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Scheme of Work: Science Year 8

Biology 2: Energy, Nutrients and Ecosystems


Length of Enquiry (SOL)

Synopsis Topic / Overview

An exceptional environment for learning and discovery

28 lessons
Nutrition and Digestion, Health, Photosynthesis, Cellular Respiration, Relationships in an ecosystem, The Carbon Cycle

Fertile Question

How does the body and the world process food?

Key Concept/s to be learnt this


Enquiry

Nutrition and Digestion, Health, Photosynthesis, Cellular Respiration, Relationships in an ecosystem, The Carbon Cycle

Practical Objective:
Identify patterns in data (1-3)
Use observations, measurements and data to draw conclusions. (4-6)
Explain data in relation to predictions and hypotheses (7-9)

Curriculum objectives

(1-3)
Recall components of a healthy human diet
Recall that organisms respire, and some organisms (plants and algae) photosynthesise.
Construct food webs from food chains.

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

(4-6)
Describe consequences of imbalance in the diet, including obesity, starvation and deficiency diseases.
Identify word equations for the processes of respiration and photosynthesis, and distinguish between aerobic and anaerobic respiration.
Describe the process of bioaccumulation and calculate the efficiency of energy flows through ecosystems/

(7-9)
Explain how the tissues and organs of the human digestive system function, and how they are adapted to their function.
Explain how the processes of respiration and photosynthesis affect the atmosphere
Explain the importance of insect pollination in human food security.

Links to food technology and Health and Social Care within digestion, drugs, alcohol and smoking.
Curriculum Opportunities
Graph work and reading correlations oft tables linking to work done in maths; focus here on buzzwords like increase and decrease.

Links to geography when referring to the carbon cycle and composition of the atmosphere.
SMSC

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Drugs, Alcohol and smoking (Be aware of personal issues when talking about these topics)

Summative Assessment
AP4 (45 mins)
Key Vocabulary

Displayed in Knowledge Table


6MQ
Practical Write-ups

Literacy opportunities
Focus on Key words
Thought Stems/Talk like a scientist
Lesson Questions

What does our body need?


How can we test what is in our food? (1)
How can we test what is in our food? (2)
How much energy do we need?
What are the consequences of an unhealthy diet?
How do we digest food?
How do our organs help us digest food?
How do enzymes help us eat?
What is good bacteria?
Are all drugs bad?
Should alcohol be legal?

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Should smoking be legal?


What is correlation and cause?
What is aerobic respiration?
What is anaerobic respiration?
How can anaerobic respiration make beer, bread and wine?
How do plants make food?
What is so special about a leaf?
How does light intensity affect the rate of photosynthesis?
Can plants get mineral deficiency too?
Who eats who?
Why is the sun important?
What is an ecosystem?
What is biodiversity?
Why is insect pollination so important? How do plants reproduce?
What happens if toxins build up?
What makes up the atmosphere?
What is the carbon cycle?
Differentiation strategies

Key Words, Differentiated tasks, Extension Tasks, seating plan, sentence starters, more able can work on chemosynthesis work and
balancing equation for respiration and photosynthesis.

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Resources and Texts

Activate 1, Activate 2 (see resources at the end of the Scheme of Work)

Homework

Knowledge tables (+ work applicable to keep up with the deadline).

Lesson

Lesson
Questions
What does our
body need?

Learning
Objectives

Do now/Activation Phase (Learning


Activities)
1.

Describe the
components of
a healthy diet.
2.
E
xplain the role
of each food
group in the
body.

Demonstration Phase
Assessment (GEM TASK)

Settler: What does our body need to survive?

Do now: How many food groups can you


name? Can you give any examples?
Extension: Why do you think we need each
of these food groups?

Activation: Information grab from around the


room about all of the 7 food groups. Students
complete a table in their books whilst doing
this.

6MQ: Explain in detail what is


meant by a balanced diet. Provide
examples of what a balanced diet
should contain.

Key Words

Resource
s

Carbohydrates,
lipids, proteins,
vitamins and
minerals, water,
fibre, balanced diet

Activate 2
p4-5

Food test

Activate 2
(p6-7)

(This could also be done as a


poster, newspaper article or TV
advert).

SPLAT

True/False on whiteboards
How can we
test what is in
our food? (1)

1.
De
scribe how to
test for starch.
2.
De

Settler: What is going on here (picture of a


food test)
Core Practical 1 (Part 1):

Hypothesis

Students complete sugar test and

Sugar

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
scribe how to
test for sugar.
3.
W
ork practically
to find the
positive result
for each food
test.

Do now: What are the 7 food groups?

starch test on a variety of food.

Extension: Why does our body need each of


them?

(During practical, groups of 3 with


roles assigned; supervisor,
equipment collector and quiet
captain)

Think-Pair-WRITE: How do you think


scientists find out what chemicals are present
in food?

Explain there are 4 food tests (2 to be


investigated this lesson).

https://www.youtube.com/watch?
v=Lt7RCIfudYQ (Video shows how a sugar
test is completed)

Recap what a hypothesis is (include


examples). Students make predictions about
which types of food will contain which group.

How can we
test what is in
our food? (2)

1. Describe how
to test for lipids.

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Settler: What food groups do you think are in


a Macdonalds burger?

Starch

Starch
and
Sugar
Practical

Food test

Lipids and
protein

(Students will need to learn how to


make food solutions)

The test for sugar may be done as


a demo if time constraints.

All results recorded.

Students answer questions about


the positive and negative results
and what this means. Students
refer pack to hypothesis and
prediction.

Core Practical part 1 (Part 2):


Students complete lipids test and

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
3

2. Describe how
to test for protein.
3. Work
practically to find
the positive result
for each food test.

Do now: Can you remember what the


positive results for starch and sugar were?
Extension: How do we make a food solution?

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protein test for a variety of food.

Hypothesis

(During practical, groups of 3 with


roles assigned; supervisor,
equipment collector and quiet
captain)

Lipids

All results recorded.


Students learn how to complete lipids and
protein food tests.

Students make predictions about what types


of food will contain which food group.

https://www.youtube.com/watch?
v=ufec89A47uM
(Video showing how to test for protein)

Students answer questions about


the positive and negative results
and what this means. Students
refer pack to hypothesis and
prediction.

6MQ: Explain in detail how you


would test a gingerbread-biscuit
solution for the presence of starch
sugar, lipids and protein.
Name the nutrient groups
Describe how to test foods for
starch, lipids, sugar and proteins.
Describe the positive results for
each food test.

Plenary: (Key word Bingo on Food

Protein.

practical.

Activate 2
(p6-7)

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

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Tests)

How much
energy do we
need?

1. S
tate that the
unit of energy
is J.
2. C
alculate the
energy
requirements
of different
people

Settler: Why does a pregnant woman need


more energy?

Do now: What the positive test results for


each food test? Extension: Why do people
carry out food tests?

Think-Pair-WRITE: What do we measure


energy in? Why do people need more or less
energy?
(age, body size, activity, pregnancy)
The Joule is discussed.

Prior to this students should have


recorded how much they have eaten in a
day. Students work out how many joules
they have eaten. Opportunity to work out
averages.

Activation: Students complete a card sort


about the energy requirement of different

Students plot a bar graph of age


against the energy requirements for
a male and female.

Students compare values and give


reasons for differences (lifestyle
etc.)

Plenary: You gain the


you need to survive from
food. Energy is measure in
.
If you take in more energy than you
use you
body mass. If
you become
your risk of
disease increases. An underweight
person is often
.

Joule

Activate 2
(p8-9)

(See
lesson
resources
for card
sort)

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

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people and why it varies.


What are the
consequences
of an unhealthy
diet?

1. Describe the
health issues of
being
underweight or
overweight.
2. Describe the
health issues of
vitamin and
mineral
deficiencies.

Settler: What is wrong with this person


(picture of someone with rickets)

6MQ: Compare the health problems


of being underweight and
overweight.

malnourishment
Starvation

Activate 2
(p8-9)

Obesity
Do now: What are the units of energy?
Extension: What are the 3 factors that affect
the energy requirements of people?

Plenary Students guess which


deficiency has caused which
disease.

deficiency

6MQ: Describe in detail the


passage of food through the

Digestive system

Think-Pair-WRITE: Why is it unhealthy to be


underweight or overweight? (Students then
play Popcorn to share ideas)

http://www.youtube.com/watch?
v=aCUbvOwwfWM&safe=active (Discuss
issues with obesity)

Activation: Information grab from around the


room about different diseases due to
unhealthy eating. Students complete a table
in their books whilst doing this.

How do we 1. State what the


digest food?
process of
digestion is.

Do now: Put these in size order: cells,


tissues, organs, organ systems.

Activate 2

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
2. Name the parts of
the digestive
system and their
function.

Extension: Give an example of each.

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digestive system.

Large intestine

(p10-11)

Gullet
Rectum

Students label different parts of the digestive


system (see resources)

Stomach

Kerboodle
2.1.4 for
worksheet

Anus
Think-Pair-WRITE:

Small intestine

What is digestion?

Digestion

Digestion is the process whereby


Molecules break down into
molecules.

Plenary: Name a part of the


digestion system and say its
function.

Definition of digestion is given

http://www.bbc.co.uk/learningzone/clips/thedigestive-system/4180.html

Students use information from slide and


video to annotate a diagram labelling each
part of the digestive system

How do our

1. Explain how

Settler: Picture of villi on the board (What is

Demonstration of the digestive

Villi

Activate 2

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
organs help us
digest food?

different parts of
the digestive
system are
adapted to their
function.
2. Explain a
model the
digestive system.

this)

Do now: What are the stages in the digestive


system?

1. State what an
enzyme is.
2. Describe the
roles of enzyme
in digestion.

(p10-11)

Tights: Gullet, small intestine, large


intestine.

Kerboodle
2.1.4 for
worksheet

Extension: Can you remember a definition of


digestion.

Information Grab: Students add more details


to their diagram from last lesson about how
each of the parts of the digestive system are
adapted to do its job

How do
enzymes help
us eat?

system
Different buckets: mouth, stomach,
anus

https://www.youtube.com/watch?
v=P1sDOJM65Bc (show video and discuss
what villi are)

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Settler: picture of an enzyme on the board;


What is going on here? What do you think
this does?

Do now: Elephants toothpaste demo; What is


going on here Why does this happen? Come
up with definition of an enzyme.

Demonstrate the digestive system


using the above equipment.
Students guess which part matches
to which.

Students re-draft 6MQ: Describe in


detail the passage of food through
the digestive system and how
each part is adapted to its
function.

6MQ: How are enzymes used in


digestion? Name the organ where
each enzyme is located and what it
does.

Starch
Sugar
Carbohydrase
Catalysts

Extension: Why does bread taste


sweet if we chew it?

Protease
Protein

Activate 2
p12-13

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

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Lipease
Activity 1: Students chew bread and taste the
sweet taste after starch has been broken
down.

Lipid

http://www.kerboodle.com/api/courses/2393/
planning/26992.html#

Enzyme

Bile

(Enzymes animation)

In groups students produce posters about the


different types of enzyme. Students then
team teach each other about the different
types of enzyme.
9

Are all drugs


bad?

1. State what a
drug is.
2. Give examples
of recreational
and medicinal
drugs.
3. Describe the
effects of drugs
on health and
behaviour.

Do now: List as many drugs as you can.


Categorise them as medicinal and
recreational drugs.

Students give presentations whilst


the rest of the class complete a
table about the drugs.

Drug
Addiction

Talk to
Frank
Website

Withdrawal
symptoms
Students are given the definition of a drug.

Students answer 6MQ: Compare


the effects of different types of
drugs on health and behaviour.

Students also watch video and discuss what


drug addiction is.
https://www.youtube.com/watch?
v=PY9DcIMGxMs
(students then complete the gap fill on p15)

Extension: What is drug Addiction?

Activate 2
p14-15

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

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In groups students produce a presentation


about a different drug: ecstasy, cannabis,
heroin, paracetemol, cocaine, neurofen,
antibiotics.

http://www.talktofrank.com/

They can use information printed out from


the Talk to Frank website; Uses, dangers,
Effects of the drug etc.
10

Should alcohol
be legal?

1. State what
alcohol is.

Settler: Have advert playing as students


come in.

2. Describe the
long and shortterm effects of
alcohol.

https://www.youtube.com/watch?
v=vBsQc0a_8sE

3. Describe the
effects of alcohol
on conception
and pregnancy.

Do now: What is a drug?

Students Debate (ACE debate).


Should alcohol be legal?

Students then write a summary of


the debate

Extension: Give examples of medicinal and


recreational drugs.

Think-Pair-WRITE:

Or

Students answer 6MQ: What are


the short and long term effects of
alcohol. Why is it especially

Alcohol
Alcoholic

Activate 2
p16-17

(powerpoi
nt)

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
Come up with in pairs as many reasons why
people drink? (students also compare a
healthy liver and an alcoholic liver)

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important that pregnant woman do


not drink?

https://www.youtube.com/watch?
v=6jl1ur2qrY8
Active Listening:
1. What is a unit of alcohol?
2. How long does it take to leave your
bloodstream?
3. What affects our alcohol tolerance?

Students complete an Information Grab from


around the room and sort the effects of
alcohol into long-term and short-term effects.

Students read an article about FAS (p17) and


summarise how alcohol can affect
pregnancy.

11

Should
smoking be
legal?

1. Describe the
effects of smoking
tobacco.
2. Explain the
effects of smoking
tobacco.

Settler: Name as many conditions as you


can that a smoker is likely to suffer from.
Show students a smoking advert.

Students create an ant-smoking


campaign in pairs

Smoking
Stimulant
Tar

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
Do now: What are 2 long term and 2 short
term effects of alcohol?

Think-Pair-SHARE
Display picture of a healthy lung and a
smokers lung. Discuss in pairs. What
differences do you notice and why this is
important?

Recap the structure of the lungs. (From year


7)

http://www.youtube.com/watch?v=SwYEFuGKP4&safe=active

Students do an information grab to fnd out


about what is in tobacco smoke (tar, nicotine,
carbon monoxide) and also about the effects
of smoking (heart disese, emphysema,
respiratory infections)

https://www.youtube.com/watch?v=SwYEFuGKP4&safe=active

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Criteria:

Nicotine

What is in tobacco smoke?


What are the short and long term
effects?
Why is someone who smokes more
likely to be unfit (relate to an
example of a healthy and unhealthy
person on sports day; less oxygen
can be carried around the body)

Carbon Monoxide

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Biology 2: Energy, Nutrients and Ecosystems

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Student should also be aware that smoking


makes it harder for the cilia to move in the
airways.

12

What is
correlation and
cause?

1.
St

Correlation
Do now: what is a positive and negative
correlation? Extension: Sketch a graph
showing this.

ate what
correlation
means.
2.
Ex
plain the
difference
between a
causal
relationship
and a
correlation

Think-Pair-WRITE: What is correlation? What


is cause?

3.
Ex
plain the
relationship
between
smoking and
lung cancer.

Students work through examples of causal


relationships and those that are just
correlation.

Students look at picture of graphs and


identify patterns in date and use this draw
conclusions.

Students read about Smoking and lung


cancer; they discuss if t is a correlation or

6MQ: What is the difference


between correlation and cause?
Use the example of smoking and
lung cancer.

Extension:
Students complete 6MQ about
correlation and cause (TV and
heart disease)

Cause

GCSE
Science
Hgher
(Purple)
p123-124

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

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causal relationship.
13

What is aerobic
respiration?

1. State the word


equation for
aerobic
respiration.
2. State where
respiration occurs
2. Describe the
process of
aerobic
respiration.

Settler: What is this (Have bell jar demo in


front of students; it models the respiratory
system).

Explain in detail how the reactants


of respiration get into the cells and
what happens to the products of
respirations

Do now: What are the 7 processes of life


(MRS GREN)
Extension: How do plants produce food?

Criteria
Define Respiration

Think-Pair-WRITE

State where respiration happens

What is respiration? (Clue: It is not


breathingWhat gases do we take in and
out?)

Use Key Words

More able may complete symbol equation

Describe how glucose gets into the


cell.
Describe how oxygen gets into the
cell.
Describe how carbon dioxide
leaves the body.

Students blow into limewater and notice the


colour change due to the presence of carbon
dioxide. (in test tube with straws)

Include a diagram

Plenary:
Students think back to cell structures in year
1. Draw a human outline.
7 to recall where respiration happens (in the
mitochondria)
2. Add arrows going into and out of

Aerobic Respiration

Activate 2

Plasma

P30-31

Haemoglobin

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

the body.
Recap of plant and animal cells may be
needed here.

3. Label the arrows with the reactants


and products of respiration.

https://www.youtube.com/watch?
v=2Domm6qac1k
Students answer questions about how
oxygen get into and out of cells whilst
listening to video.

Go through the key words from the video like


haemoglobin.

Whiteboards used to test knowledge


14

What is
anaerobic
respiration?

1. State the word


equation for
anaerobic
respiration in
animals.
2. Compare
aerobic and
anaerobic
respiration in

Settler: Why do we breath heavily after a


race?

Anaerobic
respiration

Do now: What is aerobic respiration? What is


the word equation?

Oxygen Debt

Extension: What do you think is meant by


anaerobic respiration?

Think-Pair-Write: When do you not have


enough oxygen to respire aerobically? Why

Students annotate a graph with


which type of respiration is going on
at each stage of a race (see
resources). They answer why each
type of respiration is happening at

Activate 2
p30-31

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
animals.

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do you muscles hurt? See if you can come


up with a definition with the person next to
you.

each point in a race. Students


should compare both types of
respiration.

Students watch a video of a sprinter and a


marathon runner. Students create a table
comparing their respiration Including the
following:

Plenary: Whiteboards

Define
Equations
When does each type of respiration take
place?
What is the advantage of aerobic over
anaerobic respiration?
What is meant by oxygen debt?

15

How can
anaerobic
respiration
make beer,
bread and
wine?

1. State the word


equation for
fermentation.
2. Explain the
uses of anaerobic
respiration in food
and drink.

Do now: can you remember the equation for


anaerobic respiration in animals?
Extension: What makes your muscles hurt?

Core Practical 3: Making Bread/


Investigating the rate of
fermentation B2.2.6 (Investigating
the rate of fermentation) from
kerboodle

Show a picture of bread, alcohol and beer.


What connects all these three things?

Fermentation

B2.2.6
(Investiga
ting the
rate of
fermentati
on) from
kerboodle

Students make predictions about


rate of fermentation.
Students plot graph of time vs.
number of bubbles.

Activate 2
p33

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Give students the equation for fermentation.

Think-Pair-WRITE
What makes bread rise?

Active listening
https://www.youtube.com/watch?
v=TVtqwWGguFk

Students then refer back to


hypothesis (Talk like a scientist
sheets used to aid practical write
up)

Talk like a
scientist
sheets

Plenary: Interactive True or False


http://www.kerboodle.com/api/cours
es/15668/planning/27002.html

How do we make beer?


What is yeast?

Students answer gap fill on p33 summary


question 1 about yeast and fermentation
16

How do plants
make food?

1. State the word


equation for
photosynthesis.
2. Describe the
process of
photosynthesis

Settler: Why are plants green?

GEM task (6MQ) ( 12 minutes)

Producers

Do now: Do you know what a consumer is?


Do you know what a producer is?

Explain how the reactants of


photosynthesis get into the leaf
cells and what happens to the
products of photosynthesis.

Consumers

Extension: What is diffusion?

Give examples of algae and plants as


producers.
Recap what diffusion is (use perfume spray

Checklist:
Define photosynthesis

Photosynthesis
Chlorophyll

Activate 2
p22-23

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
as an example)

Think-Pair-WRITE: (+ picture of pondweed)

This is pondweed underwater.


Why are there bubbles coming off it?
What is the name of the gas?
What is this process called?

Students are then given the word equation


for photosynthesis.

Active Listening (Complete the worksheet:


See resources)
http://www.twigworld.com/film/photosynthesis-1186/
1. What three things do plants use to make their
own food?
2. What is this chemical reaction called?
3. How does water enter the plant?
4. What does the chlorophyll produce?
5. What is this equation?

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Explain why photosynthesis is


important
Describe how water gets into the
plant
Describe how gases get into the
plant
Diagrams
Key words

http://www.bbc.co.uk/bitesize/stand
ard/biology/revision_videos/photosy
nthesis_rap/video/
Play students the photosynthesis
rap video.

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

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6. What would happen if photosynthesis did not


happen?

17

What is so
special about a
leaf?

1. Recall the
structure and
functions of a
plant cell.
2. Describe the
structure of a leaf.
3. Explain how
gases get in and
out of the leaf.

Settler: Why can we smell our canteen food


at lunch?

6mQ: Explain in detail how leaves


are adapted for photosynthesis.

Do now: What is diffusion? Draw a particle


diagram to show diffusion.

Include why stomata may close


during hot weather

Extension: What is the word equation for


photosynthesis?
SPLAT with Key words
Super Challenge What do you think the
symbol equation is?

Think-Pair-WRITE
Students compare the top and bottom of
leaves.

Compare the colour, how waxy they are,the


colour, the veins.

Students use sentence starters to compare

Stomata
Photosynthesis

Activate 2
p22-25
Bioviewer
Leaves

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

these different properties.

Activity 1: Students use bio-viewers to look at


plants cells. Students sketch what they see

Students label the plant cells on a leaf and


give the function of each part. They can use
p25 to help then diffusion is (from last lesson)

Students recall what diffusion is (demo again


if needed with perfume)
https://www.youtube.com/watch?
v=8DiVr0yn_QE
How do the stomata work?

18

How does light


intensity affect
the rate of
photosynthesis
?

1.E
xplain the 3
limiting factors
of
photosynthesis
2.In
vestigate how
light intensity

Do now: What is the word equation for


photosynthesis?

Core practical: Rate of


photosynthesis

Extension: What is a limiting factor?

In pairs write the equation for photosynthesis.


Circle any factors that would limit the rate of

Dependent
Independent
Limiting Factor

Students investigate how the light


intensity affects the rate of
photosynthesis. They place a lamp
at different distances from

Powerpoi
nt
Practical

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
affects the rate
of
photosynthesis

photosynthesis.
(Light intensity, Carbon dioxide concentration
and temperature)

More able can draw graphs of the limiting


factors of photosynthesis

An exceptional environment for learning and discovery

pondweed and count the number of


bubbles over 1 minute. Students
take repeats and averages. They
should also make a prediction
before the practical, write a method,
diagram, table and then plot a
graph of number of bubbles against
distance. The variables should be
discussed.

Students write up results and


compare to hypothesis.
19

Can plants get


mineral
deficiency too?

1. Settler: Why is this leaf this colour (picture of


N yellow leaf)
ame the
minerals
required by
plants

escribe how
a plant uses
minerals for
healthy
growth.

6MQ: Why do farmers use


fertilisers?
Extension: How do minerals get
into the plants

Do now: What is diffusion? What is osmosis?

3. What chemicals are found in fertiliser?


E
Why do you think fertilisers are used?

xplain the
role of
nitrates in
plant growth.

What is the difference between plants in a


woodland and plants on a farm?

Phosphates
Potassium
Magnesium

2.
Extension: can you draw a particle diagram
D
for this?

Think Pair Write:

Nitrates

SPLAT with key words

Activate 2
p26-27

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

(+ a picture of a fertiliser label)


Nitrates
Phosphates
Potassium
Magnesium

Students complete an information grab from


around the room about the 4 nutrients a plant
needs, why they need them and the
symptom of deficiency.

20

Who eats who?

1.
D
escribe what
food chains
show.
2.
D
escribe what
food webs
show.
3.
Gi
ve a definition
of
interdependen

Settler: How does energy get from the sun to


a human?

Do now: Why do plants need minerals?


Extension: What happens if plants do not
have enough minerals?

Think-Pair-WRITE:
This is a food chain what does it show?

Students create a food web using


the card sort and clues. Students
then answer questions about the
food web.
(Food web exercise Kerboodle
2.2.7)
Questions
1.Work out where each animal
belongs in the food web.
(get it checked by the teacher).
2. Write out one food chain. From

Food Chain
Food Web
Interdependence
Extinction

Activate 2
p34-35

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
ce.

An exceptional environment for learning and discovery

the food web


Can you create the longest food chain
possible?

3. Give an example of a predator


and its prey.

Think-Pair-WRITE

4. What would happen to the


number of thrush if all the
caterpillars died.

This is a food web what does it show?

Student write down examples of food chains


on the food web

Definition of extinction is given; students


discuss what would happen if certain animals
became extinct in the food chain.

5. Name 2 animals competing for


the same food source
6. What would happen to the
number of Kestrel is the rabbits
moved away from the habitat.
7. What is interdependence? Give
an example.

Plenary: Try and draw the longest


food chain you can.
Students discuss in groups what will happen
to other animals in the food web if certain
animals become extinct. This leads on to the
definition of interdependence.
21

Why is the sun


important?

1.Give 2 ways
energy passes
through the food
chain.
2. Give 3 ways
energy is lost

Settler: What does interdependence mean?

Do now: What is a species? (dont look


back)! What is interdependence?

Predator
Students role-play energy being
passed up the food chain.

Prey
Producer
Consumer

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
through the food
chain.
3. Calculate %
efficiency of
energy transfers.

Extension: What does efficiency mean?

An exceptional environment for learning and discovery

Questions 2
1. Label the producer and three
consumers.

Students complete information grab activity


2. Add where the plant gets its energy
to answer the questions:
from and the 2 ways to ways
Where do plants get their energy?
energy is lost from the sun to the
What do we call this process?
plant.
How is energy passed through the food
chain?
3. Write down the 4 ways energy is
How is energy lost in a food Chain?
lost in the food chain.
Student are given the food chain

Sun -> Grass -> Rabbit

4. Calculate the % efficiency of each


transfer.
Extension: Calculate the % loss at
each transfer.

> Fox -> Lynx


l
V
Maggot

On your food chain label:


Producer
3 Consumers
Why energy is lost at each stage.

Plenary Question: Explain how


energy is passed on through a food
chain and why energy is lost at
each stage?
If a 8J of energy was passed to a
rabbit from the grass, but only 4J of
energy was passed from the rabbit
to the fox, What is the % efficiency?

% Efficiency

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

How energy is passed on at each stage.


Extension: Why is not all the energy from
the sun used in photosynthesis?

Think-Pair-Write: What is efficiency?

%efficiency=useful energy out x100


energy in

22

What is an
ecosystem?

1.Define
ecosystem and
habitat.
2. Explain why it
is important to
care about
ecosystems.

Settler: Pick a place you are familiar with, for


example, your bedroom, the local park, or a
local woodland. Come up with a food chain
you might find there.

Students create a poster in pairs


about how the oak tree system coexists with one another.

Do now: Give 2 ways energy is passed along


the food chain?

Students work through examples of different


animals and why they are adapted to live in

Habitat
niche

Students annotate poster with:

Extension: Give three ways energy is lost


from the food chain.

Ecosystem

Describe in detail how the different


niches occupied by three
organisms in a habitat mean that
organisms can co-exist.

Activate 2
p36-37

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

their habitat.
SPLAT: Key Words
Students watch video what is an ecosystem
on youtube.

23

What is
biodiversity?

1.Define
ecosystem and
biodiversity.

Settler: What do you think a niche is?

2. Discuss why
biodiversity is
important

Do now: What is an ecosystem?

3. Explore
biodiversity in a
habitat.

Extension: What is a habitat?

Think-Pair-Write: There is more biodiversity


in the rainforest than the road. What do you
think is meant by biodiversity?

Think-Pair-WRITE: Why is biodiversity


important?
Extension:
How do humans threaten biodiversity?

Core Practical : B2 2.9 Ecosystems


Investigating the distribution of
plants

Biodiversity
Identification Key
Quadrat

Make sure students identify the


variables, make predictions and
draw conclusions from their results.

GCSE
21st
Century
Science
Textbook
(Core)
Quadrat
Identificati
on Key

(Students use talk like a scientist


sheets to help them discuss
through practicals)

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Optional Practical:
Biodiversity in a local habitat:
Look at leaf litter or pond water in the
classroom.
Draw and record any living organisms found.
Use a key to identify the living things.

Students discuss the importance of


biodiversity and summarise it in 50 words.

Field study Equipment introduction: In


preparation for the lesson spend 5-10 mins
showing students field study equipment and
how its used.
Students record what each material is and
how it is used in a table

24

Why is insect
pollination so
important? How
do plants
reproduce?

1.
Id
entify the main
structures of a
plant.
2.
D

Settler: How do plants reproduce?

Produce a cartoon strip showing


how a plant is insect pollinated.

Do now: What is biodiversity?

Extension: How can we investigate

6MQ: Could the loss of bumble


bees in this country mean we no

Pollination

Activate 1
p50-51

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
escribe the
process of
pollination.
3.
C
ompare windpollinated and
insectpollinated
plants.

biodiversity?

An exceptional environment for learning and discovery

longer eat tomatoes?

Activity 1: Students dissect a flower and


identify different parts of the plant.
(See kerboodle)

Person A/Person B
Students teach each other about either insect
pollinated plants or wind-pollinated plants.
Students can use a card sort to decide the
properties of each type of plant.
25

What happens
if toxins build
up?

1.N
ame a pesticide
which will not
break don in the
environment.
2.D
escribe how
pesticides can
kill organisms.
3.E
xplain
advantaged of
using biological
control over
pesticides

Settler: What is going on here (picture of oil


spill)

Do now: Write down as many food chains as


you can from this food web.
Extension: Can you label the producers and
consumers?

Explain what DDT is and what the issues are


with it building up in the food chain- show this
on the powerpoint/ using the video

Create a storyboard: DDT is an


insecticide that was once used to
kill insects. It is no longer used, as
it killed many fish eating birds. The
fish fed on plankton, which
absorbed the insecticide from
rivers. Draw a food chain to show
this and explain how the insecticide
killed the birds but not the fish.

Bioaccumulation

Activate 2
p37

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

https://www.youtube.com/watch?
v=Rvq4IU5ziwk

Plenary: True/ False exercise about


bioaccumulation and pesticides.
What makes up
the
atmosphere?

1.
R
ecall the
components
of clean air
2.
R
ecall the
atmosphere
surrounds the
Earth

26

3.
E
xplain how
other gases
may be added
to the
atmosphere

Do now: Place an empty box on each table.


Ask students to draw and name the
molecules inside the box.

6MQ: What is the atmosphere and


why is it important?

Bronze: What is the atmosphere


and why do we have it?

https://www.youtube.com/watch?
v=1YAOT92wuD8
Active Listening: Students write down 5 key
points, this also include what the atmosphere
is and why it is important.

Atmosphere
Mixture

Extension: What gases make up air?

Activation: Students make a pie chart of the


composition of the Earths atmosphere
(Maths skills)

Molecules

Particulates

Silver: What is the composition of


the atmosphere? Why are each of
these gases important?
Gold: How are we changing the
composition of the Earths
atmosphere?

Exit Ticket: What is the composition


of the gases in air.

Students then popcorn ideas

27

What is the
carbon cycle?

1.L
abel a carbon

Do now: What is the equation for respiration

Students create a poster about the


carbon cycle labelling the carbon

Respiration

Activate 2

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems
cycle

and photosynthesis?

stores.

Photosynthesis

2.D
escribe the
movement of
carbon in the
carbon cycle

Extension: Can you think of any other ways


carbon could be added to the atmosphere?

Extension: What is global warming?


What impact does it have on the
carbon cycle?

Dissolving

3.E
xplain factors
which affect the
carbon cycle

(Combustion)

https://www.youtube.com/watch?v=xFE9oc_pKg

Students discuss how the level of CO2are


rising in the atmosphere (refer to graph)

AP1 (1 hour
assessment)

Carbon Cycle
Carbon store

Students complete active listening task about


the carbon cycle.

Students complete memory task about the


carbon cycle (in groups they have to draw
what is on the computer screen but they only
have a limited time to see the screen).

EOTT

An exceptional environment for learning and discovery

Plenary: True/False activity about


the carbon cycle

p112-113

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

person

energy
requirements (kJ)

reasons why?

baby

3300

small, but growing

8 year old child

6500

small, but growing

16 year old boy

12000

puberty

16 year old girl

8800

already reached
puberty

average adult man

11500

for energy

average adult woman

9000

for energy

office worker (male)

10500

manual worker
(builder)

15500

needs less energy,


as sat down all day
needs more energy,
as works a hard,
physical job

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

pregnant woman

10000

baby growing inside


needs some energy

Card Sort for lesson 5 about the reason people need different amounts f energy.

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

Data for lesson 5

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

For lesson 7

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery

Photosynthesis/ Active listening while watching the video

Scheme of Work: Science Year 8


Biology 2: Energy, Nutrients and Ecosystems

An exceptional environment for learning and discovery