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Topic Programme of study

statement

Outcomes

Lesson overview

Kerboodle

Resources

and

Assessment

Working

Scientifically

WS 1.1 Asking

scientific

questions

WS

- Ask questions and

develop a line of enquiry

based on observations of

the real world, alongside

prior knowledge and

experience.

- Select, plan, and carry

out the most appropriate

types of scientific

enquiries to test

predictions, including

identifying independent,

dependent, and control

variables, where

appropriate.

Developing

- State some

questions that can

be investigated.

- Name things that

can vary in an

investigation.

- State that some

questions cannot

be investigated.

Secure

- Describe how

scientists develop

an idea into a

question that can

be investigated.

- Identify

independent,

dependent, and

control variables.

- Explain that some

questions can be

investigated and

others cannot.

Extending

- Explain why some

To start, ask students to make a list of questions they

could ask, given something to investigate.

In the main lesson activity, students identify three

questions they could ask to investigate given situations,

identifying the independent, dependent, and control

variables for their questions.

Support: A support sheet is available where students

focus on ideas, questions, and variables of two stations

as opposed to four.

Try to decrease the number of technical terms used.

An interactive screen is provided for a plenary, in which

students categorise variables for an investigation as

independent, dependent, and control.

For homework, students write down variables linked to

things they can investigate in everyday life.

Activity:

Asking

scientific

questions

Interactive:

Identifying

variables

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questions cannot

be investigated.

Suggest examples of

independent,

dependent, and

control variables in

an unfamiliar

situation.

WS 1.2

Planning

investigations

WS



types of scientific

enquiries to test




variables, where

appropriate.

- Use appropriate

techniques, apparatus,

and materials during

fieldwork and laboratory

work, paying attention to

health and safety.

Developing

- State what should

be included in the

plan for an

investigation.

- Identify data as

accurate or

precise.

- State what is

meant by a risk

assessment.

Secure

- Describe how to

write a plan for an

investigation.

- Recognise what

makes data

accurate and

precise.

- Describe a risk

assessment.

Extending

- Write a detailed

plan for a

hypothetical

investigation.

To start, discuss with students different risks they took

that day, classifying them as minor or severe. Include a

discussion on likelihood as well.

In the main lesson activity, students choose the correct

equipment to make measurements, then work through

structured questions to discover the steps involved in

planning investigations.

Support: The support sheet includes a suggested table

of results. The emphasis of the teacher should be to

help students understand the ideas rather than worrying

about remembering terminology.


students decide if sets of data are accurate and precise.

For homework, students write a risk assessment of an

everyday activity.

Activity:

Planning

investigations

Interactive:

Accurate or

precise?



- Explain the

difference between

accurate and

precise data.

- Identify risks in an

experiment and

write an

appropriate risk

assessment for an

investigation.

WS 1.3

Recording data

WS

- Use appropriate





health and safety.

- Present observations and

data using appropriate

methods, including

tables and graphs.

Developing

- State an example

of how data can be

recorded.

- With help,

calculate a mean of

two values.

- Add data to a

graph or chart.

Secure

- Describe how to

make and record

observations and

measurements.

- Calculate a mean

from three repeat

measurements.

- Present data

appropriately as

tables and graphs.

Extending

- Explain how to

collect and record

accurate and

To start, students describe how to use equipment to

collect data that is accurate and precise.

In the main lesson practical, students carry out a simple

experiment to collect results, record them in a results

table, and draw a suitable graph.

Support: An access sheet is available with simplified

questions. Tables and graph grids have also been

partially-filled in to help students with complex skills.

Extension: Students can see if they spot a pattern,

attempt a conclusion, and explain why is it important to

display data as graphs/charts (to display patterns).


students calculate means for given data.

For homework, students collect some data at home and

record it in a suitable table.

Practical:

Collecting and

presenting

data

Interactive:

Calculating

means



precise data.

- Calculate a mean

for repeat readings

in a range of

situations.

- Design an

appropriate table

or graph.

WS 1.4

Analysing data

WS

- Interpret observations

and data, including

identifying patterns and

using observations,

measurements, and data

to draw conclusions.



methods, including

tables and graphs

Developing

- State what is

meant by a line of

best fit.

- List what should be

included in a

conclusion.

Secure

- Find a pattern in

data using a graph

or chart.

- Interpret data to

draw conclusions.

Extending

- Plot data on a

graph and draw the

line of best fit.

- Analyse data from

an investigation to

draw up a detailed

conclusion, giving

quantitative

examples in data.

An interactive screen is provided for a starter, in which

students decide if the relationships described in various

statements are likely or unlikely.

In the main lesson activity, students are provided with

data sets, and for each set they have to choose the

correct type of graph to draw.

Support: A support sheet is available where students

are given pre-labelled graph grids to plot their data. An

alternative source of support is to use the skill sheet for

choosing scales instead of the accompanying support

sheet.

Extension: Encourage students to give numerical

examples when describing patterns in graphs. Non-

linear graphs are discussed in the extension.

To finish, ask students to complete graphs by adding a

line of best fit.

For homework, students practise drawing graphs with

given data.

Activity:

Analysing data

Interactive:

Is there a

relationship?

WS 1.5

Evaluating

data

WS

- Evaluate data, showing

awareness of potential

Developing

- State how to

evaluate data.

To start, provide students with statistics and discuss as

a class whether they believe the data or not.

Activity:

Evaluating

data



(extending) sources of random and

systematic error.

- Evaluate the reliability of

methods and suggest

possible improvements.

- Suggest one

improvement to an

investigation.

Secure

- Describe the

stages in

evaluating data.

- Suggest ways of

improving a

practical

investigation.

Extending

- Compare and

contrast data,

suggesting reasons

why the data may

be different.

- Explain ways of

improving data in a

practical

investigation.

In the main lesson activity, students compare two

different experiments to identify why one is better than

the other, and how the experiments can be improved.

Support: The support sheet offers students a simplified

text to summarise when considering differences

between two experiments.


students choose the pieces of information a scientist

would want to know about data before deciding to trust

a claim made by a fictional fertiliser company.

For homework, students write a paragraph to explain

how to evaluate food data correctly, and why this is

important.

Interactive:

Patrick’s claim


statement

Outcomes

Lesson overview

Kerboodle

Resources

and

Assessment

B1

B1 1.1

Observing

cells

Biology

- Cells as the fundamental

unit of living organisms,

including how to

observe, interpret, and

record cell structure

using a light microscope.

Developing

- State what a cell

is.

- Describe how to

use a microscope

to observe a cell.

- Use a microscope

To start, discuss with students the advantages of

increasing the appearance of an image. Magnifying

lenses can be a useful tool, but if not available, draw

images of different size on the whiteboard.

In the main lesson practical, students should explore

how a microscope works. Guided by the practical sheet,

Practical:

Discovering

the

microscope

Interactive:

What’s in a



WS

- Use appropriate





health and safety.

to observe a

prepared slide,

with assistance.

Secure

- Describe what a

cell is.

- Explain how to use

a microscope to

observe a cell.

- Use a microscope

to observe a

prepared slide and

state the

magnification.

Extending

- Explain what all

living organisms

are made of.

- Explain what each

part of the

microscope does

and how it is used.

- Use a microscope

to observe a

prepared slide

calculating a range

of magnifications.

students can produce an instruction booklet to explain

how to use a microscope.

Support: The support sheet lists parts of a microscope.

Instead of producing a full leaflet, students can instead

write a simple statement for each part of the

microscope.

Extension: Students label the sheet alone and produce

a detailed leaflet. Lead students to calculate the

magnification used during the practical. Encourage

students to consider the different levels of

magnification.

An interactive screen is provided for the plenary, in

which students identify the parts of the microscope.

For homework, students research the development of

the microscope.

name?

WebQuest:

Development

of the

microscope

B1 1.2 Plant

and animal

cells

Biology

- Cells as the fundamental

unit of living organisms,

including how to

observe, interpret, and

record cell structure

using a light microscope.

Developing

- Identify one

similarity and one

difference between

a plant and an

animal cell.

- Match some

An interactive screen is provided for the starter, in

which students identify the parts of an animal cell.

In the main lesson practical, students then make and

observe an onion cell slide with a microscope to produce

a labelled diagram of the cell.

Support: First, demonstrate the making of the slide,

Practical:

Making an

onion slide

Interactive:

Parts of a cell



- The functions of the cell

wall, cell membrane,

cytoplasm, nucleus,

vacuole, mitochondria,

and chloroplasts.

WS

- Use appropriate





health and safety.

components of a

cell to their

functions

Secure

- Describe the

similarities and

differences

between plant and

animal cells.

- Describe the

functions of the

components of a

cell.

- Prepare and

observe cells on a

microscope slide

safely.

Extending

- Explain the

similarities and

differences

between plant and

animal cells.

- Explain the

functions of the

components of a

cell by linking them

to life processes.

- Prepare and

observe cells on a

microscope slide

safely, using scale

and magnifications.

then help students to make the slide and set up the

microscope if necessary.

Extension: Ask students to calculate the magnification

they are using.

Finish by discussing with students what parts of a cell

they could not see, and why that may be the case.

For homework, students compare the different parts of a

cell.

B1 1.3 Biology To start, students recap the parts of plant and animal Activity:



Specialised

cells

- The similarities and

differences between

plant and animal cells.

WS



methods, including

tables and graphs.

Developing

- Name some

examples of

specialised animal

cells.

- Name some

examples of

specialised plant

cells.

- State specialised

features of plant

and animal cells,

summarising this in

a table or as a

model.

Secure

- Describe examples

of specialised

animal cells.

- Describe examples

of specialised plant

cells.

- Describe

specialised features

of plant and animal

cells, summarising

this in a table or as

a model.

Extending

- Describe examples

of specialised

animal cells, linking

structure and

function.

cells and their functions.

In the main lesson activity, students research a

specialised cell. They then either build a model or

describe their cell to other students in a speed-dating

activity.

Support: the teacher controls which cells are

researched. Give more difficult cells to the more able

students/groups.

Extension: Ask probing questions during the

presentation and ask students to complete the

extension columns of the information table.

To finish, students identify specialised features and link

them to their function on the interactive screen.

For homework, students draw and label a specialised

cell.

An alternative question-led lesson is also available for

this lesson.

Building a cell

Activity:

Speed dating

Interactive:

Matchmaking

Question-led

lesson:

Specialised

cells



- Describe examples

of specialised plant

cells, linking

structure and

function.

- Compare and

contrast specialised

features of plant

and animal cells,

summarising this in

a table or as a

model.

B1 1.4

Movement of

substances

Biology

- The role of diffusion in

the movement of

materials in and between

cells.

Physics

- Diffusion in liquids and

gases driven by

differences in

concentration.

WS

- Make and record

observations and

measurements using a

range of methods for

different investigations.

Developing

- Identify substances

that move into or

out of cells.

- State simply what

diffusion is.

- Make sets of

observations or

measurements of

diffusion of

coloured gel,

identifying the

ranges and

intervals used.

Secure

- Name some

substances that

move into and out

of cells.

- Describe the

process of

diffusion.

To start, students identify the substances wanted by

cells on the interactive screen.

In the main lesson practical, students investigate

diffusion in cells using a cell model of coloured gel in

water.

Support: The support sheet contains a results table for

students to use. Help students to write in their

observations by modelling good practice.

Extension: Encourage students to explain the idea of

diffusion and lead their group during the experiment.

They might be able to discuss limitations of the

technique or model.

To finish, students role play diffusion through a cell

membrane.

For homework, students explain diffusion in red blood

cells.

Practical:

Observing

diffusion

Interactive:

Wanted or not



- Collect data of

diffusion of

coloured gel,

choosing

appropriate ranges,

numbers, and

values for

measurements and

observations.

Extending

- Explain which

substances move

into and out of

cells.

- Explain the process

of diffusion.

- Choose and justify

data collection

methods of

diffusion of

coloured gel that

minimise error,

and produce

precise and reliable

data.

B1 1.5

Unicellular

organisms

Biology

- The structural

adaptations of some

unicellular organisms.

WS

- Use appropriate




Developing

- Name an example

of a unicellular

organism.

- Identify some

structures in an

amoeba.

- Identify some

structures in a

To start, discuss with students small organisms in our

environment, leading to the introduction of unicellular

organisms.

In the main lesson practical, students observe amoeba

and euglena using a microscope and produce a diagram

of the organisms.

Support: Avoid euglena in fresh preparations and have

projection images prepared. Students will need more

Practical:

Observing

amoeba and

euglena

Interactive:

Spot the

difference




health and safety.

euglena.

- Select the

appropriate

apparatus to

observe an amoeba

and a euglena cell.

Secure

- Describe what a

unicellular

organism is.

- Describe the

structure of an

amoeba.

- Describe the

structure of a

euglena.

- Select the

appropriate

magnification to

observe an amoeba

and a euglena cell

through a

microscope.

Extending

- Explain what a

unicellular

organism is and

give detailed

examples.

- Describe the

structure and

function of an

amoeba.

- Describe the

help with the microscopes. Students may only observe

the amoeba as it is larger and slower-moving, therefore

easier to see. Film clips or images may be used for the

drawings rather than actual specimens but ideally use

real specimens so that students do see the real

organism.

Extension: Encourage more independent work.

Students could also produce a series of diagrams to

show amoeba moving.


students identify features of cells that are unique to

unicellular organisms and those that are in all cells.

For homework, write a description of the cells they have

seen.



structure and

function of a

euglena.

- Give justifications

for the choice of

magnification when

observing an

amoeba and a

euglena cell

through a

microscope.

B1 1

Checkpoint

Using the Checkpoint assessment and Checkpoint

resources, use this point to assess students and follow

up with support and extension work.

Checkpoint

B1 2.1 Levels

of organisation

Biology

- The hierarchical

organisation of

multicellular organisms:

from cells to tissues to

organs to systems to

organisms.

WS


and data, including


using observations,



Developing

- State what is

meant by a tissue,

an organ, and an

organ system.

- State the sequence

of the hierarchy of

organisation in a

multicellular

organism.

- Use information

provided to list the

organs found in a

given organ

system, and state

the function of that

system.

Secure

- Define and state

examples of

To start, students sequence a picture of a cell, tissue,

organ, organ system, and organism to introduce the

idea of a hierarchical sequence.

In the main lesson activity, students extract information

on organisation in organisms to answer questions. They

then research an organ system to produce a

presentation.

Support: An access sheet is available, which includes

simplified text and questions of lower demand.

Organise students into groups so that some students

can lead the task. Differentiate according to the quality

of texts available.

Extension: Students should explain the role of each

organ in the system in detail.

An interactive plenary is provided, in which students

categorise words as cells, tissues, or organs.

For homework, students create a table to explain how

Activity:

Organising a

body

Interactive:

Cells, tissues,

or organs?



tissues, organs,

and organ

systems.

- Explain the

hierarchy of

organisation in a

multicellular

organism.

- Interpret

information

provided to decide

on the function of

the individual

organs and of the

organ system.

Extending

- Explain in detail

the hierarchy of

organisation in a

multicellular

organism, using a

range of examples.

- Explain how the

different tissues in

an organ, and the

different organs in

an organ system

function together.

- Interpret

information to

explain the

functions of several

organ systems.

the seven functions of life are carried out by the human

body.

B1 2.2 Gas Biology Developing To start, demonstrate the difference between air and Activity: The



exchange - The structure and

functions of the gas

exchange system in

humans, including

adaptations to function.

WS


and data, including


using observations,



- Name the parts of

the gas exchange

system.

- State that the

parts of the gas

exchange system

are adapted to

their function.

- State that the

composition of the

air inhaled and

exhaled are

different using data

provided.

Secure

- Describe the

structure of the

gas exchange

system.

- Describe how parts

of the gas

exchange system

are adapted to

their function.

- Interpret data

given to compare

the difference in

the composition of

inhaled and

exhaled air.

Extending

- Describe the gas

exchange system

as an organ

exhaled air using limewater. Discuss with students what

may cause this difference.

In the main lesson activity, students label a diagram of

the gas exchange system and analyse given data on the

composition of air.

Support: A support sheet is available with a list of key

words to label the diagram and a pre-labelled graph grid

for drawing the bar chart.

An interactive plenary is provided, where students

complete a paragraph on the composition of inhaled and

exhaled air.

For homework, students design a submarine which can

support the gas exchange system of humans.

composition of

inhaled and

exhaled air

Interactive:

The air we

breathe



system, linking the

organs.

- Explain how the

adaptations of the

parts of the gas

exchange system

help them perform

their function.

- Interpret data

given to explain

the difference in

the composition of

inhaled and

exhaled air.

B1 2.3

Breathing

Biology

- 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 impact of exercise,

asthma, and smoking on

the human gas exchange

system.

WS

- Use appropriate





health and safety.

Developing

- State what

happens to the

ribcage and

diaphragm during

inhaling and

exhaling.

- State what each

part of the bell jar

model represents.

- State a value of

lung volume.

- Use apparatus

provided to obtain

a lung volume.

Secure

- Describe the

processes of

inhaling and

exhaling.

To start, students complete paragraph on the interactive

screen to describe what happens when we breathe in.

In the main lesson practical, students calibrate a plastic

bottle and use it to measure lung volume.

Support: The access sheet details a method with a pre-

calibrated bottle. It also has a simpler table and

questions.

To finish, compare and discuss students’ results,

introducing the idea that factors, such as being

asthmatic, can affect lung volume readings.

For homework, students write exam-style questions and

mark schemes on what they have learnt so far.

Practical:

Measuring the

volume of the

lungs

Interactive:

How we

breathe



- Describe how a bell

jar can be used to

model what

happens during

breathing.

- Explain how to

measure lung

volume.

- Use appropriately

calibrated

apparatus to obtain

a lung volume.

Extending

- Explain how the

actions of the

ribcage and

diaphragm lead to

inhaling and

exhaling.

- Explain the

similarities and

differences

between the bell

jar and the

breathing system.

- Explain in detail

how to measure

lung volumes.

- Use appropriately

calibrated

apparatus to obtain

an accurate lung

volume, evaluating

the precision of



instruments

involved.

B1 2.4

Skeleton

Biology

- The structure and

functions of the human

skeleton, to include

support, protection,

movement, and making

blood cells.

Developing

- Name the main

parts in the

skeleton.

- List the functions

of the skeletal

system.

Secure

- Describe the

structure of the

skeleton.

- Describe the

functions of the

skeletal system.

Extending

- Explain the

relationship

between the bones

and joints in the

skeleton.

To start, students label a skeleton using the interactive

screen.

In the main lesson activity, students build a model of a

skeleton and use it to answer the questions on the

activity sheet.

Support: Students should work in mixed-ability groups.

To finish, students identify the specific functions of

different bones.

For homework, students annotate an image of an animal

to describe how it achieves movement, support, and

protection.


this lesson.

Activity:

Build your

own skeleton

Interactive:

Name those

bones!

Question-led

lesson:

Skeleton

B1 2.5

Movement:

joints

Biology

- Biomechanics – the

interaction between

skeleton and muscles,

including the

measurement of force

exerted by different

muscles.

WS

- Make and record

observations and


Developing

- State where joints

are found in the

body.

- State how a

muscle exerts force

during movement.

- Carry out an

experiment to

make simple

observations.

Secure

To start, discuss with students why a skeleton cannot

walk.

In the main lesson practical, students use a model of an

arm to investigate the forces required by the arm to lift

different masses.

Support: A support sheet is available with a suggested

table of results and a graph grid with pre-labelled axes.


students use definitions to fill in a key word crossword.

Practical:

Forces for

lifting

Interactive:

The role of

joints in

movement

WebQuest:

Hip

replacement




different investigations;

and evaluate the

reliability of methods

and suggest possible

improvements.

- Describe the role

of joints in

movement.

- Explain how to

measure the force

exerted by

different muscles.

- Carry out an

experiment to

make and record

measurements of

forces using the

correct units.

Extending

- Explain how the

parts of a joint

allow it to function.

- Explain the

relationship

between the forces

required to move

different masses.

- Carry out an

experiment to

record

measurements of

forces in newtons,

evaluating the

accuracy and

precision of the

method chosen.

For homework, students research hip replacements.

B1 2.6

Movement:

muscles

Biology

- The function of muscles

and examples of

Developing

- State the function

of major muscle

To start, use the simulation to observe changes in the

thickness and length of antagonistic muscles in different

actions.

Practical:

Investigating

muscle fatigue



antagonistic muscles.

WS


and data, including


using observations,



groups.

- State the definition

of antagonistic

muscles.

- Carry out an

experiment and

interpret

observations about

the muscles

involved in the

movement of the

elbow.

Secure

- Describe the

function of major

muscle groups.

- Explain how

antagonistic

muscles cause

movement.

- Interpret data

collected in an

experiment, to

identify a pattern

between muscle

fatigue and

repetitive muscle

contraction.

Extending

- Explain how the

muscle groups

interact with other

tissues to cause

movement.

In the main lesson practical, students investigate how

repetitive contraction of muscles affects muscle fatigue.

Support: An access sheet is available where students

are only required to repeat the experiment once, and

the questions are of lower demand.


students complete a paragraph on antagonistic muscles.

For homework, write an account of the antagonistic

muscles involved in kicking a football.

Interactive:

Revisiting

antagonistic

muscles

Simulation:

Antagonistic

muscles



- Explain why it is

necessary to have

both muscles in an

antagonistic pair to

cause movement.

- Interpret data from

the muscle

contraction

experiment,

identifying patterns

between the levels

of fatigue during

muscle contraction

given different

periods of rest.

B1 2

Checkpoint




Checkpoint

B1 3.1

Adolescence

Biology

- Reproduction in humans

(as an example of a

mammal), including the

structure and function of

the male and female

reproductive systems.

WS


and data, including


using observations,



Developing

- State the

definitions for

adolescence and

puberty.

- State changes to

the bodies of boys

and girls during

puberty.

- Interpret

observations given,

as changes that

occur in boys or in

girls.

Secure

- State the

To start, students discuss the changes that they observe

as children become adults, and discuss why these

changes may need to occur.

In the main lesson activity, students sort cards of

statements into those that describe changes in puberty.

They use this to answer questions from the activity

sheet.

Support: Take out cards relating to emotional changes,

which are marked with a letter E, to allow students to

solely focus on the physical changes that occur during

adolescence.


students sort changes during puberty in those of girls,

boys, and both.

Activity:

Changes

during

adolescence

Interactive:

Changes in

puberty.



difference between

adolescence and

puberty.

- Describe the main

changes that take

place during

puberty.

- Interpret

observations given,

to categorise the

changes during

adolescence.

Extending

- Explain the

differences

between

adolescence and

puberty.

- Explain the main

changes that take

place during

puberty.

- Interpret

observations given,

to categorise and

explain physical

and emotional

changes during

adolescence.

For homework, students produce a leaflet to detail the

changes boys and girls experience in adolescence.

B1 3.2

Reproductive

systems

Biology


(as an example of a

mammal), including the

structure and function of

Developing

- Name the main

structures of the

male and female

reproductive


students label the parts of the male and female

reproductive system.

In the main lesson activity, students extract information

Activity: Male

and female

reproductive

systems



the male and female

reproductive systems.

WS



methods, including

tables and graphs.

system.

- State a function of

the main structures

of the male and

female

reproductive

system.

- Extract information

from text to state

structures and

functions of the

key parts of the

reproductive

systems in a table.

Secure

- Describe the main

structures in the

male and female

reproductive

systems.

- Describe the

function of the

main structures in

the male and

female

reproductive

systems.


from text to

describe structures

and functions of

the key parts of

the reproductive

systems in a table.

to label the reproductive systems of males and females,

summarise the functions of each structure, and answer

the following questions.

Support: A support sheet is provided for students with

partially filled-in tables, linking structures and functions

of the two reproductive systems.

To finish, students name a structure of the reproductive

systems and choose another student to describe its

function.

For homework, students produce a crossword for the

key words of this topic, producing clues to accompany

it.

Interactive:

Label those

parts!



Extending

- Explain how

different parts of

the male and

female

reproductive

systems work

together to achieve

certain functions.

- Explain the

adaptations of

some of the main

structures that

help them function.


from text to

explain structures

and functions of

the key parts of

the reproductive

systems in a table.

B1 3.3

Fertilisation

and

implantation

Biology


(as an example of a

mammal), gametes, and

fertilisation.

Developing


of gametes.

- State what is

meant by

fertilisation.

Secure

- Describe the

structure and

function of

gametes.

- Describe the

process of


students complete a paragraph on egg and sperm cells.

In the main lesson activity, students complete three

tasks. Task 1 involves using diagrams to calculate

magnification and scale, Task 2 involves connecting

phrases to describe sexual intercourse, and Task 3

involves watching the video on fertilisation and

answering the questions on the activity sheet.

Support: An access sheet is available where questions

of lower demand are given and students are not

required to carry out calculations for Task 1.

Extension: If the video is used, students should carry

Activity:

Fertilisation

and

implantation

Video:

Fertilisation

and

implantation

Interactive:

Egg and

sperm cells



fertilisation.

Extending

- Compare the male

and female

gametes.

- Explain the

sequence of

fertilisation and

implantation.

out an evaluation of the video shown for Task 3.

To finish, students order key words from this topic to

describe fertilisation.

For homework, students research fertility treatments.

WebQuest:

Fertility

treatment

B1 3.4

Development

of a fetus

Biology


(as an example of a

mammal), gestation and

birth, and the effect of

maternal lifestyle on the

fetus through the

placenta.

Developing


of gestation.

- State how long a

pregnancy lasts.

Secure

- Describe what

happens during

gestation.

- Describe what

happens during

birth.

Extending

- Describe

accurately the

sequence of events

during gestation.

- Explain in detail

how contractions

bring about birth.

To start, discuss with students how an egg from the

ovaries becomes a baby.

In the main lesson activity, students each become an

expert on one part of the development of a fetus,

teaching it to the other members of their group.

Support: The information cards are ramped, so give

students the card on birth.

Extension: Students should become experts on the

card about the development of the baby.


students link key words from this topic to their

definitions.

For homework, students write an account of the

development of a baby.

Activity:

Development

and birth

Interactive:

Development

links

B1 3.5 The

menstrual

cycle

Biology


(as an example of a

mammal), menstrual

cycle (without details of

Developing

- State a simple

definition of the

menstrual cycle.

- State the main


students complete a paragraph on the menstrual cycle.

In the main lesson activity, students interpret jumbled

information on the menstrual cycle, arrange into the

Activity:

Timeline of

the menstrual

cycle



hormones).

WS



methods, including

tables and graphs.

stages in the

menstrual cycle.

- Present key pieces

of information in a

sequence.

Secure

- State what the

menstrual cycle is.

- Describe the main

stages in the

menstrual cycle.

- Present

information in the

form of a graphical

timeline.

Extending

- Explain the role of

the menstrual cycle

in reproduction.

- Describe the

stages of the

menstrual cycle as

a timed sequence

of events.

- Present

information in the

form of a scaled

timeline or pie

chart.

correct sequence order, and use this to answer the

following questions.

Support: Students are simply required to sequence the

text boxes in order.

Extension: Students should arrange the timeline

against a scaled axis of time, using graph paper or, as

an extra challenge, students could present the sequence

in a circle as a pie chart.

To finish, students scale the events of the menstrual

cycle to one minute.

For homework, students prepare five exam-style

questions and mark schemes on reproduction.


this lesson.

Interactive:

Menstrual

cycle facts

Question-led

lesson: The

menstrual

cycle

B1 3.6 Flowers

and pollination

Biology

- Reproduction in plants

including flower

structure, wind and

insect pollination,

Developing

- Name the parts of

a flower.

- State what is

meant by


students link parts of a flower to their function.

In the main lesson practical, students dissect a flower

and draw the different parts onto their practical sheet.

Practical:

Flower

dissection

Interactive:



fertilisation, including

quantitative

investigation of some

dispersal mechanisms.

- The importance of plant

reproduction through

insect pollination in

human food security.

WS

- Use appropriate





health and safety.

pollination.

- Name two methods

of pollination.

- Follow instructions

to dissect a flower.

Secure

- Identify the main

structures of a

flower.

- Describe the

process of

pollination.

- Describe the

differences

between wind-

pollinated and

insect-pollinated

plants.

- Use appropriate

techniques to

dissect a flower

into its main parts.

Extending

- Explain how the

structures of the

flower are adapted

to their function.

- Explain the role of

pollination in plant

reproduction.

- Explain the

processes of wind

and insect

pollination,

Support: Demonstrate flower dissection in small groups

and use larger flowers that are easier to dissect, for

example, fuchsias or freesias.

To finish, students identify the type of pollination a plant

undergoes from the properties of its pollen grains.

For homework, students write an account of insect or

wind pollination.

Parts of a

flower



comparing the

similarities and

differences

between the two.

- Use appropriate

techniques to

dissect a flower

and record detailed

observations.

B1 3.7

Fertilisation

and

germination

Biology

- Reproduction in plants,

including flower

structure, seed and fruit

formation.

WS

- Make and record

observations and




and evaluate the



improvements.

Developing

- State what is

meant by

fertilisation in

plants.

- State what seeds

and fruit are.

- Make and record

observations of

germination.

Secure

- Describe the

process of

fertilisation in

plants.

- Describe how

seeds and fruits

are formed.

- Make and record

observations in a

table with clear

headings and units,

using data to

calculate

percentage


students complete a gap-fill activity on germination.


the amount of water affects the germination of seeds,

using their results to calculate percentage germination.


table of results and a pre-labelled graph grid.

To finished, hold a class discussion on accuracy,

precision, and why results are displayed in graphs.

For homework, students should produce labelled

diagrams of plant fertilisation and germination.

Practical:

Successful

seeds

Interactive:

Germination



germination.

Extending

- Explain the process

of fertilisation in

plants, explaining

the role of each of

the parts involved

in the process.

- Explain how the

germination of

seeds occurs.

- Make and record

observations in a

table, using data to

calculate

percentage

germination,

evaluating

experimental

procedure.

B1 3.8 Seed

dispersal

Biology

- Reproduction in plants,

including seed and fruit

formation and dispersal,

including quantitative

investigation of some

dispersal mechanisms.

WS



types of scientific

enquiries to test



Developing

- State what is

meant by seed

dispersal.

- Name the methods

of seed dispersal.

- Plan a simple

experiment, stating

the variables, when

given a hypothesis.

Secure

- State the ways

seeds can be

dispersed.

To start, discuss with students why seeds need to travel

away from the parent plant.

In the main lesson practical, students design and carry

out an investigation in seed dispersal.

Support: An access sheet is available that guides

students through the planning process using a given

hypothesis. The access sheet also includes a suggested

table of results.


students link characteristics of seeds to their dispersal

method.

Practical:

Investigating

seed dispersal

Interactive:

Wind and

animal

dispersal




variables, where

appropriate.

- Describe how a

seed is adapted to

its method of

dispersal.

- Plan a simple

experiment to test

one hypothesis

about seed

dispersal,

identifying a range

of variables.

Extending

- Explain why seeds

are dispersed.

- Explain how the

adaptations of

seeds aid dispersal.

- Plan and design an

experiment to test

a hypothesis about

seed dispersal,

clearly explaining

all the variables

involved.

For homework, students complete their practical sheet

and write a conclusion.

B1 3

Checkpoint




Checkpoint


statement

Outcomes

Lesson overview

Kerboodle

Resources

and

Assessment

C1



C1 1.1 The

particle model

Chemistry

- The properties of the

different states of matter

(solid, liquid, and gas) in

terms of the particle

model, including gas

pressure.

WS

- Present reasoned

explanations, including

explaining data in

relation to predictions

and hypotheses.

Developing

- State that

materials are made

up of particles.

- Match particle

models to the

properties of a

material.

- State what toy

building bricks are

representing when

used to model

substances.

Secure

- Describe how

materials are made

up of particles.

- Use the particle

model to explain

why different

materials have

different

properties.

- Use the particle

model to explain

how building brick

models are

representing

common

substances.

Extending

- Explain how a

range of materials

are made up of

To start, students list the different materials they can

see in their classroom.

In the main lesson activity, demonstrate the particle

model using toy bricks. Students then use this

demonstration and their activity sheet to complete the

questions on the particle model.

Extension: Students will be able to suggest their own

models to describe particles within materials and

suggest weaknesses of any models suggested.


students consider another model of particles and

evaluate it.

For homework, students research a material of their

choice.

Activity:

Introducing

the particle

model

Interactive:

Considering

models



particles.

- Evaluate particle

models that explain

why different

materials have

different

properties.

- Design and explain

a new

representation of

the particle model.

C1 1.2 States

of matter

Chemistry



(solid, liquid, and gas) in



pressure.

Physics

- Similarities and

differences, including

density differences,

between solids, liquids,

and gases.

- The differences in

arrangements, in

motion, and in closeness

of particles explaining

shape and density.

WS


and data, including


using observations,

Developing

- Identify a

substance in its

three states.

- Match properties of

the three states of

matter to the name

of the state.

- Make relevant

observations in

order to decide if

something is a

solid, liquid, or

gas.

Secure

- Describe the

properties of a

substance in its

three states.

- Use ideas about

particles to explain

the properties of a

substance in its


students categorise substances as solids, liquids, and

gases to gauge prior knowledge.

In the main lesson practical, introduce the particle

arrangements for the states of matter and discuss their

properties. Students then make observations of

substances and decide if they are solid, liquid, or gas.

Support: The support sheet contains an observation

table with questions to help students identify the state

of matter.

Extension: Give students substances that are harder to

define (e.g., sand, hair gel, jelly).

To finish, students describe a material in terms of

properties without mentioning its state.

For homework, students design a poster on the three

states of matter.


this lesson.

Practical:

Properties of

solids, liquids,

and gases

Interactive:

Solid, liquid,

or gas?

Question-led

lesson:

States of

matter





three states.

- Use observations

to decide if

substances are

solids, liquids, or

gases.

Extending

- Discuss the

properties of a

range of

substances in their

three states.

- Use ideas about

how fast particles

are moving to

explain the

properties of a

substance in its

three states.

- Identify how the

observations made

would differ if the

substances had

been different

temperatures.

C1 1.3 Melting

and freezing

Chemistry

- Changes of state in


model.

- Energy changes on

changes of state

(qualitative).

Physics

- Reversibility in melting,

Developing

-Describe how

substances change

as the temperature

changes.

- State the meaning

of the term melting

point.

- Describe the


students order sentences to describe freezing.

In the main lesson practical, students collect data on the

cooling of stearic acid, plot a cooling curve, and

determine the melting point of stearic acid.

Support: Students should be provided with pre-drawn

axes.

Extension: Students will be able to choose their own

Practical:

Observing the

cooling of

stearic acid

Interactive:

What happens

as water

freezes?



freezing, evaporation,

sublimation,

condensation, and

dissolving.


arrangements, in



changes of state.

WS


and data, including


using observations,



observations seen

as stearic acid

cools in terms of

the states of

matter it is in.

Secure

- Use the particle

model to explain

changes of state

involving solids and

liquids.

- Interpret data

about melting

points.

- Use cooling data to

decide the melting

point of stearic

acid.

Extending

- Explain why there

is a period of

constant

temperature during

melting and

freezing (the latent

phase).

- Interpret melting

point data to

explain the particle

movement of

different

substances at

given

temperatures.

scales for each axis. They should also explain why the

graph ‘levels off’ and has a period with no temperature

change.

To finish, students sketch a cooling curve and draw

particle diagrams for each stage on their curve.

For homework, students research how roads are made

safer in adverse weather conditions.

WebQuest:

Safer roads



- Locate the melting

point of stearic acid

on a graph of data

plotted from

observations.

C1 1.4 Boiling

Chemistry



model.

- Energy changes on

changes of state

(qualitative).

Physics



sublimation,

condensation, and

dissolving.


arrangements, in



changes of state.

WS


and data, including


using observations,



Developing

- Describe boiling as

a change of state.

- Recognise that

different

substances boil at

different

temperatures.

- Draw

straightforward

conclusions from

boiling point data

presented in tables

and graphs.

Secure

- Use the particle

model to explain

boiling.

- Interpret data

about changes of

state.

- Select data and

information about

boiling points and

use them to

contribute to

conclusions.

Extending

- Use the particle


students order sentences to describe boiling.

In the main lesson activity, students are provided with

data that they plot into a heating curve. They then

identify the boiling point and use the data to answer the

questions that follow on the activity sheet.

Support: A support sheet is available with pre-drawn

axes for drawing the graph.

Extension: Students will be able to apply the particle

models to air their descriptions.

To finish, students match the boiling points to a list of

materials.

For homework, students prepare a fact sheet on the

different ways the boiling point of water can be

changed.

Activity:

Heating water

Interactive:

What happens

when water

boils?



model and latent

heat to explain

boiling.

- Explain why

different

substances boil at

different

temperatures using

particle diagrams

and latent heat.

- Assess the

strength of

evidence from

boiling point data,

deciding whether it

is sufficient to

support a

conclusion.

C1 1.5 More

changes of

state

Chemistry



model.

- Energy changes on

changes of state

(qualitative).

Physics



sublimation,

condensation, and

dissolving.


arrangements, in


Developing

- Recall changes of

state involving

gases.

- Describe how

particles change in

their arrangements

during evaporation,

condensation, and

sublimation.

- Carry out a

practical on

evaporation,

carrying out

experimental

procedures

To start, demonstrate and discuss the sublimation of

iodine.

In the main lesson practical, students make copper

sulfate crystals from copper sulfate solution,

manipulating the conditions of evaporation to attempt to

produce the biggest crystals.

Support: Students issued with the access sheet, where

they make copper sulfate crystals using a given method.

Extension: Students should try to explain why slower

evaporation may result in larger crystals.


students identify evaporation, condensation, and

sublimation from images.

Practical:

Who can

make the

biggest

crystals?

Interactive:

Identifying

evaporation,

condensation,

and

sublimation




changes of state.

WS

- Ask questions and

develop a line of enquiry

based on observations of

the real world, alongside

prior knowledge and

experience.

carefully, and

recording results

accurately.

Secure

- Describe changes

of state involving

gases.

- Use the particle

model to explain

evaporation,

condensation, and

sublimation.

- Explain how the

practical procedure

can be kept fair to

ensure valid

results.

Extending

- Explain what

occurs during

sublimation and

condensation using

particle models.

- Explain, using

particle models,

the differences

between

evaporation and

boiling.

- Justify and

evaluate the

practical procedure

chosen based on

students’

For homework, students prepare a leaflet on how to

efficiently dry laundry.



understanding of

changes of state,

and given the

results obtained.

C1 1.6

Diffusion

Chemistry

- Diffusion in terms of the

particle model.

Physics

- Diffusion in liquids and

gases driven by

differences in

concentration.

WS

- Identify independent,


variables where

appropriate.

Developing

- Describe examples

of diffusion.

- Describe the

movement of

particles in

diffusion.

- Identify the

dependent and

independent

variable when

investigating the

rates of diffusion.

Secure

- Use the particle

model to explain

diffusion.

- Describe evidence

for diffusion.

- Identify variables

that need to be

kept constant when

investigating the

rates of diffusion of

KMnO4.

Extending

- Use particle

diagrams to

explain how

diffusion occurs

To start, spray perfume to demonstrate diffusion and

discuss with students how particles move around the

room.


temperature affects the diffusion of KMnO4 crystals in

water.

Support: The support sheet contains a table of results

for students to fill in. Support students in order to make

their investigations as fair as possible, for example, by

discussing the size of particles chosen or how they are

placed in the water to minimise early diffusion.

Extension: Students should discuss how quickly

particles are moving and how it plays a part in diffusion

in their explanations.


students complete a paragraph on diffusion.

For homework, students write a paragraph on why hot

water is best for making tea.

Practical:

What affects

the rate of

diffusion?

Interactive:

Describing

diffusion



and the factors

that affect it.

- Describe why

diffusion is faster

at higher

temperatures,

using the concept

of how fast

particles are

moving.

- Identify key

variables in

complex contexts,

explaining why

some cannot be

readily controlled,

and planning

appropriate

approaches to

investigating the

rates of diffusion of

KMnO4.

C1 1.7 Gas

pressure

Chemistry



(solid, liquid and gas) in



pressure.

WS


and data, including


using observations,

Developing

- Describe simply

what gas pressure

is.

- State examples of

gas pressure in

everyday

situations.

- Collect and

interpret simple

primary data to

provide evidence


students decide if statements about gases are true of

false.

In the main lesson practical, students carry out an

experiment to investigate gas pressure. They then draw

a storyboard to describe gas pressure changes when

blowing up a balloon.

Support: Provide key words and phrases on which to

base drawings.

Extension: Students should explain why solids, liquids,

and gases exert pressure differently.

Practical:

What affects

gas pressure?

Interactive:

What are

gases like?





for gas pressure.

Secure

- Use the particle

model to explain

gas pressure.

- Describe the

factors that affect

gas pressure.

- Collect, analyse,

and interpret

primary data to

provide evidence

for gas pressure.

Extending

- Use particle

diagrams to

explain how gas

pressure is

collected.

- Explain, using

particle diagrams,

what happens to

gas pressure as the

temperature

increases.

- Process data,

including using

multi-step

calculations and

compound

measures, to

identify complex

relationships

between variables.

To finish, students discuss situations where gas pressure

is helpful and unhelpful.

For homework, students explain why fizzy drinks can

spray when opened.



C1 1

Checkpoint




Checkpoint

C1 2.1

Elements

Chemistry

- Differences between

atoms, elements, and

compounds.

- Chemical symbols and

formulae for elements

and compounds.

WS



methods, including

tables and graphs.

Developing

- Match the term

element to its

definition.

- State examples of

elements.

- Present some

simple facts about

an element.

Secure

- State what an

element is.

- Recall the chemical

symbols of six

elements.

- Record

observations and

data on elements.

Extending

- Explain why

certain elements

are used for given

roles, in terms of

the properties of

the elements.

- Compare the

properties and

uses of different

elements.

- Use observations

and data obtained


students locate names of elements in a wordsearch.

In the main lesson activity, students research several

elements and produce a leaflet for each element. These

leaflets can then be placed together to produce a large-

scale Periodic Table.

Support: Students should be given elements that are

familiar and easy to find information about.

Extension: Students should be encouraged to research

more obscure or reactive elements, considering why

some elements are known about but can be isolated

only briefly.

To finish, students discuss and come up with a definition

of an element.

For homework, students should prepare a ‘dating profile’

for an element.

Activity: The

elements

Interactive:

Elements

wordsearch



to form conclusions

about given

elements.

C1 2.2 Atoms

Chemistry



compounds.

- A simple (Dalton) atomic

model.

Physics

- Atoms and molecules as

particles.

Developing

- Identify substances

that are elements,

giving a simple

reason for their

answer.

- List the properties

of some elements.

Secure

- State what atoms

are.

- Compare the

properties of one

atom of an element

to the properties of

many atoms.

Extending

- Link the behaviour

of atoms within

substances to why

elements, but not

lone atoms, exhibit

properties.

- Use information

given to draw

conclusions about

how the properties

of atoms contribute

to the properties of

elements.

To start, role play individual atoms and groups of atoms

to demonstrate how properties of elements are caused

by groups of atoms, and are different to the properties

of an individual atom.

In the main lesson activity, students answer questions

to consolidate their knowledge on the causes of the

properties of elements. They then write a story about an

atom being isolated, and describe the changes in

properties it experiences.

Extension: Students should use particle models or

diagrams to aid their explanations.


students select the correct statements about atoms.

For homework, students research chemical elements.

Activity:

Properties of

atoms and

elements

Interactive:

Atom

statements

WebQuest:

Elements on

Earth

C1 2.3 Chemistry Developing To start, demonstrate the reaction of magnesium with Practical:



Compounds - Differences between


compounds.



and compounds.

Physics

- Atoms and molecules as

particles.

WS


and data, including


using observations,



- State what

elements and

compounds are

different.

- Identify elements

within compounds.

- State one

difference between

iron and sulfur

compared with iron

sulfide.

Secure

- State what a

compound is.

- Explain why a

compound has

different properties

to the elements in

it.

- Describe

similarities and

differences

between iron,

sulfur, and iron

sulfide.

Extending

- Differentiate

elements from

compounds when

given names and

properties.

- Use particle

diagrams to

explain why a

oxygen to show how the properties of a compound, such

as how it looks, are different from the elements it is

made of.

In the main lesson practical, students carry out

experiments to make observations on how the

properties of compounds are different from the

properties of elements. They then answer the questions

in the student book and write a short paragraph to

explain this.


table for observations. Students can also be provided

with a number scale for negative numbers to clarify

possible confusion regarding negative boiling points.

Extension: Students should use particle diagrams to

explain the reactions observed.


students link key words for this topic with their

definitions.

For homework, students should write a paragraph to

explain why bones have different properties to the

element calcium.


this lesson.

Introducing

compounds

Interactive:

Matching

definitions

Question-led

lesson:

Compounds



compound has

different properties

to the elements in

it.

- Apply existing

knowledge to

suggest reasons for

the differences

between iron,

sulfur, and iron

sulfide.

C1 2.4

Chemical

formulae

Chemistry



compounds.



and compounds.

WS

- Understand and use SI

units and IUPAC

(International Union of

Pure and Applied

Chemistry) chemical

nomenclature.

Developing

- State how many

different elements

are in a compound

by looking at a

chemical formula.

- Name the

elements in a

compound.

- Match elements to

their symbols.

Secure

- Write the chemical

names for some

simple compounds.

- Write and interpret

chemical formulae.

- Describe elements

and compounds

using familiar

symbols and

formulae.

Extending

To start, students should create a role play to explain

what happens when elements combine to form

compounds.

In the main lesson activity, students create models of

compounds using modelling kits to understand

proportions of element atoms in compounds. Students

then work through the activity sheet to consolidate their

knowledge on chemical formulae.


students match compound names to their chemical

formulae.

For homework, students list the number of atoms of

each element from given formulae of three compounds

Activity:

What does a

chemical

formula tell

us?

Interactive:

Linking

formulae to

compounds



- Calculate the

percentage of a

given element

within a compound.

- Use data provided

to calculate

formula masses for

compounds.

- Explain what

chemical formulae

show.

C1 2

Checkpoint




Checkpoint

C1 3.1

Chemical

reactions

Chemistry

- Chemical reactions as

the rearrangement of

atoms.

- What catalysts do.

Physics

- The difference between

chemical and physical

changes.

WS

- Make and record

observations and




and evaluate the



improvements.

Developing

- State what a

chemical reaction

is.

- State what

happens to the

reactants in a

chemical reaction.

- State some signs

of a chemical

reaction.

- Record basic

observations from

practical work.

Secure

- Describe what

happens to atoms

in chemical

reactions.

- Explain why

To start, discuss with students what a reaction is and

give some examples of reactions.

In the main lesson practical, students carry out a series

of reactions to identify observations that can be used to

identify a chemical reaction has occurred. They then

discuss the key differences between a physical change

and a chemical reaction.

Support: The support sheet allows students to record

their observations in a suggested table of results.


students complete a crossword of key words on this

topic.

For homework, students research chemicals and

chemical reactions involved in cooking.


this lesson.

Practical:

Finding out

about

reactions

Interactive:

Reactions

crossword

WebQuest:

Kitchen

chemistry

Question-led

lesson:

Chemical

reactions



chemical reactions

are useful.

- Compare chemical

reactions to

physical changes.

- Identify chemical

and physical

reactions from

practical

observations.

Extending

- Describe in detail

what happens to

particles in a

chemical reaction.

- Compare and

contrast physical

and chemical

reactions.

- Explain the

differences in

physical and

chemical changes.

- Categorise

observations in

terms of chemical

reactions or

physical changes,

and suggest

reasons why these

observations occur.

C1 3.2 Word

equations

Chemistry



Developing

- Identify reactants

and products for a

To start, show students a burning match and ask them

to describe what is happening. Lead this into a

discussion on why word equations are helpful

Practical:

Reacting

elements



and compounds.

- Chemical reactions as

the rearrangement of

atoms.

- Representing chemical

reactions using formulae

and using equations.

WS



methods, including

tables and graphs.

given reaction.

- State the elements

that have formed a

compound.

- Write observations

seen when two

elements react.

Secure

- Identify reactants

and products in

word equations.

- Write word

equations to

represent chemical

reactions.

- Represent practical

observations using

word equations.

Extending

- Convert word

equations into

formula equations.

- Construct a

formula equation

for a reaction

without the use of

word equations.

- Represent practical

observations as a

formula equation.

summaries.

In the main lesson practical, demonstrate three or four

reactions of elements. Students note down their

observations, using these to build word equations.

Support: The accompanying support sheet includes a

suggested table of results and extra hints for students

on writing word equations.

Extension: Encourage students to write balanced

formula equations for each reaction. Provide the Periodic

Table and relevant formulae for the reactants and

products from which to choose.


students complete word equations.

For homework, students research the different colours

of elements when they burn, and how this is useful for

fireworks.

Interactive:

Completing

equations

C1 3.3 Burning

fuels

Chemistry

- Combustion, thermal

decomposition,

oxidation, and

Developing

- State what a fuel

is.

- State what fuels

To start, display images of fuel sources, including foods,

and discuss with students the common factor. They

should eventually conclude that they are all fuels.

Practical:

Energy

transfers in

different fuels



displacement reactions.

WS



sources of random and

systematic error.

react with when

they burn.

- Identify one point

about a practical

procedure that

contributed to

inaccuracies in

results.

Secure

- Predict products of

combustion

reactions.

- Categorise

oxidation reactions

as useful or not.

- Suggest an

improvement to

the practical

procedure to

improve on the

accuracy of the

results obtained.

Extending

- Construct formula

equations for some

combustion

reactions.

- Explain the

benefits and

disadvantages of

some oxidation

reactions.

- Explain why it is

important to know

In the main lesson practical, students investigate the

effectiveness of a spirit burner compared to a tea candle

as a fuel for heating water.


table of results.

Extension: Students should consider if the method they

used can give conclusive data on which fuel transfers

energy the quickest and suggest how it can be

improved.


students complete a paragraph to summarise the key

points of this lesson.

For homework, students prepare a leaflet on alternative

fuels for cars.

Interactive:

What happens

when a fuel

burns?



how much of a fuel

is burnt when

determining the

amount of heat

released.

C1 3.4

Thermal

decomposition

Chemistry


decomposition,

oxidation, and


WS


and data, including


using observations,



Developing

- State simply what

a decomposition

reaction is.

- Describe the

products of a

decomposition

reaction.

- Compare results

from a practical,

relating this to

different speeds of

decomposition.

Secure

- Identify

decomposition

reactions from

word equations.

- Use a pattern to

predict products of

decomposition

reactions.

- Use practical

results to decide

which compound

decomposes most

readily.

Extending

- Write formula

To start, demonstrate the test for carbon dioxide using

limewater.

In the main lesson practical, discuss what happens

during decomposition and how some compounds only

decompose when heated – thermal decomposition.

Students then carry out an investigation to determine

which metal carbonate thermally decomposes the most

readily.

Support: A support sheet is available to students with a

suggested table of results.

Extension: Students can try to write accompanying

formula equations for the word equations shown.


students highlight the correct terms in a paragraph on

thermal decomposition.

For homework, students research uses of hydrogen

peroxide and how it is stored.

Practical:

Decomposition

reactions

Interactive:

Interpreting

results



equations for

decomposition

reactions.

-Compare

decomposition

reactions with

combustion

reactions.

- Use experimental

observations to

predict products of

decomposition for

other substances.

C1 3.5

Conservation

of mass

Chemistry

- Conservation of mass,

changes of state, and

chemical reactions.

- Representing chemical

reactions using formulae

and using equations.


decomposition,

oxidation, and


Physics

- Conservation of material

and of mass.

WS


and data, including


using observations,



Developing

- State what

happens to the

mass of the

reactants and

products in

chemical reactions.

- Describe how to

find out the mass

of a reactant or

product.

- Make a conclusion

by comparing the

masses of

reactants and

products.

Secure

- Explain

conservation of

mass in chemical

reactions.

To start, demonstrate a burning candle and discuss with

students what happens to the wax.

In the main lesson practical, students carry out two

experiments and use their understanding of the

conservation of mass to explain their observations.


table of results.

Extension: Students should use the corresponding

section in the student book to help them balance

equations in the extension questions on the practical

sheet.


students link substance changes and reactions with

observed changes in mass.

For homework, students calculate the missing masses

from given equations.

Practical:

Conservation

of mass

Interactive:

Explaining

mass changes



- Calculate masses

of reactants and

products.

- Make a conclusion

from data based on

the idea of

conservation of

mass.

Extending

- Apply the

conservation of

mass in unfamiliar

situations, giving a

reasoned

explanation.

- From word and

formula equations,

predict and explain

whether the mass

within a reaction

vessel will stay the

same.

- Use the

conservation of

mass to deduce the

type of reaction in

unfamiliar

situations based on

experimental data

given.

C1 3.6

Exothermic

and

endothermic

Chemistry

- Exothermic and

endothermic chemical

reactions (qualitative).

Developing

- State simply what

happens in

endothermic and


students select the correct words to describe the

melting of ice.

Practical:

Energy

transfers in

chemistry



WS


and data, including


using observations,



exothermic

changes.

- Identify a reaction

as endothermic or

exothermic.

- Record

temperature

changes during an

exothermic and an

endothermic

change.

Secure

- Describe the

characteristics of

exothermic and

endothermic

changes.

- Classify changes as

exothermic or

endothermic.

- Calculate the

temperature

change and make a

conclusion in a

range of familiar

exothermic and

endothermic

changes.

Extending

- Apply temperature

changes to

exothermic and

endothermic

changes in

In the main lesson practical, students carry out four

experiments to monitor temperature changes. They use

this data to decide which reactions underwent

endothermic or exothermic changes. Students then

design an invention to utilise an endothermic or

exothermic change.

Support: The layout required for the results table is

very similar to their previous practicals in this topic.

Students should be steered towards these support

sheets if they have trouble drawing out a results table.

Students may also need an idea to get them started in

designing an invention. Suggestions include drink

coolers, baby food warmers, and self-heating cans.

Extension: Students should also consider the suitability

of the reactions they choose for their inventions, in

terms of hazards of the chemicals used.

To finish, students create a phrase or mnemonic to help

remember endothermic and exothermic changes.

For homework, students should prepare an advertising

campaign for their invention.

Interactive:

When ice

melts



unfamiliar

situations.

- Begin considering

endothermic and

exothermic

changes in terms

of energy transfers

to and from the

surroundings.

- Calculate the

temperature

change and make a

conclusion in a

range of unfamiliar

exothermic and

endothermic

changes.

C1 3

Checkpoint




Checkpoint

C1 4.1 Acids

and alkalis

Chemistry

- Defining acids and alkalis

in terms of neutralisation

reactions.

WS

- Evaluate risks.

Developing

- Name some

common properties

of acids and alkalis.

- Describe, in simple

terms, what the

key words

‘concentrated’ and

‘dilute’ mean/

- Label hazard

symbols and

describe the

hazards relating to

them.


students find common acids and alkalis in a word

search.

In the main lesson activity, discuss with students what

acids and alkalis are. Students then use the activity

sheet to learn about hazard symbols and safety

precautions to take when handling acids and alkalis.

Finally, students design a poster to summarise

properties of acids and alkalis.

Extension: Students can be introduced to H+ for acid

particles and OH- for (most) alkali particles. Students

should then include these in their poster.

Activity:

Acids and

alkalis

Interactive:

Common acids

and alkalis



Secure

- Compare the

properties of acids

and alkalis.

- Describe

differences

between

concentrated and

dilute solutions of

an acid.

- Identify and

describe the

meaning of hazard

symbols and offer

suitable safety

precautions.

Extending

- Compare the

different particles

found in acids and

alkalis.

- Explain what

‘concentrated’ and

‘dilute’ mean, in

terms of the

number of particles

present.

- Offer suitable

safety precautions

when given a

hazard symbol,

and give a reason

for the suggestion.

To finish, students identify the hazard symbol from the

name associated with the hazard symbol.

For homework, students write a report on hazard

symbols found at home.

C1 4.2 Chemistry Developing To start, students list properties of acids and alkalis they Practical:



Indicators and

pH

- The pH scale for

measuring

acidity/alkalinity; and

indicators.

WS


and data, including


using observations,



- Describe broad

colours of universal

indicator for acids,

alkalis, and neutral

solutions.

- State that

indicators will be

different colours in

acids, alkalis, and

neutral solutions.

- Categorise

substances as acid,

alkali, or neutral

using experimental

observations.

Secure

- Use the pH scale to

measure acidity

and alkalinity.

- Describe how

indicators

categorise

solutions as acidic,

alkaline, or neutral.

- Identify the likely

pH of a solution

using experimental

observations.

Extending

- Use a variety of

indicators to

measure acidity

and alkalinity.

- Categorise

learnt from the previous lesson.

In the main lesson practical, students use universal

indicator in paper and solution form to find the pH of

mystery solutions and identify them as acid or alkali.

Then discuss the applications of pH testing, and

students draw and label a pH scale diagram.

Support: A support sheet is available for students to

record their observations.

Extension: Students could be provided with a pH probe

during the practical to allow them to consider the

difference in accuracy between the two techniques.


students match the pH value to the universal indicator

colour.

Using

universal

indicator

Interactive:

Indicator

colours



substances as

strong or weak

acids and alkalis

using pH values.

- Explain simply how

indicators work.

- Evaluate the

accuracy of the pH

values chosen

through the

experimental

observations.

C1 4.3

Neutralisation

Chemistry

- Defining acids and alkalis

in terms of neutralisation

reactions.

WS



types of scientific

enquiries to test




variables, where

appropriate.

Developing

- State simply what

happens during a

neutralisation

reaction.

- Give one example

of a neutralisation

reaction.

- Identify

independent,

dependent, and

control variables in

an investigation.

Secure

- Describe how pH

changes in

neutralisation

reactions.

- State examples of

useful

neutralisation

reactions.

To start, demonstrate the dissolving of indigestion

remedies in water, and the pH of the resulting solution.

Students consider what happens when it is taken for

indigestion.

In the main lesson practical, students design an

experiment to decide which indigestion tablet is the

‘best’ remedy.


are not required to plan the method for this

investigation.


students complete sentences to consolidate their

knowledge of acids, alkalis, pH, and neutralisation.

For homework, students research soil pH.

Practical:

Neutralisation

Interactive:

Neutralisation

key words

WebQuest:

Soil pH



- Design an

investigation to

find out which

indigestion remedy

is ‘better’.

Extending

- Interpret a graph

of pH changes

during a

neutralisation

reaction.

-Explain why

neutralisation

reactions are useful

in the context of

specific examples.

- Justify the method

chosen to

investigate which

indigestion remedy

is ‘better’.

C1 4.4 Making

salts

Chemistry

- Reactions of acids with

metals to produce a salt

plus hydrogen.

- Reactions of acids with

alkalis to produce a salt

plus water.

WS



methods, including

tables and graphs.

Developing

- State the type of

chemical made

when an acid and

alkali react.

- Math the type of

salt that will form

from the type of

acid used.

- Describe the

reaction during an

investigation by

correctly

To start, discuss the hazards of hydrochloric acid and

sodium hydroxide, asking students if it would be safe to

consume these. Ask students to consider that table salt

is made from the previous two chemicals.

In the main lesson practical, discuss the reactions

between acids and bases, and acids and metals.

Students then react hydrochloric acid and sodium

hydroxide together to form table salt. They use their

observations to answer the questions on the activity.

Extension: Some students may be able to offer

balanced formula equations for given salt formation

reactions.

Practical:

Making salts

Interactive:

Name the

substances

Question-led

lesson:

Making salts



identifying the

reactants and

products.

Secure

- Describe what a

salt is.

- Predict the salts

that form when

acids react with

metals or bases.

- Present

observations from

the practical

investigation as

word equations.

Extending

- Explain what salt

formation displaces

from the acid.

- Predict the

formulae for

products of

reactions between

acids and metals,

or acids and bases.

- Construct balanced

formula equations

for reactions

between acids and

bases, or acids and

metals, including

those observed in

investigations.

An alternative interactive screen is provided for a

plenary, in which students complete word equations of

reactions between metals and acids.

For homework, students research the base used to

neutralise acid in soils and predict the products of this

reaction.


this lesson.

C1 4 Using the Checkpoint assessment and Checkpoint Checkpoint



Checkpoint resources, use this point to assess students and follow



statement

Outcomes

Lesson overview

Kerboodle

Resources

and

Assessment

P1

P1 1.1

Introduction to

forces

Physics

- Forces as pushes or

pulls, arising from the

interaction between two

objects.

- Using force arrows in

diagrams, adding forces

in one dimension.

- Forces measured in

newtons, measurements

of stretch or

Developing

- Identify some

forces acting on

objects in everyday

situations.

- Identify an

interaction pair.

- Use a newtonmeter

to make

predictions about

sizes of forces.

To start, students recap their KS2 knowledge of forces

by listing as many forces as they can.

In the main lesson practical, students measure the force

needed to carry out different activities using a

newtonmeter. Students then use force arrows to show

the size and direction of the force in each activity they

measure.

Support: Make sure the forces are straightforward to

measure. For example, objects with hooks or straps.

Extension: Students prepare their own table to record

Practical:

Measuring

forces

Interactive:

Comparing

the size of

forces



compression as force is

changed.

- Opposing forces and

equilibrium: weight

supported on a

compressed surface.

WS

- Make predictions using

scientific knowledge and

understanding.

Secure

- Explain what forces

do.

- Describe what is

meant by an

interaction pair.

- Make predictions

about forces in

familiar situations.

Extending

- Explain the

differences

between contact

and non-contact

forces.

- Explain which pairs

of forces are acting

on an object.

- Make predictions

about pairs of

forces acting in

unfamiliar

situations.

results. Students identify several forces acting on one

object and explain why they chose these groups, for

example, as pairs of interaction forces.

An interactive screen is provided as a plenary, in which

students rank situations by the size of the forces

involved.

For homework, students measure forces at home.

P1 1.2

Squashing and

stretching

Physics

- Forces: associated with

deforming objects;

stretching and squashing

– springs.

- Force–extension linear

relation; Hooke’s Law as

a special case.


equilibrium: weight held

by a stretched spring.

Developing

- State an example

of a force

deforming an

object.

- Recognise a

support force.

- Use Hooke’s Law

to identify

proportional

stretching.

To start, students explain how objects change when

forces are applied to and removed from the object.

In the main lesson practical, students investigate the

effect of forces on elastic, leading to Hooke’s law.

Support: A support sheet is available with a pre-drawn

table.

Extension: Students understand that extension should

be proportional to force and use their graph to predict

extension for different masses.

Practical:

Investigating

elastic

Interactive:

Stretching

experiment

Question-led

lesson:

Squashing



- Energy changes on

deformation.

WS



methods, including

tables and graphs.

- Present data in a

line graph and

identify a pattern.

Secure

- Describe how

forces deform

objects.

- Explain how solid

surfaces provide a

support force.

- Use Hooke’s Law.

- Present data on a

graph, and identify

a quantitative

relationship in the

pattern.

Extending

- Explain how forces

deform objects in a

range of situations.

- Explain how solid

surfaces provide a

support force,

using scientific

terminology and

bonding.

- Apply Hooke’s Law

to make

quantitative

predictions with

unfamiliar

materials.

- Present data in a

graph and


students complete a paragraph to summarise the

experiment.

For homework, students research an application of

springs.


this lesson.

and stretching



recognise

quantitative

patterns and

errors.

P1 1.3 Drag

forces and

friction

Physics

- Forces: associated with

rubbing and friction

between surfaces, with

pushing things out of the

way; resistance to

motion of air and water.

WS

- Select, plan and carry


types of scientific

enquiries to test




variables, where

appropriate.

Developing

- Identify examples

of drag forces and

friction.

- Describe how drag

forces and friction

arise.

- Carry out an

experiment to test

a prediction of

friction caused by

different surfaces.

Secure

- Describe the effect

of drag forces and

friction.

- Explain why drag

forces and friction

arise.

- Plan and carry out

an experiment to

investigate friction,

selecting suitable

equipment.

Extending

- Explain the effect

of drag forces and

friction in terms of

forces.

- Explain why drag


students identify features that affect friction and drag.

There are two practicals that can be used for this lesson.

In the main lesson practical, students can measure the

force needed to pull a block along different surfaces –

investigating friction.

Support: An access sheet is available with a given

method and results table.

Alternatively, students can change the shape of 1 cm3 of

plasticine to see how this changes the speed it drops

down a tube of water – investigating drag.

Extension: Students measure the cross-sectional area

for each shape. They look for a relationship between

area and time, plotting a suitable graph.

To finish, discuss with students how features of sport

shoes change depending on the surface the sport is

played on.

For homework, students write an article on the design of

sportswear for different sports.

Practical:

Investigating

friction

Interactive:

Friction and

drag



forces and friction

slow things down in

terms of forces.

- Plan and carry out

an experiment,

stating the

independent,

dependent, and

control variables.

P1 1.4 Forces

at a distance

Physics

- Non-contact forces:

gravity forces acting at a

distance on Earth and in

space.

- Gravity force, weight =

mass × gravitational

field strength (g), on

Earth g = 10 N/kg,

different on other

planets and stars.

WS



methods, including

tables and graphs.

Developing

- Identify gravity as

a force that acts at

a distance.

- State that gravity

changes with

distance

- With help, draw a

table and present

results.

Secure

- Describe the

effects of a field.

- Describe the effect

of gravitational

forces on Earth and

in space.

- Present results in a

simple table.

Extending

- Apply the effects of

forces at a distance

to different fields.

- Explain how the

effect of gravity


students sort forces into contact and non-contact forces.

In the main lesson practical, students weigh different

containers and use the weight to calculate the gravity

and decide which planet or moon the container is

representing.

Support: A support sheet is available with a pre-drawn

table for results, and a step-by-step guide to work out

the identity of each station.

Extension: Students explain why the mass of the

container varies.

To finish, students discuss the differences in playing

sport on the Moon compared to playing sport on the

Earth.

For homework, students research the International

Space Station.

Practical:

Gravity cups

Interactive:

Contact and

non-contact

forces

WebQuest:

International

Space Station



changes moving

away from Earth.

- Present results in a

table, ensuring

they are reliable.

P1 1.5

Balanced and

unbalanced

Physics

- Using force arrows in

diagrams, adding forces

in one dimension,

balanced and

unbalanced forces.

- Forces being needed to

cause objects to stop or

start moving, or to

change their speed or

direction of motion

(qualitative only).

- Change depending on

direction of force and its

size.


equilibrium: weight held

by a stretched spring or

supported on a

compressed surface.

WS



methods, including

tables and graphs.

Developing

- Identify familiar

situations of

balanced and

unbalanced forces.

- Define equilibrium.

- Identify when the

speed or direction

of motion of an

object changes.

- Present

observations in a

table with help.

Secure

- Describe the

difference between

balanced and

unbalanced forces.

- Describe situations

that are in

equilibrium.

- Explain why the

speed or direction

of motion of

objects can

change.

- Present

observations in a

table including

To start, show a video of a sports activity and students

discuss what happens as the motion in this activity

changes.

In the main lesson practical, students identify the forces

acting in various different situations and decide if they

are balanced or unbalanced.

Support: The support sheet provides a pre-drawn

table.

Extension: Students identify the relative size and

direction of unbalanced forces, linking this to the

motion.


students sort statements describing the motion of a

football being kicked.

For homework, students list situations at home where

forces are balanced or unbalanced.

Practical:

Force circus

Interactive:

Balanced and

unbalanced

forces



force arrow

drawings.

Extending

- Explain the

difference between

balanced and

unbalanced forces.

- Describe a range

of situations that

are in equilibrium.

- Explain why the

speed or direction

of motion of

objects can change

using force arrows.

- Predict and present

changes in

observations for

unfamiliar

situations.

P1 1

Checkpoint




Checkpoint

P1 2.1 Waves

Physics

- Waves on water as

undulations which travel

through water with

transverse motion; these

waves can be reflected,

and add or cancel –

superposition.

- Using physical processes

and mechanisms, rather

than energy, to explain

Developing

- State some

features of waves.

- State what

happens when

waves hit a barrier.

- State that waves in

the same place

affect each other.

- Record

observations from


students identify examples of waves.

In the main lesson activity, demonstrate transverse and

longitudinal waves using water ripples and a slinky.

Students use their observations to answer the questions

on the practical sheet.

Support: An access sheet is available with simpler,

more structured questions based on observations from

the demonstration.

Activity:

Comparing

waves

Interactive:

Examples of

waves



the intermediate steps

that bring about changes

in systems.

WS


and data, including


using observations,



wave experiments.

Secure

- Describe the

different types of

wave and their

features.

- Describe what

happens when

water waves hit a

barrier.

- Describe what

happens when

waves superpose.

- Identify patterns in

observations from

wave experiments.

Extending

- Compare the

properties of waves

and their features.

- Explain how

reflection of a wave

occurs/

- Explain one effect

of superposition of

waves.

- Use observations

of waves to draw

conclusions about

longitudinal and

transverse waves.

To finish, students draw a transverse wave and label its

amplitude and wavelength.

For homework, students list 10 examples of waves and

classify them as transverse or longitudinal.

P1 2.2 Sound

and energy

transfer

Physics

- Sound needs a medium

to travel, the speed of

Developing

- Name some

sources of sound/

To start, students feel their larynx vibrate as they hum

and observe a tuning fork vibrating as it produces

sound. Lead a discussion into how sound is produced by

Activity: The

speed of

sound



sound in air, in water, in

solids.

- Sound produced by

vibrations of objects, in

loud speakers.

WS

- Present reasoned


explaining data in


and hypotheses.

- Name materials

that sound can

travel through.

- State that sound

travels more slowly

than light.

- Use data to

compare the speed

of sound in

different materials.

Secure

- Describe how

sound is produced

and travels.

- Explain why the

speed of sound is

different in


- Contrast the speed

of sound and the

speed of light.

- Compare the time

for sound to travel

in different

materials using

data given.

Extending

- Explain what is

meant by

supersonic travel.

- Describe sound as

the transfer of

energy through

vibrations and

vibrations.

In the main lesson activity, explain how the state of

matter affects the speed of sound. Students then

answer the questions on the activity sheet to

consolidate this knowledge.

Support: Sketch diagrams of particle arrangements for

students to identify as solids, liquids, or gases.

Extension: Students make clear links between the

arrangements of particles and the transfer of energy by

sound waves.


students link up sentences to summarise the key points

of this lesson.

For homework, students research supersonic travel.


this lesson.

Interactive:

Vibrations and

energy

Question-led

lesson:

Sound and

energy

transfer



explain why sound

cannot travel

through a vacuum.

- Compare the time

taken for sound

and light to travel

the same distance.

- Explain whether

sound waves from

the Sun can reach

the Earth.

P1 2.3

Loudness and

pitch

Physics

- Auditory range of

humans and animals.

- Frequencies of sound

waves, measured in

hertz (Hz).

WS



understanding.

Developing

- State the link

between loudness

and amplitude.

- State that

frequency is

measured in hertz.

- State the range of

human hearing.

- Predict how sounds

will change in

different situations.

Secure

- Describe the link

between loudness

and amplitude.

- Describe the link

between frequency

and pitch.

- State the range of

human hearing and

describe how it

differs from the


students categorise situations as changing loudness or

pitch.

In the main lesson activity, students answer questions

on wave diagrams and how hearing ranges differs

between different animals. Then demonstrate and

discuss the range of human hearing.

Support: A support sheet is available as a reference for

key terms used during this activity.

Extension: Students should be able to draw wave

diagrams where both loudness and pitch are changed.

To finish, students sketch wave diagrams to show how

they change with loudness and pitch.

For homework, students explain how ‘mosquito’ alarms

deter anti-social teens.

Activity:

Wave

diagrams

Interactive:

Loudness and

pitch



ranges of hearing

in animals.

- Explain how

sounds will differ in

different situations.

Extending

- Compare and

contrast waves of

different loudness

using a diagram.

- Compare and

contrast waves of

different frequency

using a diagram.

- Explain how

animals hear the

same sounds

differently.

- Present a reasoned

prediction using

data of how sounds

will be differently

heard by different

animals.

P1 2.4

Detecting

sound

Physics

- Pressure waves

transferring energy;

waves transferring

information for

conversion to electrical

signals by microphone.

- Sound produced by

vibrations of objects, in

loudspeakers, detected

Developing

- Name some parts

of the ear.

- State some ways

that hearing can be

damaged.

- State that a

microphone detects

sound waves.

- Describe some

To start, play hangman as a class with the different

parts of the ear.

In the main lesson activity, discuss the similarities

between a microphone and an ear. Students then

identify the parts of an ear and extract information to

identify how the ear can be damaged.

Support: Keep to obvious comparisons between the

microphone and the ear to avoid confusion.

Extension: Student may choose to add description to

Activity:

Hearing and

how it is

damaged

Interactive:

Hearing

WebQuest:

The science of



by their effects on

microphone diaphragm

and the ear drum.

WS

- Evaluate risks.

risks of loud music.

Secure

- Describe how the

ear works.

- Describe how your

hearing can be

damaged.

- Describe how a

microphone detects

sound.

- Explain some risks

of loud music.

Extending

- Explain how parts

of the ear transfer

vibrations.

- Explain how your

hearing can be

damaged.

- Compare and

contrast the ear

and the

microphone.

- Explain, in detail,

risks of hearing

damage linked to

sound level and

time of exposure.

their diagram explaining the function of each part of the

ear.


students rearrange sentences to describe how sounds

travel from the pinna to the brain.

For homework, students research the science of music.

music

P1 2.5 Echoes

and ultrasound

Physics

- Pressure waves

transferring energy; use

for cleaning and

physiotherapy by ultra-

sound.

Developing

- State simply what

ultrasound is.

- State some uses of

ultrasound.

- Suggest reasons

To start, show images of ultrasound scans and discuss

how they are formed.

In the main lesson activity, discuss how distances can

be measured with echoes, and how echoes and

ultrasound are used. Students then complete the

Activity:

Using echoes

Interactive:

Ultrasound

and echoes



- Frequencies of sound

waves measured in hertz

(Hz); echoes, reflection,

and absorption of sound.

WS

- Present reasoned


explaining data in


and hypotheses.

why animals use

ultrasound.

Secure

- Describe what

ultrasound is.

- Describe some

uses of ultrasound.

- Explain, with

reasons, why

animals use

echolocation.

Extending

- Explain how

ultrasound can be

analysed.

- Explain some uses

of ultrasound.

- Explain, with

reasons, different

ways animals use

echolocation.

activity sheet.

Support: An access sheet is available with simpler text

and supporting comprehension questions.

Extension: Students can evaluate the safety of medical

scans that use ultrasound.


students link together parts of sentences on echoes,

ultrasounds, and their uses.

For homework, students prepare a sheet to summarise

echoes and ultrasound.

P1 2

Checkpoint




Checkpoint

P1 3.1 Light

Physics

- The similarities and

differences between light

waves and waves in

matter.

- Light waves travelling

through a vacuum;

speed of light.

- The transmission of light

through materials:

Developing

- Describe some

ways that light

interacts with

materials.

- State that light

travels very fast.

- Compare results

with other groups,

stating if there is a


students classify objects as transparent, translucent,

and opaque.

In the main lesson practical, students measure light

transmitted through different materials, to rank them as

transparent, translucent, and opaque.

Support: A suggested results table is provided, using a

simplified practical procedure.

Extension: Students can investigate the effect of

Practical:

How bright is

the light?

Interactive:

Types of

materials



absorption, diffuse

scattering, and specular

reflection at a surface.

WS



sources of random and

systematic error.

spread in results.

Secure

- Describe what

happens when light

interacts with

materials.

- State the speed of

light.

- Compare results

with other groups,

suggesting reasons

for differences.

Extending

- Predict how light

will interact with


- Calculate the

distance travelled

by light in a light-

year.

- Evaluate results

suggesting reasons

for errors.

thickness on opacity using layers of tissue paper.

To finish, students compare their results from the

experiment and suggest reasons for any variations.

For homework, students list 10 materials at home and

classify them as transparent, translucent, or opaque.

They explain why this makes them suitable for their use.

P1 3.2

Reflection

Physics

- The transmission of light

through materials:

absorption, diffuse

scattering, and specular

reflection at a surface.

- Use of ray model to

explain imaging in

mirrors.

- Differential colour effects

in absorption and diffuse

Developing

- Describe the

features of a mirror

image.

- Identify examples

of specular

reflection and

diffuse scattering.

- Use appropriate

equipment safely

with guidance.

To start, discuss the difference between specular

reflection and diffuse scattering.

In the main lesson practical, demonstrate the law of

reflection using a mirror. Students then investigate

specular reflection and diffuse scattering.

Support: Students are given a choice of reflected rays

on the practical sheet when considering specular

reflection. Demonstrate the practical procedure for

diffuse scattering beforehand to ensure students

understand the task fully.

Practical:

Investigating

reflection

Interactive:

Reflection

experiment



reflection.

WS

- Use appropriate

techniques and

apparatus during



health and safety.

Secure

- Explain how

images are formed

in a plane mirror.

- Explain the

difference between

specular reflection

and diffuse

scattering.

- Use appropriate

equipment and

take readings

safely without help.

Extending

- Draw a ray

diagram showing

how an image is

formed in a plane

mirror.

- Extend the concept

of specular

reflection and

diffuse scattering

by applying this to

models and other

examples.

- Take accurate

readings using

appropriate

equipment and

working safely.


students choose words to complete a paragraph on a

reflection experiment.

For homework, students draw the position of an object

in a mirror when given the position of the object and the

mirror.

P1 3.3

Refraction

Physics

- The refraction of light

and action of convex

Developing

- Describe what

happens when light


students complete a crossword on the key words of light

they have learnt so far.

Practical:

Investigating

refraction



lens in focusing

(qualitative); the human

eye.

WS

- Present and record

observations using

appropriate methods,

including tables and

graphs.

is refracted.

- Describe features

of the image

formed by a lens.

- Record some

observations as a

diagram with help.

Secure

- Describe and

explain what

happens when light

is refracted.

- Describe what

happens when light

travels through a

lens.

- Record observation

using a labelled

diagram.

Extending

- Predict the path of

light using a model

of light refraction.

- Explain what

happens when light

travels through a

lens.

- Record

observations using

labelled diagrams,

and apply this to

other situations.

In the main lesson practical, students investigate

refraction through a glass or Perspex box.


are required to carry out the experiment along pre-

drawn incident rays, then answer a series of multiple-

choice statements.

To finish, students role play refraction through a

medium such as water or glass.

For homework, students identify uses of lenses at home

and explain the role of the lens.

Interactive:

Key words in

light

P1 3.4 The eye

and the

Physics

- Light transferring energy

Developing

- Name parts of the


students sort parts that appear in the eye, the camera

Activity:

Modelling the



camera from source to absorber

leading to chemical and

electrical effects; photo-

sensitive material in the

retina and in cameras.

- Use of ray model to

explain the pinhole

camera.

- The refraction of light

and action of convex

lens in focusing

(qualitative); the human

eye.

WS

- Use appropriate





health and safety.

eye.

- Name parts of the

camera.

- Use suitable

materials to make

models of the eye

and the camera.

Secure

- Describe how the

eye works.

- Describe how a

simple camera

forms an image.

- Choose suitable

materials to make

models of the eye

and the camera.

Extending

- Explain how the

eye forms an

image

- Compare a simple

camera with the

eye.

- Justify the choice

of materials used

to make models of

the eye and the

camera.

and both.

In the main lesson activity, discuss how the camera and

the eye have parts that perform similar roles. Students

then make models of an eye or a camera.

Support: The support sheet includes a list of parts of

the camera and the eye to help students label diagrams,

and to help them decide which parts to show on their

models.

To finish, students describe how light travels from an

object to the retina.

For homework, students research the eyes of another

animal.


this lesson.

eye and the

camera

Interactive:

The camera

and the eye

Question-led

lesson: The

camera and

the eye

P1 3.5 Colour

Physics

- Colour and the different

frequencies of light,

white light, and prisms

(qualitative only);

Developing

- State what

happens to light

when it passes

through a prism.

To start, discuss as a class why we see rainbows and

how they occur.


coloured filters affect the light that is transmitted

Practical:

Colour mixing

Interactive:

Types of



differential colour effects

in absorption and diffuse

reflection.

WS



understanding.

- State the primary

and secondary

colours of light.

- State the effect of

coloured filters on

light.

- Predict how red

light will appear on

a white surface.

Secure

- Explain what

happens when light

passes through a

prism.

- Describe how

primary colours

add to make

secondary colours.

- Explain how filters

and coloured

materials subtract

light.

- Predict the colour

of object in red

light and the colour

of light through

different filters.

Extending

- Explain why a

prism forms a

spectrum.

- Explain the

formation of

secondary colours.

through them, and as such, the colour of objects seen.

Support: The support sheet includes a suggested table

of results, guiding students through a simpler

experimental procedure.

Extension: Some students may be able to predict a

pattern based on the preliminary experiment.


students sort colours in primary, secondary, or neither.

For homework, students research how stage lighting can

be used in concerts.

colours

WebQuest:

Stage lighting



- Predict how

coloured objects

will appear given

different coloured

lights and filters.

- Predict the colour

of objects in lights

of secondary

colours, giving a

reason for the

prediction.

P1 3

Checkpoint




Checkpoint

P1 4.1 The

night sky

Physics

- Our Sun as a star, other

stars in our galaxy, other

galaxies.

- The light year as a unit

of astronomical distance.

WS

- 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.

Developing

- Name some

objects seen in the

night sky.

- Place some objects

seen in the night

sky in size order.

- Identify scientific

evidence from

secondary

evidence.

Secure

- Describe the

objects that you

can see in the

night sky.

- Describe the

structure of the

Universe.

- Draw valid


students link objects in the night sky with their

definition.

In the main lesson activity, discuss what objects are in

the Universe and how they fit together. Students then

complete the activity sheet.

Support: Show animations of satellites. An access

sheet is available with easier text and comprehension

questions. Graph paper is useful to give students an

idea of one billion.

Extension: Discuss different orbits for satellites (vary in

height, orientation, uses), for example, geostationary

orbits and low polar orbits. Ask students to suggest

benefits for scientists sharing their ideas.

To finish, students list objects found in the Universe and

rank them according to size.

For homework, students make a model of a satellite.

Activity:

What is in the

Universe?

Interactive:

What is in the

night sky?



conclusions that

utilise more than

one piece of

supporting

evidence.

Extending

- Use the speed of

light to describe

distances between

astronomical

objects.

- Describe the

structure of the

Universe in detail,

in order of size and

of distance away

from the Earth.

- Assess the

strength of

evidence, deciding

whether it is

sufficient to

support a

conclusion.

P1 4.2 The

Solar System

Physics

- Gravity force, gravity

forces between Earth

and Moon, and between

Earth and Sun

(qualitative only).

WS


and data, including


Developing

- Name some

objects in the Solar

System.

- Name the planets

in the Solar

System.

- Identify some

patterns in the

Solar System.

To start, students sketch a diagram of the objects they

think are in the Solar System and their orbits.

In the main lesson activity, students make a simple

model of the Solar System. Students then complete the

activity sheet.

Support: Introduce the idea of scale and give students

30-cm rulers. The support sheet includes a table of data

to help students answer the questions.

Extension: Calculate space-time to planet, discussing

Activity: The

Solar System

Interactive:

Objects in the

Solar System

WebQuest:

Solar System

tourist



using observations,



Secure

- Name the objects

in the Solar

System.

- Describe some

similarities and

differences

between the

planets of the Solar

System.

- Identify patterns in

the spacing and

diameters of

planets.

Extending

- Explain how the

properties and

features of planets

are linked to their

place in the Solar

System.

- Compare features

of different objects

in the Solar

System.

- Use data to make

predictions about

features of planets.

problems with space travel.


students arrange the objects of the Solar System in size

order.

For homework, students research the planets of the

Solar System.

P1 4.3 The

Earth

Physics

- The seasons and the

Earth’s tilt, day lengths

at different times of

year, in different

hemispheres.

Developing

- Describe

differences

between seasons.

- Describe the

motions of the

To start, students list the differences between the

seasons.

In the main lesson activity, discuss the Earth’s tilt and

how this causes the differences in seasons and

temperature in the UK. Students then complete the

Activity: The

seasons

Interactive:

The Sun and

the seasons



WS


and data, including


using observations,



Sun, stars, and

Moon across the

sky.

- Describe patterns

in data linking day-

length and month.

Secure

- Explain the motion

of the Sun, stars,

and Moon across

the sky.

- Explain why

seasonal changes

happen.

- Use data to show

the effect of the

Earth’s tilt on

temperature and

day-length.

Extending

- Predict the effect

of the Earth’s tilt

on temperature

and day-length.

- Predict how

seasons would be

different if there

were no tilt.

- Interpret data to

predict how the

Earth’s tilt affects

temperature and

day-length.

activity sheet.

Support: A support sheet for the activity sheet is

provided with labelled graph grids and fewer sets of

data.

Extension: Students design their own model on paper

to show the Earth’s tilt.


students complete a paragraph to explain why seasons

occur.

For homework, students describe differences in climate

they would experience if they travelled to four different

countries.


this lesson.

Question-led

lesson: The

Earth

P1 4.4 The Physics Developing To start, students write down how the Moon changes in Practical:



Moon - Use of ray model.

WS



understanding.

- Name some phases

of the Moon.

- Explain simply why

we see the Moon

from Earth.

- Describe what a

total eclipse is.

- Show the different

phases of the Moon

using models

provided.

Secure

- Describe the

phases of the

Moon.

- Explain why you

see phases of the

Moon.

- Explain why

eclipses happen.

- Explain phases of

the Moon using the

models provided.

Extending

- Predict phases of

the Moon at a

given time.

- Explain how total

eclipses are linked

to phases of the

Moon.

- Explain why it is

possible to see an

eclipse on some of

as much detail as possible.

In the main lesson practical, students model the phases

of the Moon and eclipses.

Support: Clarify these concepts using animations and

diagrams. A support sheet is available with partially-

drawn diagrams for students to complete.

Extension: Students suggest why we don’t see eclipses

every day or month.


students complete a paragraph on how the Moon

changes over a month.

For homework, students write a summary paragraph on

solar and lunar eclipses.

The Moon and

eclipses

Interactive:

What does it

look like?



the planet in the

Solar System but

not others.

- Predict the phases

of the Moon using

models provided.

P1 4

Checkpoint




Checkpoint


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