning objectives(from QCA Scheme of Work)Pupils should learn:


What sort of questions can be investigated scientifically?

• to suggest questions about a topic• how to identify ideas that can be

investigated• how to choose an appropriate strategy

M1 Investigating scientific questions

• suggest questions for investigation• identify and explain which questions

can be answered through scientific enquiry

• suggest and explain why a strategy is or is not appropriate for a particular question

Using and evaluating a way of finding out how much of an apple is water

• how to search for information• how to use preliminary work to find

out whether a possible approach is practicable

• what apparatus is available for particular techniques

• how to recognise common hazards in working techniques

• how to relate results to scientific knowledge and understanding

• how to control risks from identified hazards

M2 How much of an apple is water?

Resource sheet: How to do practical investigations

• suggest an appropriate way of determining the dry mass of an apple, eg through research or by carrying out preliminary work

• explain why each step in their technique is necessary

• use suitable apparatus, eg an oven, digital balance, and carry out procedures safely

• calculate the percentage of water in an apple

• evaluate the accuracy of their technique

• explain why plants have a high percentage of water

Using a model and data from a fair test to find out

• how to use preliminary work with a M3 Why do elephants throw water over

describe how they used preliminary

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why elephants throw water over themselves

model to decide what to measure and to determine the number of measurements to be taken

• to record measurements• how to record data on a graph and

draw an appropriate curve/line to fit data

• to identify and describe patterns in graphs

• to evaluate the conclusion by considering how good the data is

themselves?


work with a model to decide what to measure and the number of measurements to be taken

• read and record measurements accurately

• record data on a graph and draw an appropriate curve/line to fit data

• describe the patterns in the data, eg by describing the similarities and differences in the two cooling curves

• evaluate the conclusions by considering how good the model and the data were

Carrying out a survey, using a suitable sample size, to find out how the moisture level in the soil affects the variety and abundance of plants on the school field

how to use preliminary work to decide what to measure and observe and whether the approach is practicable

• to consider what other factors, including those that cannot be controlled, might affect the results and how to deal with them

• to collect and record data appropriately

• to identify and describe trends in data

• to evaluate the limitations of the evidence by considering sample size and the possible effect of other factors

• to use scientific knowledge and understanding to interpret results

M4 How does the moisture level in soil affect the abundance of a specific plant?


• suggest an approach which will allow them to collect enough data, in the time available, to consider the effect of moisture levels on the variety and abundance of plants on the school field

• identify other factors which might affect the variety and abundance of plants and say whether they were able to take these into account

• make relevant observations when collecting data

• record data clearly• identify how strongly the results show

a trend, making particular reference to sample size and effect of other factors

• interpret results using knowledge about competition for resources

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Developing a classification system for a variety of plants that grow in and around water

• how to search for information and decide which sources of information are appropriate

• to select appropriate information from secondary sources

• to use preliminary work to find out whether an approach is practicable

• to implement an approach, refining where necessary

• to use knowledge to explain results• to evaluate the methods used in

terms of the quality of the product

M5 Classifying plants that grow in and around water?

search for information and decide which sources of information have appropriate levels of detail to classify plants

• select features of different plants to develop a classification system

• apply a classification system• explain results by identifying why

plants in the same group or set share characteristics

• evaluate the quality of the classification system

Using secondary sources to develop and test hypotheses about factors that might affect the pH of rainwater

• to decide which factors may be relevant to an enquiry

• when it is appropriate to use data from secondary sources

• how to search for information• how to decide which sources of

information are appropriate• to select appropriate data from

secondary sources• to identify and describe patterns in

data• to present information

appropriately• to look critically at sources of

secondary data• to look critically at results to decide

how strongly they show a trend

• to interpret results using scientific knowledge and understanding

M6 Testing hypotheses about what makes rain water acidic

• suggest factors that might affect the pH of rainwater

• explain why it is appropriate to use secondary sources

• select appropriate data from appropriate sources

• search for patterns in data• describe any patterns found• present the evidence they used to

identify patterns• evaluate their data in terms of the

quality of the source of information and the limitations of their own selection of evidence

• use their scientific knowledge to explain results

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