new for the 2014 curriculum - pearson · pdf filemeasurable progression in key stage 3 science...

Measurable progression in Key Stage 3 Science for every student in every lesson – from the UK’s number one science course!

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Measurable progression in Key Stage 3 Science

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NEW FOR THE 2014 CURRICULUM

The UK’s Number 1 Key Stage 3 Science course is back! Our new edition of Exploring Science: Working Scientifically is the comprehensive digital and print service for all your planning, teaching, learning, homework and assessment needs for the new curriculum.

3 Clearly defined and differentiated Learning Objectives for every lesson. These develop according to our unique progression grids, and allow you to define, secure and measure progression for every lesson. Learn more on pages 11-13.

3 Extensive support on the use of formative assessment techniques. Our approaches have been rigorously trialled by the University of Reading to ensure that your students make greater progression through the use of high-impact teaching approaches.

3 Tackle the barriers to progression in Key Stage 4 right from the start of Year 7, and follow evidence-based approaches to the teaching of Literacy and Numeracy.

3 Rigorous summative tests, which you can use to track progression in line with your school’s policy, including the continuing use of National Curriculum Levels.

And, of course – we’re the UK’s number 1 Key Stage 3 Science course.

See how Exploring

Science supports measurable progression

on page 11

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Turn over and see how Exploring Science will support you in these changes

Why now? The changing curriculuml As you know there will be a new National Curriculum from September 2014. Content new to Key Stage 3 includes: • new emphasis on scientific terminology • energy stores and transfers • the skeleton • reproduction in plants • Dalton’s Atomic Model.

Other key changes include:l no year-by-year programme of study for Key Stage 3

l new Working Scientifically skills replace How Science Works

l National Curriculum Levels have been removed but not replaced.

New-style GCSE Science coming in 2016. Recent trends in GCSE have included:l end to modular exams and new rules on retakesl extended answer questions introduced into exams.

Plus, the draft GCSE Science Assessment Objectives from June 2013 include extensive ‘Use of Mathematics’ requirements.

Activelearn Logo v1.0

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How Exploring Science will support you

Working Scientificallyl Working Scientifically integrated

throughout the course in line with the National Curriculum expectations.

LiteracyDeveloping literacy and communication skills in readiness for Key Stage 4

l Each unit contains in-depth student and teacher material to deliver a specific aspect of literacy and communication.

l The teaching approach has been developed in accordance with evidence-based pedagogical principles developed by Professor Debra Myhill at the University of Exeter.

Use of mathematicsl We’ve worked with maths experts to

ensure the progression, terminology and approach in Exploring Science is consistent with the approaches found in maths teaching.

MS1

© Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 1

Fractions, decimals and ratios

To convert a fraction to a decimal Divide the top number of the fraction by the bottom number. If the top number is smaller than the bottom number, then the decimal will always start ‘0’.

Some fractions don’t divide completely, so you end up with a recurring (repeating) number.

Try remembering common fractions as decimals, to save time: 1/2 = 0.5 1/4 = 0.25 3/4 = 0.75 1/8 = 0.125

For example, 1/3 = 0.3333… (the ‘…’ means the numbers continue forever). If we have numbers like this, we ‘round’ it to one or two decimal places. Each number after the decimal point is one decimal place. When rounding numbers, the rule is:

1 Choose the number of decimal places. 2 Look at the number in the next decimal place. 3 If it is 5 or more round up. If it is less than 5 round down.

So 0.3333… is 0.33 to 2 decimal places. 2/3 = 0.66666…, which is 0.67 to 2 decimal places.

1 Convert the following fractions to decimals. (Remember to show your working.)

a 1/10 b 6/100 c 3/8 d 5/6

To convert a decimal to a fraction First, find the lowest place value of your decimal.

Now write the place value under the number as a fraction. Then cancel the fraction down.

So, the lowest place value in 0.6 is tenths. As a fraction this is 6/10 or 3/5.

0.75 is 75/100 or 3/4 and 0.851 is 851/1000

2 Convert the following fractions to decimals. (Remember to show your working.)

a 1/10 b 6/100 c 3/8 d 5/6

Ratios A ratio shows how something is divided up. A statement like there are 3 blues for every 2 reds is a ratio statement. This can be written as a ratio using a colon (:) 3 : 2

In a molecule of water there are 2 hydrogen atoms and 1 oxygen atom. The atoms in a water molecule are present in the ratio 2 hydrogen to 1 oxygen, which can be written as 2 : 1.

3 Mr and Mrs Brown have five children, three boys and two girls. Write the ratio of boys to girls.

4 The formula for carbon dioxide is CO2. This means it has 1 carbon atom and 2 oxygen atoms. What is the ratio of carbon atoms to oxygen atoms in a molecule of carbon dioxide?

5 Write down the ratio of atoms in the following molecules.

a CH4 b CO2 c N2O3

I can… ● convert between decimals and fractions ● use ratios.

PARAGRAPHS7DcHOW ARE IDEAS ORGANISED AND SHAPED USING PARAGRAPHS?Scientists need to understand how to write good paragraphs. Scientists write about their experiments in papers, which are published in journals. They may also write books, or scripts for documentaries on radio or television. So it is important that they write in such a way that people can easily understand their ideas.

The purpose of paragraphsWe use paragraphs to show where di� erent ideas are introduced. Changes in time, people, topic or place (remember ‘TiPToP’!) generally have new paragraphs. If there are no breaks in a text, it makes it hard to see the di� erent ideas and makes the text more di� cult to understand.

1 Read the book extract below.a| Suggest an advantage of dividing the text into

paragraphs.b| What are the three main topics covered in the text?c | Suggest places to split the text to make three

paragraphs.

Most animals need to make changes to survive in winter. Colder temperatures mean that mammals and birds need to spent more energy keeping themselves warm. However there is less food at this time of the year for them to eat, which provides the energy they need. Many animals would die if they did nothing to prepare for winter. One strategy is hibernation. This is when an animal � nds a sheltered and warm place and enters a period of inactivity (‘sleep’). To prepare for this, the animals eat a lot in the summer and autumn and add fat to their bodies. This not only keeps them warm but it also provides a store of energy to use while hibernating. Even though they are very inactive, and their body temperatures and heartbeat rates drop right down, the animals still need a source of energy. Other animals leave the country. They spend the winter months in warmer parts of the world where there is a source of food. This is called migration. Swallows, for example, leave the UK and � y to Africa in September and October, returning in April and May.

A | Steve Backshall has written many books and TV scripts about his adventures and his studies of different species.

The structure of paragraphsParagraphs often start with a short topic sentence. This clearly sums up one main idea, which the rest of the paragraph will explore in more detail. For example, the � rst topic sentence in the book extract is ‘Most animals need to make changes to survive in winter.’

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Formative assessmentEmbeds formative assessment into learning

l Best practice is fully incorporated into all aspects of the course, along with full teaching support for each lesson, so teachers can use formative assessment techniques to drive effective learning.

l High-impact formative assessment techniques have been fully embedded and verified by the consultant editor Dr Angela Hall, formerly of the Nuffield Institute.

The course uses an Assessment-Feedback-Action model.

Conceptual statement

Cognitive progress

Remembering (a)

Understanding (b)

Applying (c)

Analysing (d)

Evaluating (e)

Synthesising & creating (f)

In addition to what animals cells contain, plant cells usually also contain a cell wall, permanent vacuole and chloroplasts.

Identify the [cell wall, permanent vacuole, chloroplasts] on a diagram.

List the main features commonly found in plant cells.

Identify a cell as a plant cell.

Describe what the [cell wall, permanent vacuole, chloroplasts] do.

Identify the contents of plant cells in unfamiliar plants.

Suggest differences in plant cell components based on [tissue type, cell function].

Justify the classification of an organism as a plant based on cell structure.

Suggest reasons for differences between plant cells (in terms of their function).

Uses sources to outline the development of cell theory.

Measurable progression in every lessonEach topic uses Blooms’ Taxonomy to progress through the content, ensuring the logical build-up of demand. For example:

The content is therefore structured following an evidence-supported methodology for the ordering of learning objectives. In this way, knowledge and learning are better secured with clear links to Key Stage 4 progression.

Year 7 Year 8 Year 9

• Presentation and Planning• Activity Pack• Assessment Support Pack• Teacher and Technican Planning Pack



DIG

ITA

L

• Student Book • Activity Pack • Assessment Support Pack• Teacher and Technican Planning Pack



PRIN

T

ActiveTeach (online planning and lesson delivery) ActiveTeach (online planning and lesson delivery)

ActiveCourse (online homework activities and reporting)

ActiveBook (interactive versions of the Student Book)

Exploring Science: Working Scientifically course components

Course structure Exploring Science includes 36 units of teaching spread over three years. The first 28 units cover the 2014 Key Stage 3 National Curriculum for Science. The final eight units cover GCSE preparation and skills, extended projects, a final end of Key Stage 3 exam, and a revision period leading up to the exam.

The Exploring Science course

Biology Chemistry Physics

Year 7 Cells, tissues, organs and systemsSexual reproduction in animalsMuscles and bonesEcosystems

Mixtures and SeparationAcids and basesThe particle modelAtoms, elements and compounds

EnergyCurrent Electricity ForcesSound

Year 8 Food and digestionSexual Reproduction in plantsBreathing and respirationUnicellular organisms

CombustionThe Periodic TableMetals and their usesRocks

FluidsLightEnergy transfersThe Earth and Space

Year 9 Genetics and EvolutionGrowing our foodRevising Key Stage 3 BiologyPreparing for GCSE Biology

Making materialsReactivityRevising Key Stage 3 ChemistryPreparing for GCSE Chemistry

Forces and motionElectricity and magnetismRevising Key Stage 3 PhysicsPreparing for GCSE Physics

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ActiveTeach Presentation The online solution to seamless delivery of innovative whole-class teaching

This new edition contains even more interactive assets and animations developed for front-of-class use, with world-class videos, including stunning BBC and Sky News clips, integrated throughout for a high-impact learning experience.

Animations. Videos.

Reveal or hide answers.

Interactive activities.

ActiveLearn online homeworkOnline homework for students with instant feedback and powerful reporting to aid motivation and progression.


Track results and student progress.

See how ActiveLearn can help support measurable progression - page 13

Set differentiated online interactive homework for every lesson.

SensitivityOrganisms sense and react to things around them.

RespirationLiving things use a process called respiration to release energy for them to use.

NutritionLiving things require various substances to help carry out other life processes. We say that they need nutrition.

GrowthLiving things increase in size. We say that they grow.

ExcretionOrganisms produce waste materials. When they get rid of these waste materials we say that they excrete them.

D | This sensitive plant closes its leaves if it senses something touching them.

F | Humans, like many living things, need oxygen and food in order to respire.

H | Animals eat food but plants make their own food. However, even plants need small amounts of substances from the soil to help them grow well.

G | waste materials include liquids (urine)

E | The blue whale is the largest animal that has ever lived on Earth. An adult can grow up to 30 m long and have a mass of 170 tonnes.

I can … ■ recall and describe the life processes ■ explain the di� erences between organisms and

non-living things.

5 Describe two ways in which you show sensitivity.

6 Suggest one di� erence between how trees grow and how humans grow.

7 Suggest one di� erence between how � sh and humans get their oxygen.

8 a| In what ways is a car like an organism?b| Why is a car not an organism?

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Student Books A rich and stimulating learning experience – Exploring Science: Working Scientifically Student Books present Key Stage 3 Science in the series’ own unique style. Packed with extraordinary photos and incredible facts the Student Books encourage all students to explore, and to learn.

The Ancient Egyptians had cures for death, including one made from onions and beer. It is doubtful that this worked! When they died, the bodies of important people were treated to stop them rotting – they were mummi� ed. This was done because Ancient Egyptians believed that living things contained a ‘life force’ called ka, which needed somewhere to live.

Today, we have di� erent ideas about what it means to be alive. We look at what things. If something can do the following life processes, it is a ‘living thing’ or organism:

■ move ■ reproduce ■ sense things

■ grow ■ respire ■ excrete waste

■ need nutrition.

B | Arctic poppies move parts of themselves. Their fl owers turn to follow the Sun during the day. C | a baby pig developing inside its mother

MovementAll living things can either move from place to place or move parts of themselves.

1 Copy and complete the table below with the items in the list. 2 A ‘mnemonic’ is a word or phrase that helps you remember a list. It is usually made using the � rst letters of the words in a list. What mnemonic is spelled out by the � rst letters of the life processes?

car, chair, coal, cow, da� odil, gold� sh, mouse, octopus, robot, rock, snake, Sun

Organism Not an organism

ReproductionOrganisms can make more living things like themselves. We say that they can reproduce.

3 Suggest one di� erence between how most animals move and how most plants move.

4 Suggest one thing that many plants do to reproduce but animals do not do.

A | The tomb of a pharaoh called Tutankhamen was found in 1922. It was full of food, drink and objects for his ‘life force’ to use.

7AaLIFE PROCESSES

WHAT DO ALL LIVING THINGS DO?

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Highly illustrated and prepared to the highest standards of design quality.

Clear learning outcomes are provided for every page spread, ensuring students understand their own learning journey.

Year 7 Student Book sample

LITERACY &COMMUNICATION

4 a| What symbol is used in the prescriptions in photo B?b| What does this symbol represent?

5 Copy the prescription for the � rst medicine in photo B. Add labels to show the convention.

6 Why do all scientists write reports in the same way?

When you write a report about an experiment that you have done, you will use a convention. This is similar to the convention that all scientists use to write reports. The convention is to split the report into sections.

I can … ■ describe what a convention is ■ explain why conventions are

useful ■ describe the convention for

investigation reports.

Growing cress seedsAimAre cress seeds alive?

IntroductionAll living things grow. Cress seeds germinate and grow into plants and so cress seeds must be alive. I predicted that if we boiled seeds, then they would not grow.

MethodI used cress seeds, beaker, water, 2 dishes, kitchen towel.A| I put 50 cress seeds in boiling water to kill them.B| I put the seeds on some damp kitchen towel in a dish. I did the same with

the same number of unboiled seeds.C| I left the dishes on a window sill.

ResultsAll the unboiled seeds grew. Three boiled seeds grew.

ConclusionIf you boil seeds they are killed and will not grow. Unboiled seeds grow and so must be alive. This agrees with my prediction.

EvaluationI would boil the seeds for longer to try to kill them all.

An aim is what you were trying to � nd out. It can be a question, or start with a phrase like ‘My aim was to …’ or ‘I wanted to � nd out …’.

You explain an idea that you have and why you have that idea. You may also make a prediction – say what you think will happen.

You list the apparatus (equipment) you used. You also describe your method (what you did) in a series of steps.

You record your results (your measurements or observations). Your results are your evidence.

In the conclusion you explain what your results show.

In the evaluation you say how you could make the experiment better to get better evidence.

Doctors and scientists have certain ways of presenting information, called conventions. These conventions make it easier to � nd information, to understand information and to compare information. A convention � xes the:

■ order in which the information is given ■ type of symbols used (shorthand ways of writing something) ■ type of diagrams used.

There is a convention for writing prescriptions. The information is always in the same order and symbols are used for the units showing the amount of medicine in a tablet.

D | the sections of an investigation report

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B | a prescription from a doctor working for the NHS. mg = milligrams. 1000 milligrams = 1 gram (g)

C | a prescription from a private doctor

CONVENTIONS IN WRITING7Ab

| a prescription from a doctor working for the NHS. mg = milligrams. 1000 milligrams = 1 gram (g)

C | a prescription from a private doctor

WHY DO SCIENTISTS USE CONVENTIONS IN THEIR WRITING?If there is a change in the way that life processes occur in our bodies, it can cause illness. A doctor looks at the symptoms of the illness and uses them as evidence to draw a conclusion about what the illness is. This conclusion is called a diagnosis.

Doctors often suggest medicines to treat an illness. They write out an order for these medicines, which you get from a pharmacy. These orders are called prescriptions.

A | Doctors have written instructions for how to treat problems for thousands of years. This Ancient Egyptian carving records the range of instruments and medicines that a doctor used to treat patients. Many of the instruments still look familiar!

1 Look at photo B.

a| What are the names of the medicines on this prescription?b| How many tablets or capsules of each medicine will the patient get from the pharmacy?

2 a| How are the prescriptions in photos B and C similar?b| Why is this useful?

3 A doctor wants a patient to take one ‘Penicillin V’ tablet four times each day for 5 days. Each tablet contains 125 mg of the medicine. Write out a prescription.

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Teacher and Technician Planning Packsl Background information for each unit,

including explanations of the science and potential misconceptions.

l Detailed Technician notes.

l All the answers to all the questions in the Student Books and Activity Packs.

l Full mapping of the units to the curriculum and skills coverage, including a Blooms’ Taxonomy for each unit.

7Aa-2

Page 1 of 2


Life processes in seedlingsName Class Date Your teacher may watch to see if you can: ● measure volumes using a measuring cylinder ● use chemicals safely.

AimTo find out if plants respire.

IntroductionWhen organisms respire, they make a gas called carbon dioxide. If this gas is mixed with a

chemical called limewater, it makes the limewater go ‘milky’. So, if seeds respire, then they will

make some limewater go milky. Method

Apparatus● bung ● conical flask ● cotton wool ● eye protection ● limewater ● measuring cylinder ● muslin bag ● seeds

Take care with limewater. It can irritate your skin and eyes. Wear eye protection. A Measure out 25 cm3 of limewater. Pour this into the conical flask. B Place some damp cotton wool inside the muslin bag. Then place your seeds on top of the

cotton wool. C Lower the bag into the conical flask and put the bung in the flask. This will hold the bag in

place, above the limewater, as shown in the diagram. D Wash your hands.

E L3 Label the diagram and complete the sentences on the next page.7A

Page 1 of 4


End of Unit Test

Name Class Date

1 Write down two life processes that a real mouse does but a clockwork mouse does not.

a

b

[2 marks]

2 Look at the drawing below. Which would you expect to change the most in the next five years –

Sam, Jack or the signpost? Explain your answer.

will change the most because

[2 marks]

Activity Packs l Over 800 new differentiated worksheets across

all three years of Key Stage 3.

l More than 700 classic worksheets from previous editions, freshly edited and incorporated into the new curriculum.

l Top 50 practical activities fully tested in school labs by a dedicated testing team and reviewed by CLEAPPS for health and safety compliance.

Assessment Packsl Features completely new materials including

end-of-unit summative tests, designed and reviewed by assessment experts.

l A range of high-quality materials that can be used as part of best practice formative and summative assessment.

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Fully differentiated.

ActiveTeach PlannerThe ActiveTeach Planner presents all the course content in lesson form, divided into Starters, Exploring, Explaining, Plenaries, and Homework. It also allows you to choose from four pre-populated differentiated routes through the course:

l All the content – complete flexibility over what you want to teach. Pick and choose the resources you feel most comfortable delivering.

l Must – lesson plans and resources that are suitable for students still developing towards the standard of the National Curriculum.

l Should – lesson plans and resources for students who are meeting the standard defined by the National Curriculum.

l Could – lesson plans and resources suitable for gifted and talented students who are exceeding the standard of the National Curriculum.

Links to all the resources.

Lesson Plan3/12/2014 ActiveTeach

https://www.activeteachonline.com/pae/lesson/749 1/3

Summary

Topic 7Aa introduces the unit with a reminder of what an organ is and how scientists look at evidence from whichto draw conclusions. The topic then goes on to explore what makes an organism.

Use the editing tools to remove any tasks you prefer not to teach and add timings to the tasks.

Objectives

L3 - Must: Identify things as being alive or not.

L3-4 - Must: Recall the life processes: movement, reproduction, sensitivity, growth, respiration, excretion,nutrition.

L4 - Must: State the meaning of and correctly use the word: organism.

Tags

Student Book Differentiation

Starters

Exploring Science: Working Scientifically (Evaluation)

7A Cells, tissues, organs & systems (Must)

Copy of 7Aa Life processes (Must) 1hour

The Student Book questions allow for learners to achieve up to the equivalent of the following National CurriculumLevels:

7Aa Doctors past and present

Question 1 = Level 3; Question 2 = Level 4; Question 3a = Level 4; Question 3b = Level 5.

7Aa Life processes

Question 1 = Level 3; Question 2 = Level 4; Question 3 = Level 3; Question 4 = Level 3; Question 5 = Level 4;Question 6 = Level 4; Question 7 = Level 5; Question 4 = Level 5.

1: Quick Quiz

Use the 7A Quick Quiz for baseline assessment. Students can use the 7A Quick Quiz Answer Sheet to recordtheir answers. You could use all of the Quick Quiz as a starter for the whole unit, and then again at the end of theunit to show progress. Or just use the first four questions, which relate to this topic. These questions could berevisited formatively in a plenary for this topic. There is more information on Quick Quizzes in the ASP.

10mins

7A Quick Quiz

Playlist

Export your lesson plan as a PDF, print it out or add it to your ActiveTeach playlist.

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lIn ActiveTeach Planner, if you’ve not selected one of the pre-populated differentiated routes, you can select your lesson and choose your Learning Objectives from the bands, Must, Could, or Should. Each Learning Objective is defined using National Curriculum Levels.

Supporting progression with Exploring Science

lWhether you prefer resources for front-of-class teaching, group work or practicals - or a mix of all three - there are multiple options, all differentiated by National Curriculum Level, for you to select from.

Review the resource whether video, worksheet, presentation, interactive activity or animation. Decide how long you want to spend

on each activity and the Planner will calculate the lesson duration.

You can also add your own resources and lesson ideas seamlessly into the lesson plan.

See more overleaf

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lIt’s easy to switch seamlessly between the Planner and the playlist with one button, allowing students to see the resources supporting your lesson on the whiteboard.

lPrint or save to PDF and you have your own unique lesson plan in your hand!

3/12/2014

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https://www.activeteachonline.com/pae/lesson/749

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Plenaries

Homework

potato grows (it is sensing the light) and why is this is useful (that plant will need light to make food byphotosynthesis)?

Equipment: Shoebox, cardboard, sprouting potato (use a seed potato or a normal potato that has been left in a

warm place for a couple of weeks to sprout), scissors, sticky tape, felt, glue, shallow dish (e.g. evaporatingbasin).

Level 4

Working Scientifically

Practical

1: Quick Check

Assessment: Students complete the Quick Check sheet for this topic, which consists of a range of pictures to

label with a life process. There is one ‘trick’ one – a rock, which shows no life processes.Feedback: Students work in pairs to check one another’s answers. They agree correct answers for any that they

have wrong.

Action: Hold a class vote on which life process should be revisited next lesson (based on the one that students

found most difficult). The next topic looks at organs, so pay extra attention to this life process in the context of

the appropriate organ (e.g. if students choose nutrition, remind them about life processes and nutrition whentalking about the stomach or small intestine).

15mins

7Aa Quick Check

Level 4

Formative Assessment

1: Living and non-living

Worksheet 7Aa-6 contains straightforward questions about life processes.

Worksheet 7Aa-6

Level 3

unique lesson plan in your hand!3/12/2014

ActiveTeach


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Explaining Tasks

7A Quick Quiz Answer Sheet

Level 3-7

Baseline Assessment

1: 7Aa Doctors past and present (Student Book)

This unit starts with a brief introduction to the way that Ancient Egyptian doctors worked, which provides a way of

revising some KS2 ideas (using evidence and organs). This may be the first page that students use in the book,

and so you could challenge students to look up the words in bold (to introduce them to the glossary) and find out

in what other parts of the book you can find out about evidence (to introduce the index).

Some questions allow a degree of rough baseline assessment. (Question 1 on reading and text comprehension,

Question 2 on everyday background knowledge, Question 3 on material from KS2).

The AT interactive link opens Symptoms and Disease. See Starter 3.

15mins

Symptoms and disease

Match symptoms with diseases. Students look at a range of symptoms and then use them as

evidence to support the idea that certain patients have certain diseases.

Level 3-5

Baseline Assessment

4: Potato maze

This takes a few days to work but the results can be considered when teaching about organs (the potato is a

storage organ) in the next topic. Make a hole, several centimetres in diameter in the short side of a shoebox (or

similar). Stick rectangles of cardboard (3 or 4) to so they jut out from either side of the inside of the box. Place a

sprouting potato at the end opposite the hole. With the lid on the box and the hole being illuminated, a potato

stem should grow through the maze towards the light. If the lid is not snugly fitting, light may leak in where it

meets the sides of the box; a rectangle of felt glued to the inside of the lid will prevent this. If you wish to use the

box again, place the potato in a shallow dish to prevent it rotting the base of the box.

Ask students what life processes they can see happening in this demonstration. What is happening as the

potato grows (it is sensing the light) and why is this is useful (that plant will need light to make food by

20mins

Curriculum tags.

Comprehensive answers, technician notes and health and safety advice.

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Tss

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Summary

Topic 7Aa introduces the unit with a reminder of what an organ is and how scientists look at evidence from which

to draw conclusions. The topic then goes on to explore what makes an organism.

Use the editing tools to remove any tasks you prefer not to teach and add timings to the tasks.

Objectives

L3 - Must: Identify things as being alive or not.

L3-4 - Must: Recall the life processes: movement, reproduction, sensitivity, growth, respiration, excretion,

nutrition.

L4 - Must: State the meaning of and correctly use the word: organism.

Tags

Student Book Differentiation

Starters

Exploring Science: Working Scientifically (Evaluation)

7A Cells, tissues, organs & systems (Must)

Copy of 7Aa Life processes (Must)

1hour

The Student Book questions allow for learners to achieve up to the equivalent of the following National Curriculum

Levels:

7Aa Doctors past and present

Question 1 = Level 3; Question 2 = Level 4; Question 3a = Level 4; Question 3b = Level 5.

7Aa Life processes

Question 1 = Level 3; Question 2 = Level 4; Question 3 = Level 3; Question 4 = Level 3; Question 5 = Level 4;

Question 6 = Level 4; Question 7 = Level 5; Question 4 = Level 5.

1: Quick Quiz

Use the 7A Quick Quiz for baseline assessment. Students can use the 7A Quick Quiz Answer Sheet to record

their answers. You could use all of the Quick Quiz as a starter for the whole unit, and then again at the end of the

unit to show progress. Or just use the first four questions, which relate to this topic. These questions could be

revisited formatively in a plenary for this topic. There is more information on Quick Quizzes in the ASP.

10mins

7A Quick Quiz

Levelled Learning Objectives.

Differentiation through National Curriculum Levels.

Clear guidance on formative assessment.

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Supporting progression with ActiveLearn

lEach lesson contains three homework options differentiated into Must, Should and Could. Match your homework options to your original chosen band of learning objectives and assign to students.

Provides direct links to the ActiveBooks, our digital Student Books, with exercises integrated into the teaching and planning components.


Receive accurate reports and evidence of learning against lesson learning objectives.

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2014 Price list

EXPLORING SCIENCE STUDENT BOOKS

Student Book Year 7 978 1 447959 60 1 £14.99*Student Book Year 8 978 1 447959 61 8 £14.99*Student Book Year 9 978 1 447959 62 5 £14.99*

EXPLORING SCIENCE ACTIVETEACH

ActiveTeach Presentation and Planning Year 7: 1 year licence

978 1 447959 54 0 £250.00 (+VAT)*


978 1 447474 93 2 £750.00 (+VAT)*


978 1 446911 52 5 £1250.00 (+VAT)*


978 1 447959 56 4 £250.00 (+VAT)*


978 1 447474 94 9 £750.00 (+VAT)*


978 1 447474 75 8 £1250.00 (+VAT)*


978 1 447959 58 8 £250.00 (+VAT)*


TBC £750.00 (+VAT)*


TBC £1250.00 (+VAT)*

EXPLORING SCIENCE ACTIVELEARN

All prices are per student for three years access. Individual ActiveBooks are also available. Please see website for more details. ActiveBook 978 1 447959 34 2 £3.00 per student (+VAT)*ActiveBook and Active Course

978 1 447959 35 9 £9.00 per student (+VAT)*

Active Course 978 1 447959 36 6 £7.00 per student (+VAT)*

EXPLORING SCIENCE TEACHER AND TECHNICIAN PLANNING PACKSTeacher and Technician Planning Pack Year 7

978 1 447959 63 2 £120.00*

Teacher and Technician Planning Pack Year 8

978 1 447959 64 9 £120.00*

Teacher and Technician Planning Pack Year 9

978 1 447959 65 6 £120.00*

Teacher and Technician Planning Pack (online) Year 7

978 1 447959 51 9 £120.00 (+VAT)*


978 1 447959 52 6 £120.00 (+VAT)*


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Activity Pack Year 7 978 1 447959 39 7 £120.00*Activity Pack Year 8 978 1 447959 40 3 £120.00*Activity Pack Year 9 978 1 447959 41 0 £120.00*Activity Pack (online) Year 7

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* Prices are provisional until publication.

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NEW FOR THE 2014 CURRICULUM

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Measurable progression in Key Stage 3 Science for every student

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