Human BiologyYear 8

1/2 How does exercise affect our bodies?3/4 Where does the Oxygen come from to carry out

respiration?5 LAT - HW

LAT Photosynthesis (suggested H/W LAT)

You will need some lesson time to explain task to pupils

6 How does the oxygen get into our bodies to carry out respiration?

7 How does the Oxygen get from the lungs to the muscles?

8 How does the Oxygen get to our muscles where respiration is carried out?

9/10 Where does the glucose needed in respiration come from?

11/12 How do we release the Glucose in carbohydrates for respiration? ?

(this is a good place to split the SOW if sharing a group)

H What is the role of enzymes in breaking down our food?

H How does glucose get into our blood?13 How does a free diver get energy when diving

under water?14/15 LAT respiration – Completed in lesson16 Revision What effects how quickly a plant can photosynthesize ?

Give pupils the question and guide them to come up with a way to investigate the question.17 Test18 CAU19 CAU20 CAU21 CAU22 CAU23 CAU24

Human BiologyYear 8

½ Title of lesson : How does exercise affect our bodies?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Recourses Spec or AFs

3 – State what your results show4 – Draw a clear and simple conclusion that describes any patterns in your results5 – Draw a conclusion, identifying the evidence that supports it and suggest a reason for the outcome6 - Draw a conclusion, identifying the evidence that supports it and suggest a scientific explanation for the outcome7 - Suggest alternative conclusion to the one you have drew, that is also consistent with the

Starter:1. Explain the topic (for weaker groups list the key

words)2. Get pupils to jot down what they already know. 3. Get a volunteer to wear the MANTLE OF THE

EXPERT (they tell the class what they know)4. Class ask question and the expert can PASS or

answer5. Another expert is sought to add to what the first

expert has said

Main:Project the lesson objectives, as these from the level ladder for this activity.

1. Pupils carry out a practical on exercise; they need to measure heart rate and breathing rate.

2. Put results into a graph3. What do their results show them, tease the

answers out of them; you want all of the components of respiration by the end of the lesson…

Why did your pulse rate go up? Why does your breathing rate also go up? What do you use when exercising (energy)

Use the LO to get pupils to write 2 stars and a wish i.e.

* I wrote clearly what I results looked like

Type of experiment can be simplified or made more complicated.Give weaker student Key WordsWord and symbol equations

Mantle of the expert – test pupils baseline knowledge levelSelf assessment – Make sure that pupils have a couple of example wishes and stars to use otherwise the quality of feedback is often poorBroken Pieces –testing pupils ability to write the word equation for respiration

Stop watchesGraph paperList of possible stars and wishes

AF5Independent enquirer

Human BiologyYear 8

data and compare which is more likely

* I said why my results looked like they did

I wish that I had used scientific evidence to say why my results looked like they did.

Plenary:Broken Pieces (best done in a circle)Pupils need to write the word equation for respiration (H – Symbol equation)

1. Each group to be given a sequence (the components of equation of respiration)

2. Explain the rules Cannot show their information or card to

anyone. You can exchange your contribution by

word of mouth (to the person sitting next to you)

Only one person can write You cannot move or leave your seat It is a timed activity

Set a deadline

Suggested Homework

¾ Title of lesson : Where does the Oxygen come from to carry out respiration?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

3 – recognise that plants use solar energy to make food4 – recall plants

StarterBack to Back – builds cooperation

1. Get students to pair up and sit back to back (A/B)2. Give student A, a picture of a plant, B a plain piece

of paper and pencil

Master Mind – harder actives can be given to academically stronger pupils

MastermindAnswering the questions can be leveled when marking books

Mastermind questions

Is carbon dioxide needed for

AF1

Human BiologyYear 8

convert carbon dioxide, water and minerals into biomass5 – Give the word equation for photosynthesis and describe what its products are used for (Oxygen waste, but useful for us)6- Use ideas about energy transfer to explain how energy is passed from producers to herbivores to carnivores7 - Use ideas about energy transfer to explain how energy is passed from producers to herbivores to carnivores and explain how energy is lost in the food chain.

3. A needs to describe to B what they are looking at and B needs to draw a perfect replica.

MainMaster mind.

1. Give each group an Experiments on photosynthesis –

- needs to demonstrate that light is used,- Carbon dioxide is used up- Oxygen is released2. At the appropriate time groups enter the

“masterminds” competition as experts in their field. (the rules are the same as the TV show, but they can work as a team to answer the questions)

3. Questions are set by the teachers

PlenaryStudents us the information from the masterminds round and answer the following question:Where does the Oxygen come from to carry out respiration?

(leveling can be done from the LO)

photosynthesis exp 12.4 Bio for you

Is sunlight needed for photosynthesis exp 12.5 Bio for you

Oxygen produced in photosynthesis exp 12.7 Bio for you

Suggested Homework

Human BiologyYear 8

5 Title of lesson : LAT Photosynthesis (suggested H/W LAT)Prior Learning :

Learning Objectives Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

3 Say what green plants need. Label the parts of a plant4 In plants, say where water goes in, and where air goes in and out. Say why it’s green and why it needs light energy.5 Name the raw materials and products of photosynthesis. Say what photosynthesis is and where it takes place. Describe the relationship in plant cells between photosynthesis and respiration. Say when respiration takes place and when photosynthesis does.Link 3 structures in the leaf to their job in photosynthesis.6 Write a word equation for photosynthesis.Explain what the chloroplast does and how the plant uses the things it makes (for example, glucose).Explain 3 adaptations of leaves for photosynthesis.7 Write a balanced symbol equation for photosynthesis. Explain the chemical changes involved. Label palisade and mesophyll layers and guard cells and explain their jobs in

Jack, Craig and Ben are great friends but when it comes to gardening they try to outdo each other. Each has built a heated greenhouse in their garden. The local hotel offers a prize for the heaviest crop of strawberries from 6 plants of a certain variety. All three water their plants and heat their greenhouses to 150C. Jack has put lights in his greenhouse. Craig constantly talks to his plants. Ben has lights and talks to his plants. Who will win the prize?

TaskPredict the winner of the strawberry competition.Use the pictures on the next page in your written report to the hotel. Include any equations you know or can find out.

Keywords - photosynthesis, respiration, leaf, root, stem, chloroplast, palisade, mesophyll and guard cells, water, carbon dioxide, light energy, glucose, starch.

Outcome – which allows pupils to over achieve.

Writing frame will be needed for weaker students

Quality comment marked with following homework to make improvements

Photosynthesis LAT

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Human BiologyYear 8

photosynthesis.8 Explain the effect of increasing the amount of carbon dioxide on plant growth.Suggested Homework

6 Title of lesson : How does the oxygen get into our bodies to carry out respiration?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Recourses Spec or AFs

3 – recognise that we can take in more oxygen by breathing faster and deeper4 – recall the equation for respiration5 – Explain how the composition of blood changes as it passes through the lungs

StarterMemory Board – Keywords

1. Write a list of key words on the board2. Give students 1 minute to remember them3. Turn off the keywords4. Students have to write down as many as they can

remember (H – pupils write the definitions)5. Go over the terms and explain how they will link

into the lessonMain

Lung Dissection Diagram of the lungs

Groups students by ability, so the buck is passed to pupils of equitant ability.

Pass the Buck :1. Students work in pairs and have 5 minutes to

answer the question (the title of the lesson) Pupils need to draft the answer on an A3 piece of paper

2. As soon as time is up they pass their partial answer to the pair behind or next to them.

3. They now have 5 minutes to continue (not on their own) but on the answer they have now got in front of them.

Higher or foundation lesson

Pass the Buck Af1

Human BiologyYear 8

4. Again when time is up the paper is passed on until the question is fully answered.

5. Papers are returned to their original authors, who use these to draft a final polished version of the answer.

PlenarySelf or peer assess the polished answers.

Suggested Homework

7 Title of lesson : How does the Oxygen get from the lungs to the muscles?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

3 – recall what your circulatory system does4 – Describe the function of the heart5 – Label and recall the main parts of the heart.6 – Explain how blood travels through the heart and the role of valves.7 – Use a model of the heart to explain how it pumps oxygenated from the lungs and deoxygenated blood back to the lungs

StarterTHUNKDo we feel emotions in our heart or our head?

Main Heart dissection WS to complete (AFL self or peer asses labels H -

pupils describe how the blood is travelling through the heart)

Animation of beating heart

PlenaryJust one MinuteOne pupil starts to speak about a topic. At the first repetition, pause or mistake another takes over - and so on until the minute is up.F – Key words given to helpH – give individuals higher level topic areas

For just one minute, some pupils could be given key words to help them.Outcome

Just one minuteWS of the heart

Human BiologyYear 8

Suggested Homework

8 Title of lesson : How does the Oxygen get to our muscles where respiration is carried out?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

3 – pupils can recall that the heart is a double pump4 – Describe how the circulatory system pumps blood to the lungs and body.5 - Explain how the heart works as a double pump using a diagram6 – Apply your understanding of the circulatory system to write a creative story about how blood travels around the body7 – Link what you know about the heart and include this in your creative story.

StarterF – Give pupils a diagram of the Heart with the parts labelled but the letter jumbled upH – Give pupils a diagram of the heart with key words on the bottomG&T – Give pupils a plain diagram

MainAnimation of the double pump

Role play with balloons (red = Oxygenated, Blue = Deoxygenated)

1. Place a picture of the heart in the middle of the room, lungs at the top, body at the bottom of the room.

2. Each student has to carry the balloons in their knees and complete the circuit in the shortest time possible.

H - To extend this activity for higher pupils they will have to explain what is happening at each part of the circuit.

PlenaryF – You have 10 minutes to draw a diagram that would show what pupils have done in their role play.H - You have ten minutes to write creatively.

Balloons – Please be aware of allergies to latex

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Human BiologyYear 8

What you write must include these words Simplify the words or make them harder to

differentiateHeart, Lungs, Oxygenated, deoxygenated, red blood cell, capillariesG&T - include details about the heart give student appropriate key words.

Suggested Homework

9/10 Title of lesson : Where does the glucose needed in respiration come from?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

3 – add data to a table4 - Add correct headings and units to a table5 – decide how to best present your data in a line, pie or bar graph6 – Using information from their graphs to explain what they mean.7 – Evaluate which foods would be good for providing glucose for respiration.

StarterSculptureGive pupils some play doh and they have to in pairs make a model of the double circulatory system.

Main1. Pupils test a variety of foods and find out if they

have sugar, fat or protein or carbohydrates in them.

H – can explain that carbohydrates are broken down toe glucose.

PlenarySelf or peer assessment of their results.Refer back to the LO and get pupils to assess how they have presented their data.H – pupils should have explained and evaluated information from their data – this will be harder to peer assess. I would suggest that you get a couple of students to read out their work and using traffic light

Af5

Human BiologyYear 8

cards get ever pupil to level the answer. Then discuss the levels and why it is a L6 and not a L7

2 stars and a wish(give pupils a range of stars and wishes they can use)

Suggested Homework

11/12 Title of lesson : How do we release the Glucose in carbohydrates for respiration? ? (this is a good place to split the SOW if sharing a group)Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

3 – Recognise the parts of the digestive system.4 – Describe where mechanical and chemical break down of food occurs5 – Describe where different food types (fats, carbohydrates and proteins) are broken down.6 – Explain what fats, carbohydrates and proteins are broken down into and where this happens.

StarterTorso model – pupils come up and select the organ they think is associated with the digestive system.H – Pupils can say how they think it is involved or they have to do them in the correct order.

MainDigestion Demo – talk about mechanical and chemical break down

1. Mouth - pour left over food in – mash up and add a bottle of water labelled ‘saliva’

2. Stomach – Tip bowl ‘mouth’ into ‘stomach’ bowl, add bottle of water labelled ‘acid’ + bottle labelled ‘digestive juices. Swirl around

3. Small intestine – tip content into small intestine bowl swirl around

4. Blood – sieve the content into bowl labelled blood5. Large intestine – press on food in sieve to squeeze

any excess water out into large intestine bowl, tip content into sandwich bag to resemble rectum, squeeze to the corner + snip to resemble going to

Af1

Human BiologyYear 8

7 – Explain what enzymes break down fats, carbohydrates and proteins.

pooStudent label a blank diagram of digestive systemGo though answers

H pupils carry out an independent research task to find out key facts to add to their diagrams.PlenaryDigestive system Bingo

H/W Produce a cartoon strip of how food travels though the body

Suggested Homework

H Title of lesson : What is the role of enzymes in breaking down our food?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

5 – Give an example of how fats, Proteins or Carbohydrates are broken down by enzymes in simple terms.6 –Describe how enzymes act as a catalyst of in the break down of Carbohydrates, fats and Proteins7 – Explain the optimum

StarterWhat if:What if we had no teeth?What if there wasn’t any acid in our stomach?What if we didn’t have a small intestine?What if we had no enzymes?What if we had no rectum?What if we ate ice cream all day?

Main

Investigating the effect of amylase on a starchy foodstuff.

Place rice in a Visking tubing bag to model food in

Higher only lesson, if you have a level 6 group the students could just test using water, amylase and boiled amylase..

Formatively marked worksheetStarter questionsQuestions and issues raised in discussion

See worksheet : Investigating the effect of amylase on a starchy foodstuff

AF1, AF5

Human BiologyYear 8

conditions that digestive enzymes work at and why some enzymes have different optimum conditions.

the gut. Investigate amylase action by1. Testing the rate of reaction at 3 different

temperatures.2. Testing the rate of reaction at 3 different pH

rangesStudents will test for the presence of a reducing sugar in the water surrounding the Visking tubing bag every 2 minutes

Discussion about results and what they might mean

PlenaryPupils record their results and answer the questions on the worksheet.To me formatively marked by the teacher

Suggested Homework

H Title of lesson : How does glucose get into our blood?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

6 – Explain using the idea of specialised tissue, how small molecules pass into the blood from the Small intestines7 – Explain using the ideas of specialised tissue and diffusion, how small molecules pass quickly into the

StarterTabooStudents have to describe a key word without using that word (it is taboo!).

MainHow does a smell get to you? –Spray a deodorant can at one end of the room and get pupils to put their hands up when they can smell it, get them to explain or write down how this happens

Higher lesson TabooQ and AWhat do pupils think the lining of their small intestine looks like and why?

Human BiologyYear 8

blood from the Small intestines

Demo potassium permanganate in water on each desk as an aid to the discussion

Role plays the partially permeable membrane and gets pupils to design their own diagram to show diffusion.

Villi, Introduce the idea of surface area.

Give students a flat piece of paper, now give them a piece of paper the same size that is corrugated. Get pupils to work out which has got the larger surface area.

What do pupils think the lining of their small intestine looks like and why?Pupils to self assess answers after teach discussion

PlenaryPlan a starter activity on what you have done this lesson in preparation for the next lesson

Suggested Homework

H Title of lesson : How do we control our body temperature to make sure that enzymes are working at their optimum?Prior Learning :

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

5 – Describe how our body maintains a constant temperature6- Explain how our

StarterSelect a starter activity planned by the pupils in previous lesson

Main

Higher lessonHigh ability pupils to plan their own practical

Self assessment of plenary based on leveled learning objectives

AF1/ AF5

Human BiologyYear 8

bodies maintain a constant temperature and why this is important for chemical reactions in our digestive system7 - Explain how and why it is important maintain a constant body temperature and what would happen if the temperature of our bodies became to hot or to cold.

Recap the investigation they did about the optimum temperature for amylase to work at.

Fat vs thin Warm http://www.youtube.com/watch?v=5nlzZSt9DMM

Fat Vs Thin North Polehttp://www.youtube.com/watch?v=vccnaNSwUs4

When it is really Hot or Really cold how do we keep our temperature constant?

Staying cool practical,Wrap newspaper round two boiling tubes. Fill each tube with hot water, and then wet the paper of one tube with more hot water. Record the temperature of the water in the two tubes at suitable intervals. It may be necessary to add further warm water to the paper of the one tube every few minutes (perhaps using a paint brush). Ten to fifteen minutes should be sufficient to observe clear differences between the temperatures of the water in the two tubes.

Discussion, how does our bodies simulate what the experiment has shown us?

PlenaryHow do we control our body temperature to make sure that enzymes are working at their optimum?

Suggested Homework

13 Title of lesson : How does a free diver get energy when diving under water?Prior Learning :

Human BiologyYear 8

Learning Objectives

Suggested ActivitiesAll AFL should be underlined

Differentiation Assessment (AFL or

Summative)

Resources Spec or AFs

3 – define in simple terms anaerobic respiration4- Recall the equation for anaerobic respiration5- Recall the equation for anaerobic respiration and explain oxygen dept.6- Compare anaerobic and anaerobic respiration.7- Compare anaerobic and anaerobic respiration and be able to say which one produces the most amount of energy

StarterPut the word Respiration in the centre of pupils’ books.

They need to write all they know about respiration.Discuss what pupils have put down and ask them.

Show them this video : Huge http://www.emma-freediver.co.uk/hugh 3.f4v

Where do free divers get there energy from when they are underwater swimming for up to 6 minutes?

MainGet pupils to run on the spot really, really fast, while holding their breath (be aware of pupils with asthma)

Pupils record their observations, can they explain what they have observed.

What happened after you did your exercise?Why do you think you’re where breathing really hard after exercise?

PlenaryHow does a free diver get energy when diving under water?

Starter word mapQ and AFormative assessment of question at the end of the lesson

Suggested Homework

13/14 Title of lesson : LAT respiration

Human BiologyYear 8

Prior Learning :Learning Objectives Suggested Activities

All AFL should be underlinedDifferentiation Assessment

(AFL or Summative)

Resources Spec or AFs

Level Assessed Task on RespirationLearning OutcomesL3

1. Listed what changes happen to Jane’s body when she plays football.

2. Listed the main body organs involved.

3. Stated simply why these changes happen.

L41. Described the changes that

happen to Jane’s body when she plays football.

2. Described the jobs of body organs in each system, using key words.

3. Described simply where the body gets energy from.

L51. Described the changes that

happen to Jane’s body when she plays football.

2. Described the jobs of body organs in each system, using key words.

3. Described where the body gets energy from.

4. Listed the substances the body needs when exercising and described how they are transported around the body.

L61. Described and explained the changes to

Jane’s body when she exercises.2. Drawn a cell diagram and described

what substances cells need for respiration.

3. Described what happens to the waste

Introduce the task.

Jane likes playing football.When she plays football, she uses more energy than usual.Some of her body systems work faster than normal.

Task: Describe what happens to her

circulation system and her breathing system when she plays football.

Explain why these changes happen.

Draw diagrams to help explain your ideas.

Key words:carbon dioxide, diffusion, energy, food,

glucose, heart, lungs, oxygen, respiration, water

Give each group or pair of students a key word; they have got 2 minutes to write down on their whiteboards how this relates to Jane playing football.

Explain clearly what the pupils need to do in the task to achieve the

For L3-5 Give pupils a writing frame to help them complete the task and split the task down into manageable chucks.

Exempla workModel answersPeer assessment

BADGER8B Task Sheet (L5-7) (L3-5)What happens to our bodies when we exercise?

Lined and plain A4 paper.

Coloured pencils. Secondary sources of

information.

Human BiologyYear 8

products of respiration.4. Explained where the substances come

from and how they get to the cells.5. Written the word equation for

respiration.L7

1. Used detailed scientific knowledge and understanding to explain the changes to Jane’s body during exercise.

2. Drawn a cell diagram and described what substances cells need for respiration.

3. Made links between the two body systems for respiration to take place in the cells.

4. Explained, in detail, what happens in the body cells during respiration.

appropriate level.Model answers so pupils can visualise what a level 5 answer should look like etc

Give pupils 50 minutes to complete the task, possible way to break down the task.

1. List (and explain) the changes that happen to the body when you exercise.

2. Describe what happens,3. Explain what happens.

Allow learners to use secondary resources such as class notes, text books and library books to develop their ideas

If you have time and possibly not for the lowest ability group, get pupils to swap their work and highlight a WWW and EBI with reference to the Level Ladder

Suggested Homework

15 Title of lesson : RevisionPrior Learning :

Learning Suggested Activities Differentiation Assessment Resources Spec or

Human BiologyYear 8

Objectives All AFL should be underlined (AFL or Summative)

AFs

Revision AFL :Find out what the pupils do not know from the topic and plan activities based on knowledge gaps.

Circus of activitiesSuggested Homework