Key Stage Three Science: Teacher Pack 3 by Collins

7540242 KS3 Science TP3 title.indd 1

01/05/2014 15:20

Contents

Contents Introduction

Planning the learning process

Assessment of learning

1 Variation for Survival 1.1 Introduction 1.2 Exploring differences 1.3 Looking more closely at variation 1.4 Exploring the causes of variation 1.5 Learning about selective breeding 1.6 Finding out how organisms survive 1.7 Applying key ideas (The problem with dogs) 1.8 Understanding why siblings are different 1.9 Looking inside a cell’s nucleus 1.10 Learning about DNA 1.11 Exploring human chromosomes 1.12 Understanding cloning 1.13 Explaining extinction 1.14 Checking students’ progress 1.15 Answers

8 10 12 14 16 18 20 22 24 26 28 30 32 34 36

2 Our Health and the Effects of Drugs 2.1 Introduction 2.2 Exploring types of drugs 2.3 Understanding the impact of smoking 2.4 Considering the dangers of cannabis 2.5 Understanding the effects of alcohol 2.6 Exploring the effects of other drugs 2.7 Learning about addiction 2.8 Applying key ideas (Driving under the influence) 2.9 Understanding how diseases are spread 2.10 Exploring the body’s defences 2.11 Comparing microbes 2.12 Investigating the growth of bacteria 2.13 Understanding how antibiotics work 2.14 Learning about vaccination 2.15 Checking students’ progress 2.16 Answers

38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68

3 Obtaining Useful Materials 3.1 Introduction 70 3.2 Obtaining metals from ores 72 3.3 Understanding reactivity 74 3.4 Making use of displacement reactions 76 3.5 Using carbon to extract iron 78 3.6 Extracting copper, lead and zinc 80 3.7 Looking at the impact of metal extraction 82 3.8 Applying key ideas (Metal protection) 84 3.9 Understanding exothermic reactions 86 3.10 Comparing endothermic and exothermic changes 88 3.11 Explaining the use of catalysts 90 3.12 Exploring ceramics and their properties 92 3.13 Matching properties of ceramics to their uses 94

Key Stage 3 Science Teacher Pack 3

3.14 Exploring natural polymers 3.15 Using human-made polymers 3.16 Explaining composites 3.17 Using human-made composites 3.18 Checking students’ progress 3.19 Answers

96 98 100 102 104 106

4 Using our Earth Sustainably 4.1 Introduction 4.2 Understanding our atmosphere 4.3 Exploring the effects of human activity 4.4 Understanding the global warming debate 4.5 Understanding how carbon is recycled 4.6 Exploring damage to the Earth’s resources 4.7 Considering the importance of recycling 4.8 Applying key ideas (Washable-nappy service) 4.9 Understanding the structure of the Earth 4.10 Exploring igneous rocks 4.11 Studying sedimentary rocks 4.12 Using metamorphic rocks 4.13 Understanding the rock cycle 4.14 Checking students’ progress 4.15 Answers

108 110 112 114 116 118 120 122 124 126 128 130 132 134 136

5 Motion on Earth and in Space 5.1 Introduction 5.2 Describing journeys with distance–time graphs 5.3 Exploring journeys on distance–time graphs 5.4 Understanding relative motion 5.5 Analysing equilibrium 5.6 Exploring motion and equilibrium 5.7 Applying key ideas (Crossing the English Channel) 5.8 Understanding gravitational fields 5.9 Applying ideas about gravitational fields 5.10 Looking at motion in the Solar System 5.11 Describing stars and galaxies 5.12 Explaining the effects of the Earth’s motion 5.13 Measuring distances in the Universe 5.14 Checking students’ progress 5.15 Answers

138 140 142 144 146 148 150 152 154 156 158 160 162 164 166

6 Waves and Energy Transfer 6.1 Introduction 168 6.2 Making waves 170 6.3 Exploring light waves 172 6.4 Explaining properties of light waves 174 6.5 Using the ray model 176 6.6 Understanding energy transfer by light 178 6.7 Exploring coloured light 180 6.8 Applying key ideas (Rainbows) 182 6.9 Understanding energy transfer and change 184 6.10 Explaining thermal conduction and radiation 186 6.11 Understanding energy transfer by fuels and food 188 © HarperCollinsPublishers Limited 2014

Contents

6.12 Comparing rates of energy transfer 6.13 Looking at the cost of energy use in the home 6.14 Checking students’ progress 6.15 Answers

190

Extra resources on CD-ROM

192 194 196

All pages from this print book available as PDF and editable Word files

Scheme of work

198

Student worksheets in 2 formats; reusable and write-on (all available as PDF and Word files)

Concept teaching route diagrams

228

Practical sheets (as PDF and Word files) Technician’s notes (as PDF and Word files) Each type of resource sheet collated in chapter batches to enable easy printing

Key Stage 3 Science Teacher Pack 3

Chapter 1: Variation for Survival

1.1 Introduction When and how to use these pages The Introduction in the Student Book indicates some of the ideas and skills in this topic area that students will already have met from KS2 or from previous KS3 work, and provides an indication of what they will be studying in this chapter. Ideas you have met before is not intended to comprehensively summarise of all the prior ideas, but rather to point out a few of the key ones and to support the view that scientific understanding is progressive. Even though students might be meeting contexts that are new to them, they can often use existing ideas to start to make sense of them. In this chapter you will find out indicates some of the new ideas that the chapter will introduce. Again, it isn’t a detailed summary of content or even an index page. Its purpose is more to act as a ‘trailer’ and generate some interest. The outcomes, then, will be recognition of prior learning that can be built on, and interest in finding out more. There are a number of ways this can be used. You might, for example:

 Use Ideas you have met before as the basis for a revision lesson as you start the first new topic.  Use Ideas you have met before as the centre of spider diagrams, to which students can add examples, experiments they might have done previously or what they found interesting.

 Make a note of any unfamiliar/difficult terms and return to these in the relevant lessons.  Use In this chapter you will find out to ask students questions such as:  Why is this important?  How could it be used?  What might we be doing in this topic?

Overview of the chapter In this chapter, students will learn about the variation between and within species, the causes and types of variation and the importance of biodiversity. They will learn how natural selection operates and that we artificially select features we favour in organisms, but that this can upset the balance of nature and leave organisms vulnerable to natural selection processes if their environment changes. The students will discover how scientists developed the current international system for naming and classifying organisms, as well as how scientists compete and collaborate to make new discoveries – for example the discovery of the structure of DNA. They will explore the structure of chromosomes, genes and DNA, and will investigate their importance in the inheritance of characteristics. This chapter offers a number of opportunities for the students to investigate the use of models to help develop explanations and to research and evaluate evidence to construct explanations. These are explored in activities throughout the chapter.

Obstacles to learning The students may need extra guidance with the following terms and concepts:

 Inheritance Many students think that acquired characteristics may be passed on to offspring. Chromosomes need to be visualised for students to understand how small they are – this will help them to understand the relative size and complexity of genes and DNA. Some students may think that freckles are a disease. Another common misconception is that parents’ traits are mixed in the offspring – for example if the mother has curly hair and the father has straight hair, then the children will all have wavy hair.

 Natural selection The concept of natural selection is difficult. Many students think that natural selection is a random process and that evolutionary change in a species can happen during a lifetime.

 Identical twins The students need to understand that identical twins are not always exactly the same. Stress the importance of environmental factors in creating variation.

Key Stage 3 Science Teacher Pack 3

Chapter 1: Variation for Survival

 Chromosomes and genes The inheritance of gender is not fully covered – if you do choose to teach it more fully stress the fact that it involves whole chromosomes and not just a gene. The concept of dominant/recessive genes is very hard for students to grasp.

Topic title:

Overarching objectives:

Exploring differences

Differences between species The importance of maintaining biodiversity

Looking more closely at variation

The variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation

Exploring the causes of variation Heredity as the process by which genetic information is transmitted from one generation to the next

Learning about selective breeding

Finding out how organisms survive

The variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection

Understanding why siblings are different

Heredity as the process by which genetic information is transmitted from one generation to the next

Looking inside a cell’s nucleus

Learning about DNA

Exploring human chromosomes

Understanding cloning

Explaining extinction

Key Stage 3 Science Teacher Pack 3

A simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model

Changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction The importance of maintaining biodiversity and the use of gene banks to preserve hereditary material

Chapter 1: Variation for Survival

1.2 Exploring differences Lesson overview Learning objectives  Identify the differences between different species.  Explain the importance of diversity. Learning outcomes  Recall differences between different species and describe how we use variation to classify organisms. [O1]  Explain the importance of biodiversity and present the key points. [O2]  Explain how the similarities and differences between organisms can be used to classify them. [O3] Skills development  Thinking scientifically: analyse data  Working scientifically: interpret evidence  Learner development: collaborate effectively Resources needed a selection of leaves with different shapes, vein patterns, margins etc.; Worksheet 3.1.2a; Worksheet 3.1.2b (copied onto card) Digital resources Quick starter; Slideshow: The five kingdoms - protoctists, prokaryotes, fungi, plants and animals; Interactive activity: Drag the animals to the correct phyla; Slideshow: Life in different environments - A look at how living things adapt to extreme environments; Slideshow: Hybrid - Definition and examples; Video Key vocabulary species, variation, biodiversity, ecosystems, classification

Teaching and learning Engage  Think, pair, share Ask the students, working in pairs, to discuss the question ‘How many different types of living things are there on Earth?’. Take feedback and then ask student pairs to read the ‘Variety of life’ section in the Student Book and discuss questions 1, 2 and 3. [O1]

 Still working in pairs, the students complete task 1 of Worksheet 3.1.2a and then select pairs to share their work. Discuss and develop these responses with the class. [O1]

Challenge and develop  Give each pair the ‘leaf sort’ cards from Worksheet 3.1.2b. Ask them to classify the leaves into groups. If possible, display some real leaves that cover all the variables on the worksheet. Take feedback about how the students grouped the leaves. Emphasise the similarities and the differences. [O1]

 In groups, the students discuss why scientists group animals together, how they decide what groups to place animals in and how they are named. Take feedback and discuss the importance of a universal naming system. [O1&3]

Explain  Group work The students read and discuss the ‘Why is biodiversity important?’ section in the Student Book. Allocate each group a set of four animals to research (task 2 of Worksheet 3.1.2a). Each group summarises the common features and differences between the animals in their set. [O1&2]

 Pair work The students work in pairs to explain in no more than 20 words why variation is important. [O2]  Student pairs design posters using pictures and diagrams, and as few words as possible, to show why biodiversity is important. If time allows, each pair can present and explain their poster to the class. They then complete task 2(b) on Worksheet 3.1.2a. [O2] Key Stage 3 Science Teacher Pack 3

Chapter 1: Variation for Survival Give higher-attaining students a picture of a woodland habitat and ask them to predict the roles of different species within the ecosystem to exemplify the importance of biodiversity.

Consolidate and apply  Pairs to fours Working in pairs, the students read the ‘Classification’ section in the Student Book and then, in fours, to agree on answers to questions 6 and 7. Take feedback, explaining that similarities between organisms are just as important as differences when classifiying a species. [O3]

Extend  Ask students able to progress further to discuss and predict why scientists are more interested in the details of internal and external structures than the behaviour or general appearance of a vertebrate. [O3]

Plenary suggestions Pair summaries The students work in pairs to summarise the lesson in no more than 30 words. Take feedback and let the whole group peer-assess the statements. [O1, 2&3] The big ideas The students write down three ideas they learned during the lesson. They share their facts in groups and compile a prioritised list of facts. Take feedback and find out which other group(s) agreed with the prioritised points. [O1, 2&3]

Answers to Student Book questions 1. it is a group of organisms with similar features that can produce fertile young 2. similarities: they all have muscular bodies; are efficient hunters; have good vision, claws and sharp teeth differences: tigers are largest; have stripes; lions have a mane; are spotted at birth but spots disappear; have shorter fur; claws retract; the cheetah has larger nostrils; cannot retract claws; has solid spots; is smallest and fastest 3. the two small cats (Himalayan and Cymric) are of the same species; they have similar features and can breed together 4. the variety of organisms/plants and animals 5. ecosystems are more able to cope with changes, because there is a better chance of organisms having features that will enable them to survive 6. A universal classification system means that all scientists call organisms by the same name. 7. the new species would be classified according to its features; the scientists would then be able to predict relationships to other organisms and describe general internal features

Answers to Worksheet 3.1.2a 1. a) sharp canine teeth for ripping and tearing; claws; forward facing eyes b) i) similarities: fur; facial features; carnivores; claws; walk on toes ii) differences: shape of pupil (round in big cats; slits in most small cats); big cats roar, whereas small cats purr; any other correct observation c) variation 2. a) set A – Common features: any common mammal features; differences: size; colour; weight; life span; location; lemurs depend more on sense of smell but orangutan/chimps more on sight; lemurs have a tail; orangutans/chimps have hair instead of fur; lemurs have claw on second toe; marmosets have claws; chimps and orang utans have finger nails, opposable thumbs, higher brain-to-body size ratio, high level of intelligence, ability to grasp with fingers and/or toes, padded digits with fingerprints set B – common features: any common reptile features; differences: colour; size; location; snake has no legs; tortoise has shell and not scales; agamas can tolerate very high temperatures; iguana has spines running down its back. set C – common features: any common features of amphibians; differences: size; colour; location; African bullfrog females are smaller than males; salamanders have longer bodies set D – common features: any common features of birds; differences: colour; size; face shape; beak shape; diet; location; owls are nocturnal; macaw brightly coloured feathers; peacock has large tail; robin has red breast set E – common features: any common features of fish; differences: colour; size; location; shape; sharks have a large dorsal fin and skeleton made of cartilage; clown fish have symbiotic relationship with anemones; plaice are flatfish b) so that all scientists are clear what the organism is 3. a), b) A – liger: offspring of a male lion and a tigress; has faint stripes (and spots); this male has small mane and ruff B – beefalo: offspring of cow and buffalo; hind parts are like that of a cow; this male has mane and horns of a buffalo C – zorse: offspring of a female zebra and a male horse; body shape of a horse but with zebra stripes on legs and neck and more faintly on other parts of body D – zedonk: offspring of a zebra and a donkey; head and body shape of a donkey, but zebra stripes on legs and hair on neck c) ethical issues to be discussed include: hybrids are usually sterile; have short life spans; many genetic deformities Key Stage 3 Science Teacher Pack 3