rogression Success 3 and Resource Pack Teacher … 5 What is in this pack? The TPRP for Go Science! 3 is in three parts: 1. A printed booklet containing: an introduction to the course,

01865 888080

Teacher Planning and Resource Pack3Motivation Progression Success

Sample material

Contents

3

Introduction 5

Introduction to Go Science! 3 6

How Science Works in Go Science!

Introduction to How Science Works in the Programme of Study and the Framework 8

Key concepts, key processes and curriculum opportunities from the new Programme of Study 8

How Science Works in the new Framework 9

Planning teaching and learning 10

Personalising teaching and learning 13

Personal Learning and Thinking Skills (PLTS) and Assessing Pupil Progress (APP) 14

Assessment for learning in Go Science! 15

Sample pages from Teacher Planning and Resource Pack 3

Pupil activity 1.5.2 – Classifying drugs 18

Teacher and technician notes 1.5.2 – Classifying drugs 20

Lesson guide1.5 – It’s a matter of class 22

Learning support answers 1.3 – Healthy lungs 24

Test yourself answers 1.7 – Drugs and movement 26

Homework questions 1.4 – Deal on drugs 28

Skills sheet 4 Web searches 29

Introduction

5

What is in this pack? The TPRP for Go Science! 3 is in three parts: 1. A printed booklet containing: an introduction to the course, lesson overviews

in an easy to read format with pages from the pupil book for cross-reference, and samples of all the different types of sheets you will find on the CD-ROMs.

2. A standalone or network CD-ROM containing all the sheets in the printed booklet, plus another 700.

3. A second VLE CD-ROM containing the same material as on the first CD-ROM but in a form that can be uploaded into your school’s VLE (virtual learning environment).

What is on the CD-ROMs?

All sheets on the CD-ROMs are in Word format so that they can be easily customised. The types of sheet on the CD-ROMs are:

� Lesson guides for each of the lessons in the Go Science! 3 pupil book in an easy to edit tabular form. (N.B. The ‘setting the scene’ pages in the book do not have lesson guides.)

� Chapter guides for each of the seven chapters in Go Science! 3, in an easy to edit form.

� Pupil activity sheets with step by step instructions and questions.

� Teacher and technician sheets to accompany the pupil activity sheets.

� Homework sheets with mark schemes.

� Write on pupil ‘test yourself’ sheets and answer sheets.

� Learning support sheets to support the less able, with separate answers.

� Write on end of chapter tests with separate mark schemes and a pupil version of the answers.

� End of lesson questions from the pupil book but with extra questions at higher and lower levels.

� Websites for each of the lessons, with descriptions and tips on how to use them.

� Skills sheets focussing on the skills needed to progress in How Science Works.

� Pupil checklists to allow pupils to keep track of their progress in both science concepts and How Science Works.

� Answers to the pupil book in-text and end of chapter questions.

� Easyprint files offering ‘one click’ printing of Lesson guides, Pupil and Teacher and technician sheets and all other sheets for each chapter.

Setting the scene pages in the pupil book do not have associated lesson guides or other resource sheets. Questions and activities for these are provided on the LiveText DVD.

Introduction to Go Science! 3

6

Go Science! 3 has been devised with four things in mind:

� imaginative and relevant ideas and resources for How Science Works

� making Key Stage 3 science exciting, engaging and fun

� giving lots of help to differentiate lessons, utilising different learning styles

� providing the most useful suite of assessment for learning tools to enable steady progression.

There are six components to the scheme, which can be used in isolation or together.

Pupil Book 3 Covering levels 4–8, this should be considered a core resource for inspiring interest in the topic. Main aspects are:

� visually stimulating pages to introduce each topic

� pages filled with inspiring and relevant examples of How Science Works with levelled questions

� end of chapter questions to consolidate learning, useful for cover lessons

� Best Science Lessons Ever!

� Specific How Science Works skills pages.

Teacher Planning and Resource Pack 3 The pack will provide you with everything you need to plan for the third year of your Key Stage 3 course, including a scheme of work and printed lesson overviews.

Also supplied on CD-ROM are lesson guides and all the resource sheets you need in editable Word format. Rather than being a huge resource bank of everything you may need for Key Stage 3, we assume you already have many ideas from past schemes. Most of the Go Science! resource sheets focus on the new requirements from the Programme of Study and the new Framework around How Science Works skills, personalising the curriculum and assessment for learning. We provide many opportunities for:

� active learning, in the form of practicals, group work, pair work, projects, presentations

� differentiating learning, utilising different learning styles

� self, peer and teacher assessment

� skills progression.

Teacher LiveText 3 This is an interactive version of the pupil book. It expands the level range from Level 4 to EP (Exceptional Performance) with extra extension lessons for more able pupils. Additional features include:

� view the book on screen, zoom to key parts

� audio version of the pupil book for slow readers

� audio glossary linked to keywords on the page

7

� interactive topic introduction (‘setting the scene’) pages with more information for the pupils to explore

� whole class interactive whiteboard activities

� levelled learning objectives in PowerPoint format

� starter questions in PowerPoint format

� end of lesson summary ‘for your notes’ in PowerPoint format

� levelled end of lesson questions in PowerPoint format

� selected diagrams from the pupil book in ‘with or without label’ form

� full set of teacher planning and resource editable files.

A VLE version of the disk is also supplied.

Pupil LiveText CD-ROM 3 This CD-ROM has all the elements from the Teacher LiveText DVD which a pupil would find useful to explore when on their own at home or in the ICT suite. A VLE version for school use is also supplied.

Online Assessment 3 This powerful online tool, which can be accessed from school or home, provides an unparalleled opportunity to accurately track pupil progress:

� matched to the new Programme of Study

� pupils enjoy the interactive questions and the ability to regularly map their progress

� summative tests to monitor average performance

� diagnostic assessments to identify barriers to learning

� pupil and teacher reports to identify next steps.

Assessing Pupil Progress (APP) Teacher Pack A Teacher pack with activities and support for the new APP objectives.

We’ve had contact with hundreds of pupils during the development of this course, exploring what makes a good science lesson, and following their feedback we hope that every pupil will feel that:

� the resources look exciting and interesting; pupils wanted lots of photos and interesting examples relevant to the World around them

� they experience variety in their lessons, with lots of opportunities for active learning and having fun

� learning is set at the right level to challenge each pupil to progress, not too easy, not too difficult

� they understand how they are progressing against targets and what to do next to improve.

How Science Works in Go Science!

8

Introduction to How Science Works in the Programme of Study and the Framework The new Programme of Study (PoS) from QCA for Key Stage 3 science places less emphasis on science content and more emphasis on How Science Works skills. Go Science! reflects this change by including the Key Concepts, the Key Processes and the Curriculum Opportunities in its definition of How Science Works. The PoS states that teachers should draw on the range and content when teaching the Key Concepts and Key Processes.

Go Science! has several ways to ensure that How Science Works skills are being supported and tracked throughout the course:

1. Key Concepts, Key Processes and/or Curriculum Opportunities are covered in every page of the pupil book. There are also additional Focus on How Science Works lessons.

2. The Teacher and technician sheets include levelled attainment targets for How Science Works. They also list the relevant Key Concepts and Key Processes that are covered in the activity.

3. Lesson guides specify which Key Concepts, Key Processes, Curriculum Opportunities and Framework objectives are being supported both in the pupil book and the suggested activities for the lesson.

4. End of chapter tests include How Science Works questions.

5. LiveText whole-class interactive whiteboard activities focus on different aspects of How Science Works, including evaluating different opinions about scientific phenomena, weighing up evidence and virtual investigations.

6. Chapter guides match to How Science Works in the new Framework.

Key concepts, key processes and curriculum opportunities from the new Programme of Study

1 Key concepts 1.1 Scientific thinking � KC1.1a Using scientific ideas and models to explain phenomena and developing them

creatively to generate and test theories. � KC1.1b Critically analysing and evaluating evidence from observations and experiments.

1.2 Applications and implications of science � KC1.2a Exploring how the creative application of scientific ideas can bring about

technological developments and consequent changes in the way people think and behave.

� KC1.2b Examining the ethical and moral implications of using and applying science. 1.3 Cultural understanding � KC1.3 Recognising that modern science has its roots in many different societies and

cultures, and draws on a variety of valid approaches to scientific practice. 1.4 Collaboration � KC1.4 Sharing developments and common understanding across disciplines and

boundaries.

9

How Science Works in the new Framework

2 Key processes 2.1 Practical and enquiry skills � KP2.1a Use a range of scientific methods and techniques to develop and test ideas and

explanations. � KP2.1b Assess risk and work safely in the laboratory, field and workplace. � KP2.1c Plan and carry out practical and investigative activities, both individually and in

groups. 2.2 Critical understanding of evidence � KP2.2a Obtain, record and analyse data from a wide range of primary and secondary

sources, including ICT sources, and use their findings to provide evidence for scientific explanations.

� KP2.2b Evaluate scientific evidence and working methods. 2.3 Communication � KP2.3a Use appropriate methods, including ICT, to communicate scientific information

and contribute to presentations and discussions about scientific issues.

3 Curriculum opportunities COa research, experiment, discuss and develop arguments

COb pursue an independent enquiry into an aspect of science of personal interest

COc use real-life examples as a basis for finding out about science

COd study science in local, national and global contexts, and appreciate the connections between these

COe experience science outside school, including the workplace, where possible

COf use creativity and innovation in science and appreciate their importance in enterprise

COg recognise the importance of sustainability in scientific and technological developments COh explore contemporary and historical scientific developments and how they have been

communicated COi prepare to specialise in a range of science subjects at key stage 4 and consider career

opportunities both within science and in other areas that are provided by science qualifications

COj consider how knowledge and understanding of science informs personal and collective decisions, including those on substance abuse and sexual health

COk make links between science and other subjects and areas of the curriculum

1.1 Explanations, argument and decisions 1.1a1 Scientific thinking: developing explanations using ideas and models 1.1a2 Scientific thinking: challenge and collaboration in the development of explanations 1.1a3 Scientific thinking: developing argument 1.1b Applications, implications and cultural understanding 1.1c Communication for audience and with purpose

1.2 Practical and enquiry skills 1.2a Using investigative approaches: planning an approach 1.2b Using investigative approaches: selecting and managing variables 1.2c Using investigative approaches: assessing risk and working safely 1.2d Using investigative approaches: obtaining and presenting primary evidence 1.2e Working critically with primary evidence 1.2f Working critically with secondary evidence

Planning teaching and learning 10

Go Science! 1 New Programme of Study

3 Range and content

New Framework Current QCA Scheme of Work

7A – Cells Chapter 1 Staying alive! organs, organ systems, cells and reproduction

3.3 Organisms, behaviour and health: 3.3a, 3.3b, 3.3c, 3.3d, 3.3e

2 Organisms, behaviour and health

2.1 Life processes 7B – Reproduction

7C – Environment and feeding relationships

Chapter 2 Why are we different? adaptations, environment, behaviour, variation and classification

3.3 Organisms, behaviour and health: 3.3a, 3.3b, 3.3c, 3.3d, 3.3e

3.4 The environment, Earth and Universe: 3.4c


2.2 Variation and interdependence

2.3 Behaviour

5 Environment, Earth and the Universe

5.3 Earth, Space and beyond

7D – Variation and classification

7G – Particle model of solids, liquids and gases

Chapter 3 What are things made of?

particles, solutions, separation techniques

3.2 Chemical and material behaviour: 3.2a

3 Chemical and material behaviour

3.1 Particle models 7H – Solutions

7E – Acids and alkalis Chapter 4 Be reactive!

acids, alkalis and neutralisation



3.2 Chemical reactions

3.3 Patterns in chemical reactions 7F – Simple chemical reactions

Chapter 5 How things move

forces, speed

3.1 Energy, electricity and forces: 3.1a, 3.1b, 3.1c

4 Energy, electricity and forces 4.2 Forces

7K – Forces and their effects

7I – Energy resources Chapter 6 Using energy

energy transfers, greenhouse gases

3.1 Energy, electricity and forces: 3.1a


4 Energy, electricity and forces

4.1 Energy transfer and electricity


5.1 Changing environment and sustainability

7J – Electrical circuits

Chapter 7 Earth, Space and beyond Earth, Moon and planets

3.4 The environment, Earth and Universe: 3.4b


5.3 Earth, Space and beyond

7L – The Solar System and beyond

11


3 Range and content

New Framework

Current QCA Scheme of Work

8A – Food and digestion Chapter 1: Systems for survival

food, balanced diet, digestion

3.3 Organisms, behaviour and health: 3.3a, 3.3c

2 Organisms behaviour and health

2.1 Life processes 8B – Respiration

Chapter 2 How we stay healthy microbes, infection, bacteria, immunisation

3.3 Organisms, behaviour and health: 3.3a, 3.3c


2.1 Life processes

8C – Microbes and disease

Chapter 3 How do living things interact?

ecosystems, food webs, populations

3.3 Organisms, behaviour and health: 3.3d, 3.3e


2.2 Variation and interdependence

2.3 Behaviour

8D – Ecological relationships

8E – Atoms and elements Chapter 4 What’s in a reaction? elements, compounds, mixtures, metals, non-metals, chemical reactions

3.2 Chemical and material behaviour: 3.2a, 3.2b, 3.2c


3.1 Particle models, 3.2 Chemical reactions

3.3 Patterns in chemical reactions 8F – Compounds and mixtures

Chapter 5 Heating and cooling expansion, conduction, convection, evaporation and cooling

3.1 Energy, electricity and forces: 3.1a


3 Chemical and material behaviour 3.1 Particle models 4 Energy, electricity and forces 4.1 Energy transfer and electricity

8I – Heating and cooling

8K – Light Chapter 6 Finding out about light and sound

reflection, refraction, how sounds travel, how we hear

3.1 Energy, electricity and forces: 3.1a, 3.1c


4.1 Energy transfer and electricity

8L – Sound and hearing

Chapter 7 Exploring magnetism

magnetic materials, electromagnets

3.1 Energy, electricity and forces: 3.1b, 3.1c


4.2 Forces

8J – Magnets and electromagnets

8G – Rocks and weathering Chapter 8 Changing Earth

weathering, transportation, sedimentary, igneous, metamorphic rocks, rock cycle

3.4 The environment, Earth and Universe: 3.4a


5.2 Changing Earth 8H – The rock cycle

12


3 Range and content

New Framework Current QCA Scheme of Work

Chapter 1 Are you fit? behaviour and health, exercise, drugs, smoking and alcohol

3.3 Organisms, behaviour and health: 3.3c, 3.3e


2.1 Life processes

2.3 Behaviour

9B – Fit and healthy

Chapter 2 Upsetting the balance inheritance, selection and behaviour

3.3 Organisms, behaviour and health: 3.3a, 3.3e


2.1 Life processes

2.3 Behaviour

9A – Inheritance and selection

9E – Reactions of metals and metal compounds

Chapter 3 Chemical reactions further metal reactions, reactivity series, more about separation techniques

3.2 Chemical and material behaviour: 3.2a, 3.2b, 3.2c


3.1 Particle model, 3.2 Chemical reactions

3.3 Patterns in chemical reaction 9F – Patterns of reactivity

9D – Plants for food

9G – Environmental chemistry

Chapter 4 Environmental chemistry air and water pollution, acid rain, waste management, recycling, climate change


5 Environment, Earth and Universe

5.1 Changing environment and sustainability

9H – Using chemistry

9K – Speeding up Chapter 5 Calculating forces friction in liquids and gases, pressure in liquids and gases, moments, speed and acceleration

3.1 Energy, electricity and forces: 3.1b

4 Energy, electricity and forces 4.1 Energy transfer and electricity

9L – Pressure and moments

Chapter 6 Earth and Space gravity on other planets, natural and artificial satellites, Solar System

3.4 The environment, Earth and Universe: 3.4b

5 Environment, Earth and Universe

5.3 Earth, Space and beyond 9J – Gravity and space

Chapter 7 Energy and conservation conservation, energy efficiency, dissipation, potential difference and power stations

3.1 Energy, electricity and forces: 3.1a, 3.1c


4 Energy, electricity and forces 4.1 Energy transfer and electricity

5 Environment, Earth and Universe 5.1 Changing environment and sustainability

9I – Energy and electricity

Personalising teaching and learning

13

1. Lesson guides The lesson guides and the accompanying scheme of work are intended to suggest ideas, strategies and activities. They contain the following information to help you differentiate and personalise your teaching and your pupils’ learning: � Learning objectives are given with levels. These also appear in PowerPoint format

on the LiveText DVD. You can edit and save the PowerPoint if you wish to alter the lesson objectives.

� Notes on teaching strategies and personalisation, suggesting how you might change or adapt the lesson to suit pupils of different abilities.

� Different learning styles: V, A, K (visual, auditory and kinaesthetic), are highlighted for each suggested activity (‘through the door’, starter, main and plenary).

Teaching tips You can customise the lesson guides to suit the different learning styles and abilities of your pupils. You can: � cut and paste sections into your own scheme of work or lesson plans � use them for ideas for activities � use them as a basis of a scheme of work, adapting them for different

needs/abilities of your classes.

2. Practical activity sheets Almost every lesson has a main activity with an editable pupil sheet. This has detail on how to carry out the activity, the equipment required, and some questions to help the pupils get the most out of the activity. Accompanying the pupil sheet is a teacher and technician sheet with further notes and guidance, levelled outcomes from the How Science Works level descriptors in the Programme of Study, answers to questions on the pupil sheet, and a detailed equipment list to assist technicians. A separate list of equipment for each chapter is supplied on the Teacher Planning and Resource CD-ROM. Teaching tips You could personalise the pupil activity sheets with individual pupil’s names and edit the sheets to tailor the activity itself. You could group pupils and give them edited sheets with writing frames for the less able, or harder questions for a higher ability group. The font size on the sheets can be altered to suit pupils with specific learning needs.

3. Learning Support sheets can be adapted and edited to suit pupils of different abilities. 4. The Pupil checklists are intended to be used by pupils to track their own progress. There are separate How Science Works checklists as well. 5. Homework sheets can be used in a variety of ways, at home or as group activities. 6. End of chapter tests at two levels: 3–6 and 5–8 with teacher as well as pupil mark schemes. 7. Extension lessons with extra pupil book spreads are on the LiveText DVD and can be used with higher ability pupils, either in class or for extra homework. 8. Audio of pupil book for those pupils limited by reading age or perhaps because they have English as a second language. They will be able to use the audio of the pupil book on the Pupil LiveText CD-ROM.

Personal Learning and Thinking Skills (PLTS) and Assessing Pupil Progress (APP)

14

Personal Learning and Thinking Skills

In Go Science! there are many opportunities for assessing personal learning and thinking skills (PLTS). These are highlighted in the lesson guides:

Independent enquirers The course provides pupils with opportunities to develop their scientific skills independently, through extension lessons, homework and assess your progress questions, and the online assessment.

Creative thinkers Go Science! includes opportunities for learners to find original ways to tackle problems and generate and explore ideas independently. Many of the practical activities encourage pupils to recognise the importance of creativity and innovation in science. The best lessons also provide an opportunity for pupils to think creatively and try different ways of tackling a problem.

Team workers Most scientific investigation is carried out by groups or teams of scientists. This is brought out clearly throughout the Pupil books and is reinforced in activities in which pupils investigate in pairs or groups.

Self-managers Opportunities for learners to organise themselves and actively engage in activities are provided throughout the course.

Effective participators Many of the activities in Go Science! encourage pupils to contribute to discussions and make presentations based on their own research and investigations.

Reflective learners Learners set their own targets, monitor their own progress and performance and make changes based on feedback from others. There is opportunity in the main activities and plenaries for pupils to give feedback to their peers.

Assessing Pupil Progress (APP) in science The aim of Assessing Pupil Progress (APP) in science is for teachers to assess pupils’ progress in relation to the Programme of Study levels and to help pupils plan for and improve their learning, thus improving the levels attained.

How does Go Science! support APP? Many of the activities in Go Science!, the levelled assess your progress, in-text, and homework questions, offer excellent opportunities for assessing how pupils are progressing and giving them the opportunity to see how well they are doing. The Go Science! Assessing Pupil Progress pack, covering the whole course, will give support and suggestions for assessing your pupils’ progress.

Go Science! Online Assessment This component of the course provides diagnostic and summative assessments and gives detailed feedback to teachers of individual and class achievement and to pupils of how well they are doing and what they need to do to improve.

Assessment for learning in Go Science!

15

Overview of assessment for learning opportunities Go Science! 3 has many resources to help you and your pupils understand their level and keep progressing: � Setting the Scene spreads in the pupil book – these provide an interesting and

visually stimulating start to a new topic. Questions and activities on the page reactivate knowledge from key stage 2 and get your pupils engaged and thinking about what is coming up. There are also further questions that pupils can think about and answer when they open the spread in their LiveText DVD.

� In-text and assess your progress questions (both levelled, the latter are collected together at the end of each chapter) – these are in the pupil books and help you and your pupils check their understanding and level.

� Pupil checklists – for pupils to use throughout the chapters and at the end to help them check their strengths and weaknesses and progress against levels.

� Pupil activities (through the door, starter, main and plenary) – opportunities for peer and group assessment are highlighted in the lesson guide, denoted by [AfL].

� Pupil interactive activities on the LiveText DVD – there are several of the interactive activities which are suitable for assessing progress, e.g. team games and completing spider diagrams.

� Test yourself quizzes – these help pupils consolidate their learning and diagnose their own misconceptions. They can mark their own work from the answer sheet which you can read out or display on an interactive whiteboard.

� Homework questions – these provide an opportunity for pupils to work alone on activities focussed on reinforcing and applying their skills. Questions are levelled to provide an opportunity for assessing progress against levels.

� Self-marking homework sheets on the pupil LiveText CD-ROM – these interactive homework sheets will allow pupils to get instant feedback on how well they have understood the concepts in the lesson.

� End of Chapter tests – at two levels: 3–6 and 5–8. The accompanying mark schemes are levelled so that you can track progress. There are also pupil versions of the answers to help pupils understand their progress and how they can improve.

� Go Science! Online Assessment – summative tests allow you to check levels against targets. Diagnostic, open-ended assessments allow pupils to understand key barriers to their learning. You will be provided with detailed teaching plans, which means that you can target your teaching to where it will make a difference. Pupils can review their assessments and are given a learning plan to show achievement and areas to improve. Special How Science Works questions allow you to check skills progress in this important new area.

Sample teaching andlearning resources

18

Classifying drugs

1.5.2

1

18

The penalties for possessing a drug depend on how the drug is classified. Some drugs are unclassified and there is no penalty for their possession. Is classifying drugs legally the same as classifying them scientifically?

Obtaining evidence 1 In law the penalties for possessing and using Class A drugs are more

severe than for Class B or Class C drugs. Some drugs, like tobacco and alcohol, are not classified in this system, and their use is legally acceptable providing some restrictions are observed.

This table shows eight drugs, their legal class and two pieces of scientific information: how much harm the drug does to the body, and how dependent people become on using the drug (how addictive it is). These figures have been produced by a group of medical and scientific researchers who have agreed between themselves on a scale to measure the harm and dependency values of different drugs. There are no units for these scales.

Drug Class of drug in Misuse of Drugs

Act

Physical harm Dependence

heroin A 2.8 3.0

cocaine A 2.3 3.0

ecstasy A 1.1 1.1

LSD A 1.1 1.2

amphetamine B 1.8 1.7

cannabis C 1.0 1.5

alcohol - 1.4 1.9

tobacco - 1.2 2.2

Presenting the results Use the information in the table to create a scatter graph. Use colour to distinguish the points for the different classes of drug. Choose a scale for the scatter graph that lets you see each of the points clearly.

Considering the evidence 1 What pattern do you notice between the physical harm caused by a

drug and the dependency developed by users? 2 According to scientific classification, are unclassified drugs (alcohol

and tobacco) safer than classified drugs?

19

Classifying drugs

1.5.2

1

19

3 According to scientific classification, are Class A drugs more dangerous than Class B and Class C drugs?

4 According to scientific evidence should cannabis be reclassified as a Class B drug?

Evaluating 5 The physical harm scores and the dependency scores are the average

scores suggested by a number of different experts. What advantage does this system of finding a score have over one person carrying out identical experiments with a group of volunteers?

Extension 6 Suggest some reasons why the government may be unwilling to

classify alcohol and tobacco as illegal drugs.

Classifying drugs

1.5.2

1

20

Aim Science has a unique way of using weight of empirical evidence and peer review to arrive at decisions. Other systems, such as legal systems, may sometimes arrive at different conclusions as different forms of evidence are considered. In this activity pupils consider the classification of drugs and how the empirical evidence may produce different outcomes when classifying drugs compared to the system that operates in law.

How Science Works skills • Pupils record their observations, comparisons and measurements using tables and bar charts and

begin to plot points to form simple graphs. (Level 4) • Pupils use line graphs to present data, interpret numerical data and draw conclusions from them. (Level 5) • Pupils analyse findings to draw conclusions that are consistent with the evidence. (Level 6) • Pupils analyse findings to draw conclusions that are consistent with the evidence and use scientific

knowledge and understanding to explain these conclusions and identify possible limitations in primary and secondary data. (Level 7)

Key concepts and key processes KC1.1b, KC1.2b, KP2.2a

Running the activity 1 This activity provides a good opportunity for discussing how science works, and pointing out that

science is just one of many equally valid ways of making sense of the world. 2 Discuss with the pupils their views on which drugs should be legal and which illegal, and their

reasons. 3 Working individually pupils then produce a scattergraph of the data provided to look for patterns in

the way drugs are classified by the law compared to a scientific classification. The scientific classification was published as a journal article in The Lancet (vol. 369, March 24, 2007) – a panel of experts was asked to assess the harm caused by different drugs, and rate their tendency to dependency. The scores are averages of the responses collected. Some pupils will need help in deciding on appropriate axes to use and how to scale the axes to ensure the points are clearly visible.

4 When the activity is complete discuss with the pupils any patterns identified in the data, any results considered anomalous, and possible reasons for discrepancies between legal and scientific classifications. Note that the data presented in this activity do not include a ‘score’ for social harm caused by each drug. Some pupils may be able to discuss the concept of social harm, and the moral implications of using science to create new drugs or enhance existing drugs.

Expected outcomes

heroin A

0 0.5 1 1.5 2 2.5 3 Physical harm

3

2.5

2

1.5

1

Dep

ende

nce

cannabis C ecstasy A

cocaine A tobacco U Scattergraph

alcohol U

amphetamine B

LSD A

Classifying drugs

1.5.2

1

21

Pupils should detect strong patterns in the relationship between physical harm and dependency. They should be able to interpret the scattergraph to recognise that some unclassified drugs are more harmful than some classified drugs and that some Class A drugs appear scientifically to be less harmful than Class B, C or unclassified drugs.

Answers Considering the evidence 1 Drugs that cause greater physical harm also cause greater dependency. 2 Alcohol and tobacco both cause greater dependency than the Class B and C drugs in the table. They

cause greater physical harm than Class C drugs and two Class A drugs. Alcohol and tobacco are not safer than classified drugs.

3 Not all Class A drugs are more dangerous than Class B and C drugs, some are safer (ecstasy and LSD) based on the information presented here.

4 There is no evidence in the table to support the classification of cannabis as a Class B drug.

Evaluating 5 The system is based on several opinions, not one.

It is unethical to carry out experiments on volunteers knowing that they will be harmed by the experiment. If one person carried out an experiment it would take many years to collect the results – for example people who smoke may only develop lung cancer after many years. The system used here uses the knowledge built up over many years from many different investigations, and so a wider range of effects will be identified.

Extension 6 It would be hard to enforce as the habit of using these drugs is widespread. It would be unpopular

and result in the government being removed from office. The government would lose an important source of revenue. Similar events have proved unsuccessful at reducing the effects of the drug on society (eg the prohibition of alcohol in USA in 1930s was abandoned).

Duration: 1–2 lessons

22

It’s a matter of class

1.5

1

22

Lesson objectives • Interpret data on drug classification. [Level 5]

• Give examples of drugs, their classifications and what this classification means. [Level 6]

• Describe the social implications of the drug trade. [Level 7] • Discuss how science helps people make informed decisions. [Level 8]

Links back to Year 7/8 Pupils will have knowledge of drugs from the media. They may have misconceptions which will need dealing with.

Resources needed • Pupil Book: pages 10–11.

• Through the door: IWB.

• Main activities: 1.5.1 Pupil and Teacher and technician sheets. 1.5.2 Pupil and Teacher and technician sheets.

Teaching strategies This is a topic that will generate much discussion. The Horizon programme mentioned below will relate specifically to the text but an alternative could be used if this is not available.

Personalisation The suggested cut and stick activity may need to be simplified for lower ability with less drugs included.

How Science Works (key concepts and key processes from the Programme of Study) • KC1.1b Critically analysing and evaluating evidence Evaluation of government drug classification. • KC1.2a Applying scientific ideas Using scientific evidence to assess dangers of drugs, and investigating how

technological advances made drugs available to the masses. • KC1.2b Examining ethical and moral implications of science Discussion of the scientific correctness of the

government drug classification system. • KC1.3 Recognising that modern science has its roots in many different societies and cultures Examining the

history and social impact of drugs worldwide. • KP2.1a Use a range of scientific methods and techniques to develop and test ideas and explanations Using

a scattergraph to examine patterns in data. • KP2.2a Obtain, record and analyse data Analysis of secondary data to provide evidence of a scientific system

of drug classification.

Curriculum opportunities

• COa Research, experiment, develop, discuss arguments Discussion on drug classification and its scientific basis.

• COd Study science in local, national and global contexts Analysis of drugs and the social impact nationally. • COj Consider how science informs personal and collective decisions, e.g. substance abuse and sexual

health Consideration of the effects of drugs to help pupils make informed decisions.

References to the new Framework – How Science Works

1.1a3 Scientific thinking: developing argument 1.1b Applications, implications and cultural understanding 1.2f Working critically with secondary evidence

Through the door activity

Ask pupils to write a list of the drugs they know of in order of most to least dangerous. [V]

Suggested starter activity (~5–10 minutes)

Discuss drug classification. If pupils have classification from previous lesson’s homework use this as a basis for discussion. Discuss how drugs are classified. Do pupils agree with this classification system? What role does science play in the classification of drugs? [V, A]

Duration: 1–2 lessons

23

It’s a matter of class

1.5

1

23

Suggested main activities

1.5.1 Drugs timeline Pupils look for patterns in the development of three different drugs: heroin, chocolate and caffeine. (Pupil and Teacher and technician sheets) (~30 minutes) [V, A]

1.5.2 Classifying drugs Comparing scientific evidence with the legal system of classifying drugs throws up some surprising results. Pupils consider different methods of drug classification and consider how scientific evidence and social influences interact. (Pupil and Teacher and technician sheets) (~30 minutes) [V, A] 1.5.3 Drugs and their effects Explanation to pupils about different drugs and their effects. Pupils participate in adding what they know about drugs, how they are taken and their effects. Cut and match activity – pupils match a drug, how it is taken and its effects. (~30 minutes) [V, A, K] [AfL]

Suggested plenary activity (~5–10 minutes)

Run a group mind-mapping session: The impact of drug taking – who, what, where. [V] [AfL]

Learning outcomes

Levels 3–4 Levels 5–6 Levels 7–8

• Describe why and how drugs are classified and give examples.

• Describe the social impact of drug taking, as well as the effects on the human body.

• Describe how science can help people make informed decisions on how they want to live their life.

Homework Keywords Key skills and cross-curricular links

Tell pupils that they have been asked to re-classify the drug system. How would they reclassify. Ask pupils to explain why they have moved drugs between classes or kept them where they are.

cannabis, Class A, Class B, Class C PLTS: Independent enquiry; self-managers – pupils organise themselves during sorting activity; effective participators – pupils are given the opportunity to communicate their ideas on how drugs impact life to their peers. Numeracy skills: Drawing scattergraphs. Citizenship link: The cost of drug taking to society.

Healthy lungs

1.3

1

24

1 When you breathe in, your lungs ...

inflate / deflate / stay the same When your diaphragm contracts, your lungs ...

inflate / deflate / stay the same When your rib cage rises, your lungs ...

inflate / deflate / stay the same 2 What happens to air in the lungs?

Cross out the wrong answers in the answer column.

Answer

The amount of oxygen Goes up / stays the same / goes down The amount of carbon dioxide

Goes up / stays the same / goes down

The amount of water vapour Goes up / stays the same / goes down The amount of nitrogen Goes up / stays the same / goes down The temperature Goes up / stays the same / goes down

3 Here are some results from an investigation into breathing

and exercise. Sarah walked, jogged and then sprinted. All the results were counted for 15 seconds.

Exercise Number of breaths in 15s Size of each breath in litres

walking 3 0.5

jogging 5 0.7

sprinting 2 3.0

a In which exercise did Sarah breathe fastest? __jogging__

b In which exercise did Sarah take the biggest breaths?

__sprinting__

Healthy lungs

1.3

1

25

c In which exercise did Sarah breathe most air?

__sprinting__

d How many litres of air are needed every minute when

walking?__6 litres__

e How much more air is needed when sprinting compared

to walking? _4 times more__

4 Here are some questions about the structure of the lungs.

Choose the correct answer from this list:

Answer A – ciliated cells

Answer B – mucus

Answer C – elastic air sacs

Answer D – capillary blood vessels

a Which part helps to push air out of the lungs when

exhaling? __C__

b Which part absorbs oxygen? __D__

c Which part traps dust and bacteria? __B__

d Which part moves particles out of the lungs ? __A__

e Which part makes the lungs look pink? __D__

Drugs and movement

1.7

1

26

1 Rearrange the letters to make the names of some drugs.

a FACEFINE ___caffeine___

b OLATEMACRAP __paracetamol_

c DEEPS __speed_

2 Classify each of these different examples of drug. Cross out the wrong answers.

a nicotine medical / legal / illegal

b paracetamol medical / legal / illegal

c cannabis medical / legal / illegal

d caffeine medical / legal / illegal

e morphine medical / legal / illegal

3 Put these events into the correct order to explain how the elbow joint is bent (flexed). Write a number in the ‘sequence’ column.

Event Sequence

Biceps contracts 4

Ulna moves backwards 7

Nerve impulses from spinal cord block muscle contraction. 1

Force transmitted to biceps tendons 5

Triceps relaxes 2

Nerve impulses from spinal cord cause muscle contraction 3

Tendon pulls ulna in the forearm 6

Drugs and movement

1.7

1

27

4 What is the function of different parts of a joint?

Match structure to function by drawing a line between the correct boxes.

Structure Function

tendon connect bones together

muscle create force

cartilage transmit force

synovial fluid lubricate

ligament

reduce impact

5 a Which joint in the arm is equivalent to the knee?

hip / wrist / ankle / elbow

b Which joint in the leg is equivalent to the shoulder?


c Which joint allows the foot to rotate and flex?


6 a Which bone in the leg is equivalent to the humerus?

tibia / ulna / femur

b Which joint in the leg is equivalent to the shoulder joint in the arm?

hip / knee / ankle

c Which bone in the leg is part of a ball and socket joint?

tibia/ fibula / femur

7 a Which bone protects the brain? ______skull____

b Which bones protect the spinal cord? _____vertebrae___

c Which bones protect the heart? _____ribs___

Deal on drugs

1.4

1

28

All of these drugs can be bought from reputable online pharmacies.

Find out what condition is treated by each drug.

Drug Condition

NYDA®

Paracodol®

Benadryl®

Hydrocortisone

Lamisil®

Ovex™

Bepanthen®

Lestrin™

Lipobind™

NiQuitin™

Your task is to classify these drugs by inventing your own system of classification. As they are available for anyone to buy online without a prescription, assume that they are all safe to use if the manufacturer’s instructions are followed.

1 Draw a table, chart or diagram to show how you have chosen to classify these drugs. [Level 5]

2 What criteria did you use in your classification? [Level 5]

3 How easy would it be for other people to use your classification? [Level 5]

4 How useful would your classification be to an online shopper, to help them find the drug they were looking for? [Level 5]

Web searches

Sheet 4

29

The World Wide Web (Internet) is a very useful source of information, but to make sure you get only the information you really want you must ask yourself these questions before you start:

One of the best ways is by using a search engine. Choose the one that works best for you and keep its address in your favourites folder. Describe the information you want really carefully. Think of at least three words that will describe what you are looking for. For example, if you want to find out about the atmosphere on Mars try the words Mars, planet and atmosphere. A search engine will display the names of any websites or pages containing any of the words that you have used for your search. But you will only want pages containing all the words you have listed. There may be a menu that allows you to specify what you want it to match.

Otherwise use the word ‘and’. So you would use Mars and planet and atmosphere to make sure the search engine looked for all the words.

Anyone can put information onto the Internet so you need to be careful about what you choose to read. A page written by NASA will be very reliable for information about planets but might be too complicated. NASA For Kids would be simpler to understand.

Sometimes people put information that is silly or incorrect on their web pages. You should always try to avoid sites with the words ‘alternative’, ‘alt’ or ‘unofficial’ in their address. Remember, you must choose the sites with care and do not believe everything you read on the Internet!

Never use information in your work that you do not understand. Always read the information carefully and then answer your question in your own words. Copying someone else’s work could land you in a lot of trouble, and not only with your teacher!

Always remember to ‘surf’ sensibly and safely. Never give your e-mail address or password to anybody on the Internet without first checking with your teacher.

Heinemann is an imprint of Pearson Education Limited, a company incorporated in England and Wales, having its registered office at Edinburgh Gate, Harlow, Essex, CM20 2JE. Registered company number: 872828 www.heinemann.co.uk Heinemann is a registered trademark of Pearson Education Limited Text © Pearson Education Limited 2008 First published 2008 12 11 10 09 08 10 9 8 7 6 5 4 3 2 1 British Library Cataloguing in Publication Data is available from the British Library on request. ISBN 978 0 43550429 8 Copyright notice All rights reserved. The material in this publication is copyright. Pupil sheets may be freely photocopied for classroom use in the purchasing institution. However, this material is copyright and under no circumstances may copies be offered for sale. If you wish to use the material in any way other than that specified you must apply in writing to the publishers. Original illustrations © Pearson Education Limited 2008 Illustrated by Techset Printed in the UK by. ???

01865 888080www.heinemann.co.uk

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