Heinemann Science Scheme Scheme of Work

DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3

Heinemann Science Scheme Scheme of Work

Unit 9A Inheritance and selection

Book
spread / Learning objectives
(from QCA Scheme of Work)
Pupils should learn: / Teaching activities / Learning outcomes
(from QCA Scheme of Work)
Pupils: / Homework
resources / Specials (learning support) / Extension
resources
A1 / That offspring are similar but not identical to their parents
That some characteristics are inherited
That these variations occur in both plants and animals
That cells have nuclei which contain information that is transferred from one generation to the next
That during fertilisation genetic information from male and female parents is combined
That the fusion of male and female sex-cell nuclei in both animals and plants produces a new individual that is genetically unique
How sperm and egg cells are specialized / A1 Gametes and fertilisation / Describe some similarities between parents and offspring
Identify some inherited characteristics in plants and animals
Produce a sequence of diagrams showing the process of sex-cell formation and fertilisation, and show, e.g. by annotations, how genetic information is transferred
Describe, e.g. in annotated drawings, some ways in which sperm and egg cells are adapted / A1 What causes variation: inheritance / A1 What causes variation: inheritance / A1 The human genome project
A2 / To decide which observations and measurements to make
To design tables to record data
To use spreadsheets to analyse data and draw graphs
To draw conclusions about variation within and between varieties
That variations can arise from environmental differences / A2 Environmental variation in carrots / Make and record appropriate measurements
Present data in tables and use spreadsheet software to produce appropriate graphs
Explain how evidence supports conclusions, e.g. variation between varieties is greater than variation within varieties
Identify some characteristics that are influenced by environmental factors
Identify environmental factors that influence characteristics of an individual / A2 What causes variation: environment / A2 What causes variation: inheritance
A3 / That selective breeding involves choosing individuals with particular inherited characteristics to mate
That different breeds of animal have been produced by selective breeding
That selective breeding results in new varieties of plants and animals
To appraise texts quickly and effectively for their usefulness
To make precise links and connections within their own writing
That domestic farm animals have been bred to possess ‘desirable’ characteristics / A3 Domestication and rare breeds / Identify some characteristics that breeders wish to pass on
Explain why breeders may wish animals to have these characteristics
Describe in terms of cells how desired characteristics are passed on
Identify useful sources of information
Select information relevant to the questions
Describe and explain ‘desirable’ characteristics in a breed of animal, making clear links between the description an the reasons it is desirable / A3 Selective breeding in animals / A3 Selective breeding in animals / A3 Can members of different species breed together?
A4 / That fertilisation is similar in plants and animals
That plant breeders select healthy plants with particular characteristics to breed from
That fertilisation of an ovule by a pollen cell produces a new individual
To suggest how selective pollination could be brought about / A4 Selective breeding in plants / Summarise similarities in fertilisation in plants and animals
Identify differences in visible characteristics in varieties of food crops
Suggest other characteristics that might be desirable
Describe pollination in terms of male and female cells
Identify problems to be overcome in selective pollination
Suggest how to ensure that a flower is pollinated by the selected pollen / A4 Selective breeding in plants / A4 Selective breeding in plants / A4 Selective breeding in wheat
A5 / That, in cloning, all genetic information comes from one parent
To consider some of the ethical issues relating to cloning
To ask questions to extend their thinking and refine ideas / A5 What do you want to know about cloning? / Explain why clones are genetically identical
Describe how asexual reproduction has been used to produce new plants
Identify ethical issues relating to cloning of animals
Use the internet to answer their questions and interpret what they have found / A5 Cloning / A5 Cloning / A5 Taking cuttings

Heinemann Science Scheme Scheme of Work

Unit 9B Fit and Healthy

Heinemann Science Scheme of Work

Unit 9D PLANTS FOR FOOD

D1

Where does our food come from? /  to use ideas about feeding relationships in a new context
 to combine ideas from different sources
 that different parts of plants are food sources of different kinds
 that some parts of plants are starch stores
 about the products of photosynthesis
 how plants respire / D1a Core:
Where does our food come from?
D1b Core:
Looking closer at where our food come from /  construct a food web showing feeding relationships of humans
 explain the meaning of terms, eg producer, consumer, energy source, herbivore, in relation to food chains
 identify which part of a plant is food for humans
 identify from experimental results, starch stores in some plants
 name some materials produced as a result of photosynthesis
 describe how plants respire
 relate knowledge of the products of photosynthesis to ideas about plants as a source of food for humans and other animals /

D1

Where does our food come from? /

D1

Where does our food come from?

D2

How do fertilizers affect plant growth? / to identify relevant information and summarise it in a table
 that plants require a range of minerals for healthy growth
 that fertilisers supply these minerals to crop plants
 to draw conclusions from results and explain the significance of these / D2 Core:
How do fertilizers affect plant growth? /  identify a range of minerals that plants need for healthy growth
 describe how fertilizers supply these minerals to crop plants
 identify relevant factors, eg concentration of nitrate, mass of fertiliser
 choose an adequate sample size to deal with variation between individual plants
 choose an appropriate timescale for measurements
 identify differences in growth and relate these to variables, eg composition, mass, of fertilizer used /

D2

How do fertilizers affect plant growth? /

D2

How do fertilizers affect plant growth? /

D2

How do fertilizers affect plant growth?
D3
How does competition with other plants affect plant growth? /  that the organisms living in a habitat compete with each other for resources from the environment
 how treating fields with selective weedkillers affects food webs
 to plan and carry out an investigation involving sampling
 to recognize and use scientific terminology effectively and accurately / D3 Core:
How does competition with other plants affect plant growth? /  describe ways in which weeds compete with crop plants for resources from the environment
 describe how treating fields with selective weedkillers affects specific food webs
 explain how animals are affected by the removal of a particular food plant
 suggest how a high crop yield might be attained alongside preservation of animals’ food supply
 follow their plan to collect data about the population and distribution of weeds /

D3

Pesticides – the arguments for and against (Planning for activity D4a) /

D3

How does competition with other plants affect plant growth?
D4
How do pests affect plant growth? /  that the organisms living in a habitat compete with each other, eg for food resources from the environment
 to represent feeding relationships using pyramids of numbers
 that the numbers of a population of predators influence the numbers of prey organisms
 that toxins enter a food chain when plants take them in or are in contact with them
 that as animals feed on plants they may accumulate toxins taken in by the plant
 that at each step of the food chain persistent toxins are accumulated in the carnivores and that this process is bio-accumulation
 about advantages and disadvantages of using pesticides
 to recognize the standpoint of the author of a text
 to evaluate how effectively information is presented in whole texts
 to evaluate conflicting evidence to arrive at a considered viewpoint / D4a Core:
Pesticides – the arguments for and against

D4b Core

How do pesticides affect food webs? /  identify some common animals, including pests, which feed on crops and explain that they compete with humans for these resources
 explain how the elimination of pests will affect the populations of predator animals such as birds, relating explanations to pyramids of numbers
 describe how a persistent toxic material passes up a food chain
 explain why pesticides and weedkillers are used, identifying the dangers
 evaluate the information provided, relating it to the standpoint of the author of the text
describe the views of different people who write about pesticides
 identify advantages and disadvantages of pesticides, and people to whom each will be important /

D4

How do pests affect plant growth? /

D4

How do pests affect plant growth? /

D4

How can pesticides accumulate in a food chain?
D5
What is the perfect environment for growing plants? /  about environmental factors that influence plant growth
 to consider the advantages and disadvantages of a controlled environment for growing crops
 that different approaches to crop production contribute to sustainable development / D5 Core:
What is the perfect environment for growing plants? /  identify environmental factors which have influenced the growth of plants
 suggest some advantages and disadvantages of growing crops in a greenhouse
- describe the benefits and drawbacks of greenhouse crop development /

What is the perfect environment for growing plants? /

What is the perfect environment for growing plants?

Heinemann Science Scheme of Work

Unit 9F Patterns of reactivity

Book
spread / Learning objectives
(from QCA Scheme of Work)
Pupils should learn: / Teaching activities / Learning outcomes
(from QCA Scheme of Work)
Pupils: / Homework
resources / Specials (learning support) / Extension
resources
F1
What makes metals change? / •that many metals are affected by air and water
•that different metals are affected in different ways
•that some metals are soft and can be cut
•that metals react with oxygen to form oxides
•to choose axes and scales for graphs / F1 Core
Reaction of metals with oxygen / •describe how metals change due to exposure to the air, eg iron rusts, silver becomes dull, copper darkens
•identify some metals that corrode readily and some that do not
•give a reason why sodium, potassium and lithium seem to be metals, eg they are shiny, and a reason why they seem not to be, eg they are not hard, they can’t be left in the air without tarnishing
•state that all the metals tested produced oxides / F1
Corroded metals at home. / F1
What makes metals change?
(Cloze and arranging activities)
F2
How do metals react with water? / •that some metals react with cold water to produce hydrogen
•that some metals react more readily with water than others
•about the hazards associated with some metals / F2 Core
Reaction of metals with water / •identify evidence for a chemical reaction, eg bubbles of gas, heat produced
•describe some similarities in the reactions, eg hydrogen produced, pH shows alkali produced
•describe differences between the reactions, eg flame produced with potassium but not with sodium or lithium
•identify an order of reactivity of the metals
•describe and explain some of the safety precautions to be taken when dealing with reactive metals / F2
Using alkali metals safely / F2
How do metals react with water?
(Cloze and labelling activities)
F3
How do metals react with acids? / •that some metals react more readily with acids than others
•to decide which observations are relevant to a piece of work
•to use a proposed reactivity series to make predictions
•to test predictions made
•to decide which observations or measurements are appropriate
•to identify variables that need to be controlled and decide how to do this
•to decide whether results that do not fit the pattern expected arise from experimental shortcomings or are significant
•that sometimes the data doesn’t enable firm predictions/ conclusions to be made
•to explain results in the light of scientific knowledge and understanding / F3a Core
The reactivity series of metals
F3a Core
Making and testing predictions / •identify relevant observations, eg extent of bubbling, rise in temperature
•use observations to suggest an order of reactivity
•use the reactivity series to make a sensible prediction,
eg sodium would be more reactive with oxygen than copper
•evaluate the evidence obtained, eg magnesium reacted more violently than copper, but it was difficult to compare sodium and calcium
•identify a workable procedure, eg to measure the temperature of the reacting mixture every minute for 10 minutes
•identify variables that need to be controlled, eg quantity of metal, volume of acid
•present results clearly and appropriately
•identify where an element cannot be given a position or where a firm prediction cannot be made, giving reasons for the difficulty
•explain the results obtained in the light of the reactivity series and knowledge about aluminium / F3
Planning how to put metals in order of reactivity
(Note: this homework should be done before Activity F3b / F3
How do metals react with acids?
(Cloze and description activities) / F3
Fitting aluminium into the reactivity series
F4
Can metals displace each other? / •that a metal will displace a less reactive metal from a solution of one of its salts
•to construct a table to show patterns clearly
•to identify patterns in observations
•to use a model to explain results
•that displacement reactions can be useful / F4a Core
Displacement reactions of metals
F4a Help Displacement reactions of metals
F4b Extension
The thermit reaction / •identify where reactions occur and where they do not
•relate their results to the position of the metal in the reactivity series
•articulate the pattern, eg it’s the metal that’s important; a metal high in the reactivity series will push out one lower down, but a lower one won’t push out a higher one
•use an analogy or model to explain the results, eg the zinc has a stronger pull on the sulphate than the copper does
•describe how molten iron is used in welding, eg on railway lines
•explain that energy released by the reaction is sufficient to melt the iron / F4
Displacement equations / F4
Can metals displace each other?
(Cloze and description activities)
F5
How is reactivity useful? / •how an activity series can help to make sense of the reactions of metals
•key ideas about the relative reactivity of different metals
•how to apply the ideas
•how an activity series can be used to make predictions
•that displacement reactions can be useful
•to relate the occurrence, extraction and use of metals to their position in the activity series
•to identify what information is needed, and use different texts as sources
•to structure paragraphs to develop points, using evidence and additional facts
•how to recognise what information questions are seeking and to evaluate answers / F5 Core
Choosing the right metal for the job
F5b Extension
Smelting copper from malachite / •summarise reactions of metals, making use of patterns in the reactivity series
•recall key ideas about the relative reactivity of different metals
•use and apply these ideas in different contexts
•use the activity series to make predictions about the reactions of metals
•make connections between reactivity and aspects of use, eg aluminium is reactive, and therefore hard to extract – this is why it wasn’t used as early as iron
•identify key points relevant to the questions asked
•identify how sample answers provide, or do not provide, the information required / F5
Using metals / F5
How is reactivity useful?
(Cloze passage and choice activities.) / F5
Extraction of metals

Heinemann Science Scheme Scheme of Work

Unit 9H Using Chemistry

that fuels burn and release energy
that when fuels containing hydrogen and carbon burn, water, carbon dioxide and carbon are formed.
to evaluate advantages and disadvantages of a fuel.
to apply knowledge and understanding of burning to an everyday context.

/ H1 Core
a The products of burning natural gas
b Bunsen burner flames /

identify a range of fuels as substances that release energy when they burn.
generalise about the products of burning fuels that contain hydrogen and carbon
balance advantages of hydrogen as a fuel against disadvantages.
describe the role of sulphur carbon and potassium chlorate in the match head.
explain how the match produces a flame.

/ H1
Advantages and disadvantages of different fuels
. / H1
Fuels
H2
How do other chemical reactions supply energy? /

that displacement reactions involving metals produce energy.
that the energy from these reactions can be used,
to link energy produced in displacement reactions to differences in reactivity of metals
that other chemical reactions can be used as a sources of energy.
about ways in which these reactions can be used.
about the effect of different aspects of formality in writing.

/ H2 Core
a Measuring temperature changes during displacement reactions
b Voltages of simple cells /

describe chemical reactions that are used to produce energy.
relate the energy produced to differences in reactivity
describe ways in which some chemical reactions can be used.
identify and explain differences between objective and persuasive writing

/ H2
Energy from chemical reactions / H2
Reactions producing energy
H3
What materials can we make from chemicals? /

about the range of materials made through chemical reactions
about the stages of development of a new product.
how chemical reactions are used.

/ H3 Core
Product research /

name a range of materials in living and other systems resulting from chemical reactions.
describe the key stages in the development of a new product.
identify the uses of particular chemical reactions.
describe the range of uses of chemistry in everyday situations.

/ H3
Grouping chemical reactions / H3
Everyday uses of chemistry
H4
What happens to atoms and molecules in a chemical reaction? /

to use preliminary work to decide on appropriate apparatus.
that mass is conserved in chemical reactions.
that atoms combine in different ways as a result of chemical reactions
that when gases are formed in reactions, mass may appear to decrease because the gas escapes.
that mass is also conserved in dissolving and changing state.

/ H4 Core
Mass changes during reactions /

devise a method of finding out whether mass is conserved in a reaction.
use models to describe the conservation of mass in a reaction.
use models and simulations to show how atoms combine in different ways.
recognise that mass is conserved in reactions in which gases are produced.
explain the apparent loss in mass in reactions involving the production of gases.

/ H4
Predicting mass changes / H4
Change in mass during reactions / H4
Respiration and photosynthesis
H5
The proof of the theory /

that the oxide weighs more than the element from which it was made.
to plot a graph and use it to obtain quantitative data.
that predictable masses of the oxide can be formed from given masses of magnesium
that carbon dioxide and water are formed when a compound containing both carbon and hydrogen is burned.
that the carbon dioxide and water formed escape into the atmosphere.
that mass is conserved when materials burn.
to select relevant information and link it to other information.
that sometimes new evidence requires changes to theories.

H5 Core

a Burning magnesium in air.
b Internet research on the theory of combustion /

state that the mass of magnesium oxide is greater than the magnesium, and explain this in terms of combination with oxygen.
recognise the relationship shown in the graph,and use this to predict how much magnesium oxide will be made from other starting masses of magnesium.
state that carbon dioxide and water are formed when wax or natural gas is burned.
explain that the water and carbon dioxide formed escape into the air.
explain that if the carbon dioxide and water could be collected there would be no loss of mass.
represent the reactions by word or symbol equations or diagrammatically.
identify from texts answers to questions posed.
summarise evidence about burning.
describe how eighteenth century ideas about burning differ from those we hold today and summarise the evidence for present day ideas.

/ H5
Burning lithium in air / H5
More mass changes in reactions / H5
A closer look at burning magnesium

Heinemann Science Scheme: Scheme of Work