Download Year 8 Learning Cycle 4 Overview

Year 8 Learning Cycle 4 Overview
Biology: How do humans exist over multiple generations?
Learning Cycle Overview:
Line of enquiry one:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Why are human so anatomically similar?
All the bones in your skeleton are the same
You have different types of muscles
The respiratory system relies on bones and muscles
Line of enquiry two:
Hypothesis 4
Hypothesis 5
Hypothesis 6
Hypothesis 7
How do we ensure future generations have successful anatomies?
Humans show minimal variation
Variation is caused by DNA
Sex cells are the same as other human body cells
Humans evolved from dinosaurs.
Line of enquiry three:
Hypothesis 8
Hypothesis 9
Hypothesis 10
Hypothesis 11
Hypothesis 12
Hypothesis 13
How do humans make offspring safely?
Reproductive anatomy doesn’t change
New life is created in a series of steps
All new life is created in the same way
Foetus’ get their food from their mothers
Humans put themselves at risk through sexual contact
Risks of sex can be reduced through scientific developments
Underlined learning intentions are aimed at students with a target above a KGP4.
Week 1
Week 2/3
Week
3/4/5
Year 8 | Learning Cycle 4 | Medium Term Plan | Science 2015/16
How do humans exist over multiple generations?
Line of enquiry one: Why are human so anatomically similar?
Learning intentions taken from the KS3national curriculum:
Students need to be confident with the following concepts:

the structure and functions of the human skeleton, to include support, protection, movement and making blood cells

biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles

the function of muscles and examples of antagonistic muscles.

the structure and functions of the gas exchange system in humans, including adaptations to function

the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume

the impact of exercise, asthma and smoking on the human gas exchange system
Home learning Week 1: Skeleton learning
Lesson 1: All the bones in your skeleton are the same
Lesson 2: You have different types of muscles
Lesson 3: The respiratory system relies on bones and muscles
Keywords: bone, joint, tendon, ligament, skeleton, muscle,
Keywords: cardiac, voluntary, involuntary, smooth, skeletal
Learning Intentions:
Students should develop an understanding that:
 Develop an understanding of the skeletal system found in
humans
Learning Intentions:
Students should develop an understanding that:
 Develop an understanding of the muscular system found in
humans
Keywords: heart, lungs, diaphragm, contract, relax, intercostal
Learning Intentions:
Students should develop an understanding that:
 The mechanisms of breathing are dependent on changes in air
pressure in the chest cavity
 The health of the lungs can affect how well oxygen is taken into
the body
Success Criteria:
 Recall the three main functions of the skeleton
 Recall how the skeleton is held to the muscles
 Describe how two of the basic joints work in the skeleton
 Analyse how these joints provide different movement for the
skeleton
 Evaluate the hypothesis
Success Criteria:
 Recall the different types of muscles
 Describe where each type of muscle is found in the body
 Analyse how antagonistic pairs of muscles work
 Evaluate the hypothesis
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Peer-assessed – exam style question
Peer-assessed – storyboard of how antagonistic muscles work
Success Criteria:
 Recall the parts of the body involved in breathing
 Describe the changes that occur to the body during breathing in
 Explain how this causes air to enter the lungs in terms of
changing pressure
 Describe the impact of asthma, smoking and exercise on
breathing
 Apply this knowledge to help answer exam style questions
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Teacher-assessed – personalised exam question
Year 8 | Learning Cycle 4 | Medium Term Plan | Science 2015/16
How do humans exist over multiple generations?
Line of enquiry two: How do we ensure future generations have successful anatomies?
Learning intentions taken from the KS3national curriculum:
Students need to be confident with the following concepts:

heredity as the process by which genetic information is transmitted from one generation to the
next

a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson,
Crick, Wilkins and Franklin in the development of the DNA model

differences between species

the variation between individuals within a species being continuous or discontinuous, to include
measurement and graphical representation of variation

the variation between species and between individuals of the same species means some
organisms compete more successfully, which can drive natural selection

changes in the environment may leave individuals within a species, and some entire species, less
well adapted to compete successfully and reproduce, which in turn may lead to extinction

the importance of maintaining biodiversity and the use of gene banks to preserve hereditary
material.
Home learning week 2: spellings
Lesson 4: Humans show minimal variation
Keywords: continuous, discontinuous, traits, characteristics
Learning Intentions:
Students should develop an understanding that:
 humans are different in many ways
 differences in traits can be classified as continuous or discontinuous
Success Criteria:
 Recall some differences in traits between humans
 Classify these traits as discontinuous or continuous
 Evaluate why different traits are represented differently on different graphs
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Lesson 5: Variation is caused by DNA
Peer-assessed – venn diagram task of traits
Lesson 6: Sex cells are the same as other human body cells
Lesson 7: Humans evolved from dinosaurs
Keywords: genetic, environmental, cause, effect
Learning Intentions:
Students should develop an understanding that:

The variation seen in humans is caused by a mixture of
genetic and environmental causes
Keywords: DNA, chromosome, gene, gamete
Learning Intentions:
Students should develop an understanding that:
 DNA is a chemical stored in cells to control traits
 DNA is passed on through generations through chromosome
Success Criteria:

Recall the difference between cause and effect

Identify the causes of different variation seen in humans

Classify causes and genetic or environmental causes

Evaluate if more traits are caused by genetic, environmental,
traits by both

Evaluate the hypothesis.
Success Criteria:
 Recall the names of human sex cells
 Describe how DNA is stored in normal human cells
 Recall how many chromosomes there are in human sex cells
 Explain why human sex cells have less chromosomes than
somatic cells
 Evaluate the hypothesis.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Teacher-assessed – extended hypothesis evaluation
Peer-assessed – application of knowledge onto non-human
examples
Keywords: evolution, extinction
Learning Intentions:
Students should develop an understanding that:
 Compounds and mixtures are different to each other
Success Criteria:
 Recall that any substance made of more than one type of atom
is either a mixture or compound
 Understand the difference between compounds and mixtures.
 Create particle diagrams to represent compounds, elements
and mixtures.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Teacher-assessed – personalised exam question on evolution in
non-human
Year 8 | Learning Cycle 4 | Medium Term Plan | Science 2015/16
How do humans exist over multiple generations?
Line of enquiry three: How do humans make offspring safely?
Learning intentions taken from the KS3national curriculum & SRE legislation:
Students need to be confident with the following concepts:

reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes,
fertilisation, gestation and birth, to include the effect of

maternal lifestyle on the foetus through the placenta

use of hormones to control and promote fertility.

Puberty, menstruation, contraception, abortion, safer sex, HIV/AIDS and STIs

The needs of all pupils should be met, regardless of sexual orientation or ethnicity.
Home Learning week 3: storyboard task on either menstrual cycle, or fertilisation
Home learning week 4: research task in FAS
Home learning week 5: revision
Lesson 8: Reproductive anatomy doesn’t change
Lesson 9: New life is created in a series of steps
Keywords: puberty, menstruation, testosterone, oestrogen
Learning Intentions:
Students should develop an understanding that:
 Physical changes occur to the human body during puberty
 These changes are caused by specific hormones
Keywords: conception, fertilisation, implantation, pregnancy,
gestation, ejaculation
Learning Intentions:
Students should develop an understanding that:
 Reproduction occurs in stages
Success Criteria:
 Recall the similarities and differences between male and
female pubescent developments
 Classify these changes as physical or behavioural
 Explain why these changes occur
 Describe the changes to people’s bodies who are undergoing
hormone therapy to change their gender
 Evaluate the hypothesis
Success Criteria:
 Recall the main stages of becoming pregnant
 Describe what occurs at each of the stages
 Link each step to part of the reproductive system
 Evaluate the hypothesis
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Peer-assessed – linking task of stages of creating new life to
location in reproductive system
Peer-assessed – recall / classification task of pubescent
development
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Lesson 10: All new life is created in the same way
Keywords: hormone, fertility, promote, control
Learning Intentions:
Students should develop an understanding that:
 Pregnancy can be aided through hormone based therapies
 Same sex couples can reproduce through donors
Success Criteria:
 Recall some of the barriers people face to becoming pregnant
 Describe how fertility can be increased using hormones for both
males and females
 Explain how in vitro fertilisation can be used to aide conception
 Describe how same sex partners could have a baby
 Evaluate the hypothesis
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Peer-assessed – methods of aiding fertilisation flowchart
Year 8 | Learning Cycle 4 | Medium Term Plan | Science 2015/16
How do humans exist over multiple generations?
Lesson 11: Foetus’ get their food from their mothers
Lesson 12: Humans put themselves at risk through sexual contact
Keywords: umbilical cord, placenta
Keywords: STIs, HIV, aids
Learning Intentions:
Students should develop an understanding that:
 The foetus is nourished during pregnancy through the umbilical
cord and placenta
Learning Intentions:
Students should develop an understanding that:
 Develop an understanding of illness, disease and how microbes
are transmitted
Success Criteria:
 Recall how the baby receives nourishment from its mother
 Sketch the tissues required to ensure the baby can be nourished
 Categorise what materials are passed from mother to baby and
vice versa
 Evaluate the hypothesis
Success Criteria:
 Recall how STIs are transmitted between individuals
 Describe the symptoms associated with the UKs most common
STIs
 Diagnose patients based on their symptoms
 Evaluate the link between STIs, sexualities and race
 Evaluate the hypothesis
Lesson 13: Risks of sex can be reduced through scientific
developments
Keywords: contraception, pill, abortion, morning after pill, condom
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Learning Intentions:
Students should develop an understanding that:
 Precautions can be taken to reduce the risk of STI transmission
and pregnancy
Success Criteria:
 Recall different forms of contraception
 Identify which forms of contraception prevent pregnancy and
which prevent STIs
 Classify contraception as physical barriers or hormonal
treatments
 Evaluate which method of contraception should be
recommended to young adults
 Evaluate the hypothesis
In lesson Teacher-assessed – flowble task
Teacher-assessed – patient diagnosis
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Peer-assessed – classification tasks and evaluation of contraceptive
techniques