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Exploring Science edition © Pearson Education Limited 2009104

9D

This unit uses the theme of forensic science to revise work on microscopes, organs, sexual reproduction and lifecycles from Year 7. There is also a more formal look at both animal and human behaviour (ethology and psychology).

We recommend between 6 and 8 hours of teaching time for this unit.

From previous units most pupils will:• know what organs and organ systems are• understand what a lifecycle is• be able to describe the function of fl owers and their parts.

This unit revisits and extends material met in Unit 7A Tissues and transplants, Unit 7B Sex and science and Unit 8D The way of the dodo.

• Topic 9Da introduces the idea of forensic science and then goes on to look at the lifecycle of a fl owering plant, within this context. There is an optional investigation for Attainment Target 1 on pollen-tube growth. A set of level descriptions is provided in the ASP. Could level material covers reproduction in ferns.

• Topic 9Db looks at how insects are used in forensic science. Another lifecycle is looked at (the blowfl y), and various types of behaviour are introduced and exemplifi ed. Could level material looks at ant society and communication.

• Topic 9Dc provides an overview of some of the ways in which animals’ learned behaviour can be useful to humans, particularly in crime detection.

• Topic 9Dd revises the concept of nerve cells and looks at the structure of the nervous system in the context of psychology. The unit concludes with a look at what happens in a courtroom and whether evidence is strong or weak. Could level material looks at different types of learning and memory.

ExpectationsKey concepts At the end of this unit…

All pupils must: (L4) Use unfamiliar information to draw a food chain. (L4) Describe some advantages for humans of modifying animal behaviour.(L5) Draw out a diagram of a lifecycle.(L6) Recognise how a knowledge of plants and animals can be used to solve crimes.

Most pupils should:(L5) Explain why different people cooperate at a crime scene.(L6) Appreciate the difference between a legal and a scientifi c question.(L6) Use criteria to judge the strength of evidence.(L7) Explain how a psychologist can help the police and people with behavioural problems.

Some pupils could:(L8) Develop criteria by which to judge the ethics of a scientifi c investigation.

Key processes At the end of this unit…

All pupils must:(L5) Control risks to all humans and animals involved in an investigation.

Most pupils should:(L6) Identify hazards and plan to control risks to humans and animals during investigations involving animals.

Some pupils could:(L8) Use criteria to analyse data from more complex investigations involving humans or animals.

Range and contentAt the end of this unit…

All pupils must: (L4) Describe some simple animal behaviours and explain how they are useful to those animals. (L5) Recall the main stages of the lifecycles of fl owering plants and insects.(L5) Describe ways in which certain behaviours help the survival of a species.(L5) Classify behaviours as innate (automatic), learned and social.(L5) Recall what neurons are used for.(L6) Recall the parts and function of the nervous system.

Most pupils should:(L5) Recall the main parts of a fl ower.(L6) Explain how changes in learned behaviour (due to stimuli) are helpful for an organism.(L6) Explain how social behaviour can help a species survive.(L7) Identify similarities between animal behaviour and human behaviour.(L7) Describe how neurons are adapted to their function.

Some pupils could:(L8) Recognise the diffi culties in determining whether a behaviour is truly innate.(L8) Recall how insects use pheromones.(L8) Identify different types of learning and explain the benefi ts of each type.

Be prepared9Db Exploring 5 involves work outside.9Dc Exploring 6 could include a visit to a zoo or wildlife park to observe social behaviours. 9Dc Explaining 4 could include a visit from a police dog trainer/handler or a guide dog trainer or blind user.

For a list of updated and vetted websites that can be used to support your teaching of this unit please visit the Exploring Science: How Science Works E-Forum (http://groups.google.co.uk/group/exploringscience).

9D Crime scene investigations

M04_EXSC_TB_L09_5538_SECD.indd 104 6/3/09 15:41:02

© Pearson Education Limited 2009 105Exploring Science edition

Crime scene investigations 9D

9D

9D NC statements coveredAt KS31 Key concepts

Statement Topic1a Using scientifi c ideas and models to explain

phenomena and developing them creatively to generate and test theories.

9Db

1b Critically analysing and evaluating evidence from observations and experiments.

9Db, 9Dd

2a Exploring how the creative application of scientifi c ideas can bring about technological developments and consequent changes in the way people think and behave.

all

2b Examining the ethical and moral implications of using and applying science.

9Dc, 9Dd

3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientifi c practice.

9Db, 9Dc, 9Dd

4a Sharing developments and common understanding across disciplines and boundaries.

9Da

2 Key processes

Statement Topic1a Use a range of scientifi c methods and techniques

to develop and test ideas and explanations.9Da, 9Db, 9Dd

1b Assess risk and work safely in the laboratory, fi eld and workplace.

9Db

1c Plan and carry out practical and investigative activities, both individually and in groups.

9Da, 9Db, 9Dd

2a Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their fi ndings to provide evidence for scientifi c explanations.

all

2b Evaluate scientifi c evidence and working methods. all3a Use appropriate methods, including ICT,

to communicate scientifi c information and contribute to presentations and discussions about scientifi c issues.

9Da, 9Db, 9Dd

3 Range and content

Statement Topic3a Life processes are supported by the organisation

of cells into tissues, organs and body systems.9Da, 9Db, 9Dd

3b The human reproductive cycle includes adolescence, fertilisation and foetal development.

9Db

3c Conception, growth, development, behaviour and health can be affected by diet, drugs and disease.

9Db

3d All living things show variation, can be classifi ed and are interdependent, interacting with each other and their environment.

9Da, 9Db

3e Behaviour is infl uenced by internal and external factors and can be investigated and measured.

9Db, 9Dc, 9Dd

4 Curriculum opportunities

Statement Topica Research, experiment, discuss and develop

arguments.all

b Pursue an independent enquiry into an aspect of science of personal interest.

9Da, 9Dd

c Use real-life examples as a basis for fi nding out about science.

all

d Study science in local, national and global contexts, and appreciate the connections between these.

9Dc

e Experience science outside the school environment, including in the workplace, where possible.

9Da, 9Db, 9Dc

f Use creativity and innovation in science, and appreciate their importance in enterprise.

9Db, 9Dd

g Recognise the importance of sustainability in scientifi c and technological developments.

9Db

h Explore contemporary and historical scientifi c developments and how they have been communicated.

9Db, 9Dc, 9Dd

i Prepare to specialise in a range of science subjects at key stage 4 and consider career opportunities both within science and in other areas that are provided by science qualifi cations.

all

j Consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health.

9Dc, 9Dd

k Make links between science and other subjects and areas of the curriculum.

9Db, 9Dc, 9Dd

Links with other units

7A Cells, organs, organ systems.

7D Classifi cation.

7B Sexual reproduction, human lifecycle.

8D Environmental factors. Behaviour.

7C Environmental factors. 8E Chromatography.

Cross-curricular links

Topic Links9Dc History – King Frederick II of Germany.9Dd Citizenship – courts of law and how they work.

History – trial by jury and the Magna Carta, Adolf Eichmann.

Skills opportunities for Personal, Learning and Thinking Skills (PLTS), literacy, numeracy and ICT are included in the individual topic notes.




9D

Framework statements covered by Unit 9D 1.1 Explanations, arguments and decisions

Code Framework threads Year 9 Topic1.1a2 Scientifi c thinking: challenge and

collaboration in the development of explanations

Describe how bias, a lack of evidence or misconceptions can give rise to inappropriate theories and the role of scientists in questioning these.

9Dc, 9Dd

Identify some questions that the scientifi c process cannot yet completely answer but can contribute to.

9Dc, 9Dd

1.1a3 Scientifi c thinking: developing argument

Use criteria to select relevant scientifi c data and other sources of evidence to support or negate an argument.

all

Explain how scientifi c evidence from a range of sources can be used to support or disprove theories.

9Da, 9Dd

1.1b Applications, implications and cultural understanding

Evaluate the issues, benefi ts and drawbacks of scientifi c developments with which they are familiar.

9Da, 9Db

Recognise that different decisions on the use and application of scientifi c and technological developments may be made in different economic, cultural and social contexts.

9Dd

1.1c Communication for audience and with purpose

Communicate effectively and use appropriate scientifi c terminology and conventions in discussion and written work.

9Db, 9Dd

Adapt the stylistic conventions of a wider range of genres for different audiences and purposes in scientifi c writing.

9Db, 9Dd

1.2 Practical and enquiry skills

Code Framework threads Year 9 Topic1.2a Using investigative approaches:

planning an approachExplain how the planned approach to answer a scientifi c question was informed by scientifi c knowledge, understanding or other sources of evidence.

9Da, 9Dd

1.2b Using investigative approaches: selecting and managing variables

Use and apply independent and dependent variables in an investigation by choosing an appropriate range, number and value for each one.

9Da, 9Db

1.2c Using investigative approaches: assessing risk and working safely

Explain how approaches to practical work were adapted to control risk. 9Da, 9Db

1.2d Using investigative approaches: obtaining and presenting primary evidence

Use and apply qualitative and quantitative methods to obtain and record suffi cient data systematically.

9Da, 9Db

Explain how the presentation of experimental results through the routine use of tables, charts and line graphs makes it easier to see patterns and trends.

9Da, 9Db

1.2e Working critically with primary evidence

Explain how patterns and trends in results can be manipulated to be consistent with the evidence gathered and the predictions made.

9Da, 9Db

Explain how improvements to the planning and implementation would have led to the collection of more valid and reliable evidence and a more secure conclusion.

9Da, 9Db, 9Dd

1.2f Working critically with secondary evidence

Explain whether the collection and manipulation of secondary evidence is suffi cient or insuffi cient to support the conclusion or interpretation made.

9Da, 9Db, 9Dc

2 Organisms, behaviour and health

Code Framework sub-strands Year 9 Topic2.1 Life processes Explain how the specialisation of cells in plants and animals support the seven

life processes in a healthy organism.9Da, 9Db, 9Dd

2.3 Behaviour Make links between observed social behaviours and the benefi t to the survival of the species.

9Db, 9Dc, 9Dd




9D

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9D

9D Background Information9Da – Crime scenes/Forensic botanyThe word ‘forensic’ literally means ‘related to the courts’ although today the term is generally used to mean ‘forensic science’. It is a common misunderstanding that forensic science is the science of fi nding evidence in crime scenes. In fact, forensic science is using science in order to answer legal questions (usually in a court). So it is about collecting evidence and presenting that evidence to a court in order to establish the facts surrounding a crime.

There are as many different branches of forensics as there are branches of science. A few of these will be considered in this unit, starting with a look at forensic botany – using evidence obtained from plants.

There is a huge amount of information that can be obtained from plants in and around a crime scene. Broken plants stems, tree rings, pollen analysis and growth patterns are all used but forensic botany is a relatively new forensic science. Technically speaking, a forensic botanist will only deal with evidence on a macroscopic scale; a forensic palynologist would deal with microscopic items such as pollen (palynology is the study of the microscopic decay-resistant remains of plants and animals).

The lifecycle of a fl owering plantPupils will have studied how seeds are made and how they germinate in Key Stage 2. This topic reminds them of this work, but concentrates on the bigger picture – the lifecycle of a fl owering plant. Of course, conifers, mosses and ferns all have slightly different lifecycles and many plants can reproduce asexually.

Sexual reproduction involves the joining of two cells (sex cells or gametes), each from a separate parent. Inside each of these sex cells are half the instructions needed to make a whole organism. Once the two sex cells have joined, the resulting fertilised egg cell (or zygote) is able to grow and develop. Sex cells in humans are the sperm cell and ovum (or egg cell); in plants they are the pollen grain and the ovum (or egg cell). Anything produced by sexual reproduction will be different from both parents but will have a mixture of characteristics from each parent.

The diagrams of the internal structure of fl owers given in the book are generalised and each fl ower will have a slightly different number/arrangement of the various parts. In the majority of cases, both male and female reproductive organs are contained within the same fl ower and so it is necessary to defi ne a fl ower as an organ system.

The most widely used piece of botanical evidence in forensic science is pollen analysis. Each geographical area will have different proportions of different types of pollen and this can often be used to locate where an object has been. Pollen and pollination were also met in Unit 9A. Pollen grains (the male sex cell) are made inside the anther and released when the anther ripens and splits open. Pollination is the transfer of pollen from anther to stigma.

Pollen can be transferred by animals or by wind. Insects are the most common animal vectors in the UK and insect-pollinated fl owers are brightly coloured, often scented and produce nectar to attract pollinators. They produce rough pollen grains that can stick to visiting insects. Wind-pollinated plants produce vast amounts of pollen since much will be lost and not reach another stigma from the same species of plant. The pollen is small and smooth, to allow it to be carried long distances on the wind. The fl owers tend to be green and have no scent or nectar. The stigmas hang out of the fl ower to trap pollen carried on the wind.

Pollen grains are presented in the Pupil’s Book as being single cells. This is a bit of a simplifi cation and varies from plant to plant. In most fl owering plants a pollen grain is a single cell, but one that contains two nuclei. One controls the formation of the pollen tube,

and the other forms the ‘sperm cell(s)’. In some plants the pollen grain may contain other cells that do not contribute directly to reproduction.

Pollen can trigger severe allergic reactions and care is needed when looking at pollen grains. Pupils often confuse the way a plant is pollinated with the way its seeds are dispersed (e.g. dandelions are insect pollinated but their fruits are dispersed by the wind).

For fertilisation to take place, the nucleus inside the pollen grain must reach the egg cell. To achieve this, a pollen tube grows down through the style. This tube provides a passage down which the nucleus from the pollen grain can travel. The stigmas of plants secrete a sugar solution that helps the pollen grains to stick to it and also stimulates the growth of the pollen tube. Various other chemicals ensure that only pollen tubes from the same species can grow.

Once the pollen tube reaches the ovary, it grows towards an ovule, which it then enters. The nucleus is released from the pollen tube and joins with the nucleus of the egg cell. This is the moment of fertilisation. The fertilised egg cell divides repeatedly to form a ball of cells, called an embryo, which remains inside the ovule. Over time, the rest of the ovule fi lls with food (starch) and its outer covering hardens to become the seed coat. This is now a seed and is often surrounded by other structures forming a fruit.

When in the right conditions, the embryo starts to grow and pushes out of the seed, forming a seedling that can then grow into an adult plant, thus completing the cycle.

9Db – Forensic entomologyInsects are very important in forensic studies and can give a lot of detail about the time of death of a body. This is done in two main ways, both outlined in the Pupil’s Book. First, the stage of growth that blowfl y larvae are in. Second, the types of insects found on a body; as the body ages and decays so it attracts different types of insects. These waves of insects replaced with different types of insects as time passes are called succession.

Forensic entomology involves more than just examining dead bodies. For example, cases of abuse have been detected by entomologists, where someone has been subjected to bee or wasp stings on purpose. Many car accidents are due to insects fl ying into the cabin of a car and distracting or annoying the driver, and so the causes of some car accidents are discovered by forensic entomology.

The study of insect remains on the fronts of cars can show where a car has been and at what time it was driven; different insects are found in different locations and are active at different times of day.

Blood-spatter evidence may also be compromised by insects walking and feeding on blood at a crime scene. Insects can carry blood to places in which it was not present when the crime was committed.

Insect lifecyclesInsect lifecycles often involve larvae that look nothing like the parent. Many of them are essentially ‘eating machines’ that, when full, go through a stage in which they turn into the adult form. Some spend most of their lives as larvae and only turn into adults for a brief reproductive period (e.g. mayfl ies).

Insects change from juveniles to adults and this is called metamorphosis. There are two main types: hemimetabolism or incomplete metamorphosis and holometabolism or complete metamorphosis. Flies undergo the latter, in which the juvenile form is a larva that bears no resemblance to the adult. After a series of skin moults the larva forms a pupa in which the body is broken down and reformed into the adult, which emerges from the pupa after a period of time.




9D

Grasshoppers undergo incomplete metamorphosis, in which the juvenile form closely resembles the adult form but lacks certain features (e.g. wings, genitalia). The juvenile forms are called nymphs and they also go through a series of skin moults. Nymphs have an instar number depending on how many moults they have been through – so a nymph that has undergone two moults is a 3rd instar nymph. After between about four and eight moults (depending on species) the adult (or imago) emerges.

Types of behaviourBehaviour is the way in which an organism responds to the environment around it, usually in order to survive. The study of behaviour in animals is called ethology. An action of the organism is known as its response and the thing that it has responded to is called the stimulus. Some behaviour is automatic, usually referred to as being innate or instinctive. This means that it is in built into the organism. For instance, blowfl y larvae move away from sources of bright light. Most innate behaviour is fi xed and cannot be changed. Some behaviour, on the other hand, is the result of experience and can be changed. We say that it is learned.

The two basic types of behaviour (innate and learned) can be broken down into many subdivisions. Learning may be divided into learning by trial and error (trial-and-error learning) or learning by copying other animals (social learning). How animals respond to other animals of the same species is called social behaviour.

9Dc – Animal detectivesThere are many types of learned behaviour. One of the simplest is the conditioned response. This is when an innate behaviour is changed due to experience. It involves the natural stimulus for an innate response becoming fi rmly associated with a new stimulus so that the new stimulus will also elicit the response.

For instance, honeybees will fl y towards a dish with sugary water in it. If this is always given in a yellow dish, and a blue dish containing pure water is beside it, the bees will feed from the yellow dish and learn to associate yellow with the sugary water. If the types of water in the dishes are then swapped, the bees will still head towards the yellow dish. Eventually they will, however, learn that the blue dish now contains the sugary water.

This idea of giving a reward to establish a new stimulus to provoke a response is the basis of much training of animals – including police and guide dogs, and pets.

Not all animals can be trained. Dogs have an innate ability to be trained relatively easily. This is the result of selective breeding over thousands of years. Note that the training of dogs is not a social behaviour, since that term only applies to behaviour that occurs between members of the same species.

A type of learned social behaviour exists in many animals in the form of a hierarchy. Using a combination of fi ghting, displays and/or favours, many animals form into a ‘pecking order’ with an ‘alpha’ animal at the top of the proverbial pile, followed by ‘beta’ animals, ‘delta’ animals, etc. Hierarchies allow animals to cooperate effectively, meaning that they work as a team when it comes to fi nding food supplies (e.g. in hunting). Having the stronger animals at the top of a pecking order, whose responsibility it is to look after the group, also means that the strongest animals are the ones who will be responsible for defending a group of animals from attack. The development of hierarchies is also important in terms of evolution and ‘survival of the fi ttest’, since in times of reduced resource supply, the ‘fi tter’ animals (those best adapted to their surroundings) will be the ones to get enough resources to reproduce and pass on their genes.

9Dd – Forensic psychology/Focus on: Types of learning/Focus on: Memory/Court actionHuman behaviour is coordinated and controlled by the nervous system, which is composed of three main organs: nerves, spinal cord and brain. The nerves are not generally thought of as being organs, however they do correspond to our defi nition of an organ: a set of different tissues working together. These include connective tissue and nerve tissue.

Nerve tissue is composed of neurons (also called neurones or nerve cells). They are highly specialised cells that are able to carry an electrical signal called an impulse. Two neurons meet at junctions called synapses. There is actually a gap between one neuron and the next. When an impulse reaches the end of one neuron, chemicals fl ood from its end, over this gap and onto the surface of the next neuron. The receiving of this chemical neurotransmitter sets off another impulse in the next neuron.

The point where two neurons meet is called a synapse. You’ll see that the more synapses there are in a route, the slower that impulse will reach its destination. For this reason many neurons are extremely long, which allows impulses to reach their destinations more quickly. The speed that an impulse travels along any particular neuron can be anywhere between about 1 m/s and 120 m/s, and depends on many factors. The way in which an impulse travels is well beyond the scope of Key Stage 3.

How a memory is stored is not mentioned in the Pupil’s Book, and the basic answer is that we don’t really know. There are two main theories. One says that when you learn something, a circular neuron pathway develops and impulses then pass around this pathway all the time. The other theory says that there is a chemical change in the junctions (synapses) between certain neurons, when you learn something. The fi rst theory seems unlikely to be able to support memories for an entire lifetime, but may be used in short-term memory. The latter theory is the one that is gaining most attention at the moment, with discoveries of neurons making new proteins during the learning process.

We all know that long-term memories can be lost, but again, why this happens is unclear. It may be because newer memories of the same thing (e.g. eating breakfast) overwrite older memories (or vice versa), or because the neuron pathways leading to memories get broken, or because the neuron pathways storing the memories get broken. The breaking of neuron pathways can be due to synapses being destroyed by chemicals or being destroyed by the body in a sort of mental spring-cleaning exercise, getting rid of unused memories. Obviously, this ‘spring-cleaning’ does not apply to things like motor-skill memories (like riding a bike).



9Da

9Da Crime scenes

ObjectivesAll pupils must:

(1) recall the main stages in the lifecycle of a fl owering plant(2) recognise some ways in which a knowledge of plants is used

in crime solving(3) describe how fl owering plants reproduce sexually. Correctly use the words egg cell, fertilisation, fl owering

plant, fruit, germination, lifecycle, organ, organ system, pollen grain, pollination, seed, seedling, sex cell, sexual reproduction.

Most pupils should:(4) recall the main parts of the fl ower(5) explain how examining pollen can be used to provide

forensic evidence(6) appreciate the difference between a legal and a scientifi c

question(7) describe how different people collaborate at a crime scene,

including the role of those in charge of assessing risk. Correctly use the words anther, botanist, fi lament, forensic

science, gamete, ovary, ovule, ovum, pollen tube, risk assessment, stigma, style.

Some pupils could:(8) recall how ferns reproduce sexually and asexually. Correctly use the words cross-fertilisation, rhizome, spore.

Topic notes• Targets for the topic can be accessed via the ActiveBook or

ActiveTeach from the link next to the initiator question.• The case referred to on pages 44–45 of the Pupil’s Book was the

murder of Holly Wells and Jessica Chapman in 2002. Dr Wiltshire’s evidence on nettle-stem growth and pollen analysis helped to convict Ian Huntley, who was given a life sentence in December 2003.

• Pupils will have studied fl owers and their parts at Key Stage 2. Despite this, the naming of the different parts of the fl ower has been set at Should level here since it is felt that Must level pupils should concentrate on the overall lifecycle of a fl owering plant before attempting to recall the names of the parts of the fl ower.

Exemplar topic plans

MUST

PB pages 43–45

Starter 1Starter 3Explaining 1Explaining 2Exploring 3Plenary 2Homework 1

SHOULD

PB pages 43–45

Starter 1Explaining 1Exploring 1Exploring 2Explaining 2Plenary 2Homework 2

COULD

PB pages 43–45

Starter 1Explaining 1Exploring 2Explaining 2Explaining 3Plenary 4Homework 3

SHOULD 2 Yr KS3*

PB pages 43–47

9Da Starter 1 9Da Explaining 1 9Da Explaining 2 9Da Exploring 3 9Db Explaining 1 9Db Exploring 1 9Db Plenary 2

*This table is repeated in Topic 9Db.

Be prepared: 9DaExploring 3: requires slides of pollen mixture to be pre-prepared.

Pupil’s materials

Number and title Level Location Type Tasks

Crime scenes Must/Should PB p43 Classwork Explaining 1

Forensic botany Must/Should PB pp44–45 Classwork Explaining 2

9D Quick Quiz Must/Should ASP Classwork Starter 1

9D Quick Quiz Answer Sheet Must/Should ASP Classwork Starter 1

9Da Quick Check Must/Should ASP Classwork Plenary 2

9Da Word Sheet Must/Should ASP Classwork

9Da(1) Forensic botany Must CHAP Access Explaining 2

9Da(2) Pollen analysis 1 Must CHAP Practical Exploring 2

9Da(3) Pollen analysis 2 Should CHAP Practical Exploring 2

9Da(4) Growing pollen tubes 1 Must CHAP Practical Exploring 4

9Da(5) Growing pollen tubes 2 Should CHAP Practical Exploring 4

9Da(6) Plant lifecycle Must CHAP Classwork Exploring 1

9Da(7) Plants and forensics 1 Must CHAP Homework Homework 1

9Da(8) Plants and forensics 2 Should CHAP Homework Homework 2

9Da(9) Bees and foxgloves Should CHAP Classwork Exploring 7

9Da(10) Ferns and spores Could CHAP Homework Homework 3

SS44–45 Slides and microscopes Must/Should Year 7 CHAP Practical Exploring 2

SS46 Fields of view Should/Could Year 7 CHAP Practical Exploring 4



9Da

Crime scenes 9Da

Starters

1: Quick QuizAfl Use the 9D Quick Quiz for baseline assessment. Pupils could

record their answers on the 9D Quick Quiz Answer Sheet.

2: Labelling a fl ower AB/ATThe fi rst AB document link on page 45 opens Labelling a fl ower – in which pupils are asked to drag labels into the correct spaces in a drawing of a fl ower. This is probably best done by displaying the asset in front of the class and asking for volunteers to label the various parts. Follow this by asking pupils to suggest what the different parts are used for and then explain that some parts of plants (including parts of fl owers) are used in criminal investigations.

3: Dead rabbit foundTell pupils that a dead rabbit has been found in some woods and ask them the following CAP type thinking skill questions:

How did the rabbit die? (Possible answers: it had a disease; old age; it was killed by another animal; it was shot; it was poisoned, it got trapped and starved; it ate a poisonous plant.)

A vet has looked at the animal and says that it was killed by another animal. What evidence would you look for to fi nd out what animal killed the rabbit? (Possible answers: look for bite marks; look for tracks; look for droppings.)

Follow the last question up by asking pupils which of the pieces of evidence that they have suggested carries the most weight. Ask them to justify their answers.

• Should: ask pupils why a range of evidence from different sources is often the most useful in proving or disproving a theory.

Exploring tasks

1: Plant lifecyclePupils use Worksheet 9Da(6) to create the lifecycle of a fl owering plant.

Resources (per pupil)Scissors; glue; Worksheet 9Da(6).

2: Practical: Pollen analysis (AT)Pupils examine pollen grains based on the Practical box on page 45 of the Pupil’s Book. Tell pupils that forensic botanists need to be able to distinguish between insect-carried and wind-carried pollen. Wind-carried pollen gets everywhere, whereas insect-carried pollen tends only to be found in large quantities on the same piece of clothing if that clothing has been brushed against a particular fl ower.

Provide pupils with fl owers that are wind pollinated (e.g. fl owers from different grasses and catkins) and fl owers from plants that are insect pollinated (any brightly coloured fl owers). Pollen grains can be removed from the anthers of most fl owers using either a paintbrush or a mounted needle. Large pollen grains from fl owers such as lilies are the easiest for pupils to remove but what fl owers are available will depend on the time of year (unless fl owers are bought specially from a fl orist/supermarket, or kept from the previous year’s fl owering). The pollen should be placed into a drop of 1% gentian violet solution (a stain) on a microscope slide, and a coverslip lowered onto the specimen using a mounted needle, or other fi ne point (e.g. forceps).

An alternative is to use pre-prepared slides, either made in school or bought from an equipment supplier. Or show pupils the fi rst AT presentation link on page 45 – which provides an example picture of each pollen type and can be used for discussion.

Topic task plannerUse these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’ rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach; where these symbols appear in brackets it indicates that the task can be carried out with or without their use.

Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO

Starter 1 M/S 4–7 Classwork whole unit 3a

Starter 2 S 4–5 Classwork 3, 4 3a

Starter 3 M/S 5 Classwork PLTS (Ct) 1a 3a a, c

Exploring 1 M 5 Classwork 1, 3 3a 3a

Exploring 2 M/S 5–7 Practical 1, 2, 3, 4, 5 2a 1a, 1c, 2a, 3a 3a a

Exploring 3 M/S 5–7 Practical 1, 2, 3, 4, 5 2a 1a, 1c, 2a 3a a, c, i

Exploring 4 M/S/C 6–7 Practical 3, 4 PLTS (Ie), Num (M, B, L) 1b 1a, 1c, 2a, 2b, 3a 3a a

Exploring 5 S/C 7–8 Classwork 8 Lit (RR), ICT (IR), PLTS (Ie, Sm) 3a a, b

Exploring 6 M 4–5 Classwork 2 3a, 3d

Exploring 7 S 6 Classwork 1, 3, 4 ICT (SS), Num (B) 3a

Explaining 1 M/S 6–7 Classwork 6, 7 2a, 4a c, e, i

Explaining 2 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6, 7 2a 3a, 3d c, e, i

Explaining 3 S 6–7 Classwork 1, 3, 4 3a

Plenary 1 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6, 7 PLTS (Ct) 3a a

Plenary 2 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6 Lit (WF) 3a

Plenary 3 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6 Lit (WF) 3a

Plenary 4 M/S 5–7 Classwork 1, 3, 4 PLTS (Ct) 3a

Homework 1 M 5 Homework 1, 2, 3 3a

Homework 2 S 6–7 Homework 2, 4, 5, 6 Num (C, B) 1a 3a

Homework 3 C 8 Homework 3, 8 Lit (EC), Num (T) 3a 3a



9Da

9Da Crime scenes

Ask pupils to draw some of the pollen grains that they can see and then to list some major differences between wind-carried and insect-carried pollen. Generally, wind-carried pollen is smaller and smoother than insect-carried pollen (which often has large spikes on it). Pupils could then go on to try to explain some of these differences.

• Must: pupils work through Worksheet 9Da(2). • Should: pupils use Worksheet 9Da(3).

Mounted needles may not be suitable for use in some classes. Lily pollen will stain clothing, as will gentian violet stain. Sub-stage mirrors on microscopes should not be pointed at the Sun.

Resources (per pupil)Access to fl owers (wind-pollinated and insect-pollinated); mounted needle or forceps; paintbrush; 2 slides; 2 coverslips; access to microscope; 1% aqueous solution of methyl violet (gentian violet stain); Worksheet 9Da(2) or 9Da(3). Optional: Skills Sheets 44 and 45 from Year 7 CHAP.

3: Practical: Pollen detective workPupils observe pre-prepared slides of mixtures of pollen grains taken from the shoes of different suspects. They are also provided with a slide showing a pollen sample taken from the crime scene. They need to use their best detective skills to fi nd out which suspect was at the crime scene.

You will need a wide range of fl owers in order to pre-prepare these slides so it is wise to make up a class set that can be reused in future years. Make each slide up using stain and a mounting medium (e.g. Histomount®) in order to preserve the pollen grains. Alternatively, you can seal the edges of the coverslip using clear nail varnish.

• Should: tell pupils that pollen evidence is often used in court cases, of the type ‘X committed a crime at point Y’. Ask them to evaluate how strong pollen evidence might be in terms of its accuracy (how detailed it is), its reliability (who collected the samples and how repeatable the results were) and its validity (whether it can be used to put someone at the scene of a crime). Ask pupils why people are unlikely to be convicted of a crime based solely on pollen evidence. This links to the idea of how much evidence is required to support a conclusion or interpretation.

Resources (per group)Access to pre-prepared slides of pollen from a ‘suspect’ and a range of ‘locations’ (slides prepared using fl owers, mounted needle or forceps, paintbrush, slides, coverslips, 1% aqueous solution of methyl violet (gentian violet stain), mounting medium (e.g. Histomount®) or clear nail varnish).

4: Practical: Growing pollen tubes (AB/AT)When pollen of the right type lands on a stigma it starts to grow a pollen tube. The energy for this is provided by a sugar solution inside the stigma and style. This investigation asks how the strength of the sugar solution affects the growth of pollen tubes. This practical can be used to carry out an AT1 investigation. A sheet of level descriptions is provided in the ASP. Suggested variables are different concentrations of sucrose solution and different types of pollen grain.

Full instructions for a suggested method are on Worksheet 9Da(4). Both this worksheet and Worksheet 9Da(5) deal with only one variable, and the use of the worksheets will restrict the amount of assessment that can be done (particularly planning). Pupils can either measure pollen tube lengths or more simply the number of pollen tubes that have started to grow in a sample (e.g. 20 pollen grains) in each sugar solution. The lengths of the pollen tubes can be measured in a variety of ways; pupils could estimate the fi eld of

view using either Skills Sheet 46 from Year 7 CHAP or an eyepiece graticule, describe length in terms of how far across the fi eld of view the tubes get, or simply time how long it takes for the tubes to reach the whole way across the fi eld of view. The sodium borate helps to prevent the pollen tubes bursting and will also promote growth.

The second AB spreadsheet link on page 45 opens Pollen tube growth – a dataset of pollen tube lengths in varying sugar solutions. This could be used as the data for the practical if you do not want pupils to carry out the practical work themselves, or for use by pupils who have missed the practical work.

• Must: pupils work through Worksheet 9Da(4).• Should: pupils use Worksheet 9Da(5) to help with planning. • Could: pupils plan the investigation independently.

Mounted needles may not be suitable for use by some classes. Sub-stage mirrors on microscopes should not be pointed atthe Sun.

Resources (per group)Slides; coverslips; mounted needle; pipettes; paintbrush; selection of strengths of sucrose solution each containing 0.01% sodium borate (e.g. 1%, 5%, 10%, 20%, 30%, 40%, 50%, 60%); different types of pollen from overripe anthers if possible (according to the SAPS website the following have all been successful: birch, Cotoneaster, crab apple, Ceanothus, Viburnum, chestnut, mountain ash, lime, Indian bean); Worksheet 9Da(4) or 9Da(5). Optional: transparent ruler with millimetre scale; stopclock; eyepiece graticule; Year 7 CHAP Skills Sheet 46.

5: Research work Ask pupils to do some research on other plant lifecycles.

• Should: ask pupils to research and draw out a lifecycle for a conifer.

• Could: ask pupils to research and draw out lifecycles for a conifer, a moss and a fern, and to come up with a list of similarities and differences between them and the lifecycle of a fl owering plant. Or ask pupils to make a list of the different ways in which plants can reproduce asexually.

ResourcesLibrary/internet access.

6: Classifying leaves AB/AT The AB document link on page 44 opens Classifying leaves – which gives pupils an opportunity to classify leaves in the context of forensic science.

7: Bees and foxgloves (AB/AT) The fi rst AB spreadsheet link on page 45 opens Bees and foxgloves – an electronic version of Worksheet 9Da(9), allowing pupils to plot the bar chart and answer the questions using a spreadsheet package.

Explaining tasks

1: Pupil’s Book page 43 (AT/AB)This page introduces forensic science; essentially the use of science to answer legal questions in a court of law. Many pupils will be familiar with some of this from watching television programmes but many pupils will assume that forensic science is a science in itself – the science of collecting evidence. It is not as straightforward as this (see Background information).

• The AT video link opens At a crime scene – in which Emma Jelbert (module leader for Crime Scene Investigation on the



9Da

Crime scenes 9Da

Forensic Science degree course at Nottingham Trent University) talks about her job training new Scenes of Crime Offi cers (SOCOs).

• Must: explain to pupils that the word forensic means ‘concerned with legal matters’. So forensic science is about collecting evidence that can be used in court. Then show pupils the video clip At a crime scene. Pupils need not study the book page.

2: Pupil’s Book pages 44–45 (AB/AT)These pages introduce pupils to the world of forensic botany and plant lifecycles. After pupils have had a chance to look at question 5tell them that there has been some controversy over this research work and that the fi nding (that it was a grave of soldiers killed by the secret police) has been called into doubt. Some forensic scientists have suggested that the skeletons were contaminated by pollen in the surrounding soil. They suggest that the scientists found the pollen evidence that they wanted to fi nd because it supported other evidence (such as knowledge of how the Gestapo disposed of the bodies). This is an example of bias. Worksheet 9Da(1) is the Access Sheet.

• The AT video link on page 44 opens Forensic botany – in which Emma Jelbert explains what a forensic botanist does.

• The AB document link on page 44 opens Classifying leaves (see Exploring 6).

• The second AT animation link on page 45 opens A plant’s lifecycle – an animation showing the main stages of the lifecycle of a plant, showing drawing C in a more dynamic way.

• The fi rst AT animation link on page 45 opens Fertilisation and pollination (see Explaining 3).

• The fi rst AB document link on page 45 opens Labelling a fl ower (see Starter 2)

• The second AB spreadsheet link on page 45 opens Pollen tube growth (see Exploring 4).

• The fi rst AB spreadsheet link on page 45 opens Bees and foxgloves (see Exploring 7).

• The second AB document link on page 45 opens Pollen through a microscope – which asks pupils to examine various pollen grains and work out their sizes in real life.

• The fi rst AT presentation link on page 45 opens Different types of pollen – which shows a range of different pollen types, and examines the differences between those carried by insects and those carried on the wind (see Exploring 2).

• The third AT animation link on page 45 opens Cell division – which provides an animation of what happens in cell division. This asset is also found in Unit 9C.

3: Fertilisation and pollination ATThe fi rst AT animation link on page 45 opens Fertilisation and pollination – an animated set of slides explaining the differences between, and what happens during pollination and fertilisation. Go through the slides with pupils and then ask them to write simple dictionary defi nitions for both terms.

Plenaries

1: Thinking about forensic botany (AT)Afl Use the following thinking skills questions as a plenary.

• PMI: plants should produce more seeds. (Possible answers:P – plants will spread further and increase their numbers; M – the parent plant may run out of energy by producing so many seeds and die before the seeds are properly developed; I – a ragwort plant produces about 250 000 seeds per year.)

• PMI: there should only be one person at a time allowed into a crime scene. (Possible answers: P – there is less likelihood

of people damaging evidence; M – it would make having discussions and sharing ideas diffi cult; I – are there any cases where evidence has been destroyed by too many people going into a crime scene?)

• CAP: some crime suspects do not have pollen from the crime area on their clothes. (Possible answers: they were never at the crime scene; they changed clothes; they washed their clothes; they were at the crime scene before the pollen was produced.)

• OOO: pollen grain, fertilised egg cell, seed. (Possible answers: seed is the only one that is not a cell; pollen grain only has information from one parent plant; pollen grain cannot grow into a plant.)

• OOO: Who stole the car? When did the seeds germinate? Which fl owers have yellow pollen? (Possible answer: the fi rst question is a legal question and the others are scientifi c.)

The fourth AT presentation link box on page 45 opens Thinking about forensic botany – a PowerPoint presentation version of this task.

2: Quick CheckAfl The Quick Check sheet for this topic provides a drawing of a

plant lifecycle and asks pupils to complete it using the words on the sheet. Pupils should be encouraged to add their own labels and notes, to show what they have learned.

• Must: photocopy the sheet without the lower word box.

3: I can… cloze exercise AB/ATAfl The third AB document link on page 45 opens a cloze

exercise covering the material on pages 44–45. There is also an AT presentation version with answers.

4: Lifecycle mark schemeAfl Ask pupils to use the fl owering plant lifecycle on page 45 of

the Pupil’s Book to write two to three questions about it and to design a mark scheme for the answers. Encourage pupils to think up questions that are worth more than 1 or 2 marks. If time allows, pupils could try out their questions on one another.

Homework tasks

1: Worksheet 9Da(7) provides simple questions on plant lifecycles. 2: Worksheet 9Da(8) provides a key and structured questions to

show how pollen analysis is used in crime investigations. 3: Worksheet 9Da(10) provides a comprehension-style exercise on

the lifecycle of a fern.



9Db

9Db Forensic entomology


(1) recall that different animals have different sorts of lifecycles(2) describe some of the main features of an insect lifecycle(3) describe how a certain behaviour is benefi cial to an organism(4) classify behaviours as being automatic, learned or social(5) classify organisms based on observable differences in

appearance(6) use unfamiliar information to draw a food chain. Correctly use the words classifi cation, food chain, larva,

physical environmental factor, pupa, scavenger, social behaviour.

Most pupils should:(7) recognise innate responses and the stimuli that cause them(8) plan an investigation to determine an aspect of innate

behaviour in an invertebrate (9) identify hazards and plan to control risks to humans and

animals during investigations involving animals. Correctly use the words innate behaviour, response,

stimulus.Some pupils could:

(10) recall how some insects use pheromones to communicate. Correctly use the word pheromone.


ActiveTeach from the link next to the initiator question.


MUST

PB pages 46–47

Starter 3Explaining 1Exploring 2Exploring 6Plenary 2Homework 1

SHOULD

PB pages 46–47

Starter 2Exploring 6Explaining 1Exploring 3Plenary 2Homework 2

COULD

PB pages 46–47

Starter 2Explaining 1Explaining 2Exploring 3Exploring 6Plenary 3Homework 3

SHOULD 2 Yr KS3*

PB pages 43–47

9Da Starter 1 9Da Explaining 1 9Da Explaining 2 9Da Exploring 3 9Db Explaining 1 9Db Exploring 1 9Db Plenary 2

*This table is repeated in Topic 9Da.

Be prepared: 9DbExploring 5: pupils need access to an area where there are likely to be insects.

Pupil’s materials


Forensic entomology Must/Should PB pp46–47 Classwork Explaining 1

9Db Quick Check Must/Should/Could ASP Classwork Plenary 1

9Db Word Sheet Must/Should ASP Classwork

9Db(1) Forensic entomology Must CHAP Access Explaining 1

9Db(2) Larvae and feeding 1 Must CHAP Practical Exploring 3

9Db(3) Larvae and feeding 2 Should CHAP Practical Exploring 3, Exploring 4

9Db(4) Blowfl y lifecycle Must CHAP Classwork Starter 1

9Db(5) Termite behaviour Must/Should CHAP Classwork Exploring 6

9Db(6) We know where you’ve been! Must CHAP Homework Exploring 8, Homework 1

9Db(7) Dead pheasant mystery Should CHAP Homework Exploring 8, Homework 2, Homework 4

9Db(8) Ant colonies Could CHAP Homework Homework 3

SS15 Planning – assessing risks Should Year 7 CHAP Practical Exploring 2

SS43 Using a hand lens Must Year 7 CHAP Practical Exploring 5



Forensic entomology 9Db

9Db

Starters

1: Blowfl y lifecycle Remind pupils what a lifecycle is and then ask them to use Worksheet 9Db(4) to piece together the lifecycle of a blowfl y. The clues on the sheet will help them put the arrows in the correct places. Ask them to identify what has been missed off the sheet (answer: a male blowfl y). Ask pupils how they would check whether their ideas are correct. Pupils can correct their work on their own, by comparing their lifecycles with the one shown on page 46 of the Pupil’s Book.

2: Back to Redi (AT)Remind pupils of the experiment that Francesco Redi did (previously met on page 23 of Pupil’s Book 7). The third AT presentation link on page 46 opens Redi’s experiment – which will remind pupils of this work. Then ask pupils to work in pairs to produce a sentence to say why maggots are found on dead bodies. Pick some pairs to share their sentence with the class.

3: Revisiting wordsWrite these words on the board (they are all words from previous units in Years 7 and 8): behaviour, classifi cation, food chain, physical environmental factor. Ask pupils to work in small groups to come up with defi nitions for each one. Then tell pupils that each correct defi nition is worth 2 marks. Ask them to look up the correct defi nitions in the back of the Pupil’s Book and to mark their own defi nitions. Ask some of the groups how many marks they scored and why they awarded themselves those marks.

Exploring tasks

1: Comparing lifecycles (AB/AT)Ask pupils to work in groups to draw up a table of similarities and differences between these different lifecycles: human, blowfl y, fl owering plant. They can use the diagrams shown on pages 45 and 46 of the Pupil’s Book, together with the one on page 34 of Pupil’s Book 7.

The AB document link on page 46 opens Lifecycles – which contains these three lifecycles.

• Could: ask pupils to include the lifecycle of the fern from Worksheet 9Da(10).

2: Risk assessments – humans and animalsExploring 2, 3 and 4 provide opportunities for pupils to assess risks to both themselves and other organisms. Show pupils the apparatus to be used in one of the tasks and ask them to work in groups to identify the risks involved to them and to the animals concerned. Using Skills Sheet 15 from Year 7 CHAP may help some pupils think about the risks. Explain to pupils that avoiding harming animals and their habitats when doing fi eld-type investigations means that these investigations are sustainable.

• Must: point out the hazards to pupils and ask them what they would do to avoid harm. Then point out the hazards that the task poses to the animals and ask pupils what they would do to avoid harming the animals.

Topic task plannerUse these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’ rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach; where these symbols appear in brackets it indicates that the task can be carried out with or without their use.Also consider using one of the plenaries from the previous topic as a starter task in this topic.


Starter 1 M 4–5 Classwork 1, 2 1a 3a

Starter 2 M 6 Classwork 1, 2 1a, 1b, 3a 3a h

Starter 3 M 5 Classwork 5, 6 Lit (WF) 3c, 3d, 3e

Exploring 1 M/S/C 6–8 Classwork 1, 2 3a, 3b, 3d

Exploring 2 M/S/C 6–8 Classwork 8, 9 1b g

Exploring 3 M/S 5–7 Practical 3, 4, 7 PLTS (Tw) 1b 1a, 1b, 1c, 2a, 2b, 3a

3e a, c

Exploring 4 M/S 6–7 Practical 3, 4, 7 PLTS (Tw) 1b 1a, 1b, 1c, 2a, 2b, 3a

3e a, c

Exploring 5 M 6 Practical 5 1a, 2a 3d a, c, e

Exploring 6 M/S 6–7 Classwork 3, 4, 7 PLTS (Ct) 1a, 1b, 2a 2a 3e a, c, f, k

Exploring 7 S/C 7–EP Classwork 1, 2 PLTS (Sm, Ie), ICT (IR, WP), Lit (RR)

3a a

Exploring 8 M/S 5–7 Classwork 2, 3, 4, 7 Lit (EW) 2a 3a i, k

Explaining 1 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6, 7 ,8 2a 3a, 3d, 3e c, i, e

Explaining 2 S/C 7–8 Classwork 2, 7 2a 3a

Explaining 3 S/C 7–8 Classwork 3, 4, 7 Num (C) 3e

Plenary 1 M/S/C 4–7 Classwork 1, 2, 3, 4, 5, 6, 7 3a, 3d, 3e

Plenary 2 M/S 5–7 Classwork 1, 2, 3, 4, 7 Lit (WF) 3a, 3d, 3e

Plenary 3 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6, 7 PLTS (Rl) 3a, 3d, 3e

Homework 1 M 5 Homework 4, 5 2a 2a 3d, 3e

Homework 2 S 7 Homework 1, 2, 3, 4, 7 2a 2a 3d, 3e

Homework 3 S/C 7–8 Homework 1, 2, 3, 4, 7, 9 Lit (EC) 3e

Homework 4 C 8 Homework 1, 2, 3, 4, 7 2a 2a 3d, 3e




9Db

• Should: ask pupils to identify the hazards and to develop a set of precautions to minimise harm. Repeat the process, thinking about the animals.

• Could: ask pupils to carry out a risk assessment for both humans and animals. A risk assessment can be carried out in four steps:

i Identify what the hazards are (a hazard is anything that may cause harm, e.g. chemicals, fl ames, open drawers).

ii Decide who might be harmed and how.iii Evaluate the risks (a risk is the chance – high or low – that

someone might be harmed by a hazard).iv Decide on precautions. (Can we get rid of the hazard

altogether? What can we do to reduce the risk so that harm is less likely?)

3: Practical: Maggots and choice chambersThe Practical box on page 46 of the Pupil’s Book provides the initiator for this investigation. One way of doing this sort of experiment is to use choice chambers, and pupils may well suggest this, based on their experiences with woodlice in topic 7Cd. At a simple level blowfl y larvae could be placed in a choice chamber, and half of it could be covered to block out the light after the blowfl y larvae are introduced. Alternatively, the stimulus of dampness can be looked at by putting a layer of water in one half of the bottom of the choice chamber and a drying agent (such as anhydrous calcium chloride or silica gel) in the other half. Worksheet 9Db(2) combines the investigation of these two factors to set up four different conditions.

Other stimuli could also be investigated, such as temperature (by putting water at different temperatures in the different lower compartments of the choice chamber) or various odours (by putting volatile substances in the compartments).

Note that blowfl y larvae show a response away from light (which helps them burrow into their food source). You might expect them to move towards moisture as well but this is usually inconclusive, and probably not the case. Pupils should fi nd that there are just as many larvae in the damp dark side as there are in the dry dark side.

• Must: pupils use Worksheet 9Db(2). • Should: pupils plan and carry out the investigation on their own.

They could use Worksheet 9Db(3).

Anhydrous calcium chloride is an irritant and should not be handled with bare hands. Eye protection must be worn when handling it. Pupils should wash their hands after handling maggots. If cobalt chloride paper has been handled, hands should be washed after use.

Resources (per group)Choice chamber; 10–15 blowfl y larvae (maggots – can be obtained from a fi shing tackle shop); wide bore funnel; plastic container for maggots; anhydrous calcium chloride or silica gel; water; thick card; Worksheet 9Db(2) or 9Db(3). Optional: water at different temperatures; volatile substances such as perfume.

4: Practical: Maggots and lightThis practical could be carried out instead of Exploring 2 or as an extension to it and involves varying the light intensity. Set up a bright lamp at the far end of a tray and place a piece of white paper inside it. Place some maggots on the paper nearest the light source and then watch their behaviour in response to the light.

• Should: extend the investigation by asking pupils to work out the mean speed of the maggots and how this varies with light intensity (or starting distance of the lamp) or colour of light. Pupils should be able to design their own investigations, possibly using Worksheet 9Db(3) as an aid.

Pupils should wash their hands after handling maggots.

Resources (per group)Plastic tray; sheet of white paper; lamp; light fi lters in shades of grey or in different colours; ruler; 10–15 blowfl y larvae (maggots – can be obtained from a fi shing tackle shop); Worksheet 9Db(3).

5: Practical: Insect classifi cationAsk pupils why they think that a forensic entomologist needs a good knowledge of what different types of insects look like. The answer is that this helps to work out the age of a dead body (from the different types of insects found on the body) or to work out where a car has been driven (from the different types of squashed insects found on the bonnet). A forensic entomologist may also collect insects from around a crime scene to establish what sort of insects live there. Ask pupils how they would do this (reminding them of the technique they learned in Unit 7D). If pupils are using pooters, fi t the tubes with lengths of plastic tubing as mouthpieces so that more than one pupil can use a pooter. Sometimes an entomologist may come across an insect he or she does not recognise. Ask pupils what they would do in this situation (use a fi eld guide).

Take pupils outside and ask them to hunt for and collect insects and to identify them. They could try to take pictures of some of the insects that they fi nd.

Pupils should wash their hands after this investigation – plants and soil may both be contaminated with animal urine and/or faeces. The area where this task is carried out should be assessed for risks beforehand. Pupils should be taught to handle any animal in a safe and careful manner. Pooter ‘tube’ mouthpieces should be disinfected before use by putting them in Milton™ for 30 minutes. Any organisms that are taken from a local habitat should be housed and fed appropriately and returned to the place they were found as soon as possible.

Resources (per group) Plastic pots; white tray; paint brush; pooter with disinfected mouthpieces made from plastic tubing; hand lens; access to a range of insect fi eld guides. Optional: sweepnet; tree beater and sheet; Year 7 CHAP Skills Sheet 43.

6: Termite behaviour This task is based on a set of fi ve cards that can be made from Worksheet 9Db(5). The emphasis is on thinking up theories to match evidence and then modifying the theories as new evidence emerges. Give each pupil a copy of Card A and ask them to fi ll in the answers. Point out that it does not matter whether their theories are right or wrong – that’s part of the process of coming up with a theory. Next give pupils Card B. This will allow them to change their theories. You can show pupils the behaviour that the cards are talking about by going to Google Video and searching for ‘interesting termite behaviour’. You should fi nd a clip called ‘Interesting Insect Investigation – An Insect Behavior Biology Lab for High School Science’, most of which is fairly pointless, but the last minute or so shows a termite following a red circle round and round. Give out Cards C, D and E in turn, at each stage allowing pupils to modify their theories.

Hopefully most will reach the conclusion that termites follow a chemical trail and there is something in Papermate® pens that is similar to the chemicals that termites use to mark out their trails. The chemicals that the termites use are called pheromones, although pupils do not need to know this. However, pupils should be able to think back to Unit 8E and realise that the components in the Papermate® pens could be separated out by chromatography.



Forensic entomology 9Db

9Db

You could then give the termites the chromatogram and see which spot they are more attracted to. A commercial use for this product may be as part of a termite killer (to attract termites towards some poison).

7: Research work Ask pupils to do some research on other insect lifecycles. Ask them to use a word processing or DTP package to make a poster of the lifecycles that they fi nd out about.

• Should: ask pupils to research and draw out a lifecycle for a grasshopper.

• Could: ask pupils to fi nd out what complete and incomplete metamorphosis are and fi nd examples of each. Or to fi nd examples of insects that spend the majority of their lifecycles in a larval form.


8: Radio play Ask pupils to turn the information provided on Worksheet 9Db(6) or on Worksheet 9Db(7) into a script for a radio play. Encourage them to re-tell the information at the tops of the sheets and to answer all the questions in their scripts. Pupils might start this work in the lesson, and complete it for homework.

• Must: pupils use Worksheet 9Db(6).• Should: pupils use Worksheet 9Db(7). Question 3b can be used

to raise the issue of how much evidence is required to reach a more secure conclusion.

Explaining tasks

1: Pupil’s Book pages 46–47 (AT/AB)These pages take a look at the work of an insect expert, and include a look at the lifecycles of insects and their behaviour. Show pupils the front cover of Pupil’s Book 8 and ask pupils if they remember what the caption on the cover says. Remind them of the caption and explain that this is an example of social behaviour. Ask pupils how this behaviour is useful to the macaques. Worksheet 9Db(1) is the Access Sheet.

• The AT video link on page 46 opens Forensic entomology – in which Emma Jelbert explains what forensic entomology is.

• The third AT presentation link on page 46 opens Redi’s experiment (see Starter 2).

• The AB document link on page 46 opens Lifecycles (see Exploring 1).

• The AT animation link on page 47 opens Succession (see Explaining 2).

• The third AT presentation link on page 47 opens Waggle dance (see Explaining 3).

2: Succession ATExplain to pupils that the fact that different insects are found on a dead body at different times is called succession. The AT animation link on page 47 opens Succession. Show this to pupils and then ask some questions:

• How can you tell the minimum time that a body has been dead for?

• What would happen if it were hot weather when the person died?• What would happen if it were cold weather when the person

died?• List three insects that might be found on the body.• Put these insects in order of the time in which they would be

found.

• Why does a forensic entomologist look in areas around the body for insects?

• How can all this sort of information be useful?

3: Waggle dance (AT) The waggle dance of honeybees is fascinating and there are videos on YouTube that help to explain it in more detail. Search for ‘waggle dance bee’. The waggle dances have two components that communicate direction and distance of a food source from the hive. Show pupils one of the YouTube videos and explain how the dance works. The length of time that the waggle is performed for is about 75 milliseconds per 100 m, so about three quarters of a second for each kilometre. The bees perform their dance on a vertical surface and the angle between the vertical and the line of their waggle shows the angle between the position of the Sun (in respect to the hive) and the food source.

vertical

angle A

Sun

angle A

Looking downon the beehive.

The bee takesone of twocurved pathsback to start the waggle again.

These diagrams are also shown on the third AT presentation link on page 47 (Waggle dance). It is interesting to note that the bees can change the angle of their dance as time passes, to accommodate for the movement of the Sun!

Ask pupils to explain how the waggle dance allows honeybees to work together in order to survive. Then ask them if they know of any other examples of social behaviour where communication allows the animals to work together in order to survive (e.g. humans farming, ants farming aphids, lions hunting as a pack).

Plenaries

1: Quick CheckAfl The Quick Check sheet for this topic contains a series of

‘answers’ linked to the material on pages 46–47 of the Pupil’s Book. Pupils need to suggest appropriate ‘questions’. This can be a written exercise handed back to you, or assessment can be done in class by picking a pupil and asking him/her to contribute one of the questions that they have come up with. Then ask another pupil what the answer to that question is.

• Must: pupils write questions for answers 1–5. • Should: pupils write questions for all the answers.• Could: pupils provide at least two questions for each answer.




9Db

2: I can… cloze exercise AB/ATAfl The AB document link on page 47 opens a cloze exercise

covering the material on pages 46–47. There is also an AT presentation version with answers.

3: The factsAfl Ask each pupil to write down three facts that he/she has learnt

during the topic. Then ask pupils to share their facts in groups and to compile a master list of facts, including the most common fact learnt and the least common fact. Select a spokesperson for one group at random to share their ideas with the class. Then ask whether other groups had the same ‘most common fact’.

Homework tasks

1: Worksheet 9Db(6) invites pupils to identify some insects in order to solve a simple mystery. See also Exploring 7.

2: Worksheet 9Db(7) asks pupils to use data about maggot development in order to solve a mystery. See also Exploring 7.

3: Worksheet 9Db(8) is a comprehension-style worksheet on ant behaviour.

4: Photocopy the top part of Worksheet 9Db(7) without the questions. Ask pupils to work out whether they think poachers killed the pheasant and to fully explain all their reasoning. Further, ask them to identify and explain how other factors may affect the data and the conclusion drawn.



9Dc

9Dc Animal detectives


(1) identify examples of learned behaviour(2) explain how learned behaviours can be useful to an organism(3) describe some advantages for humans of modifying animal

behaviour. Correctly use the words learned behaviour.

Most pupils should:(4) explain how animals can be trained to learn things(5) recall how some animals feed(6) identify similarities between animal behaviour and human

behaviour. Correctly use the word proboscis.

Some pupils could:(7) recognise the diffi culties in determining whether a behaviour

is truly innate.


ActiveTeach from the link next to the initiator question.


MUST

PB page 48

Starter 3Explaining 1Exploring 1Exploring 2Exploring 5Plenary 1Homework 1

SHOULD

PB page 48

Starter 2Explaining 1Exploring 1Exploring 3Explaining 2Explaining 3Exploring 5Plenary 2Homework 3

COULD

PB pages 48–49

Starter 3Explaining 1Exploring 4Explaining 4Plenary 3Homework 4

SHOULD 2 Yr KS3*

PB pages 48–54

9Dc Starter 1 9Dc Explaining 1 9Dc Exploring 1 9Dd Explaining 1 9Dd Exploring 5 9Dd Explaining 5 9Dd Plenary 6 9Dd Homework 2

*This table is repeated in Topic 9Dd.

Be prepared: 9DcExploring 6: a visit to a zoo or wildlife park to observe social behaviours. Explaining 4: ask a police dog trainer/handler or a guide dog trainer or blind user to come into a lesson.

Pupil’s materials


Animal detectives Must/Should PB pp48–49 Classwork Explaining 1

9Dc Quick Check Must/Should ASP Classwork Plenary 1

9Dc Word Sheet Must/Should ASP Classwork

9Dc(1) Animal detectives Must CHAP Access Explaining 1

9Dc(2) Behaviour record chart Must CHAP Classwork Exploring 1

9Dc(3) Pavlov’s dogs Should CHAP Classwork Exploring 3

9Dc(4) Animal learning Must CHAP Homework Homework 1

9Dc(5) Jane Goodall Should CHAP Homework Homework 3

9Dc(6) Do starlings learn? Could CHAP Homework Homework 4

SS5 KWL thinking skills All Year 7 CHAP Classwork Exploring 6




9Dc

Starters

1: LearningChallenge each pupil to write a dictionary defi nition for ‘learned behaviour’. After a few minutes, let the pupils discuss their defi nitions in groups, with each group reaching an agreed defi nition. Ask a spokesperson from each group to read out their defi nitions. A good defi nition might be along the lines of: ‘the altering of behaviour due to experience’. Once pupils have understood the basic concept of what a learned behaviour is, ask each group to suggest at least one example of a learned behaviour in animals.

2: Training a pet 1Ask pupils to work in groups to discuss how they would train a dog to sit on the command ‘Sit!’. Each group should come up with an agreed bullet-pointed list. Ask a spokesperson from each group to give a short presentation to the class about their agreed method (if there isn’t time for each group to do this, select a few groups at random). Then discuss with the class any common features of the training programmes. Elicit the idea that a reward system is useful when training animals.

3: Training a pet 2There are many dog/pet training videos on YouTube. Show pupils one of these videos. Then ask pupils to write a short summary of the video, explaining how to do the training.

Exploring tasks

1: Human behavioursAsk pupils to think of some human behaviours. Give them an idea, such as shaking hands, speaking English, sneezing. Pick pupils at random and ask them to contribute a behaviour. Write a list on the board (fi ve behaviours is enough). Discuss the idea that behaviours can be classifi ed as innate (automatic) or learned.

• Must: pupils use Worksheet 9Dc(2) to classify fi ve behaviours as innate (automatic) or learned. Discuss the answers to the questions.

• Should: ask pupils to construct a table using the fi ve behaviours. Their tables should allow them to classify each behaviour as innate or learned, and to describe a use for each behaviour.

Pupils should appreciate that it is sometimes diffi cult to classify a human behaviour as totally innate or totally learned. For instance, making noises is innate. Speaking a language is learned but you can only do it if you possess the innate ability to make noises.

2: Inherited behavioursAsk pupils to make lists of their likes and dislikes. Discuss how these can be classifi ed as innate (automatic) or learned. They may fi nd it diffi cult to decide how to classify some of them.

• Should: ask pupils to extend this work by adding in where they think they got these behaviours from – inherited, parents, innate and common to most humans, learned in school, learned from peers etc. Ask pupils to consider the question: ‘Can science explain all my likes and dislikes?’ Invite selected pupils to comment. Elicit the idea that science cannot completely explain everything around us (yet) but can often contribute to our understanding of things.



Starter 1 S 6 Classwork 1 3e a

Starter 2 M/S 6 Classwork 1, 3, 4 PLTS (Tw, Ep) 3e a

Starter 3 M 5 Classwork 1, 3, 4 Lit (DS) 3e

Exploring 1 M/S 5–7 Classwork 1, 2 3e

Exploring 2 M/S 6–7 Classwork 1, 2 3e

Exploring 3 S 7 Classwork 4 Lit (EW) 3a 2a 3e h

Exploring 4 C 7–8 Classwork 1, 2, 7 Lit (RR), ICT (IR), PLTS (Sm) 3e a

Exploring 5 M/S 5–7 Classwork 1, 2 2b 2b 3e h, k

Exploring 6 M/S/C 5–8 Classwork 2, 6 2b 2a 3e a, c, d, e

Explaining 1 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6 2a, 2b, 3a 3e c, h, j

Explaining 2 S 7 Classwork 3, 4 3e

Explaining 3 S 7 Classwork 3, 4 3e c

Explaining 4 M/S 5–7 Classwork 1, 2, 3, 4 Lit (DS), PLTS (Ep) 2a 3e a, e, i

Plenary 1 M 6 Classwork 1, 2 3e

Plenary 2 M/S 6–7 Classwork 1, 2, 3, 4, 5 Lit (WF) 3e

Plenary 3 M/S/C 6–7 Classwork 1, 2, 3, 4, 5, 6 3e

Homework 1 M 6 Homework 1, 2, 3 3e

Homework 2 M 5 Homework 1, 2 3e a

Homework 3 S 7 Homework 6 3a 3e

Homework 4 C 7–8 Homework 2, 5, 7 Num (T) 2b 2a, 2b 3e



Animal detectives 9Dc

9Dc

This work can be further enhanced by asking pupils to observe their families at home and fi nd some behaviours that are common to them/their siblings and their parents or grandparents.

Remember that some pupils may not know their parentage or may have been removed from their natural parents.

3: Pavlov’s dogs (AB/AT)Worksheet 9Dc(3) asks pupils to cut out a range of cartoon pictures showing the work of Pavlov. They need to arrange these into the correct order and to complete captions or speech bubbles.

The AB document link on page 48 opens Pavlov’s dogs – an electronic version of this sheet.

4: Research work Ask pupils to work in groups to fi nd out about the learned behaviours in a certain vertebrate. They should choose the type of animal that they fi nd out about by rolling a die. The roll determines the class of vertebrate: 1 or 2 (mammal), 3 (reptile), 4 (fi sh), 5 (amphibian), 6 (bird).

Pupils need to prepare a short report, simply showing the name of their organism, its learned behaviours, how it learns and why these learned behaviours are useful.


5: Ethical experiments?Tell pupils that King Frederick II of Germany had a theory that people had an innate language – not the language that was learned from others but the ‘language of God’. He tested this theory in 1211 by bringing up dozens of children in complete silence. None of the children ever spoke a language (although they did make sounds). All of them died during childhood.

Ask pupils to consider these questions: Do humans have an innate language? Is there anything innate about speaking a language? Would such an experiment be allowed today? Why or why not?

Then ask them to write a short account of the experiment in the following ways: a paragraph from a newspaper report if the experiment were carried out today; a paragraph from a scientifi c paper written by King Frederick II.

• Should: ask additional questions, such as: How does having a language allow people to survive?

6: Field trip to the zooIf you have a zoo or wildlife park near you, enquire as to whether they have animals that show observable social behaviours (e.g. hierarchies in lions, wolves, chimpanzees).

If you can, organise a trip for pupils to see social behaviours in action, with a member of the zoo/park staff explaining its benefi ts. Before going on the trip, encourage pupils to think of questions to ask. This could be done by using the KWL thinking skills sheet (Skills Sheet 5 from Year 7 CHAP), with pupils fi lling in the fi rst column and writing their questions in the middle column. After the initial tour, ask pupils to fi ll in the third column with the answers to their questions and then to hold a feedback session with the guide to answer any remaining questions. As a teacher, you should also have some questions in reserve (see below). It is best to forewarn the zoo/park about any questions you are likely to ask.

• Must: encourage pupils to look for examples of social behaviour and ask questions about how these behaviours help the survival of the animals. Questions you might ask include: Do any animals show social behaviours in the zoo that they don’t show in the wild? (and vice versa).

• Should: explain to pupils what hierarchies are. Hierarchies at this level are best seen as ways of organising groups of animals so that they work as a team. This ensures that hunting will be more successful and so provide more food. It is also useful to have the strongest animals at the top of a hierarchy because they are more likely to be able to defend the rest of the group from attack. Then ask pupils to fi nd examples of hierarchies and explain how they help the animals to survive. Questions you might ask include: Is there a difference in the hierarchies of these animals in the wild as opposed to in the zoo? Do any animals adopt humans into their hierarchies? (although note that this is not social behaviour).

• Could: at a higher level, hierarchies are ways of ensuring that only the ‘fi ttest’ animals (the ones most suited to their environments) will survive and pass on their genes when resources are short. Explain this to pupils and ask them to plan how they will spend time at the zoo fi nding out as much as they can about hierarchies, how they form and their importance for survival. Questions you might ask include: How do changes in hormone levels as animals mature or come on heat, change hierarchies?

Explaining tasks

1: Pupil’s Book pages 48–49 (AT/AB)These pages explain the idea of learned behaviour in the context of animals’ learning. Worksheet 9Dc(1) is the Access Sheet.

• The AB document link on page 48 opens Pavlov’s dogs (see Exploring 3).

• The fi rst AT presentation link on page 49 opens Simple training 1 (see Explaining 2).

• The fi rst AB document link on page 49 opens Simple training 2 (see Explaining 2).

• The AT video link on page 49 opens Animal detectives – in which Emma Jelbert talks about how animals are used as part of investigations into crimes.

• The second AB document link on page 49 opens Learned and innate responses – in which pupils need to classify certain behaviours as learned or innate and to identify the stimulus and response in each case.

2: Simple training (AB/AT)The fi rst AT presentation link on page 49 opens Simple training 1 – which shows the steps used in training a dog. Make sure that pupils understand the importance of the reward in this training. The fi rst AB document on page 49 opens Simple training 2 – which provides the same information but also asks pupils to use the approach to show a different example of behaviour training.

3: Bird soundsThere are many sites on the internet that will allow you to listen to bird song. Some suggestions are given on the Exploring Science: How Science Works E-Forum website (http://groups.google.co.uk/group/exploringscience). Play pupils some of the different sounds of very common birds and ask them whether they have heard these sounds before. Then discuss the reasons why birds make calls like these (e.g. to warn other birds that they are in their territory, to attract a mate, to try to scare other animals away).

4: Dog trainingAsk a police dog handler or a guide dog trainer/user to come into class to explain how dogs are trained for their particular purposes and how the dogs are used. It is best to get pupils to think of some questions that they would like to ask the visitor before the visitor arrives.




9Dc

Plenaries

1: Quick CheckAfl The Quick Check sheet contains descriptions of behaviours.

Pupils need to classify each as being innate (automatic) or learned.

2: I can… cloze exercise AB/ATAfl The third AB document link on page 49 opens a cloze

exercise covering the material on pages 48–49. There is also an AT presentation version with answers.

3: The factsAfl Ask each pupil to write down three facts that they have learnt

during the topic. Then ask pupils to share their facts in groups and to compile a master list of facts, including the most common fact and the least common fact learnt. Select a spokesperson for one group at random to share their ideas with the class. Then ask whether other groups had the same ‘most common fact’.

Homework tasks

1: Worksheet 9Dc(4) contains simple questions about animal learning.

2: Soap families: Explain to pupils that behaviours often run in families. So, someone may have a very good ear for music and seem to be ‘naturally talented’. If that person looks at their ancestry they may fi nd that they have a relative who is/was also very good at music. Equally, things like being very giggly, being very quiet, being studious, laughing at certain jokes, are all character traits that can run in families. Most will be a mixture of innate and learned behaviours and can often be observed in real families. However, do the script writers and actors in a soap get this right? Ask pupils to watch a soap of their choice and to identify any behaviours that seem to run in the fi ctitious families to answer this question.

3: Worksheet 9Dc(5) is a comprehension style exercise about Jane Goodall and her work with chimpanzees.

4: Worksheet 9Dc(6) is a comprehension-style exercise about an experiment designed to fi nd out whether starlings can learn.



9Dd

9Dd Forensic psychology


(1) recall what neurons are used for (2) recall the parts of the nervous system(3) describe some innate (automatic) and learned behaviours in

humans and explain their uses(4) describe how information from our surroundings is taken

into our bodies. Correctly use the words neuron, nervous system, sense

organs, spinal cord.Most pupils should:

(5) describe how neurons are adapted to their function(6) explain how a psychologist can help the police and help

people with behavioural problems (7) use criteria to judge the strength of evidence. Correctly use the words impulse, psychology.

Some pupils could:(8) identify different types of learning and explain the benefi ts of

each type(9) describe the science behind and experiment with some ways

of developing their own recall skills (10) consider the advantages and disadvantages of behavioural

experiments using animals and humans. Correctly use the words classical conditioning, ethology,

imprinting, neuron pathway, trial-and-error learning.


ActiveTeach from the link next to the initiator question. • Note that the word ‘neuron’ can also be spelt (and pronounced)

‘neurone’.


MUST

PB pages 50–51

Starter 2Explaining 1Exploring 2Explaining 2Exploring 5Plenary 3Homework 1

SHOULD

PB pages 50–51, 54

Starter 3Explaining 1Exploring 1Explaining 2Exploring 5Explaining 5Plenary 2Homework 2

COULD

PB pages 50–54

Starter 1Explaining 1Explaining 2Explaining 3Explaining 4Exploring 5Explaining 5Plenary 2Homework 3

SHOULD 2 Yr KS3*

PB pages 48–54

9Dc Starter 1 9Dc Explaining 1 9Dc Exploring 1 9Dd Explaining 1 9Dd Exploring 5 9Dd Explaining 5 9Dd Plenary 6 9Dd Homework 2

*This table is repeated in Topic 9Dc.

Pupil’s materials


Forensic psychology Must/Should PB pp50–51 Classwork Explaining 1

Focus on: Types of learning Could PB p52 Classwork Explaining 3

Focus on: Memory Could PB p53 Classwork Explaining 4

Court action Must/Should PB p54 Classwork Explaining 5

9D Quick Quiz Must/Should ASP Classwork Plenary 4

9D Quick Quiz Answer Sheet Must/Should ASP Classwork Plenary 4

9D End of Unit Test Must/Should ASP Classwork Plenary 5

9D Level Ladder Must/Should ASP Classwork Plenary 7

9Dd Quick Check Must/Should ASP Classwork Plenary 2

9Dd Word Sheet Must/Should ASP Classwork

9Dd(1) Forensic psychology Must CHAP Access Explaining 1

9Dd(2) Focus on: Types of learning Should CHAP Access Explaining 3

9Dd(3) Focus on: Memory Should CHAP Access Explaining 4

9Dd(4) Measuring impulse speeds Must/Should CHAP Practical Exploring 1

9Dd(5) How sensitive are you? Must CHAP Practical Exploring 2

9Dd(6) Remembering things Must/Should CHAP Classwork Exploring 5

9Dd(7) Senses Must CHAP Homework Homework 1

9Dd(8) The Milgram experiment Should CHAP Homework Homework 2

9Dd(9) Albert and the white rat Could CHAP Homework Homework 3

SS41 Debates and speaking Should Year 7 CHAP Classwork Exploring 4




9Dd

Starters

1: RevisionAfl Ask each pupil to write down a question about something

from the fi rst three topics of this unit. They should write the question on the left of a strip of paper and the answer on the right and then tear the strip in half. Appoint a pupil to collect all the questions and another to collect all the answers. Once collected, hand out the questions and answers so that each pupil gets one question and one answer. Then get selected pupils to read out their questions. The pupil with the right answer then stands and reads out the answer. You may need to restart this activity if the original answers to questions are wrong. Do not identify individuals who have made these mistakes; they will learn from any discussion what the answer should be.

2: Neuron to label AB/ATThe fi rst AB document link on page 50 opens Neuron to label – a simple activity in which pupils label a drawing of a neuron. Display this on an interactive whiteboard before pupils see the Pupil’s Book page and ask for suggestions as to what this sort of cell does and what the labels are. Then ask pupils which life process this cell supports and how it supports that process. This revises material from Unit 7A.

3: Innate and learned behavioursAsk pupils to work in groups to come up with two short lists of behaviours in humans: innate behaviours and learned behaviours. Tell each group to appoint a spokesperson who is also in charge of writing down the list, and tell pupils that they have only 2 minutes in which to do this (they need to get themselves organised quickly). After 2 minutes ask the groups to swap their pieces of paper and allow the groups to discuss the other groups’ work. Then pick a few spokespersons from the groups and ask them to say what they have learned from the other group and to give one example of each type of behaviour. This activity is good at demonstrating how pooling knowledge is useful.

Exploring tasks

1: Practical: Measuring impulse speedsFull instructions are given on Worksheet 9Dd(4). This works well with groups of fi ve to eight. Pupils should be able to spot the inherent inaccuracies in this experiment caused by human error: some pupils not concentrating, taking time for the stopwatch buttons to be pushed, taking time for the shout to be made and heard. Elicit the idea that the effect of the latter inaccuracy can be reduced by using more people but this may then increase the effect of the former inaccuracy.



Starter 1 M/S 4–7 Classwork previous topics PLTS (Ep) 3e

Starter 2 M 6 Classwork 1 3a

Starter 3 M 6 Classwork 3 PLTS (Tw) 3e

Exploring 1 M/S 5–7 Practical 1, 2, 4 PLTS (Tw), ICT (SS) 1b 1a, 1c, 2a, 2b, 3a 3a a

Exploring 2 M/S/C 6 Practical 1, 2, 4 1b 1a, 1c, 2a, 2b, 3a 3a a

Exploring 3 M/S/C 5–EP Classwork 1, 2, 3, 4, 6 Lit (RR), ICT (IR), PLTS (Ie, Sm) 3a, 3e a, b

Exploring 4 S 6–7 Classwork 7 Lit (DS), PLTS (Ep) 2b a, j

Exploring 5 M/S/C 4–8 Classwork 1, 2, 3, 4, 9 PLTS (Rl) 3e

Exploring 6 S/C 7–8 Classwork 8 Lit (EW) 3e k

Exploring 7 S/C 7–8 Classwork 8 Lit (EW), PLTS (Ct) 2a 3e f, k

Exploring 8 S/C 7–8 Classwork 8 2a 3e

Explaining 1 M/S 6–7 Classwork 1, 2, 3, 4, 5, 6 2a 3a, 3e c, i

Explaining 2 M 6 Practical 3 1a 3e c

Explaining 3 C 8–EP Classwork 8 3e c

Explaining 4 C 8 Classwork 9 3e c

Explaining 5 S/C 7–8 Classwork 7 1b j, k

Plenary 1 M/S 6–7 Classwork 1, 2, 3 PLTS (Ct) 3a, 3e

Plenary 2 M/S 5–7 Classwork 7 1b

Plenary 3 M/S 6–7 Classwork 1, 2, 3, 4, 5, 6 Lit (WF) 3a, 3e

Plenary 4 M/S 4–7 Classwork all topics PLTS (Rl) 2a 3b

Plenary 5 M/S 4–7 Classwork all topics PLTS (Rl) 3a, 3e

Plenary 6 M/S/C 5–8 Classwork all topics PLTS (Rl) 3a, 3e

Plenary 7 M/S/C 4–8 Classwork all topics PLTS (Rl) 3a, 3e

Homework 1 M 6 Homework 1, 2, 3, 4 3a

Homework 2 S 7 Homework 5, 7, 10 Lit (EC) 1b, 3a 2a, 2b 3a, 3e h, k

Homework 3 C 8 Homework 7, 8, 10 Lit (EC) 1b, 3a 2a, 2b 3e h



Forensic psychology 9Dd

9Dd

One way of improving the practical is by having the pupils form a circle, so that no shout is needed.

The results can be recorded in a spreadsheet, which will give practice in doing calculations and graph drawing using a spreadsheet.

• Should: encourage pupils to look up the real values for human impulse speeds and to compare these with their own work. If possible they should fi nd out how the values were measured and use criteria to judge the strength of their evidence compared to the secondary source evidence.

Resources (per group)Stopwatch; tape measure; Worksheet 9Dd(4).

2: Practical: How sensitive are you?Remind pupils of the seven life processes and that sensing is one of them. Introduce the idea that the skin is a sense organ. Explain that the skin detects touch, heat, pressure and pain, and sends this information to the brain, via the spinal cord, along neurons.

• Must: using Worksheet 9Dd(5), pupils investigate which parts of the human skin are the most sensitive. The test involves fi nding out on which parts of the body two points can be felt (as opposed to one) when two pencil points (or the ends of a U-shaped piece of wire) are gently pushed on the skin. Since pupils sometimes cheat, it is prudent for only one point to be occasionally placed on the skin to ‘catch out’ those who say they can feel two points.

• Should: ask pupils to design their own ways of fi nding out which parts of the skin are the most sensitive. Many of their suggestions will be qualitative only. Discuss with pupils the strengths and weaknesses of the suggested plans, and decide on a single approach. Then ask pupils to carry out the investigation, record their results, draw conclusions and evaluate their methods and data. This could be turned into a levelled outcome exercise.

• Could: the investigation can easily be extended by pupils fi nding out how far the two points have to be separated before they can be felt as two distinct points in certain less-sensitive areas of the body.

Before starting the practical, establish some no go areas, such as around the eyes and mouth, chest, abdomen andupper legs.

Resources (per group)Two pencils taped together or a U-shaped piece of thick wire; Worksheet 9Dd(5).

3: Research workAsk pupils to use books and/or the internet to fi nd out about one of these topics:

• Must: research a list of the different roles that a psychologist might have.

• Should: fi nd out about a court case, distilling the facts down into simple categories (what the prosecution alleged, who the suspect was, who the victim was, the evidence used by the defence, the evidence used by the prosecution, what the jury thought); or fi nd out more about what an expert witness is; or fi nd out more about how a courtroom is run and the roles of the different people; or about the different types of sense (receptor) cells in our bodies.

• Could: fi nd out what a refl ex arc is and some of the behaviours caused by refl ex arcs; or how neurons are connected together using synapses.


4: Debate on the ability of juries to judge complicated trialsThere is an opportunity for a debate on page 54 of the Pupil’s Book. Refer to Skills Sheet 41 from Year 7 CHAP for ideas on how to run a debate.

5: Practical: Memory (AT) Discuss with pupils what memory is and ask them if they have any particular ways in which they like to remember things. You could display a group of 20 objects for the class to see and give them 90 seconds in which to try to remember them all. Then ask them to write lists of what they remember. Ask pupils how they have tried to remember things and establish the idea that a good way of remembering these sorts of things is to make up a silly story which involves all the items. So if you had an orange, a corkscrew and pack of playing cards amongst the items, the story might run: Mark was playing cards when he wanted an orange but he tried to open it with a corkscrew.

The second AT presentation link on page 53 opens Memory tests – which provides a series of memory tests for the pupils to try. The fi rst of these shows the class a group of objects and could be used instead of actual objects (as described above).

Worksheet 9Dd(6) gives a summary list of some ways of remembering things. Encourage pupils to try out some of the different ways when it comes to revising, and to fi nd the ways that work best for them.

• Could: ask pupils to match the different methods of remembering things outlined on the worksheet with the corresponding paragraphs on page 53 of the Pupil’s Book, which explains how they work.

Resources (for demonstration)Selection of 20 everyday objects.

6: Creative writingAsk pupils to develop a short story based on classical conditioning. It could be anything that they like but an idea might include training humans to do or believe certain things that they may not naturally do or believe. You could discuss pupils’ stories with them and mention that this idea has been used in some literature, most notably Aldus Huxley’s Brave New World in which children of lower ‘orders’ are described as having been conditioned to dislike books, fl owers and animals so that they can better concentrate on their jobs.

7: Writing copyAdvertisers use a subtle form of classical conditioning. They try to get us to associate certain products with certain feelings. Ask pupils to describe some of the adverts that they have seen recently and what associations the advertisers are trying to get us to make.

Then challenge pupils to pick a product and develop a billboard-type advertising poster for the product, thinking carefully about the associations that they are trying to get people to make.

8: PhobiasRemind pupils of the work on Pavlov’s dogs from the last topic. Ask pupils what a phobia is. Then ask them to work in small groups to come up with a list of phobias. They should then develop a way in which they think these sorts of phobias could be treated. After hearing the ideas from several groups, explain that some psychologists specialise in treating people’s phobias by desensitisation – showing the person what they are afraid of again and again, whilst giving them praise or rewards.




9Dd

Explaining tasks

1: Pupil’s Book pages 50–51 (AB/AT)These pages extend the work on innate and learned behaviours and consider these behaviours in humans. The Fact box on page 50 tells pupils that the longest neurons are over 1 m long. You could challenge pupils to fi nd out where these neurons are found (they run from the base of the spine down to the foot). The double page also looks at the role of psychologists and how their knowledge of behaviour can help the police and offenders. Worksheet 9Dd(1) is the Access Sheet.

• The fi rst AB document link on page 50 opens Neuron to label (see Starter 2).

• The second AT presentation link on page 50 opens Specialised cells – which revises the structure and function of some of the specialised cells that pupils have met so far in this course.

• The second AB document link on page 50 opens Organ systems – a simple activity in which pupils identify organs belonging to different organ systems.

• The AT video link on page 51 opens Forensic psychology – in which Emma Jelbert explains the role of forensic psychologists in police investigations.

2: Practical: Human refl exes (demonstration)It is easy to illustrate some of the simple innate behaviours (or refl exes) found in humans.

• If you dim the lights in the room, students should be able to observe eye pupils growing in diameter, and then shrinking again once the lights are turned back on.

• Ask a student to sit with his/her legs crossed so that one leg hangs freely. Gently tap under his/her kneecap with the side of your hand and you should see the knee-jerk refl ex action.

• Ask a student to kneel on a chair, with his/her ankles hanging down loosely. Gently tap the Achilles tendon at the back of the ankle and the foot should swing outwards. This is the ankle-jerk refl ex (or Achilles refl ex).

3: Pupil’s Book page 52 This page extends ideas about learning and introduces some distinct types of learning. Worksheet 9Dd(2) is the Access Sheet.

Further examples of imprinting can be found on YouTube. Type ‘Christian Moullec’ into the search fi eld and you’ll fi nd many clips of geese fl ying after a microlight.

4: Pupil’s Book page 53 (AT)This page extends ideas about learning to include how memories are made. The text includes mention of remembering things using silly rhymes or images. Remind pupils of the use of mnemonics for remembering lists of things in order. Worksheet 9Dd(3) is the Access Sheet.

• The second AT presentation link opens Memory tests (see Exploring 5)

5: Pupil’s Book page 54 (AT)This page fi nishes the unit by taking a brief look at what happens when a court case is heard. It also introduces the idea of criteria to judge good and bad evidence.

• The AT video link opens In court – in which Emma Jelbert describes the role played by forensic experts in a court room.

Plenaries

1: Thinking about forensic psychology (AT)Afl Use the following thinking skills questions as a plenary.

• PMI: we should learn all our behaviours. (Possible answers: P – we would not have the embarrassment of sneezing; M – babies would be less able to protect themselves from harm; I – at what ages do babies learn things by?)

• CAP: what things might a psychologist help with? (Possible answers: crime investigations; helping people to control behaviours; helping people with phobias; acting as expert witnesses.)

• OOO: sneeze, scream, writing. (Possible answers: writing is the only one you have to learn; sneezing is the only one you can never control; writing is the only one that can be done silently.)

• OOO: brain, spinal cord, heart, nerves. (Possible answers: heart is not part of the nervous system; heart is the only one that moves; brain is the only one that stores memories.)

The fourth AT presentation link on page 54 opens Thinking about forensic psychology – a PowerPoint presentation version of this task.

2: Quick CheckAfl The Quick Check sheet provides pupils with a specimen

answer and a marking scheme on using criteria to judge evidence. Pupils need to give the specimen answer a level and to rewrite the answer to achieve a higher level.

3: I can… cloze exercise AB/ATAfl The AB document link on page 51 opens a cloze exercise

covering the material on pages 50–51. There is also an AT presentation version with answers.

4: Quick Quiz revisitedRevisit the 9D Quick Quiz to test pupils’ knowledge of the content of this unit. If you have the ASP on CD-ROM, use Quick Quiz 2 which provides the same activity but with the answers arranged in a different order. Pupils could fi ll in their answers on the 9D Quick Quiz Answer Sheet. Encourage pupils to identify for themselves areas where their understanding is still weak and decide how they are going to remedy this.

5: End of Unit TestAfl Use the 9D End of Unit Test. A marking guide is given in the

ASP. Encourage pupils to identify areas that are still weak and to formulate plans to strengthen those areas.

6: Science and jury serviceAfl When people are called to do jury service they may not know

very much about science or some of the things that will be talked about in the court. Sometimes a court will give out leafl ets or display posters to explain certain things.

Ask pupils to design a leafl et or a poster to be displayed in a jury room to explain what forensic science is and some examples of its use. Pupils need not complete the whole leafl et or poster design; they could simply write lists of proposed content. The task can be assessed using the sheet of level descriptions in the ASP.

7: Level LadderAfl Pupils should tick the boxes on the Level Ladder to record

those statements that they feel they know. Alternatively they can use a traffi c light system or the CRI index (see Introduction) to record degrees of certainty. Ideally pupils should be certain of all statements at a level to be sure they are working at that level. Encourage pupils to plan how to do further work on the things about which they remain unsure.



Forensic psychology 9Dd

9Dd

Homework tasks

1: Worksheet 9Dd(7) poses simple questions about neurons and the nervous system.

2: Worksheet 9Dd(8) poses questions on the Milgram experiment.3: Worksheet 9Dd(9) is a comprehension-style sheet on the ethics

and validity of a behavioural conditioning experiment involving a small child.


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