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Earth & Space
Earth in Space |
C |
this is Level D |
E
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| Home Page |
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Skills |
Materials from Earth |
Energy & Forces | Living Things |
| Level D | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | |||
| Target, Code & Menu | |||||
 ES-D1.1 |
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Earth in Space |
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relate the movement of planets around the Sun to gravitational forces |
use the library to find out about 'weightlessness' experienced by astronauts in space discuss which objects in the Solar System will have the greatest gravitational pull make an annotated diagram to explain the effect of the Sun on the movement of the planets find out how we determined that the Earth moves around the Sun. |
Gravity is simply a pull that is exerted by any object. Note
that larger objects are not always heavier. When astronauts
go into space, they experience 'weightlessness' and float about.
The spacecraft and astronauts are, in fact, in 'free-fall'.
That is, they are 'falling' towards the Earth but never reach
it because of the speed of the spacecraft in orbit and the
curvature of the Earth. What this means is that the
astronauts are apparently weightless because they are 'falling' at
the same speed as the spacecraft. Over the great distances in the Solar System, it is the
Sun that exerts the greatest effect on the planets. Every
planet would move through space in a straight line without the
Sun's gravitational pull, which causes the planets to swing round
in orbit. The results of careful observations of the
apparent movement of stars could be explained by Earth orbiting
the Sun. We now have visual confirmation of Earth's
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ES-D1.2 |
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Earth in Space |
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give some examples of the approaches taken to space
exploration STOP PRESS - Debate over how many planets are in the Solar System |
use secondary sources to find out how evidence of our Solar System has been collected find out how we determined that the Earth moves around the Sun make a chart outlining the history of space exploration and flight identify some other ways in which we find out about space, using library and websites. |
Sputnik was launched in 1957. Apollo 11 landed men on the Moon in
1969 using a three-stage rocket. Shuttles, which are re-usable, have been used
since 1981 for putting astronauts into orbit around the Earth. Pupils should be
reminded of the very limited nature of this exploration - our planet and its
moon - a far cry from the 'Star Wars' fantasies. Telescopes have been used to
view the heavens since the early seventeenth century. Huge and sophisticated
light telescopes are used now and one of these is at the Royal Observatory in
Edinburgh. Other forms of energy can now be detected, having been emitted long,
long ago from distant stars. Some instruments detect part of the spectrum that
is not visible, such as infrared light, whilst others detect x-rays. The quality
of light reaching us tells us much about the source of the light. Spectroscopes
are used to study this. Radio telescopes are used to detect radio
 waves
from space. |
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Earth & Space
Materials from Earth |
C |
this is Level D |
E
|
| Home Page |
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|
Skills |
Earth in Space |
Changing materials |
Energy & Forces |
Living Things |
| Level D | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | ||||
| Target, Code & Menu | ||||||
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ES-D2.1 |
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Materials from Earth |
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describe the internal structure of the Earth |
use secondary sources to explore the structure of the Earth use the internet to explore physical |
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ES-D2.2 |
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Materials from Earth |
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| describe the processes that led to the formation of the three main types of rock |
investigate weathering and sedimentation e.g. the effect of ice on pumice stone, heating and cooling a chip of granite examine samples of sedimentary metamorphic and igneous rocks and describe the differences between them explore the effects of pressure and temperature |
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ES-D2.3 |
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Materials from Earth |
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| give examples of useful materials that we obtain from the Earth's crust |
observe, examine and compare rocks and building materials in the local environment observe and group a collection of rocks in terms of texture and appearance use secondary sources to explore the uses of different rocks and link these to their characteristics, e.g. granite and marble investigate ease of wearing away and permeability plan a way of obtaining pure salt from rock salt |
Pupils should be encouraged to look at the particles in
the rock as well as colour. Help pupils to understand that
the same material can be 'pebbles', 'stone' and 'rock'.
To investigate wearing away, two rocks can be rubbed
together. Take care that rocks are rubbed gently and that particles
do not get into pupils' eyes. Permeability can be tested
by dropping small quantities of water on to the rock. |
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ES-D2.4 |
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Materials from Earth |
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| describe how soils are formed | examine samples of different kinds of soils and observe and record differences in colour, texture etc. |
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ES-D2.5 |
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Materials from Earth |
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| name the gases of the atmosphere and describe some of their uses |
use reference books to name the constituent gases of air and the percentage composition of each research one or two uses for each of these gases. |
Nitrogen (78%), oxygen (21%) are the major constituents of the
atmosphere. Argon, little known, is the third major at 1%, whilst carbon dioxide
makes up a surprisingly small 0.03%. Uses for gases include nitrogen for
freezing food, oxygen which we need for breathing and which can be used to make
hot flames for welding, argon for filling light bulbs (it does not burn) and
carbon dioxide for fizzy drinks and fire extinguishers. Nitrogen gas can also be
changed by combining it with other substances to make plant fertilisers that are
very important in
food
production. |
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Earth & Space
Changing materials |
C |
this is Level D |
E
|
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Skills |
Materials from Earth |
Energy & Forces | Living Things |
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Properties & uses of energy |
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| Level D | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | |||
| Target, Code & Menu | |||||
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ES-D3.1 |
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Changing materials |
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describe what happens when materials are burned |
investigate burning, with close teacher supervision, of a range of materials and select appropriate ways of recording findings demonstrate the effect of putting a large glass container over a lighted candle floating in a trough of water collect samples of fabrics and their labels that indicate fire-retardant properties and make links to safe living make a poster illustrating some of the hazards of burning things |
The source of heat should be limited to a night-light candle
in a metal container and it may be necessary to carry out the investigation as a
teacher demonstration. Use a spent matchstick, a strip of paper, cotton, wool
and nylon threads, held over the flame using two wooden clothes pegs to grip the
test material (taking care!). Avoid plastics, which are highly flammable. You
are advised to try out the activity for safety before allowing pupils to become
involved. The results involve the output of heat and light energy, smoke and
residual black carbon. Invisible gas is also produced. These are irreversible
chemical changes. The experiment with the floating candle can be used to provide
a focus for discussion on what is needed for things to burn (oxygen in the air)
and what is produced (water, invisible gas, new material). It may be appropriate
to introduce the idea of a chemical
reaction taking place. |
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ES-D3.2 |
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Changing materials |
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| explain how evaporation and filtration can be used in the separation of solids from liquids |
given a salt and sand mixture, find a way of getting pure salt and provide explanations based upon scientific knowledge using a variety of clear liquids, e.g. tap water, salt water, coloured ink and distilled water, predict whether each liquid is pure or whether it has dissolved material in it and devise a test to find out |
You will need to set the scene by reminding pupils
about solutions and the use of soft paper (blotting paper or
filter paper) to separate solids and liquids. The salty solution
can then be allowed to dry, when the water evaporates, to
leave pure salt. This can be tasted with care, using only
a fingertip touched to the salt. |
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ES-D3.3 |
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Changing materials |
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| describe the effect of burning fossil fuels |
use reference books to find
out what fossil fuels are and what happens when they burn
debate actions that we could take to reduce carbon dioxide output from the burning of fuel and draw up a list of class proposals for action. |
Coal, oil and gas are our fossil fuels, having been formed millions of years ago from dead organisms. They all yield lots of heat energy on burning so they are good fuels. They produce carbon dioxide and water too when they burn. Increasing carbon dioxide is worrying us because it acts like glass in a greenhouse - it lets heat from the Sun in but not all of it is allowed to escape, so the atmosphere is slowly warming. This is the 'greenhouse effect'. Because of this, we regard the carbon dioxide increase as pollution. Nuclear energy, hydroelectricity, wind power, cycling,
public transport, higher road-tax charges, etc., together
with international agreements, provide a large canvas
for exploring responsibilities,
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Skills |
Conversion & transfer of energy |
Earth & Space | Living Things |
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Changing materials |
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| Level D | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | |||
| Target, Code & Menu | |||||
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EF-D1.1 |
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Properties &
uses of energy |
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distinguish between 'heat' and 'temperature' |
measure the temperature of warm water in a mug and at intervals as it cools, keeping clear records of findings. give an explanation of the drop in temperature, referring to the heat energy that is being lost. monitor and record the temperature, in a range of places over 24 hours, using a temperature sensor |
Avoid using hot water and mercury thermometers. Use
a digital thermometer for safety. Temperature tells us how
hot an object is; this is usually measured in degrees Celsius
(ºC). However, this measure does not tell us how much
heat energy the mug contains. A mug of water at 45ºC has
a temperature of 45ºC and a certain amount of energy. If
we add a second mug of water at 45ºC the
temperature remains the same but we have doubled the amount of
heat energy. |
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EF-D1.2 |
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Properties &
uses of energy |
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| describe in simple terms how lenses work | explore what happens when objects are observed through lenses project an image of a window on a screen, predicting and testing the effect of using different lenses |
Light travels in straight lines but lenses, which
are transparent, can change the direction of the light.
Lenses that curve inward - concave lenses - produce
smaller, upright images. Those that curve outwards - convex lenses
- are more interesting. They magnify, and if used to focus
an image on a screen, seem to turn things upside down.
The idea of 'focus' can be introduced through examination
of sharp and fuzzy images.
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EF-D1.3 |
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| give examples of simple applications of lenses | examine the lenses of spectacles, car headlights and old cameras | ||||
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EF-D1.4 |
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Properties &
uses of energy |
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| use the terms 'pitch' and 'volume' to describe sound |
make a range of simple musical instruments compare and describe the different sounds produced by these instruments explore how pitch can be changed in a variety of drums or stringed instruments predict, and investigate, the effect on pitch of changing the amount of water in a bottle |
Use elastic bands, rulers, drums, etc. Focus on pitch
and loudness and try making sounds louder by using a hollow
box as a sounding board, e.g. for a tuning fork. Remember,
sound vibrations can travel through solids, liquids and gases,
e.g. wood, water and air. |
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EF-D1.5 |
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Properties &
uses of energy |
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introduce the symbols with simple matching exercises construct different circuits to match diagrams provided |
The symbols should include: battery, wire, bulb, switch, motor, bell, buzzer Introduce the term 'series' to convey the idea that the electricity flows through all the components in turn, returning through the battery to complete the circuit. Make sure that your circuit will work properly, with the
proper match between battery and device to be operated. |
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| construct a series circuit following diagrams using conventional symbols | |||||
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EF-D1.6 |
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Properties &
uses of energy |
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| describe the effect of changing the number of components in a series circuit |
make predictions of what
will happen if the number of batteries or bulbs in a series circuit is altered
carry out an investigation to test the predictions and make an organised report, including findings. |
The more bulbs in a circuit, the less bright they become. If one
bulb 'blows' the circuit is broken and no other bulbs will light (this happens
with some Christmas tree lights). If more batteries are added to a circuit
(remember, + to -) then a bulb becomes brighter; if too much electricity flows,
the bulb will 'burn out'. Bulbs are made to match a certain number of batteries.
Multiple batteries are usually used in torches to give a
very
bright light. |
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 |
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| Energy
& Forces
Conversion &
transfer of energy |
C |
this is Level D |
E
|
| Home Page |
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Skills |
Properties & uses of energy |
Force & their effects |
Earth & Space | Living Things |
| Level D | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | ||||
| Target, Code & Menu | ||||||
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EF-D2.1 |
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Conversion &
transfer of energy |
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build up a flowchart to represent
the energy changes occurring in a conventional power station
visit a hydro-electric scheme
discuss the relative merits of conventional and hydro power generation, with respect to the environment
discuss the environmental impact of the generation of electricity and the energy wasted as a consequence of the many energy transfers |
Essentially this requires an appreciation that energy in
fuel is used to heat water. The resultant steam turns a
turbine, which causes magnets to turn in a generator. This
action converts movement into electricity (the steam is cooled
to reform water in large cooling towers). Hydro electricity
is significant in Scotland, where falling water drives
the turbines. Air pollution and heating effects on rivers have
been associated with conventional power stations.
Carbon dioxide effects may be referred to, though gases of the
air and the effect of burning fossil fuels are considered
under 'Earth and Space'. |
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| give some examples of energy conversions involved in the generation of electricity | ||||||
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EF-D2.2 |
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Conversion &
transfer of energy |
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| describe how electrical energy is distributed to our homes |
use annotated diagrams to show how electricity is carried to our homes draw up a simple list of rules for safe use of electricity in our homes |
Introduce the National Grid. The current from the
power station is carried to our homes through thick,
overhead power lines carried by pylons. The current in the
power lines is very small but the voltage is very high. This
makes transmission of the electrical energy more
efficient. Before reaching our homes these high voltages are reduced
by 'transformers', located in 'substations', from 400,000 to
a nominal 230 volts. As the voltage decreases the
current again increases. The current is then carried in
underground cables to our homes where meters show how
much electricity we use. Note that voltage is not
properly introduced until Level E. Dangers to
avoid include wet hands, frayed leads, overloaded sockets, changing
bulbs when the lamp holder is live.
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EF-D2.3 |
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Conversion &
transfer of energy |
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| name some energy resources |
establish the various fuels used in our homes examine some samples of fossil fuels and find out how fossil fuels are formed investigate the energy resource in foods. |
The term 'resource' is used in preference to source to encourage the idea that energy is not some kind of material like fuel (the energy resource). When fuels burn they release energy that make things happen. Oil,
gas, wood, coal and peat are the common examples, but look out too for paraffin, candles, petrol, diesel. Food may also be named as an energy resource.
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Energy & Forces
Forces & their effects |
C |
this is Level D |
E
|
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Conversion & transfer of energy |
Earth & Space | Living Things |
|
Variety & characteristic features |
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| Level D | Learning activities & links to Target Groups (G) in Framework for Planning |
Additional advice from Guide for Teachers & Managers |
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| Target, Code & Menu | |||||
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EF-D3.1 |
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Forces & their effects |
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give examples of
streamlining and explain how this lowers resistance |
collect pictures of cars from the 1920s, 1950s and today explain the major change in appearance of the motor car through the twentieth century illustrate streamlining in aircraft investigate how the shape of an object affects its rate of fall through a liquid |
The change is towards smoother, rounded surfaces so
that air can slip by to create minimal friction, allowing cars to
go faster and use less fuel. The term 'streamlining' should
be introduced and some reference made to streamlining
in ships to cut through the water. |
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EF-D3.2 |
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Forces & their effects |
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| describe the relationship between the Earth's gravity and the weight of an object | find out what happens when a ping-pong ball and a golf ball are released at the same time from a height of two metres establish the link between weight and gravity by using a forcemeter to weigh everyday objects. |
Gravity is the name of the force that causes all objects to attract one another and which pulls objects towards the centre of the Earth. Gravity makes all objects accelerate towards the ground at the same rate but most people find this difficult to believe and so they expect heavier objects to fall faster. (Take care, since air resistance can slow down the falling object so results may not always be convincing.) Weight is the force of gravity on an object - it depends
on both the strength of gravity and the amount of matter
that makes up the object. Weight is measured as a force
- newtons - but this need not be introduced until Level
F. Interestingly the unit kg is used to measure 'mass'.
In common usage 'mass' is often referred to as 'weight'.
Pupils need not be confused by
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Living Things &
Processes of Life
Variety &
characteristic features |
C |
this is Level D |
E
|
| Home Page |
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Skills |
Processes of life |
Earth & Space | Energy & Forces |
|
Force & their effects |
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| Level D | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | |||
| Target, Code & Menu | |||||
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LT-D1.1 |
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Variety &
characteristic features |
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| give the main distinguishing features of the major groups of flowering and non-flowering plants |
group examples of flowering
plants into those with long narrow leaves with parallel veins (e.g. grasses,
iris, daffodil, tulip) and those with leaves of a variety of shapes with veins forming branching patterns (e.g. sycamore,
horse-chestnut, geranium)
examine and draw examples
of non-flowering plants from the local environment, e.g. lichens,
mosses, ferns, algae, conifers, etc.
survey a part of the local
area, school building, etc., and locate and identify examples of
flowering and non-flowering plants. |
Flowering plants are subdivided into two large
groups, technically known as monocotyledons and dicotyledons
- terms that relate to the existence of one or two
'seed-leaves' inside the seeds - but the leaves of the mature plants
can themselves be used as the basis for recognition. At this
stage it is not necessary to use these technical terms.
Interested pupils could use magnifying lenses to look at pea,
bean, sunflower or maize seeds and to plant the seeds and
observe their growth and leaf vein patterns. Colourful posters of
non-flowering plants can be obtained and pictures can
be downloaded from various websites. Pupils should be encouraged to discuss the plants found
and to discuss how they identified the plants. This will
encourage their observation skills and the use of the distinguishing features.
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Skills |
Variety & characteristic features |
Interaction of living things with their environment |
Earth & Space | Energy & Forces |
| Level D | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | ||||
| Target, Code & Menu | ||||||
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LT-D2.1 |
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The Processes of
Life |
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describe the role of
lungs in breathing |
view models and video material to demonstrate the process of breathing and the organs involved (lungs, diaphragm and rib muscles) |
Pupils' ideas of the events that result in the lungs filling
with air are often incorrect. We make our lung space larger
using muscles and rib movement. Air rushes in to take this
extra space.
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LT-D2.2 |
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The Processes of
Life |
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| outline the process of digestion |
examine the different types of teeth using dental mirrors ask pupils to describe the different teeth, where they are found in the mouth and what makes them suitable for their purposes review the names and positions of the organs of the digestive system (mouth, gullet, stomach, large and small intestines, rectum and anus) on an outline of the human body make labels describing what happens in each part of the digestive system use models to explain the process of digestion, e.g. a sieve with chick peas and sand, visking tubing filled with 'starch meal' |
The function of the four tooth types should be known. Care of the teeth could be included at this point through a consideration of prevention of tooth decay and gum disease. The treatment of digestion should be very simple and details of the structure and function of each part or chemical activity is to be avoided. The process of breaking down food into a useable form that
is taken into the body and used for a variety of purposes
should be emphasised. Unabsorbed remains are then expelled.
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LT-D2.3 |
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The Processes of
Life |
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| describe the main changes that occur during puberty | view and read suitable resource material to gather information on the main physical changes that occur during puberty in males and females discuss common emotional changes view video material and access text resources make a flowchart showing the stages in sequence |
An integrated approach to this area will most often be
taken and it will most likely be part of a PSD programme.
Teaching needs to be sensitive, positive and reassuring rather
than providing a focus on a clinical account of the organs
and processes involved. The stages that should be known
in sequence are production of eggs and sperm,
intercourse, fertilisation, pregnancy and birth. Although the names of
the organs involved are bound to be introduced, the emphasis
at this stage should be on the stages in the process. Detail
of the functions of each part should be addressed at a
later stage. However, some pupils may be able to access
this information at this stage.
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LT-D2.4 |
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| describe the main stages in human reproduction | ||||||
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LT-D2.5 |
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The Processes of
Life |
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| describe the main stages in flowering-plant reproduction | examine a variety of flowers to find the female parts (stigma, style and ovary with ovules) examine the flowers and find the anthers containing pollen grains make drawings or models to show the process of pollination - insect and wind examine a variety of fruits to find their seeds, e.g. tomato, peas examine a variety of seeds and discuss seed-dispersal mechanisms investigate the conditions necessary for seed germination. |
The names of the main parts of plants will have been
covered previously. Looking at flower structure will lead into
the sequence of events that comprise plant reproduction.
It should be possible to make comparisons between
the reproductive processes of animals and plants if a
similar flowchart is constructed for each.
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Living Things & Processes of Life
Interaction of living things with their environment |
C |
this is Level D |
E
|
| Home Page |
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Skills |
Processes of life |
Earth & Space | Energy & Forces |
| Level D | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | |||
| Target, Code & Menu | |||||
|
LT-D3.1 |
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Interaction of living things with their environment |
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describe examples
of human impact on the environment that have brought
about beneficial changes and examples that have
detrimental effects |
discuss and research a local
area that pupils are familiar with and consider changes that have
taken place over time
prepare a presentation featuring
a local park/pond /woodland/school playground outlining a strategy
for improvement and the benefits to the local community
use secondary sources to
research other environmental changes at national and international level |
Pupils will have considered examples of organisms that
are rare or have become extinct and should be aware of
the effect of the environment on the survival of individuals
and species. |
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LT-D3.2 |
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Interaction of living things
with their environment |
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| give examples of how plants and animals are suited to their environment |
explore the local environment and a range of habitats to identify plants and animals note features of the habitats and relate these to ways in which the organisms seem to be suited to living there use secondary sources to explore a contrasting habitat that may not be in the locality, e.g. seashore, river, woodland and illustrate the range of animals and plants living there collect/draw pictures of organisms typical of these habitats and make a class display to illustrate the animals and plants in this habitat and how they are suited to this habitat |
Pupils should also be aware that living things are
normally found in particular habitats, e.g. polar bears, camels
and cacti. The success of these organisms is due to
chance changes that have allowed survival in those conditions.
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LT-D3.3 |
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Interaction of living things
with their environment |
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| explain how responses to changes in the environment might increase the chances of survival |
observe and investigate the response of plants to local environmental changes such as light or temperature, e.g. opening of flowers, growth of cress seedlings towards light observe and investigate the response of animals such as woodlice, snails, brine shrimps and daphnia to factors such as light and moisture draw conclusions relating behaviour to food, shelter, predation and drying out. |
A visit to a non-local habitat would enhance this area of work. |
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© SSERC 2000-2008. Designed by Ian Birrell, Network Designer, SSERC
