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LESSON PLAN: RESPIRATION OF
YEAST (LEVELS D-F) |
Knowledge and Understanding
Pupils know :
-
yeast is a
micro-organism
-
yeast respires
-
respiration is the
release of energy from food
-
carbon dioxide is
released by the process of respiration
-
temperature can affect
the rate of respiration
Skills
All skills listed could and would be developed
during this activity. From a management point of view for assessing progress, a
focus for development e.g. planning or an aspect of recording could be chosen
and pupils would plan, carry out and report and review their investigation,
differentiation being managed through level of support and outcome.
In the exemplar the focus is preparing for the
task. A concept cartoon is used to suggest possible hypotheses. Pupils can
identify with an idea rather than formulate one.
VOCABULARY
VARIABLES,
TEMPERATURE, YEAST/SUGAR SUSPENSION. |
Activity
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Organisation
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Resources
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Questions
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Teacher issues
cartoon and reads the speech bubbles. Asks class to discuss in
groups, choose a hypothesis and plan an investigation. |
Whole class |
Cartoon, flask of
respiring yeast |
What do you see?
Why?
What do you think will affect the
respiration?
What can we find out?
How can you find out?
How will you measure?
What will you change?
What variables will you keep the same?
What are your variables?
(input and outcome)
What are your
links? |
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Pupils discuss in groups and choose a
hypothesis.
Pupils write up
their plan. |
Groups
|
Lab resources,
detergent, active yeast /sugar suspension, water-baths, ice if
requested |
Questions where
appropriate to challenge. |
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Pupils carry out
their investigation and record their results. |
Pairs |
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Level D
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LEVEL E
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LEVEL F
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Individually or in
small groups will identify two or three questions to investigate. |
Individually or in
small groups will identify a number of key questions to investigate. |
Samples of tables (names deleted)
showing different
levels of attainment |
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Should identify
and select appropriate sources of information, evidence and
resources or equipment and be able to give reasons for their
planning decisions. |
Should decide on
appropriate strategies sources of information, evidence and
resources or equipment to carry out a fair investigation. |
Should be able to
decide appropriate strategies sources of information, evidence and
resources or equipment to investigate the hypothesis with due
attention given to fair testing. |
|
Should now be able
to plan a fair test. |
Should now be able
to plan a valid and reliable test for a given hypothesis. |
Planning should
include finding out how one variable is dependent on another. |
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Level D
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LEVEL E
|
LEVEL F
|
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Should select and
use appropriate equipment and techniques to collect information. |
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Should select and
use a range of equipment and standard techniques. |
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Measurements
should involve them in estimating and measuring accurately distance,
time, weight, area, volume, temperature in small and large standard
units selecting appropriate units and measuring device. |
|
Measurements
should involve them in estimating and measuring accurately to scale
where appropriate. |
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Should be able to
select, given a range of options, an appropriate way of recording
findings |
Should be able to
select, given a range of options, and use (without assistance) an
appropriate way of recording findings |
Should be able to
select and use without assistance an appropriate way of recording
findings |
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Level D
|
LEVEL E
|
LEVEL F
|
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Provide
explanations for outcomes. |
Should now
establish link between the results and original hypothesis. |
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Can give an
illustrated report, organised in appropriate sequence with
appropriate illustrations. |
Should be able to
write a systematic and structured report outlining the stages in
their investigation using appropriate illustrations and scientific
vocabulary. |
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Should be able to
reflect critically on the approach used and identify shortcomings. |
Should be able to
reflect critically on the approach used and identify shortcomings
and limitations and suggest improvements that could be made
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Should be able to
evaluate a range of aspects of the investigation including
reliability and relevance. |
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