Scheme of Work Science Stage 7.v1

Scheme of Work Science stage 7
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 7. Learning objectives for the stage have been grouped into topic areas or !nits". These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local re#uirements and resources dictate. The scheme for Science has assumed a term length of 1$ weeks% with three terms per stage and three units per term. &n overview of the se#uence% number and title of each unit for stage 7 can be seen in the table below. The scheme has been based on the minimum length of a school year to allow fle'ibility. (ou should be able to add in more teaching time as necessary% to suit the pace of your learners and to fit the work comfortably into your own term times. Scientific )n#uiry learning objectives are recurring% appearing in every unit. &ctivities and resources are suggested against the objectives to illustrate possible methods of delivery. There is no obligation to follow the published Cambridge Scheme of *ork in order to deliver Cambridge Secondary 1. +t has been created solely to provide an illustration of how delivery might be planned over the three stages. & step,by,step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary 1Teacher -uide available on the Cambridge Secondary 1 website. .lank templates are also available on the Cambridge Secondary 1 website for you to use if you wish.
Overview
Term 1 1& !nit 7.1 Living Things 1. !nit 7./ Solids% Li#uids and -ases 1C !nit 7.3 )nergy Transformations Term 2 /& !nit 7.0 1icroorganisms and 2isease /. !nit 7.5 The )arth and .eyond /C !nit 7.7 8utting Things into -roups Term 3 3& !nit 7.7 4abitats and )nvironment 3. !nit 7.6 &cids and .ases 3C !nit 7.9 :orces and their )ffects
;1 1($7
Science Stage 7

Unit 1A: 7.1 Livin Thin !
+n this unit% pupils build on their previous knowledge of living things and the senses to develop their knowledge of The characteristics common to all living things% and their importance to survival of the organism. That all living things are made of cells% the structure and typical cells% how cells are adapted to their function. 4ow cells are organised in tissues% organs and organ systems to efficiently carry out the functions of life.
Scientific )n#uiry work focuses on<

Carefully observing and describing living things. =ecording accurately in a variety of ways e.g. drawing% using tabular forms. Communicating their ideas supported by evidence. 1aking and presenting conclusions by bringing together evidence from different sources.
=ecommended ;ocabulary for this unit<

>rganism nutrition movement e'cretion growth reproduction sensitivity function vacuole chloroplast tissue organ organ system. microscope magnification cell nucleus call membrane cell wall
;1 1($7
Science Stage 7
"r#mework $ode! 7.c1
Le#rnin O%&ective +dentify the seven characteristics of living things and relate these to a wide range of organisms in the local and wider environment. .e able to talk about the importance of #uestions% evidence and e'planations. 1ake careful observations including measurements. 8resent results in the form of tables% bar charts and line graphs.
Activitie! Compare different animals% real ?if appropriate@ or pictures% e.g. bird% cat% fish and write down all the things they have in common. 8resent your findings to other groups. 2iscuss the ways nutrition is obtained by different animals. .reathing through a straw into lime, water to show carbon dio'ide is produced. 2iscuss the difference between breathing and respiration. 2iscuss the difference between growth and reproduction. 2iscuss why movement is essential for survival ?finding shelter% avoiding danger% finding food@. 2etecting different flavours using taste only and compare with ease of detection when also using nose.
'e!ource! 8hotos of animals eating% runningAswimming% and with their young.
$omment! !se small group discussion allowing each pupil to voice their ideas on observations% followed by whole class work to encourage confidence in e'pressing science ideas backed by evidence.
Time 9$ min
7)p1
7)o1 7)o/
2rinking straws% limewater% test,tubes or small beakers to hold limewater.
2ifferent flavoured crisps or fruits to taste blindfolds and nose clips ?or ask pupils to shut eyes and hold nose while tasting@. ;arious materials with different te'tures e.g. wool paper% metal.
2escribe te'ture of a variety of different materials.
;1 1($7
Science Stage 7
"r#mework $ode! 7.p1
Le#rnin O%&ective =ecognise the positions% and know the functions of the major organs of flowering plants% e.g. root% stem% leaf.
Activitie! +dentify the root% stem and leaf of different flowering plants. Consolidate understanding of characteristics of living things by relating plant structures and their functions to the characterstics e.g. leaf and feeding. 2raw an outline of a body. 2raw on it the positions of the named organs. Share results with whole class.
'e!ource! 8hotos A specimens of young and mature plants.
$omment!
Time 5$ min
7.h/
=ecognise the positions and know the functions of the major organ systems of the human body. !se information from secondary sources. +dentify the structures present in plant and animal cells as seen with a simple light microscope andAor a computer microscope. 1ake careful observations including measurements.
Large sheets of paper% pensAmarkers.
Can be used as a fun" competition with a priBe for the most accurate group.
0$ min
7)o3
7.c3
7)o1
>bserve prepared microscope slides of cells. 8repare and focus a good specimen without being misled by air bubbles or dust on the cover slip. >bserve and identify the nucleus% cytoplasm% ?and in plant cells% the cell vacuole and cell wall@. =ecord sketch diagrams of the cells. Compare observed cells with labelled diagrams for secondary sources and e'plain why the cell membrane is not visible in the prepared slides.
1icroscopes% prepared slides of animal cells. &ny available prepared slides could be used to practice focussing. >nion or other bulbs ?the thin skin from between the fleshy areas of an onion is ideal.@
Time spent on a demonstration will avoid frustration and possible damage to microscopes. !sing graph paper will help to illustrate the magnification. Cewsprint will show inversion. &ssess using table of differences between plant and animal cells.
9$ min
7.c0 7)o/
Compare the structure of plant and animal cells. 8resent results in the form of tables% bar charts and line graphs.
5$ min
;1 1($7
Science Stage 7
"r#mework $ode! 7.c5 7)c1
Le#rnin O%&ective =elate the structure of some common cells to their functions. 1ake conclusions from collected data% including those presented in a graph% chart or spreadsheet.
Activitie! *rite about how some named cell types you have investigated are adapted to their function e.g. plant leaf cells ?chloroplasts@% root hair cells% blood cells ?red and white@% nerve cells.
'e!ource! 1icroscopes% prepared slides% photos% micrographs% diagrams of specialised cells.
$omment!
Time 5$ min
7.c7
!nderstand that cells can be grouped together to form tissues% organs and organisms. 8resent conclusions using different methods.
2iscuss that cells of the same type group together to form tissues. 2ifferent types of tissues grouped together can make an organ and organs can group together to make an organ system. >rgan systems are necessary to form a comple' organism e.g. flowering plant or human. 2escribe the skeletal system and its functions. -roups prepare presentations on the functions of the skeleton to include principle of antagonistic muscles and joints. Students can also investigate the health problems caused to humans when bones and joints get damaged.
=elate this work on cells to the previous work on major organ systems.
5$min
7)c0
7.h1
)'plore the role of the skeleton and joints and the principle of antagonistic muscles.
6$min
;1 1($7
Science Stage 7

Unit 1(: 7.2 So)id!* Li+uid! #nd ,#!e!
+n this unit% pupils build on their previous knowledge of materials and their properties to develop their knowledge of how the particle theory of matter and how this can e'plain the properties of solids% li#uids and gases% including changes of state.

8lanning and carrying out investigations% considering the variables to control% change or observe. +dentifying appropriate evidence to collect and suitable methods of collection. Choosing appropriate apparatus and using it correctly. 1aking careful observations and measurements. 8resenting results appropriately. =ecognise results and observations that do not fit into a pattern. 1aking conclusions from collected data.

1elting boiling freeBing condensing evaporating
;1 1($7
Science Stage 7
"r#mework $ode! 7Cs1
Le#rnin O%&ective Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including changes of state. 8resent results in the form of tables% bar charts or line graphs. Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and #!e!% including changes of state.
Activitie! Students discuss samples of everyday solids% li#uids and gases% considering their shape and volume. They should tabulate their identifying properties. Consider tomato sauce ?li#uid or solidD@ and how it could be made more solid or more li#uid. Students can try to compress air in syringes or balloons. -ive e'planations in terms of trying to force things together. 2rawings of bo'es of particles in the gaseous state show particles well separated. 8our particles" of different siBe to model the movement of smaller particles. 1ake drawings of bo'es of particles in li#uids to show the particles as close together but not in regular arrangement. -lue particles ?e.g. polystyrene balls@ together in regular shapes and show that they cannot be poured% have flat faces% are hard and dense. 2rawings of bo'es of particles in a solid show the particles as close together and in a regular arrangement.
'e!ource! Card% ice% cake% lemonade% boiling water% oil% fat% stick% soap% detergent% perfumed candle% jelly% sand% blown up balloons etc.
$omment! & recap of previous knowledge of properties of solids% li#uids and gases.
Time 3$ min
7)o/
7Cs1
Small sealed plastic syringes without needles should be used. +ntroduce the idea of particles too small to see.
0$mins
7Cs1
Show in outline how the particle theory of matter can be used to e'plain the properties of solids% )i+uid! and gases% including changes of state.
8eas% rice grains% dry sand.
=emind students that sand is also hard if you drop onto it and the solids can be seen under the microscope.
3$ mins
7Cs1
Show in outline how the particle theory of matter can be used to e'plain the properties of !o)id!* li#uids and gases% including changes of state.
8olystyrene balls% glue.
8articles still have movement% i.e. vibration about their mean position.
0$ mins
;1 1($7
Science Stage 7
Le#rnin O%&ective Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including ch#n e! of !t#te. >utline plans to carry out investigations% considering the variables to control% change or observe ?as whole class@. Choose appropriate apparatus and use it correctly. 1ake careful observations. =ecognise results and observations that do not fit into a pattern. Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including ch#n e! of !t#te. Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including ch#n e! of !t#te.
Activitie! >bserve changes of state such as< 1elting ice% butter% sulphur% wa'
'e!ource! .utter% flowers of sulphur% ice% wa'% alcohol ?optional@. 4eating apparatus ?e.g. bunsen burner@ solid iodine.
$omment! Safety glasses must be worn. Sulfur must be heated very gently in small #uantities. +t should be done in a well ventilated space ?ideally in a fume hood@ due to the chance of it burning to form sulphur dio'ide. Sublimation of iodine must be demonstrated using a fume hood. The water cycle could be included here.
Time 1 hour
7)p0
7)p7 7)o1 7)c/ 7Cs1
:reeBing water% sulfur% wa'% saturated copper sulfate solution. .oiling water ?kettle@% alcohol in hot water% salt solution. Condensing water% alcohol. Show ice in a test tube and try account for the condensation on the outside of the tube. Sublimation of iodine.
Students model the changes of motion and arrangement of particles during boiling% evaporation% condensation% freeBing and melting. Students model the changes of motion and arrangement of particles during boiling% evaporation% condensation% freeBing and melting.
Students could take the part of the particles and act out their movement in different states. Students could take the part of the particles and act out their movement in different states.
/$ min
7Cs1
/$ min
;1 1($7
Science Stage 7
Le#rnin O%&ective Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including ch#n e! of !t#te. Choose appropriate apparatus and use it correctly. 1ake careful observations including measurements. 8resent results in the form of tables% bar charts or line graphs. Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including changes of state. >utline plans to carry out investigations% considering the variables to control% change or observe. +dentify appropriate evidence to collect and suitable methods of collection. Choose appropriate apparatus and use it correctly. 1ake careful observations including measurements.
Activitie! 1easure the temperature during the heating or cooling of a substance. The temperature of a low melting solid% warmed and then allowed to cool% is taken at intervals to note its change with time. 8lot temperatures against time.
'e!ource! Thermometers% heating apparatus ?e.g. .unsen@% heatproof test,tubes. Stearic acid can be used.
$omment! Safety goggles should be worn. The constant temperature is the melting point.
Time 1 hour
7)p7 7)o1 7)o/ 7Cs1
7)p0
8lan and then carry out an investigation to see how the temperature of ice changes as it is heated to its boiling point. This time there should be two constant temperatures one when it is melting and when it is boiling. 8lot temperatures against time.
+ce% beakers% thermometers% heating apparatus ?e.g. .unsen@.
Safety goggles should be worn. This time there should be two constant temperatures one when it is melting and when it is boiling.
9$ min
7)p7
7)p7 7)o1
;1 1($7
Science Stage 7
"r#mework $ode! 7)o/ 7Cs1
Le#rnin O%&ective 8resent results in the form of tables% bar charts or line graphs. Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including changes of state. 1ake conclusions from collected data% including those presented in a graph% chart or spreadsheet. =ecognise results and observations that do not fit into a pattern% including those presented on a graph% chart or spreadsheet. Show in outline how the particle theory of matter can be used to e'plain the properties of solids% li#uids and gases% including changes of state. 1ake predictions and review them against evidence. >utline plans to carry out investigations% considering the variables to control% change or observe. Consider e'planations for predictions using scientific knowledge and understanding and communicate these.
Activitie!
'e!ource!
$omment!
Time
7)c1
&nalyse and evaluate heating or cooling curves. Students can plot graphs% draw conclusions about the melting and boiling points of substances. Students can decide if any of the results do not fit a pattern.
4eating or cooling curve data both in table and graph form.
Some data needs to be presented that is not ideal having results that do not fit the pattern
5$ min
7)c/
7Cs1
+nvestigate processes which can speed up evaporation but note that it does not take place at constant temperature. They can account for the residue and link with salt e'traction.
& dish of sea water left for a period of time on a top pan balance.
Students can account for the residue and link with salt e'traction.
1 hour
7)p/ 7)p0
7)c3
;1 1($7
Science Stage 7
1$

Unit 1$: 7.3 -ner . Tr#n!form#tion!
+n this unit% pupils build on their previous knowledge of energy as something that makes things happen to develop their knowledge of 2ifferent types of energy. )nergy as something that cannot be created or destroyed. )nergy transfers.
+t provides the opportunity for pupils to develop their thinking skills in suggesting e'planations for their observations. This unit provides a good opportunity to investigate the appliance of scientific knowledge and how this has affects our daily life.

1aking predictions and reviewing them against evidence. 1aking careful observations and measurements. =ecognise results and observations that do not fit into a pattern. 1aking conclusions from collected data.

Transformation conservation% kinetic ?moving@ energy% potential?stored@ energy
;1 1($7
Science Stage 7
11
"r#mework $ode! 78e/
Le#rnin O%&ective =ecognise different energy types and energy transfers.
Activitie! Students can brainstorm their own ideas about what is meant by energy". )'amples to illustrate their definition need to be given in their e'planation.
'e!ource!
$omment! & guided discussion suggests that it is something needed to bring about changes such as heating water% running upstairs% switching on the light etc. +t has to be paid for".
Time 5$min
78e/ 7)o1 7)o/
=ecognise different energy types and energy transfers. 1ake careful observations. 8resent results in the form of tables% bar charts or line graphs. =ecognise different energy types and energy transfers. !se secondary sources.
8upils inspect or try a range of simple activities such as clockwork toys% lamps% releasing a blown up balloon% burning a match% looking at a photographic negative% rattling a tin% etc. Enowing the names science uses for the different types of energy< heat ?thermal@ light sound electrical chemical kinetic ?movement@ potential ?stored@
Clockwork toys Lamps .alloons 1atches ?teacher demo if appropriate@ 8hotographic negative Tin containing some dried beans.
8upils should suggest how energy is being input and what outcome is being achieved.
1 hour
78e/ 7)o3
Teacher directed with the opportunity for research using +CT.
/$min
;1 1($7
Science Stage 7
1/
"r#mework $ode! 78e1
Le#rnin O%&ective !nderstand that energy cannot be created or destroyed and that energy is always conserved. 1ake careful observations. 1ake conclusions from collected data. !nderstand that energy cannot be created or destroyed and that energy is always conserved. =ecognise different energy types and energy transfers.
Activitie! Compare the transfer of energy from several different e'amples such as a burner% an electric light% lifting weights for 5 minutes% to find that energy is wasted in the form of heat and dispersed in the atmosphere.
'e!ource! .unsen burner )lectric light *eights of no more than /$C ?e.g. bags containing sand@.
$omment!
Time 1 hour
7)o1 7)c1 78e1
78e/
2iscussion on what energy is used for in the modern world and what alternatives for each use ?if any@ were available say% 1$$ years ago. +llustrate ideas with e'amples. e.g. electric light compared with oil lamps% cars compared with carts etc. The alternatives available in 1$$ years time might also be considered. +nterpret and draw energy transfer diagrams. Lots of e'amples can be provided here so that as many different types of energy and transfer are covered as possible. )'amples includeF catapult% .unsen burner% clockwork toys% electric motors lifting small weights% blowing up and releasing balloons% dynamos% the use of batteries heating or lighting circuits% light sensitive paper% musical instruments. Students can list some home appliances and say what energy transfers take place. Teacher demonstration of< Catapult% .unsen burner% clockwork toy% electric motors lifting small weights% balloons% dynamos% the use of batteries in heating or lighting circuits% light sensitive paper% musical instruments.
)mphasise that useful work is done when the energy obtained from a source is transferred to a different type of energy.
1 hour
78e1
!nderstand that energy cannot be created or destroyed and that energy is always conserved. =ecognise different energy types and energy transfers.
1 hour 3$ min
78e/
;1 1($7
Science Stage 7
13
"r#mework $ode! 78e1
Le#rnin O%&ective !nderstand that energy cannot be created or destroyed and that energy is always conserved. =ecognise different energy types and energy transfers =ecognise different energy types and energy transfers
Activitie! Study some Sankey diagrams and suggest what energy is wasted i.e. passed to the surroundings by various processes.
'e!ource!
$omment! Sankey diagrams represent #uantities of energy by the width of an arrow.
Time 0$min
78e/ 78e/
8rovide pupils with the outline of the processes in a power station to complete the stages and transfers by cutting and pasting. & Sankey diagram showing the wasted energy and so the rather low efficiency of the process should be shown
8aste% paper% cut,out diagrams of the stages in a power station. Cut,out list of energy types.
0$min
78e1
!nderstand that energy cannot be created or destroyed and that energy is always conserved. 1ake predictions and review them against evidence. 1ake predictions referring to previous scientific knowledge and understanding.
7)p/ 7)p5
Swinging a pendulum starting at the teachers nose gives the opportunity to see that the bob does not lose a noticeable amount of energy but simply transfers it from moving" to stored" and back again. Sankey diagrams also help in the e'planation that energy is not used up but simply transferred to something else.
8endulum bob% string% means of suspending string and bob.
Teacher demo only. 2o not use pupil as volunteer in case they move head.
5$ min
;1 1($7
Science Stage 7
10

Unit 2A: 7./ 0icroor #ni!m! #nd 1i!e#!e
+n this unit% pupils build on their previous knowledge of health% the characteristics of living things and cells to develop their knowledge of 4ow some microorganisms can be useful to humans but others are harmful. The use of microorganisms in food production. 4ow microorganisms breakdown can cause decay. The work of Louis 8asteur and other scientists studying the human body.

!sing information from secondary sources. Choosing appropriate apparatus and using it correctly 1aking careful observations including measurements Carrying out an investigation 2iscussing the importance of #uestions% evidence and e'planations.

1icroscope microscopic fungi bacteria virus pasteurisation Cote< This unit may be delivered in less time than units /. and /C. This is to ensure e#ual time is allocated to biology% chemistry and physics learning objectives in term /.
;1 1($7
Science Stage 7
15
"r#mework $ode! 7.c1
Le#rnin O%&ective +dentify the seven characteristics of living things and relate these to a wide range of organisms in the local and wider environment. !se information from secondary sources. +dentify the structures present in plant and animal cells as seen with a simple light microscope andAor a computer microscope. Choose appropriate apparatus and use it correctly. 1ake careful observations including measurements. Enow about the role of micro, organisms in the breakdown of organic matter% food 2roduction and disease% including the work of Louis 8asteur. Suggest ideas that may be tested. >utline plans to carry out investigations% considering the variables to control% change or observe. +dentify appropriate evidence to collect and suitable methods of collection.
Activitie! !se secondary sources to investigate the terms bacteria% fungi% virus. List the characteristics of life shown by each type of microorganism.
'e!ource! Te't books% +nternet.
$omment! Link to Stage 7 !nit 1&.
Time 0$min
7)o3 7.c3
>bserve and draw prepared slides of fungi as seen under the microscope. >bserve photomicrographs of bacteria and viruses. +nclude magnification.
1icrographs of bacteria and viruses 1icroscopes 8repared slides of fungi such as bread mould.
7)p7 7)o1 7.c/
Link to Stage 7 !nit 1& health and safety , !se pre,prepared slides. 2o not allow pupils to prepare their own slides.
7$min
8lan and carry out an investigation about the activity of yeast under different conditions. =elate this to the use of yeast in bread making.
(east ?dried or fresh@% glucose Asugar% flour Thermometers% water baths.
Could investigate amount of glucose% temperature etc.
6$min
7)p3 7)p0
7)p7
;1 1($7
Science Stage 7
17
"r#mework $ode! 7)c1
Le#rnin O%&ective 1ake conclusions from collected data% including those presented in a graph% chart or spreadsheet. Enow about the role of micro, organisms in the breakdown of organic matter% food 2roduction #nd di!e#!e% including the work of Louis 8asteur.
Activitie!
'e!ource!
$omment!
Time
7.c/
2emonstrate how to grow bacteria on a nutrient agar plate. 2iscuss the risks involved in growing bacteria and how they can be controlled. )'plain how micro,organisms are used in yogurt and cheese manufacture.
Teacher 2emo. 8etri dish containing nutrient agar% preparation of non, pathogenic bacteria% inoculating loop% incubator% disinfectant% .unsen burner.
1icrobes should not be grown without reference to safety regulations. !se aseptic techni#ue. Seal petri dish after inoculation. +ncubate at /6oC.
5$min
7.c/
Enow about the role of micro, organisms in the %re#kdown of or #nic m#tter% food production and disease% including the work of Louis 8asteur. !se +nformation from secondary sources. Enow about the role of micro, organisms in the breakdown of organic matter% food production #nd di!e#!e% including the work of Louis 8asteur. 8resent results in the form of tables% bar charts and line graphs. !se +nformation from secondary sources.
=esearch the role of bacteria and fungi as decomposers and present findings to whole class.
Secondary sources
0$min
7)o3 7.c/
:or a range of infectious diseases caused by microorganisms% discuss< what type of organism is the causal agent% how the disease is transmitted% preventative measures.
Secondary sources
0$min
7)o/ 7)o3
;1 1($7
Science Stage 7
17
"r#mework $ode! 7.c/
Le#rnin O%&ective Enow about the role of micro, organisms in the breakdown of organic matter% food production and disease% including the work of Louis 8asteur. Enow about the role of micro, organisms in the breakdown of organic matter% food production #nd di!e#!e% including the work of Louis 8asteur. =esearch the work of scientists studying the human body. .e able to talk about the importance of #uestions% evidence and e'planations.
Activitie! +nvestigate the work of Louis 8asteur and pasteurisation% including the scientific method used by Louis 8asteur. =esearch the work of scientists in the fight against disease. 8resent findings to the whole class
'e!ource! Secondary sources
$omment!
Time 3$min
7.c/
Secondary sources
Suitable as individual homework or group work.
7$min
7.h3 7)p1
;1 1($7
Science Stage 7
16

Unit 2(: 7.3 The -#rth #nd (e.ond
+n this unit% pupils build on their previous knowledge of the )arth and Space and develop their ideas on The different type of rocks and soils. Simple models of the internal structure of the )arth. :ossils and the fossil record as a guide to estimating the age of the )arth. 4ow the movement of the )arth causes the apparent daily and annual movement of the Sun and the stars. The relative positions and movement of the planets and the Sun in the solar system. The impact of the ideas and discoveries of Copernicus% -alileo and more recent scientists. The Sun and other stars as sources of light% and that planets and other bodies are seen by reflected light.

The importance of #uestions% evidence and e'planations 8lanning and carrying out investigations !sing information from secondary sources 1aking predictions and review them against evidence 1aking conclusions from collected data% including those presented in a graph% chart or spreadsheet Considering e'planations using scientific knowledge and understanding and communicate these

:ossil core mantle crust sedimentary igneous% metamorphic orbit planet star moon solar system eclipse
"r#mework $ode! 7Ce1 7)p0
Le#rnin O%&ective >bserve and classify different types of rocks and soils. >utline plans to carry out investigations% considering the variables to control% change or observe. 1ake careful observations including measurements. >bserve and classify different types of rock! and soils. !se +nformation from secondary sources.
Activitie! >bserve different samples of rocks and asked to sort them into groups. +nvestigate one property of the rock samples in more detail e.g. porosity% hardness% susceptibility to weathering. 8upils plan the e'periment and present their findings to the rest of the class. !se secondary sources to give the properties of igneous% sedimentary and metamorphic rock and how each different type of rock is formed. =elate properties of each type of rock to its formation. +nvestigate the different soil types by shaking in water and letting mi'ture settle. Students investigate different soil types by finding out how much water and humus they contain.
'e!ource! Several different samples of rocks e.g. granite% sandstone% lava% chalk% limestone% marble% etc.
$omment!
Time 0$min
7)o1 7Ce1 7)o3
0$min
7Ce1 7)p0
>bserve and classify different types of rocks and !oi)!. >utline plans to carry out investigations% considering the variables to control% change or observe. Choose appropriate apparatus and use it correctly. 1ake careful observations including measurements. 8resent conclusions using different methods.
Soil samples% measuring cylinders% crucibles% bunsen burners% balance to weigh soil before and after heating and roasting.
*ear goggles. .e aware of dangers of handling hot crucibles.
7$ min
7)p7 7)o1 7)c0
"r#mework $ode! 7Ce/ 7)o3
Le#rnin O%&ective =esearch simple models of the internal structure of the )arth. !se information from secondary sources.
Activitie! !se secondary sources to investigate the structure of the )arth. 2iscuss the difficulty of studying the internal structure of the )arth. Students observe fossils or photographs of fossils. 2iscuss how fossils are formed. 1ake a fossil using plaster of 8aris. )'plain why fossils are found in sedimentary rocks and not in igneous rocks. +nvestigate using secondary sources how the fossil record can be used to estimate the age of the )arth. Students discuss the limitation of this method. 2oes the age of the oldest fossil tell you the age of the )arth. 8upils investigate the way scientists have estimated the age of the )arth e.g. using radioactivity. 2iscuss what is meant by a day% a month and a year in terms of the movement of objects in the solar system. 2iscuss why a day and a year on other planet is different to that on )arth
'e!ource!
$omment!
Time 3$min
7Ce3 7Ce0
)'aminer fossils and research the fossil record. 2iscuss the fossil record as a guide to estimating the age of the )arth. Learn about most recent estimates of the age of the )arth. !se information from secondary sources.
8laster of 8aris% moulds% objects such as leaves to form impression in plaster mould.
+dea that there were only fossils formed when life e'ists and that the conditions of the early )arth precluded life.
5$ min
7Ce5
7)o3
78b1
2escribe how the movement of the )arth causes the apparent daily and annual movement of the Sun and the stars. .e able to talk about the importance of #uestions% evidence and e'planations.
8osters of solar system.
0$min
7)p1
"r#mework $ode! 78b1
Le#rnin O%&ective 2escribe how the movement of the )arth causes the apparent daily and annual movement of the Sun and the stars. 2escribe the relative position and movement of the planets and the Sun in the solar system. Consider e'planations for predictions using scientific knowledge and understanding and communicate these. 2escribe the relative position and movement of the planets and the Sun in the solar system 2escribe the relative position and movement of the planets and the Sun in the solar system. !se +nformation from secondary sources. 1ake conclusions from collected data% including those presented in a graph% chart or spreadsheet.
Activitie! *atch time,delay images to show the apparent movement of the Sun and the stars. Students to make e'planations for these movements and to check them against secondary sources.
'e!ource! Time delay images www.nasa.govA
$omment!
Time 5$min
78b/
7)c3
78b/
&ppreciate that the )arth"s a'is is tilted and e'plain how this causes seasons to occur. Came the planets of the solar system and to place them in order. &ppreciate that the planets orbit the Sun. !se secondary data to find out about how and when the planets were discovered. !se secondary data to find out why 8luto is no longer considered a planet.
:ootball and tennis ball to demo movement of )arth round the Sun. Secondary sources
3$min
78b/
6$min
7)o3 7)c1
Le#rnin O%&ective 2escribe the relative position and movement of the planets and the Sun in the solar system. 1ake predictions and review them against evidence. 1ake predictions referring to previous scientific knowledge and understanding. =ecognise results and observations that do not fit into a pattern% including those presented in a graph% chart or spreadsheet. Consider e'planations for predictions using scientific knowledge and understanding and communicate these. 2iscuss the impact of the ideas and discoveries of Copernicus% -alileo and more recent scientists. !se information from secondary sources. .e able to talk about the importance of #uestions% evidence and e'planations.
Activitie! -iven data about all or some of the planets including distance from the Sun% day length% year length% average surface temperature% mass% atmosphere identify patterns and offer e'planations for the patterns. +f some pieces of information are missing make predictions.
'e!ource! 2ata sheets
$omment!
Time 7$min
7)p/ 7)p5
7)c/
7)c3
78b3
!se secondary data to investigate the ideas of Copernicus and -alileo. 2iscuss the difficulties of a scientist in getting an idea accepted.
Secondary sources
5$min
7)o3 7)p1
Le#rnin O%&ective !nderstand that the Sun and other stars are sources of light and that planets and other bodies are seen by reflected light. 1ake predictions and review them against evidence.
Activitie! -roup the following objects according to whether they are light sources or not G stars% planets% moons% the Sun. 2iscuss how it is possible to see the planets and the 1oon even though they are not light sources. +llustrate answers with labelled diagrams. 2iscuss why we only see stars at night.
'e!ource!
$omment!
Time 7$min
7)p/
78b0
!nderstand that the Sun and other stars are sources of light and that planets and other bodies are seen by reflected light. !se +nformation from secondary sources.
Consider images of lunar and solar eclipses. 2iscuss what is happening during these eclipses. Check suggested e'planations of eclipses using secondary data.
:ootball% tennis ball% torch.
7)o3
!sing a football to represent the )arth% a tennis ball to represent the moon and a torch light to represent the Sun% it is possible to demonstrate an eclipse.
7$min

Unit 2$: 7.4 5uttin Thin ! into ,rou2!
+n this unit% pupils build on their previous knowledge of grouping together materials and living things with similar properties and characteristics to develop their knowledge of 1etals and non,metals. )veryday materials and their physical properties. Classify animals and plants into major groups% using some locally occurring e'amples. !nderstand what is meant by a species. +nvestigate variation within a species.

Considering the variables to control% change or observe. 1aking predictions referring to previous scientific knowledge and understanding and reviewing them against evidence. !sing information from secondary sources. Choosing appropriate apparatus and using it correctly. 1aking careful observations including measurements. 8resenting results in the form of tables% bar charts and line graphs. 1aking conclusions from collected data.

8roperty absorbent transparent opa#ue brittle high A low density malleable fle'ible ductile sonorous% melting point boiling point hardness strength species vertebrates invertebrates microbes fungi bacteria arthropods.
"r#mework $ode! 7Cp/
Le#rnin O%&ective 2escribe everyday materials and their physical properties.
Activitie! Compare a few household items% pans% doors% shoes% string etc and suggest reasons for the choice of materials. Consider the results of interchanging the materials% wooden shoes% plastic pans etc.
'e!ource! 4ousehold items e.g. pans% doors% shoes% string etc.
$omment! &chieve a common understanding of the words used to describe properties e.g. transparent% opa#ue brittle% malleable etc.
Time 3$min
7Cp/ 7)p/
2escribe everyday materials and their physical properties. 1ake predictions and review them against evidence.
2istinguish between absorbent and waterproof materials by studying the different materials which make up buildings. &bsorption can be investigated by finding the mass of water absorbed by a tissue or mopping cloth. & soaked brick can be put in the freeBer to show the damage resulting. Students should make predictions so they can review these against the evidence they obtain
.rick% freeBer% mopping cloth.
3$min
7Cp/ 7)p5
2escribe everyday materials and their physical properties. 1ake predictions referring to previous scientific knowledge and understanding.
=ecognise brittle% fle'ible and malleable materials by using easily obtained materials% e.g. brittle G dried pasta% Hs#uashabilityI G synthetic foam% malleability G dough A plasticene.
;arious materials e.g. dried pasta% synthetic foam% placticene% rubber band etc.
Safety goggles must be worn if forces are applied to brittle materials.
3$min
"r#mework $ode! 7Cp/
Le#rnin O%&ective 2escribe everyday materials and their physical properties. Choose appropriate apparatus and use it correctly. 2escribe everyday materials and their physical properties. 2istinguish between metals and non,metals.
Activitie! =ecognise transparent and opa#ue materials by investigating the properties of glass including transparency% melting and solidifying% forming into narrow tubes etc Cylon granules can be heated gently and drawn into threads. 2istinguish between good and bad conductors of heat. 4eat one end of rods of different materials. They should be wa',coated with light weight pins or rice grains set in the wa'% which drop off as the heat is conducted along. +nclude one or two non,metals such as wood or slate to show that no conduction can be detected and one or two different metals to show that metals differ in their heat conduction. 2istinguish between good and bad conductors of electricity by setting up a simple circuit with a gap for inserting different materials. This will #uickly show that only metals and graphite conduct appreciably at room temperature.
'e!ource!
$omment! Safety glasses must be worn for heating.
Time 3$min
7)p7
7Cp/ 7Cp1
Safety glasses must be worn for heating.
5$min
7Cp1 7)o/
2istinguish between metals and non,metals. 8resent results in the form of tables% bar charts and line graphs. 1ake conclusions from collected data% including those presented in a graph% chart or spreadsheet.
Simple electric circuits with battery and bulb% variety of materials% metals and non, metals.
0$min
7)c1
"r#mework $ode! 7Cp1 7)o3 7)c1
Le#rnin O%&ective 2istinguish between metals and non,metals. !se +nformation from secondary sources. 1ake conclusions from collected data Classify animals and plants into major groups% using some locally occurring e'amples. Classify animals and plants into major groups% using some locally occurring e'amples. 1ake careful observations including measurements.
Activitie! Consider the properties of metals and non,metals studied so far !se secondary sources to find out more properties of metals and non, metals. Classify unfamiliar materials as metal or non,metal giving evidence to support each decision. Classify living things plants ?food producers@% animals ?food consumers@ and other living things including microbes. *orking on a poster of% e.g. /$% varied animals% ideally locally occurring% put them into groups in a number of different ways. )valuate the groupings and decide which way is the most useful% for instance% where they live% what type of food they eat% number of legs% etc. Separate into vertebrates and invertebrates and discuss why animals are sorted in this way.
'e!ource! Secondary sources
$omment!
Time 5$ min
7.v3
Link to !nit 1& and /&.
/$min
7.v3
7)o1
8osterAphotosAliving specimens of about /$ various animals e.g. earthworm% snail% different types of fish etc.
Show that overlapping criteria ?diet@% or characteristics showing continuous variation ?height@% do not produce such well,defined groups as items which can be counted.
5$min
"r#mework $ode! 7.v3
Le#rnin O%&ective Classify animals and plants into major groups% using some locally occurring e'amples. !se information from secondary sources.
Activitie! +nvestigate the different classes of vertebrates using secondary sources. )ach group of pupils could find out about one class and then present the information. 8ool the information to complete a table of characteristics to distinguish the five classes. 2iscuss their information and decide if it is good enough to distinguish between animals which look similar but are in different groups e.g. fishAsharkAwhaleAdolphin. 2escribe what is meant by a species. 2iscuss reasons a species has or could become e'tinct.
'e!ource!
$omment! +f necessary provide a framework for guidance.
Time 5$min
7)o3
7.v1
!nderstand what is meant by a species.
*here a species cannot respond to a change in the environment it dies out because breeding between species is not possible.
15min
7.v/ 7)c0
+nvestigate variation within a species. 8resent conclusions using different methods.
8upils can study a single species of bean% flower% moth etc and discover variation between members. They might suggest advantages A disadvantages of these. They can measure variation in humans by measuring a #uantity such as hand span% tongue rolling% height. 8upils decide the best way to present data.

Unit 3A: 7.7 5uttin Thin ! into ,rou2!
+n this unit% pupils build on their previous knowledge of sorting living things into groups and the characteristics of living things to develop their knowledge of *here organisms live. 4ow organisms interact with each other and the environment. The influences humans have on the natural environment.

1aking conclusions from collected data. Carefully observing and describing living things. =ecording accurately in a variety of ways e.g. drawing% using tabular forms. Communicating their ideas supported by evidence. 1aking and presenting conclusions by bringing together evidence from different sources.

4abitat adaptation predator prey producer consumer herbivore omnivore carnivore ecosystem oBone depletion greenhouse effect renewable non, renewable.
"r#mework $ode! 7.e1
Le#rnin O%&ective 2escribe how organisms are adapted to their habitat% drawing on locally occurring e'amples. Secondary sources can be used. +dentify appropriate evidence to collect and suitable methods of collection. 1ake careful observations including measurements. 8resent results in the form of tables% bar charts and line graphs. !se +nformation from secondary sources.
Activitie! )'plain what is meant by a habitat. -roups study and describeAdraw a local small habitat such as a hedge% a tree% a pond etc. They try to identify as many living things there as possible and group them into green plants or fungi% herbivores% omnivores% carnivores. Through discussion each group decides the best way to collect and present their results.
'e!ource! 1ake pictures available for identifying organisms. Juadrats% pooters% pit,fall traps% trowel% magnifying lens.
$omment! & comparison of town and country habitats e.g. for mice% could e'tend this investigation.
Time 7$min
7)p7
7)o1 7)o/ 7)o3
7.e/ 7)o3 7)o/
2raw and model simple food chains. !se +nformation from secondary sources. 8resent results in the form of tables% bar charts and line graphs
2raw and interpret simple food chains. 2raw% or cut out supplied% shapes of plants and animal which can form three item food chains and hang them up so that the producer is the lowest item. +ntroduce the terms< producer% primary consumer% secondary consumer% an omnivore% herbivore% carnivore. 2raw some food chains from the habitat they have studied in the previous lesson.
Lots of pictures are available on web sites.
)mphasise that food is used for growth and energy so the direction of the passage of energy goes from producer to primary consumer to secondary consumer.
5$min
Le#rnin O%&ective 2iscuss positive and negative influence of humans on the environment% e.g. the effect on food chains% pollution and oBone depletion. 2escribe how organisms are adapted to their habitat% drawing on locally occurring e'amples. Secondary sources can be used. Suggest ideas that may be tested. >utline plans to carry out investigations% considering the variables to control% change or observe. 1ake careful observations including measurements. 8resent results in the form of tables% bar charts and line graphs. !se +nformation from secondary sources.
Activitie! 2escribe the effect of human activity on a food chain. 2iscuss several different scenarios involving human activity and food chains to predict the effect on the organisms within the food chain. +nvestigate by fieldwork how organisms are adapted within a local habitat. Students should investigate using secondary sources adaptations of plants and animals in more e'treme habitats such as desert% mountain% arctic% underwater.
'e!ource!
$omment!
Time 3$min
7.e1
Juadrats% pooters% pit,fall traps% trowel% magnifying lens
7)p3 7)p0
8hysical differences% for plantsF roots% leaves% for animalsF skin% limbs% sense organs etc. 8upils will meet only a small variety but should be able to suggest how a given adaptation helps an organism to survive.
1$$ min
7)o1 7)o/
7)o3
Le#rnin O%&ective 2escribe how organisms are adapted to their habitat% drawing on locally occurring e'amples. Secondary sources can be used. !se information from secondary sources. 8resent conclusions using different methods. 2escribe how organisms are adapted to their habitat% drawing on locally occurring e'amples. Secondary sources can be used. !se information from secondary sources. 8resent conclusions using different methods. 2iscuss positive and negative influence of humans on the environment% e.g. the effect on food chains% pollution and oBone depletion. 8resent conclusions using different methods.
Activitie! )'plain how some organisms are adapted for day and night. +n groups% consider which animals are active in daytime and which in night,time and study their adaptations. The adaptations are based on survivalF food% water% shelter% protection from predation. Compare photographsApictures of animals and plants at different seasons and discuss how they survive e.g. hotArainy season% summerAwinter season and why particular measures have to be taken in e'treme temperatures.
'e!ource!
$omment! )'amples will be depend on regions but should include a variety from the animal kingdom% frogs% liBards% owls% bats. &lso include some plants% flowers opening in the day time.
Time 0$min
7)o3 7)c0 7.e1
7)o3 7)c0 7.e3
8hotographsApictures of animals and plants at different seasons. )'amples may include hibernation% migration% coat colour change in animals. 2eciduous trees% flowering times etc in plants.
0$min
The needs of an increasing human population. +n groups% discuss the needs of an increasing population and display e.g. as a topic web. Compare two differing populations such as people in desert areas and those in major cities. 8resent ideas to the whole class.
The list may include fresh air% living space% water% food% mineral resources.
3$min
7)c0
Le#rnin O%&ective 2iscuss positive and negative influence of humans on the environment% e.g. the effect on food chains% pollution and oBone depletion. .e able to talk about the importance of #uestions% evidence and e'planations. !se information from secondary sources. 8resent conclusions using different methods.
Activitie! !nderstand the problems of obtaining clean air. Schools in cities can test for air born particles by leaving a white tissue on the outside of a building for a few days and comparing with a clean one. & wa'y or oily fuel can be burned and the fumes collected on cotton wool or similar. !se secondary sources to investigate the cause and effects of oBone depletion. 8roduce a poster or 8ower8oint to e'plain why the use of C:Cs should be banned
'e!ource! *a'y Aoily fuel Acandle Cotton wool Awhite paper. This should be a demonstration as the fumes can be unpleasant. Safety precautions should be taken as appropriate and a fume hood used if necessary.
$omment! 8ollutants include carbon dio'ide ?global warming@% o'ides of nitrogen and sulphur dio'ide ?acid rain@% smoke ?smog@.
Time 7$min
7)p1
7)o3 7)c0
7.e0
2iscuss a range of energy sources and distinguish between renewable and non,renewable resources. Secondary sources can be used. .e able to talk about the importance of #uestions% evidence and e'planations. !se +nformation from secondary sources
2istinguish between a non, renewable and a renewable energy resource. 8roduce a list of a list of non,renewable and a list of renewable resources. )valuate the advantages of having renewable energy resources. =esearch the mining of a named fossil fuel and report findings to whole class% giving both advantages and disadvantages.
7$min
7)p1
7)o3

Unit 3(: 7.6 Acid! #nd (#!e!
+n this unit% pupils build on their previous knowledge of acids to develop their knowledge of 4ow to tell if a solution is an acid or an alkali. !sing a p4 scale. Ceutralisation and some of its applications.

Suggesting ideas that may be tested. >utlining plans to carry out investigations% considering the variables to control% change or observe. +dentifying appropriate evidence to collect and suitable methods of collection. Choosing appropriate apparatus and use it correctly. 1aking conclusions from collected data.

&cid acidic alkali alkaline base neutral indicator p4 scale.
"r#mework $ode! 7Cc3
Le#rnin O%&ective !se indicators to distinguish acid and alkaline solutions.
Activitie! Comparing different acids. 8rovide a display of acids ?vinegar% lemon juice% canned drink% laboratory acids@ with haBard labels where appropriate. 2iscuss the meaning of the haBard labels. Students can discuss and draw a haBard label seen on a sack of chemicals or on a chemical transporter.
'e!ource! 2ifferent acids e.g. vinegar% lemon juice% canned drink% laboratory acids 4aBard labels.
$omment! Teacher and students to wear safety glasses whenever using acids. Link wash of spillage with dilution of acid.
Time /$min
7Cc3 7)p3 7)p0
!se indicators to distinguish acid and alkaline solutions. Suggest ideas that may be tested. >utline plans to carry out investigations% considering the variables to control% change or observe.
Test indicator solutions with an acidic solution% alkaline solution and distilled water ?neutral@.
Spotting tiles and teat pipettes will reduce the #uantities of chemicals needed. Suitable indicators are litmus% methyl orange and phenolphthalein. Suitable indicator paper can be used if needed. 2o not use !niversal +ndicator at this stage. !se dilute hydrochloric acid as the acidic solution and dilute sodium hydro'ide as the alkaline solution.
Teacher and students to wear safety glasses whenever using acids.
0$min
Students to design a set of instructions to e'plain how to distinguish acidic% alkaline and neutral solutions ?this will normally need the use of two indicators@.
"r#mework $ode! 7Cc3 7)p7 7)o1 7)o/
Le#rnin O%&ective !se indicators to distinguish acid and alkaline solutions. Choose appropriate apparatus and use it correctly. 1ake careful observations including measurements. 8resent results in the form of tables% bar charts and line graphs. !se a 84 scale. !se indicators to distinguish acid and alkaline solutions.
Activitie! 8repare indicator dyes from colourful vegetables% fruits% flowersF good e'amples are turmeric% red cabbage% beetroot. !se the prepared indicator on some acids and alkalis as the chemical opposite of an acid.
'e!ource! Selection from< turmeric% red cabbage% beetroot% colourful flowers. 4eating apparatus% heatproof beakers% water. Two named acid solutions% two named alkali solutions.
$omment! +f stored until another lesson the prepared dyes should be kept out of the light.
Time 6$ min
7Cc1 7Cc3
2efine acids% alkalis and a neutral solution in terms of p4. 2emonstrate the scale of colours ?p4@ shown by !niversal +ndicator ?mi'ture of plant dyes@. 8upils should draw a suitable colour chart. )'plain why !niversal +ndicator is more useful than other indicators with one colour change.
Coloured pencils are more realistic than pens for charts.
0$min
7Cc1 7Cc3 7)o1
!se a 84 scale. !se indicators to distinguish acid and alkaline solutions. 1ake careful observations including measurements.
!se !niversal +ndicator to test some different substances such as toothpaste% fruit drinks% indigestion tablets% soil shaken in water% and put in position on the scale.
!niversal +ndicator solution% toothpaste% fruit drinks% indigestion tablets% soil shaken in water.
Teacher and students to wear safety glasses whenever using acids.
3$min
"r#mework $ode! 7Cc3 7)p3 7)p0
Le#rnin O%&ective !se indicators to distinguish acid and alkaline solutions. Suggest ideas that may be tested. >utline plans to carry out investigations% considering the variables to control% change or observe. 1ake careful observations including measurements. 8resent results in the form of tables% bar charts and line graphs. 8resent conclusions using different methods.
Activitie! =ecognise some problems with acidic properties. 8lan to investigate one or more of these. K &cid rain on buildings ?4Cl and crushed limestone@ K p4 of soil ?test soils to find out which would support which range of plants@ K Sour milk ?test milk of different ages left in warm conditions@. 2o preliminary work and then some e'perimental work to collect primary data and then make a simple conclusion.
'e!ource! 4Cl% crushed limestone% soils% milk of different ages% !niversal +ndicator solution. Test,tubes etc.
$omment!
Time 7$min
7)o1 7)o/ 7)c0
7Cc/ 7Cc3 7)o1 7)o/
!nderstand neutralisation and some of its applications. !se indicators to distinguish acid and alkaline solutions. 1ake careful observations including measurements. 8resent results in the form of tables% bar charts and line graphs.
8repare a neutral solution by adding alkali a drop at a time to acid containing indicator and identify neutralisation. Similarly add acid to alkali.
2ilute alkali solution% dilute acid solution% !niversal +ndicator solution.
Teacher and students to wear safety glasses whenever using acids. )ncourage the use of small #uantities.
7$min
"r#mework $ode! 7Cc/ 7)p7
Le#rnin O%&ective !nderstand neutralisation and some of its applications. Choose appropriate apparatus and use it correctly.
Activitie! 8repare crystals of common salt. 8upils can prepare salt but it is best to demonstrate the neutralisation and then provide students with solution. This is then evaporated to reduce and then left to cool. The crystals can be e'amined. Commercial production of salt can be researched.
'e!ource! 2il 4Cl% dil Ca>4% evaporating basins% heating apparatus% hand lenses
$omment! +t is important that pupils are evaporating a solution which is neutral. & p4 probe can be demonstrated if available. Safety goggles must be worn.
Time 7$min
7Cc/ 7)o3
!nderstand neutralisation and some of its applications. !se +nformation from secondary sources.
2escribe the use of neutralisation to solve a problem. Cures for indigestion ?test some powders with indicator@. 2issolving scale from kettles. Cleaning teeth. &cidic bites ?ants% bees@ can eased by adding mild alkali ?sodium carbonate@% alkaline bites ?wasps@ can be eased using mild acid ?vinegar@. Study the labels of cosmetics% shampoos etc. 1ake a display of magaBine pictures of uses of acids and alkalis.
The most effective acids A alkalis are too corrosive to be used in these circumstances.
6$min

Unit 3$: 7.7 "orce! #nd their -ffect!
+n this unit% pupils build on their previous knowledge of pushes and pulls to develop their knowledge of The effects of forces on movement% including friction and air resistance. The effects of gravity on objects.

Suggesting ideas that may be tested. >utlining plans to carry out investigations% considering the variables to control% change or observe. 1aking predictions referring to previous scientific knowledge and understanding. +dentifying appropriate evidence to collect and suitable methods of collection. Choosing appropriate apparatus and use it correctly. 1aking careful observations including measurements. 8resenting results in the form of tables% bar charts and line graphs. Considering e'planations for predictions using scientific knowledge and understanding and communicate these. 8resenting conclusions using different methods.

:orce motion gravity friction air resistance.
"r#mework $ode! 78f1
Le#rnin O%&ective 2escribe the effects of forces on motion% including friction and air resistance. 1ake careful observations including measurements. 8resent results in the form of tables. 2escribe the effects of forces on motion% including friction and air resistance. 1ake careful observations including measurements. 8resent results in the form of tables. 2escribe the effects of forces on motion% including friction and air resistance. >utline plans to carry out investigations% considering the variables to control% change or observe. 1ake predictions referring to previous scientific knowledge and understanding.
Activitie! :ind out that forces change the speed and direction of objects. 8upils should try activities to show the effect on speed of pushing and pulling forces. )'amples include kicking a s#uashy football and pulling a raft across water. 1easuring forces using various force meters. !se bathroom scales for pushing against a wall or s#ueeBing with the hands.
'e!ource! S#uashy football% raft% large bowl of water% roller skate etc
$omment!
Time 7$min
7)o1 7)o/ 78f1
7)o1 7)o/ 78f1
:orcemeters% bathroom scales. (ou could use a strong spring for stretching ?it can be calibrated against known weights@.
7$min
+nvestigate the effect of forces on the shape of objects. +nvestigate the e'tension of an e'pendable spring with added weights. 8upils make their own springs with copper wire and this avoids the need to use heavy weights. =ubber bands can be used but need #uite a few heavy weights.
Copper wire% rubber bands% various small weights ?1$g ,1$$g@
6$min
7)p0
7)p5
"r#mework $ode! 7)p7
Le#rnin O%&ective +dentify appropriate evidence to collect and suitable methods of collection. Choose appropriate apparatus and use it correctly. 1ake careful observations including measurements. 8resent results in the form of tables. 2escribe the effect of gravity on objects. Choose appropriate apparatus and use it correctly.
Activitie!
'e!ource!
$omment!
Time
7)p7 7)o1 7)o/
78f/ 7)p7
The relationship between gravity and weight. 4ang kilogram masses on Cewton meters to find their weight. This can be described as the pulling force of the earth. >ther weights can be found to familiarise students with newtons. +nvestigate balanced and unbalanced forces on objects. 8upils should find out by applying e#ual forces in opposite directions to an object at rest% that it can stay at rest% e.g. a wooden trolley with e#ual masses attached on opposite sides. 8upils can apply the idea to a floating object such as wood on water. The force acting downwards can be measured with a Cewton meter and then the wood lowered into water showing the upthrust.
Eilogram masses% newton meters. >ther masses to find weight of.
2escribe weight as the force of gravity. )'plain the difference between mass and weight.
7$ min
78f1
2escribe the effects of forces on motion% including friction and air resistance. 1ake predictions referring to previous scientific knowledge and understanding. Consider e'planations for predictions using scientific knowledge and understanding and communicate these.
*ooden trolleys% newton meters% various masses% wooden blocks.
+ntroduce the idea of the reaction force.
7$min
7)p5
7)c3
Le#rnin O%&ective 2escribe the effects of forces on motion% including friction and air resistance. 1ake predictions referring to previous scientific knowledge and understanding. Consider e'planations for predictions using scientific knowledge and understanding and communicate these.
Activitie! Look at sliding forces along different surfaces e.g. the soles of shoes on gravel% tarmac% vinyl. .alanced forces can also result in constant speed. To show reduction of friction leading to balanced forces home, made hovercraft can be used. :riction during movement can be compared with and without the balloon. +nvestigate the forces that move an object down a ramp. The effect of the gradient of the ramp% the weight of the object% the surface of the object could all be studied.
'e!ource! 4andmade hovercraft are flat wooden shapes with a hole in the centre. The mouth of a blown up balloon can be pushed through the hole and the air will support the wood for a short time. =amp% objects with different roughness of surface% or different masses. www.school.discovery.comAl essonplansAprogramsAfrictio ninourlivesAinde'.html
$omment!
Time 7$min
7)p5
7)c3
78f1
2escribe the effects of forces on motion% including friction and air resistance. 1ake predictions referring to previous scientific knowledge and understanding. Consider e'planations for predictions using scientific knowledge and understanding and communicate these.
2iscuss air resistance and e'plain in terms of forces what happens to a parachutist when they jump from an aeroplane until they land. +nvestigate the motion of different parachutes e.g. changing surface area% weight.
4omemade parachutes from handkerchiefsAtissue and thread with a bob weight.
7)p5
The air resistance on falling objects leading to terminal velocity should be referred to here.
7$min
7)c3
Le#rnin O%&ective 2escribe the effects of forces on motion% including friction and air resistance. 1ake predictions referring to previous scientific knowledge and understanding. Consider e'planations for predictions using scientific knowledge and understanding and communicate these.
Activitie! Consider gravity and the planets.
'e!ource! Small bung% string.
$omment! Link to !nit /.% The )arth and beyond.
Time 0$min
7)p5
7)c3
The e'istence of a centripetal force can be shown by swinging a small object ?a bung@ around the head on a string. =eleasing it shows the direction of travel of the object. Show a model of the solar system and discuss how the planets are held in place by the gravitational pull of the Sun.

Scheme of Work Science Stage 7.v1

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Scheme of Work Science Stage 7.v1

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Scheme of Work Science stage 7