Sample Extract
2nd edition
TEACHER’S
RESOURCE BOOK 2nd edition
EXPLORING
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For the Junior Cycle
Michael O’Callaghan • Pat Doyle • Orla Molamphy • Ger Reilly
Michael O’Callaghan • Pat Doyle • Orla Molamphy • Ger Reilly
UNIT 2 – CHAPTER 2
PLANNING
Suggested teaching schedule Year 1 Suggested time allocation (class periods)
Calendar
Nature of science
5
Aug/Sept
CW 2, 4
The particle theory
6
Sept
CW 1, 2
Observing change
8
Sept
Particles in solution
8
Sept/Oct
Making accurate measurements
5
Oct
Measuring speed and acceleration
6
Oct
The Big Bang – how our universe began
5
Oct
Galaxies, stars and the solar system
6
Oct/Nov
Learning outcomes
CW 2 PW 1, 2 PW 1, 2, 3 ES 2 ES 1, 3
Topic
Mid-term ES 1
Comets, asteroids and meteors
5
Nov
BW 1
Living things and cells
5
Nov
BW 4
The path of food
4
Nov
BW 4
Transport in the body
6
Nov/Dec
The breathing system
8
Jan
CW 4, 6
Metals and non-metals – properties and uses
8
Jan/Feb
CW 4, 6
Materials science – fit for purpose
8
Feb
Energy
8
Feb/Mar
Heat
8
Mar
8
Mar/Apr
Revision for Christmas house exams BW 4
Mid-term PW 2, 6, 7, 8 PW 1, 2
Easter holidays ES 6
Energy – our use and our need
Note: This suggested schedule leaves the month of May free to allocate for possible extended time that may occur when teaching certain topics.
Year 2 Suggested time allocation (class periods)
Calendar
Space exploration – ‘To infinity and beyond!’
10
Aug/Sept
Building blocks
8
Sept
CW 5
The chemist’s compass – the periodic table
9
Sept/Oct
BW 9
Human reproduction
8
Oct
Learning outcomes ES 8 CW 3, 4
Topic
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PLANNING Mid-term BW 2 PW 2, 3
Passing on characteristics
8
Nov
What is density and why do some things float?
8
Nov/Dec
Revision for Christmas house exams PW 2, 3
Force, work, power and pressure
10
Jan
ES 1, 3
To the Moon and beyond
8
Jan/Feb
Mid-term ES 4
Earth, Sun and Moon – it’s all relative
8
Feb
CW 8
Acids and bases
12
Mar
The origins of living things
8
Apr
The study of a habitat
8
Apr/May
Easter holidays BW 3 BW 5, 8
Note: This suggested schedule leaves the month of May free to allocate for possible extended time that may occur. The window, as set by the NCCA, for completion of the CBA1: Extended Experimental Investigation for the 2nd year cohort 2018–2021, is January 6 to May 15 for 2020. Departments need to ensure that they have assigned a three-week slot to complete the EEI in the teaching schedule.
Year 3
Learning outcomes BW 6 BW 7 CW 9 CW 7 ES 5 BW 10
Topic Factors affecting human health Respiration and photosynthesis Energy transfer in chemical reactions Mid-term Rates of reactions The water and carbon cycles Maintaining biodiversity, benefits of ecosystems, and global food production Mocks
Suggested time allocation (class periods) 8 8 4
Calendar Aug/Sept Sept Sept/Oct
10 8
Nov Nov/Dec
8
Jan/Feb
Mid-term PW 1, 2, 3
Electricity – current electricity
10
Mar
PW 2, 3, 4, 7, 8
Issues that arise from generation and use of electricity
5
Mar
Electronics
5
Mar
Climate change
8
Apr
PW 2, 5 ES 7
Easter holidays CW 10
Environmental impact of materials
4
May
PW 4
Impact of modern physics on society
4
May
State exams Note: The dates for CBA1 and CBA2 may change annually. The window, as set by the NCCA, for completion of the CBA2 Science in Society Investigation for the 3rd year cohort, 2017–2020, is November 18 2019 to March 13 2020. Departments need to ensure that they have assigned a three-week slot to complete the SSI in the teaching schedule. The Assessment Task will be completed following the CBA2 SSI.
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CHAPTER CHAPTER 2 2 LIVING LIVING THINGS THINGS AND AND CELLS CELLS
Chapter 2: Living things and cells Action verb
BW1: Students should be able to investigate the structures of animal and plant cells and relate them to their functions NS1–7, 9–10
Investigate – observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions
Key learning Students will: Investigate the difference between living and non-living things Classify living things into different groups Investigate the structures of animal and plant cells and their functions Use a microscope to see the structure of animal and plant cells. Students will develop the following key skills: Group different things as either living or non-living (question 2.1) Work in groups and name organisms (plants and animals) (question 2.4) Use digital resources to identify the different structures of animal and plant cells Match cell parts with statements (Student Activity Book question 3) Prepare a slide for viewing animal and plant cells under a microscope (Activities 2.1 and 2.2) Use the parts of a microscope correctly to view a slide (Activities 2.1 and 2.2) Draw diagrams of animal and plant cells and label the parts correctly (Activities 2.1 and 2.2).
BIOLOGICAL WORLD
Learning outcomes
Assessment Teachers can consider the following questions when assessing students: Knowledge Can students identify and name living and non-living things? Comprehension Can students explain in their own words how living things are classified into different groups? Application Can students apply their knowledge of the structures of animal and plant cells by drawing diagrams of them? Analysis Can students investigate the structures of animal and plant cells using a microscope? Synthesis Can students devise an experiment to investigate the structure of animal and plant cells? Evaluation Can students evaluate the experiment they devised? Teachers can use the following assessment checks: Verbal questions Presentations Written tests – Summary questions (p. 26 of textbook) could be used. – Assessment questions (p. 27 of textbook) could be used. Peer and self-assessment – Self-evaluation (p. 19 of Student Activity Book) could be used. – Peer Assessment template could be used.
Nature of science − Living things and cells Teachers could use the following activities to check students’ understanding of the unifying strand: 2.4–2.5, p. 19 of textbook, NS6–7 Activities 2.1 and 2.2, pp. 24–25 and of textbook, NS2–4 The following famous scientists could be researched for NS9: Robert Hooke, Anton van Leeuwenhoek, Lynn Margulis, Janet Plowe, Matthias Schleiden, Theodor Schwann, Rudolph Virchow. 1
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UNIT 2 – CHAPTER 2
Additional notes for teachers
• When identifying living things five criteria are used: cells, nutrition, excretion, response and reproduction. This is to tie in with the criteria used in the Leaving Certificate Biology course.
Activity 2.1
BIOLOGICAL WORLD
Results The cheek cells are not always the same shape. Some of them are altered by scraping them from the inside of the cheek. The cheek cells are normally not all the same size.
Notes • Students should be encouraged to think of issues such as: Are all animal cells the same as cheek cells? Are the cells damaged by removing them? Would we see anything differently without a stain or with another stain? • Step 10 is included to encourage students to be observant rather than having a quick glance at the cells. They should notice the following: – The cheek cells are not always the same shape. Some of them are altered by scraping them from the inside of the cheek. – The cheek cells are normally not all the same size. – Depending on the concentration of the methylene blue that is used, the cytoplasm tends to be pale or light blue. – Depending on the concentration of the methylene blue that is used, the nucleus tends to be dark blue. – Depending on the magnification used, it is sometimes possible to see grains in the cytoplasm.
Activity 2.2 • When the onion tissue is peeled from the onion it is important to place it on the microscope slide quickly, as it may roll up. If this happens it is best to get another sample of onion tissue. • Depending on the concentration of the iodine solution used, the cytoplasm tends to be yellow or pale yellow. • Depending on the concentration of the iodine solution used, the nucleus tends to be dark yellow or orange or brown.
Additional activities 1. Instead of having to prepare a slide for examination, pre-prepared slides could be used. This would save about half of the difficulty in this activity. 2. To demonstrate the benefit of using a stain the students could carry out the activity using a few drops of water instead of methylene blue (or a demonstration of unstained cheek cells could be made available). 3. The students could research cell organelles such as mitochondria, chloroplasts, ribosomes, endoplasmic reticulum (ER), etc. This could be done in groups as a homework project and the resulting information and graphics presented to the class as an oral or slide presentation. 4. The students (singly or in groups) could research famous scientists. These scientists could be specified as relating to microscopy (e.g. Robert Hooke or Zacharias Janssen) and the details required could be broad or narrowed down to focus on features such as year of birth, year of death, nationality and their major contribution to science.
Digital resources (available on www.edcolearning.ie) Digital resource
Title
Description
Diagram animation
Figure 2.6 A typical animal cell
A photo realistic animation of an animal cell showing the three main labelled parts. Use for reinforcement.
Diagram animation
Figure 2.7 The relationship between chromosomes and genes
An animated diagram of a chromosome and genes. Use for reinforcement.
Diagram animation
Figure 2.10 A typical plant cell
An interactive diagram of a plant cell showing four of the main parts. Use for reinforcement.
PowerPoint
Chapter 2 PowerPoint summary
Revision of Chapter 2 with keywords, activities and illustrations.
Weblinks
Chapter 2 Weblinks
Discover more information about the topics covered in Chapter 2 by using trusted interactive websites listed in the Weblinks document.
Mind Map (with solution)
Chapter 2 Mind Map
A solution to this chapter’s Mind Map to check students’ work.
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