Half Term 3

Week Topic Studied

Topic 1 Microbes – understanding pathogens and how they are spread

Topic 2 Microbes– the body’s defence system and immune response

Topic 3 Microbes– Antibiotics and Vaccines

Topic 3 Matter – Patterns in the periodic table

Topic 5 Matter – Elements and compounds

Topic 6 Matter - ceramics, polymers and composites

During this spring term, students will be learning about the topics outlined above.

The scheme of work below is what students would follow if they were in school and is based on the Oxford University Press 5 year curriculum and the Collins Key

Stage 3 science books that they use in school.

We will aim to set tasks following this lesson by lesson structure however many of the activities will be different for home learning however they may give you

some ideas on how to take your learning further.

You may find the objectives most useful as this highlights what the pupils need to understand /know

Pupils should make sure they know the meanings of all the keywords in the topic.

Microbes

What should pupils have learnt at KS2?

Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

Scheme of Work 2020 – 2021

Subject: KS3 Science Microbes:

Year Group: 8

Specification: AQA Science Collins

Skill Focus: 3a,b,c,d 7a,b,c,d 13e 17a,b,c,d 20b,c,d

Lesson No Topic & Objectives Big Question –

What will

students

learn?

Key Activities & Specialist Terminology

(Do Now Task / Starter/Tasks/Plenary

Planned Assessment

Homework or

flipped learning

resources

DODDLE

resources

Lit

Num

SMSC

Codes

1 The

good, the

bad and

the ugly

Learning about different microorganisms from the three key groups (fungi, bacteria and viruses)

What is the difference

between…?

Why are some

microorganism

s pathogenic

and others are

not?

Do now/starter: Discussion of big questions

Tasks:

microorganisms video https://www.youtube.com/watch?v=JZjzQhFG6Ec

viruses video https://www.youtube.com/watch?v=YS7vsBgWszI

Diagram to label different types of microorganisms. Microorganisms information sheets https://www.dayoutwiththekids.co.uk/attractions/monkland-cheese-dairy-dbfa43ed Word association for microorganism to develop definition. Class discussion Expert groups Compare and contrast thinking frame

Students will have some understanding of diseases e.g. colds, flu, coronavirus. STI/D’s from PSHRE

Plenary: mini quiz

T-P-S

Self-assessment

Mini quiz

Progress pass

Doddle: What are

microbes, typical

parts of a fungi

and Uses of

microbes

So 6,7,8

C3,6

Sp2,5

M7 –

link to

microbio

logy,

patholo

gy,

healthca

re and

medicin

e

careers

Define pathogen

Understand that some microorganisms are pathogenic.

Keywords: Bacteria; Fungi; Virus; Pathogen

2 Infected Describing the ways in which disease can be spread

How do diseases spread? What is the

best way to

prevent a

disease from

spreading and

why?

Do Now/Starter: T-P-S on big questions Tasks: Germ powder and UV light. Slow motion sneeze: https://www.youtube.com/watch?v=NVXukm1lNOs&t=22s STI practical – cups, water, UI, pipettes, hydrochloric acid https://www.who.int/news-room/facts-in-pictures/ top trumps parasite cards Thinking frame: describe Class discussion Scientific enquiry and observation Students will have some understanding of diseases e.g. colds, flu, Plenary: Quick fire exit questions/ popcorn Keywords:

Droplet infection; Direct contact; Ingestion;

STI/ STD; Infectious; Contamination;

Barrier; Mucus; Hydrochloric acid

T-P-S

Questioning

Extended writing

Progress pass

Doddle: How

vectors spread

disease and Life

cycle of Malaria

Homework:

World Health Organisation

research. Pathogen project

So 6,7,8

C3,6

Sp2,5

Literacy link –

extended writing

M7 – link to

microbiology,

pathology,

healthcare and

medicine

careers

Methods of

preventing spread of

disease (including

STD’s)

3 Tiny

Armies

White blood cells

can defend the body

by releasing

antibodies,

antitoxins and

engulfing pathogens

How do we

protect

ourselves from

disease?

What happens

once we are

infected?

Do now/Starter: Discussion around big questions Tasks: How does your immune system work? https://www.youtube.com/watch?v=PSRJfaAYkW4 White blood cells video https://www.youtube.com/watch?v=qWSWWPZYGHU&t=57s

Class discussion

Extended response

assessment sheet

Doddle: Microbes

– how microbes

cause disease

and – Fighting

diseases

So 6,7,8

C3,6

Sp2,5

M7 –

link to

patholo

What do our

white blood

cells do?

Phagocytosis video https://www.youtube.com/watch?v=GbptpDSHQEM Class discussion Students aware of blood.

Some students may be aware of WBCs.

Students will be aware of HCl from

digestion topic.

Describing thinking frame

Class discussion

Plenary: Progress pass

Keywords:

Engulf; White blood cells; Antibodies;

Antitoxins

gy and

medicin

e

careers

Literacy

link –

extende

d writing

4 Treating

Disease

Using antibiotic to treat disease and the limitations of antibiotics in medicine

Why don’t

antibiotics

work on

viruses?

What are

antibiotics

made from and

how do we

know if they

work?

Do now/ Starter: discussion surrounding big questions Tasks: Antibiotics/disinfectant practical. https://www.youtube.com/watch?v=oLPAod

RN1b0

Class discussion Scientific enquiry

Some students may have taken antibiotics

to treat an infection or know someone who

has

Plenary: exam question

Keywords:

Antibiotics; Bacteria

T-P-S

Class discussion

Scientific investigation

Antibiotics exam

question

Research project

into how

antibiotics are

made

So 6,7,8

C3,6

Sp2,5 M7 –

link to

microbio

logy,

patholo

gy and

medicin

e

careers

Numera

cy link –

graph

analysis

and

Pupils to understand why it is important to finish the entire course of antibiotics.

deature

s of a

circle

5

Vaccines

Understand the role

of vaccination and

how it works

What are vaccines made from? How do

vaccines

protect us in

the long term?

Do now/Starter: Mini quiz on keywords/ discussion of big questions Tasks: Vaccination images Graph of white blood cell response for vaccine and infection to label and describe https://www.youtube.com/watch?v=4LwYO

YZyPzw

Students will be aware of vaccines from

having them

Plenary: assessment sheet

Keywords:

Vaccine; Vaccination

T-P-S

Questioning

Vaccination written assessment sheet

Mark sheet

Research what

needs to happen

to a vaccine

before it is ready

to be used on

humans

So 6,7,8

C3,6

Sp2,5

M7 –

link to

microbio

logy,

patholo

gy and

medicin

e

careers

Numera

cy link -

graphs

Student Book 2 Chapter 5 Matter: Periodic Table and Elements

Scheme of Work 2020 - 2021

Subject: KS3 Science Student Book 2 Chapter 5 Matter: Periodic Table

Year Group: 8

Specification: AQA Science Collins

Skill Focus:3c 14a,b,c 16a,b 18a,b,c,d 20c

Lesson No Topic & Objectives Big Question

– What will

students

learn?

Key Activities & Specialist Terminology

(Do Now Task / Starter/Tasks/Plenary

Planned

Assessment

Homework or

flipped

learning

resources

DODDLE

resources

Lit

Num

SMSC

Codes

2.5.1

Looking at

the periodic

table of

elements

Navigate the periodic table and identify some of the elements.

Where would you

find metals/ non-metals? Why do you

think the periodic table is

arranged in this way?

Why do you

think there

are gaps in

the periodic

table?

Do now/Starter: Look at the atomic numbers of the

elements. Why do you think some numbers have been

skipped?

Tasks: Periodic table to label and colour in. Periodic table song: https://www.youtube.com/watch?v=rz4Dcoed1I_fX0 Periodic table challenge: https://bpes.bp.com/periodic-table-challenge Class discussion. Questioning Students will have ideas of items that are metals and those that are not metals Plenary: Mini Quiz of symbols of common elements Keywords: Periodic table; Period; Group; Atomic number

T-P-S

Quickfire

questions

Class discussion

Mini quiz

Doddle: Atom,

elements and

compounds

lesson

Homework: Research into

the development

of the periodic table

BP

educational

service:

periodic table

challenge

So 6,7,8

C3,6

Sp2,5

Identify features of the periodic table and describe how it is organised.

Explain why the periodic table is useful.

2.5.2

Exploring

metals in the

periodic

table

Describe the physical properties of Group 1 metals.

Which

element was

the most

reactive?

How do the melting point of the group 1 metals compare to the other metals?

Do Now/Starter: Code breaker activity. Tasks: Mini whiteboard activity Table of melting points Alkali metals demo: https://www.youtube.com/watch?v=83eq5HyG-tI Higher or lower activity https://www.educationquizzes.com/gcse/chemistry/periodic-table-group-1-elements/ Scientific enquiry, Questioning

Mini whiteboard

quiz

Extended writing

task

Exam question

Education quiz.

Doddle: Reactivity of metals lesson Homework: Find household items that

So 6,7,8

C3,6

Sp2,5

Literacy link – extend

Describe the pattern in reactions of Group 1 metals.

Use data to predict the reactivity and position of metals within the periodic table.

Compare and contrast thinking frame. Students may have some idea of metals from watching Brainiac’s or from the game, Minecraft Plenary: Mini quiz/exam questions Keywords: Physical properties; Chemical properties; Alkali metals

contain group 1 elements. E.g. toothpaste Explain why they do not react with water.

ed writing

Numer

acy link – data and

tables

2.5.3

Exploring

non-metals

in the

periodic

table

Describe the physical properties of the halogens.

What element do you think is

the most/least reactive?

What does a

colour

change

indicate?

Do now/Starter: discussion on big questions Tasks: Mini whiteboard activity Melting point and boiling point table Higher or lower activity Halogen displacement demo/ CLEAPSS microscale practical Students will be familiar with chlorine from swimming pools and iodine from Organisms chapter Plenary: Progress Pass Keywords: Halogens

T-P-S

Progress pass

Exam question

Doddle: Group

7 halogens

presentation

and AQA

Group 7 mini

quiz

So 6,7,8

C3,6

Sp2,5

Literacy link – extend

ed writing

Numer

acy

link –

data

and

tables

Describe the pattern in reactions of the halogens.

Use data to predict the reactivity and position of non-metals within the periodic table.

2.5.4

Analysing

wider

patterns

within the

periodic

table

Sort elements

using chemical data

and relate this to their

position in the periodic

table.

What is the

overall

trend?

Why do you

think this is

the case?

Do now/Starter: Tasks: Melting point and boiling point tables for group 1 and group 7 https://www.youtube.com/watch?v=uSeJPqt5jlM https://www.catalyst.org.uk/

Class discussion Questioning

T-P-S

Higher or lower quiz

Exam Question

Assessed question

Homework:

Research

group 8/0.

What patterns/

trends are

there?

So 6,7,8

C3,6

Sp2,5 Numer

acy link – data, tables

Students should be familiar with melting and boiling

points from year 7

Catalyst Science discovery centre and museum visit

Plenary:

Keywords:

Atom; Element; Compound; Chemical formula; Ratio

and graphs

2.5.5

Combining

elements

Explain what is meant by a compound.

What is an element? Where would we find elements? What is a compound? Why are compounds not in the periodic table?

Do now/Starter: Word wheel and discussion of big questions Tasks: Compounds practical Drawing atoms in compounds 6 mark exam question Iron sulphide demo https://www.youtube.com/watch?v=UdQ3GkIDRo4 https://www.youtube.com/watch?v=RIGJtzyVHDU

Plenary: Whiteboard quiz

Keywords:

Product; Reactant

T-P-S

RAG

Whiteboard quiz

Exit ticket

Doddle:

naming

compounds

revision

activity and

what is the

ratio of atom

activity

So 6,7,8

C3,6

Sp2,5

Recognise how compounds are formed and named.

Interpret the ratio of atoms and formula of compounds.

2.5.6

Combining

elements

and

compounds

Describe the properties of elements and the compound that they form.

What

properties

does iron

have?

What properties does sulphur have? What properties do you think Iron sulphide

Do now/Starter: Spot the mistake. Students predictions of properties of compounds with named elements Tasks: Scenarios of reactions with pictures Success criteria for extended response

Compare and contrast thinking frame Questioning

Students will have an idea of different properties of iron

and iron sulphide from previous lesson

Plenary: Keywords:

Class discussion

True or False

Extended response

questions – 6 mark question

Doddle:

element or

compound

interactive

activity

So 6,7,8

C3,6

Sp2,5

Literacy link – extend

ed respon

se

Compare the properties of elements with the properties of the compounds that they form.

has and why?

Product; Reactant

2.5.7

Exploring

polymers

Describe what a polymer is, using examples.

What do you

think a

polymer is?

What is the

name of the

polymer if

the

monomer

is…?

How many

carbon

atoms are

there in…?

Which

polymer has

the highest

boiling

point?

Do now/Starter: Naming compounds mini quiz, image displayed and students to discuss what they think a polymer is. https://www.youtube.com/watch?v=UwRVj9rz2QQ Nylon rope demo: https://www.youtube.com/watch?v=NQpTQFGKRN8 Choosing a suitable polymer worksheet Naming the polymer activity Sequencing thinking frame Questioning Students will be used to different types of plastics.

Students may have seen the PET symbols on

water/drinks bottles

Plastics campaign project

Plenary: Exit ticket

Keywords:

Polymer; Monomer; Starch; Polythene; Cellulose

T-P-S

RAG

Extended

response activity

Mini whiteboard

quiz

Doddle: Materials

lesson

So 6,7,8

C3,6

Sp2,5

Explain how the properties of polymers relate to their function.

2.5.8

Exploring

ceramics

and

composites

Describe what is meant by ceramic and composite, using examples.

Why do we use ceramics or composites? How can

these

materials

benefit us?

Do now/Starter: images displayed. Students to categorise into 2 columns. Tasks: Information sheets Expert groups activity Making and testing concrete practical Concrete worksheet Extended response https://www.youtube.com/watch?v=t-2nYCL4uAI Categorising thinking frame Compare and contrast thinking frame Questioning Class discussion

T-P-S

Class discussion

Extended response

Marksheet

Doddle-

materials mini

quiz

So 6,7,8

C3,6

Sp2,5

M7-

link to buildin

g, constru

ction and

Explain how the properties of ceramics and composites relate to their function.

Students may be familiar with examples of ceramics and

composites such as bricks, glass and porcelain

V&A museum - ceramics

Plenary: Progress pass

Keywords:

Ceramics; Composites

materials

Literacy link – extend

ed writing

Half Term 4

Week Topic Studied

Topic 1 Ecosystems – respiration and its uses

Topic 2 Ecosystems– anaerobic respiration and fermentation

Topic 3 Ecosystems– photosynthesis

Topic 3 Energy – plant adaptations for photosynthesis

Topic 5 Energy – factors that affect the rate of photosynthesis

Topic 6 Revision

During this spring term, students will be learning about the topics outlined above.

The scheme of work below is what students would follow if they were in school and is based on the Oxford University Press 5 year curriculum and the Collins Key

Stage 3 science books that they use in school.

We will aim to set tasks following this lesson by lesson structure however many of the activities will be different for home learning however they may give you

some ideas on how to take your learning further.

You may find the objectives most useful as this highlights what the pupils need to understand /know

Pupils should make sure they know the meanings of all the keywords in the topic.

Student Book 2 Chapter 9 Ecosystem : Respiration and Photosynthesis

What should pupils have learnt in KS2?

investigate the way in which water is transported within plants

identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant

identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat

Scheme of Work 2020 - 2021

Subject: KS3 Science Student Book 2 Chapter 9 Ecosystems: Respiration and Photosynthesis

Year Group: 8

Specification: AQA Science Collins

Skill Focus: 2a,b,c 6a,b 7a,b,c,d 10a 11a,b,c,d,e 12a,b,c 13a,b 15a 19e 20d 25a,b

Lesson No Topic & Objectives Big Question –

What will

students

learn?

Key Activities & Specialist Terminology

(Do Now Task / Starter/Tasks/Plenary

Planned

Assessment

Homework or

flipped learning

resources

DODDLE

resources

Lit

Num

SMSC

Codes

2.9.1

Understanding

aerobic

respiration

Recall the equation for respiration and describe what it shows.

Why do we

need to carry

out aerobic

respiration?

Equipment and materials as detailed in

the Technician’s notes; Worksheet 2.9.1;

Practical sheet 2.9.1 With the students

still in pairs, give each pair a set of cards,

with the reactants and products of

respiration, plus symbols and arrow. Ask

the students to arrange the respiration

equation correctly using the cards.

T-P-S

class discussion

Mini Quiz

Exit ticket

Doddle -

Respiration Part

1 Aerobic

respiration

N/L So 1,

So 3, So 4, So 6. Explain the

importance of respiration.

Apply what we know about respiration.

Ask the students to describe verbally

what the equation shows.

The students should then work

individually to write an explanation of the

respiration equation.

Keywords:

Energy Respiration Glucose Aerobic respiration

2.9.2 Exploring

respiration in

sport

Describe what is meant by anaerobic respiration.

What is

anaerobic

respiration

and why do

we do it?

What is

oxygen debt?

Show photos or videos of other sports

such as weightlifting and sprinting, and

ask the students to suggest how these

sports differ from the sports in the real-life

video. Students should discuss whether

or not these sportspeople gain energy in

the same way. Access to computers and

the internet for research (optional);

Worksheet 2.9.2

Keywords: Anaerobic respiration Lactic acid Oxygen debt Glycogen

T-P-S

Exam questions

Research

Doddle

Respiration Work

sheet 1

L/So2

So 1, So 3, So 4,

So 6

M7- link

to sport

Explain why some sports involve more aerobic or more anaerobic respiration.

Explain what is meant by oxygen debt.

2.9.3

Understanding

anaerobic

respiration

Recall that plants and microbes carry out anaerobic respiration.

How can

anaerobic

respiration be

useful?

Describe what is meant by anaerobic respiration in terms of reactants and products, and ask the students to write an equation for anaerobic respiration based on what you have told them. Potted plant with damp or wet soil; equipment and materials for the class practical as detailed in the Tech’s notes; WS2.9.3; PS

Keywords: Fermentation Microbe Yeast

WS

Scientific

investigation

Doddle-

Respiration Part

2 Anaerobic

respiration

N/L/C2

So 1, So 3, So 4, So 6.

Recall the word equation for fermentation in plants and microbes.

Describe some evidence to show that anaerobic respiration can produce carbon dioxide.

2.9.4

Investigating

fermentation

Describe some applications of fermentation.

What is the

difference

between

anaerobic

respiration

and

fermentation?

How is

fermentation

useful?

Show some pictures of bread, cheese, fuels and water treatment (or other images linked to fermentation). Ask the students to suggest what the lesson is about Materials and equipment as details in the Tech’s notes 2.9.4 Demonstrate the basic apparatus for the investigation and how to set it up. Students may choose, for example, to count bubbles, or time how long it takes for limewater to turn milky, or compare the size of balloons over time – but encourage them to ask for anything additional Keywords: Brewing Independent Dependent Control Variable Correlation Repeatable Accuracy

WS

Scientific

investigation

Exam questions

Doddle Plant and

photosynthesis

Part 3 Gas

exchange in

leaves

Respiration mini

quiz

N/L/So2

So 1, So 3, So 4, So 6

M7- link

to

brewing

industry

and

bread

manufa

cture

Identify dependent, independent and control variables in an investigation.

Analyse data and identify next steps.

2.9.5

Comparing

aerobic and

anaerobic

respiration

Describe some

similarities and differences

between aerobic and

anaerobic respiration.

What are the

key

differences

between

aerobic and

anaerobic

respiration?

Show web-based video clips of sports that

require mainly aerobic respiration (such

as marathon running) and those that

require mainly anaerobic respiration (such

as sprinting) – show the clips without

sound. Ask the students to watch the

clips, and then to discuss with a partner

what was happening. Alternatively, ask

them to work in pairs to agree five words

linked with aerobic respiration and five

words linked with anaerobic respiration.

Large sheets of paper; highlighter pens;

Worksheet 2.9.5

Class discussion

Student book

questions Q 8 and 9

Exit ticket

WS/Doddle –

respiration

summary

activities

Respiration mini

quiz

N/L/Sp1

So 1, So 3, So 4, So 6.

Keywords:

Mitochondria Catalyst

2.9.6 Exploring

how plants

make food

Describe a method to show that chlorophyll is essential for photosynthesis.

What is

photosynthesi

s?

How do plants

make their

own food?

Develop the students’ ideas, and

introduce photosynthesis as a chemical

reaction in which carbon dioxide and

water are the reactants, and glucose and

oxygen are the products. Using

Worksheet 2.9.6, the students discuss

and agree on the correct word equation

for the process. Two geranium plants; a

plant with variegated leaves; sticky labels;

equipment and materials for testing a leaf

for starch as in the Tech’s note 2.9.6

Show student pairs a plant with

variegated leaves. Ask them to discuss

why some parts of the leaves have

different colours, and to predict what

would happen if they tested these leaves

for starch. Merge the pairs to fours to

agree an answer, and then take feedback.

Keywords: Glucose Photosynthesis Starch Iodine Chlorophyll Hazard Risk Control measure

Mini test

Scientific

investigation

Quick fire questions

WS/doddle -

Plant and

photosynthesis

Part 1 what is

photosynthesis?

L/So3

So 1, So 3, So 4, So 6.

Identify risks and control measures.

2.9.7 Looking

at leaves

Relate the size of a leaf to the availability of light.

How are

leaves

adapted for

photosynthesi

s?

A variety of leaves; microscopes; slides of

transverse sections of leaves; equipment

and materials for the class practical as in

the Tech’s notes; WS2.9.7; The students

use a microscope to observe prepared

Draw and label

Mini whiteboard

quiz

WS/doddle-

Plant and

photosynthesis

Part 2 Leaves

and glucose

N/L

So 1, So 3, So 4, Relate the

function of the leaf to its

structure and the types of cell.

slides of transverse sections of a leaf.

They draw and identify the layers of

cells. Ask the students to compare the

leaf cells close to the darker upper

surface with other cells. Make sure that

they identify that there are more

chloroplasts near the upper surface.

Keywords:

Cuticle Epidermis Palisade cell Spongy cell stomata

RAG

Extended response

question

So 6.

Evaluate the structure of a cell related to its function.

2.9.8 Exploring

the movement

of water and

minerals in

plants

Identify how water and minerals move through a plant.

How does

water and

minerals travel

to the leaves?

Show the students a potted plant with the soil washed off its roots. Ask them to look at the roots under a microscope, draw what they see and then discuss in groups how root systems are adapted to take in water. Equipment and materials as detailed in the Tech’s notes, WS Show the students a celery stem (with leaves) that has been placed for 1–2 hours in a beaker containing a dye solution. Discuss how water is transported from the roots to the leaves, emphasising the role of transpiration. Give the students pre-cut thin slices of stem to examine with a hand lens and to draw.

Keywords: Transpiration Xylem cells Root hair cells

WS

Class discussion

Scientific

investigation

Extended response

Doddle - Plant

and

photosynthesis

part 4 Roots and

water

N/L/So3

So 1, So 3, So 4,

So 6.

Explain how water and minerals move through a plant.

Evaluate the cell structures that allow the movement of water and minerals through a plant.

2.9.9

Investigating

Identify the minerals essential to healthy plant growth.

Why are

minerals

Examples of packaging for different

fertilisers; equipment and materials for the

T-P-S Annotate drawing

/Doddle - Plant

N/L/Sp7

So 1,

the importance

of minerals to

plants

Explain the effects of a deficiency in essential minerals.

important for

plants?

Why do we

use fertilisers?

class activity in Practical 2.9.9 as in the

Tech’s notes; WS

Ask the students to think about what the

following have in common: nitrogen,

phosphorus, potassium, magnesium,

sulfur and calcium. The students form

pairs, and share their thoughts with their

partner. Take feedback of their ideas and

lead them to agree that minerals are

needed by both humans and plants in

order to be healthy.

Key words: Deficiency Fertiliser Manure

Class discussion

End of chap Q’s

1 to 9

Exit ticket

and

photosynthesis

work sheet 1

So 3, So 4,

So 6.

M7 –

link to

agricult

ure

Evaluate the limitations of evidence.

2.9.10

Investigating

photosynthesis

Identify the factors that can affect photosynthesis.

How can we

make

photosynthesi

s more

efficient?

Graph paper; metre rule; pondweed;

scissors; forceps; bench lamp; filter

funnels; test tubes; 500 cm3 beakers;

thermometer; water baths at different

temperatures; WS

The students work in pairs to apply their

knowledge by discussing whether trees

growing in hot and cold environments will

photosynthesise at the same speed. For

example, they know that heating up

chemicals makes a reaction happen faster

– or is it just that plants grow faster in

summer than winter?

Keywords: Rate Concentration

Student book

questions Q’s 10 to

15

Exam questions

Marksheet

Doddle - Plant

and

photosynthesis

Part 5 Summary

activities

Photo synthesis

mini quiz

N/L

So 1, So 3, So 4, So 6.

M7 –

link to

agricult

ure

Predict results of investigations.

Interpret secondary data about photosynthesis.

Scheme of Work 2020 - 2021

Subject: KS3 Science Student Book 2 Chapter 3 Energy: Work and Heating and Cooling

Year Group: 8

Specification: AQA Science Collins

Skill Focus: 20c,d 24a,c,e

Lesson No Topic & Objectives Big Question –

What will

students

learn?

Key Activities & Specialist Terminology

(Do Now Task / Starter/Tasks/Plenary

Planned Assessment

Homework or

flipped

learning

resources

DODDLE

resources

Lit

Num

SMSC

Codes

2.3.1

Doing

work

Recognise situations where work is done.

Ask the

students to

produce a

poster to

explain what is

meant by ‘work

done’ in at

least three

different

situations

Set up a circus of different activities for

pairs of students to try out, such as a heavy

box to drag, push or lift, a door to open, a

1 kg weight to lift through a distance of 1 m,

and a stool to step on. Provide metre rules

and force meters. Ask the pairs to discuss

each situation and identify the forces in

each case.

Ask the students to look at the pictures in

Fig 2.3.1b and to suggest how these

represent work being done. Page 22

Whiteboards.

Red pen piece.

RAG boxes at the

end of the lesson for

books.

Exam questions.

Doddle- Work

done

presentation

Work done

worksheet

BBC work

done

interactive

activity

Lit-

Describing

tasks.

Num-

Drawing

diagrams

S02

S06

S08

Describe the relationship work done = force × distance.

Apply the equation for work done to different situations.

Mathematics. Calculating force x distance.

Keywords: Lever Energy Work Deformation Displacement

Work done

quiz

bitesize

SP9

SP5

SP6

M2

2.3.2

Making

work

easier

Understand what simple machines are.

Show students

a picture of a

crowbar (or,

even better, a

real one), and

ask how it can

be used to

force open a

locked door

when pushing

on it did not

work.

Show the students a heavy object, and

discuss ways to lift it. Select volunteers, and

ask them to try to lift it with their hands.

Now demonstrate lifting it using a long

plank as a lever with a wooden block as a

fulcrum. Explore reasons why this is much

easier.

Ask the students to recall ideas about work done from previous session and to sketch an example of a situation in which work has been done. Explain what can be seen and label the drawing. Engineering DT. Understanding machines

doing work.

Understanding what ‘work done’ means.

Keywords: Machine Force Level Input force Output force

Whiteboards.

Red pen piece.

RAG boxes at the

end of the lesson for

books.

Exam questions.

Doddle- simple

machines

presentation

Moments

presentation

Moments quiz

BBC bitesize

Lit-

Describing

tasks.

Num-

Drawing

diagrams

S02

S06

S08

SP9

SP5

SP6

M2

Explain why they are useful.

Compare and contrast different machines

2.3.3

Explaining

thermal

energy

Describe how

temperature differences

lead to energy transfer

Show the

students a

range of

different

thermometers,

and

demonstrate

Working in groups of four, students carry

out the class practical using Practical sheet

2.3.3. They investigate the effect of

temperature differences in two identical

metal blocks.

Whiteboards.

Red pen piece.

RAG boxes at the

end of the lesson for

books.

Doddle-

Heating and

cooling part 1

presentation

(heat and

temperature)

Lit-

Describing

tasks.

Num-

Drawing

diagrams

taking the

temperature of

different

objects.

Discuss the

advantages

and

disadvantages

of each.

Provide three bowls – one full of warm

water at 40 °C, one with cold water with ice

cubes in it at 10 °C and one with lukewarm

water at 20 °C. Select students to place

their hands in each of the three bowls in

turn and to describe what they feel. Use the

demonstration to explore the meaning of

the word ‘temperature’.

Catering. Understanding how temperature

effects rate of food being cooked.

Keywords: Temperature Degrees Celsius Energy Thermal energy

Exam questions. BBC bitesize S02

S06

S08

SP9

SP5

SP6

M2

2.3.4 How

heat

travels

Explain how heat can travel by conduction, convection and radiation.

Give examples of each of these happening.

Light a Bunsen

burner and ask

students to

suggest why

thermal energy

from the fire

can travel

elsewhere. Ask

for suggestions

as to why it is

possible to

make it travel

more

effectively

Set up a metal rod, clamped horizontally

and with paper clips stuck along its length

with wax. Heat it with a Bunsen burner at

one end. Ask students to predict what will

happen, and why

Set up a convection box, with a candle

under one of the two chimneys. Hold a

smoking taper above the other chimney.

Ask students to explain what is happening

DT- insulation for different kinds of products

such as a thermos

Understanding that heat can transfer from

one place to another. BBCbitesize.co.uk

Keywords: Conduction Convection Insulation Radiation

Whiteboards.

Red pen piece.

RAG boxes at the

end of the lesson for

books.

Exam questions.

Doddle-

heating and

cooling part 2

presentation

(conduction,

convection and

radiation)

Heating and

cooling

worksheet 1 &

2

BBC bitesize

Lit-

Describing

tasks.

Num-

Drawing

diagrams

S02

S06

S08

SP9

SP5

SP6

M2

2.3.5 How

to stop

heat from

travelling

Explain the difference between conductors and insulators.

Show the

students an

image of a

bonfire, or light

a Bunsen

burner, and

ask how it

might be

possible to

stop heat from

moving from

one place to

another.

Remind the students of the three ways in

which heat travels, and ask them to suggest

how that process could be stopped – how,

for example, could cooking implements be

designed so as not to conduct heat, how

could convection currents be stopped from

circulating and how could objects that are

good radiators be made into poor radiators.

Show the students an image of a bonfire, or

light a Bunsen burner, and ask how it might

be possible to stop heat from moving from

one place to another.

DT- insulation for different kinds of products

such as a thermos.

Identifying the difference between a conductor and an insulator. Keywords: Conductor Insulator Energy Metals Non-metals

Whiteboards.

Red pen piece.

RAG boxes at the

end of the lesson for

books.

Exam questions.

Doddle-

Heating and

cooling part 3

presentation

(Heat loss and

insulation).

BBC bitesize

Lit-

Describing

tasks.

Num-

Drawing

diagrams

S02

S06

S08

SP9

SP5

SP6

M2

Explain how insulation works.

Apply ideas about insulation to practical applications.

2.3.6

Energy

and

temperatu

re

Describe the warming and cooling of objects.

Ask the

students to

describe some

situations in

which they feel

cold, and what

they do to

keep warm.

Even if they do

not use the

correct

terminology at

this stage, ask

them if they

can group

Ask the students to read the ‘Cooling and

warming’ section in the Student Book. Take

some time to look at Figure 2.3.6b 9 (a

cooling curve) with the students. Point out

different features of the graph. If time

allows, the experiment could be

demonstrated, with students being invited to

take temperature readings.

Comparison thinking frame. Comparing

different materials and how efficient they

are at insulating.

Mathematics- reading and drawing graphs.

Whiteboards.

Red pen piece.

RAG boxes at the

end of the lesson for

books.

Exam questions.

Doddle-

investigating

thermal

insulation and

factors

affecting

thermal

insulation

animations

Heating and

cooling mini

quiz

BBC bitesize

Lit-

Describing

tasks.

Num-

Drawing

diagrams

S02

S06

S08

SP9

Explain the relationship between energy transfer and temperature change.

ways of

keeping warm

Literacy- explaining the relationships shown

on graph.

Understanding how energy can transfer

away from a hot liquid. BBCbitesize.co.uk

SP5

SP6

M2