Scheme of Work Science Stage 7.v1

Scheme of Work Science stage 7
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 7. Learning objectives for
the stage have been grouped into topic areas or !nits". These have then been arranged in a recommended teaching order but you are free to teach objectives in
any order within a stage as your local re#uirements and resources dictate.
The scheme for Science has assumed a term length of 1$ weeks% with three terms per stage and three units per term. &n overview of the se#uence% number and
title of each unit for stage 7 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow fle'ibility. (ou should be able to add in more teaching time as necessary% to suit the
pace of your learners and to fit the work comfortably into your own term times.
Scientific )n#uiry learning objectives are recurring% appearing in every unit. &ctivities and resources are suggested against the objectives to illustrate possible
methods of delivery.
There is no obligation to follow the published Cambridge Scheme of *ork in order to deliver Cambridge Secondary 1. +t has been created solely to provide an
illustration of how delivery might be planned over the three stages.
& step,by,step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary
1Teacher -uide available on the Cambridge Secondary 1 website. .lank templates are also available on the Cambridge Secondary 1 website for you to use if you
wish.
Overview
Term 1 Term 2 Term 3
1& !nit 7.1 Living Things /& !nit 7.0 1icroorganisms and 2isease 3& !nit 7.7 4abitats and )nvironment
1. !nit 7./ Solids% Li#uids and -ases /. !nit 7.5 The )arth and .eyond 3. !nit 7.6 &cids and .ases
1C !nit 7.3 )nergy Transformations /C !nit 7.7 8utting Things into -roups 3C !nit 7.9 :orces and their )ffects
;1 1($7 Science Stage 7 1
Unit 1A: 7.1 Livin Thin!
+n this unit% pupils build on their previous knowledge of living things and the senses to develop their knowledge of
The characteristics common to all living things% and their importance to survival of the organism.
That all living things are made of cells% the structure and typical cells% how cells are adapted to their function.
4ow cells are organised in tissues% organs and organ systems to efficiently carry out the functions of life.
Scientific )n#uiry work focuses on<
Carefully observing and describing living things.
=ecording accurately in a variety of ways e.g. drawing% using tabular forms.
Communicating their ideas supported by evidence.
1aking and presenting conclusions by bringing together evidence from different sources.
=ecommended ;ocabulary for this unit<
>rganism nutrition movement e'cretion growth reproduction sensitivity function microscope magnification cell nucleus call membrane cell wall
vacuole chloroplast tissue organ organ system.
;1 1($7 Science Stage 7 /
"r#mework
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Le#rnin O%&ective Activitie! 'e!ource! $omment! Time
7.c1
7)p1
7)o1
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+dentify the seven characteristics
of living things and relate these
to a wide range of organisms in
the local and wider environment.
.e able to talk about the
importance of #uestions%
evidence and e'planations.
1ake careful observations
including measurements.
8resent results in the form of
tables% bar charts and line
graphs.
Compare different animals% real ?if
appropriate@ or pictures% e.g. bird%
cat% fish and write down all the things
they have in common. 8resent your
findings to other groups.
2iscuss the ways nutrition is
obtained by different animals.
.reathing through a straw into lime,
water to show carbon dio'ide is
produced.
2iscuss the difference between
breathing and respiration.
2iscuss the difference between
growth and reproduction.
2iscuss why movement is essential
for survival ?finding shelter% avoiding
danger% finding food@.
2etecting different flavours using
taste only and compare with ease of
detection when also using nose.
2escribe te'ture of a variety of
different materials.
8hotos of animals eating%
runningAswimming% and with
their young.
2rinking straws% limewater%
test,tubes or small beakers
to hold limewater.
2ifferent flavoured crisps or
fruits to taste blindfolds and
nose clips ?or ask pupils to
shut eyes and hold nose
while tasting@.
;arious materials with
different te'tures e.g. wool
paper% metal.
!se small group
discussion allowing
each pupil to voice
their ideas on
observations%
followed by whole
class work to
encourage
confidence in
e'pressing science
ideas backed by
evidence.
9$ min
"r#mework
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7.p1 =ecognise the positions% and
know the functions of the major
organs of flowering plants% e.g.
root% stem% leaf.
+dentify the root% stem and leaf of
different flowering plants.
Consolidate understanding of
characteristics of living things by
relating plant structures and their
functions to the characterstics e.g.
leaf and feeding.
8hotos A specimens of
young and mature plants.
5$ min
7.h/
7)o3
=ecognise the positions and
know the functions of the major
organ systems of the human
body.
!se information from secondary
sources.
2raw an outline of a body. 2raw on it
the positions of the named organs.
Share results with whole class.
Large sheets of paper%
pensAmarkers.
Can be used as a
fun" competition with
a priBe for the most
accurate group.
0$ min
7.c3
7)o1
+dentify the structures present in
plant and animal cells as seen
with a simple light microscope
andAor a computer microscope.
>bserve prepared microscope slides
of cells.
8repare and focus a good specimen
without being misled by air bubbles
or dust on the cover slip.
>bserve and identify the nucleus%
cytoplasm% ?and in plant cells% the
cell vacuole and cell wall@. =ecord
sketch diagrams of the cells.
1icroscopes% prepared
slides of animal cells. &ny
available prepared slides
could be used to practice
focussing.
>nion or other bulbs ?the
thin skin from between the
fleshy areas of an onion is
ideal.@
Time spent on a
demonstration will
avoid frustration and
possible damage to
microscopes. !sing
graph paper will help
to illustrate the
magnification.
Cewsprint will show
inversion.
9$ min
7.c0
7)o/
Compare the structure of plant
and animal cells.
graphs.
Compare observed cells with
labelled diagrams for secondary
sources and e'plain why the cell
membrane is not visible in the
prepared slides.
&ssess using table of
differences between
plant and animal
cells.
5$ min
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7)c1
=elate the structure of some
common cells to their functions.
1ake conclusions from collected
data% including those presented
in a graph% chart or spreadsheet.
*rite about how some named cell
types you have investigated are
adapted to their function e.g. plant
leaf cells ?chloroplasts@% root hair
cells% blood cells ?red and white@%
nerve cells.
1icroscopes% prepared
slides% photos% micrographs%
diagrams of specialised
cells.
5$ min
7.c7
7)c0
!nderstand that cells can be
grouped together to form tissues%
organs and organisms.
8resent conclusions using
different methods.
2iscuss that cells of the same type
group together to form tissues.
2ifferent types of tissues grouped
together can make an organ and
organs can group together to make
an organ system. >rgan systems are
necessary to form a comple'
organism e.g. flowering plant or
human.
=elate this work on
cells to the previous
work on major organ
systems.
5$min
7.h1 )'plore the role of the skeleton
and joints and the principle of
antagonistic muscles.
2escribe the skeletal system and its
functions.
-roups prepare presentations on the
functions of the skeleton to include
principle of antagonistic muscles and
joints.
Students can also investigate the
health problems caused to humans
when bones and joints get damaged.
6$min
Unit 1(: 7.2 So)id!* Li+uid! #nd ,#!e!
+n this unit% pupils build on their previous knowledge of materials and their properties to develop their knowledge of how the particle theory of matter and how this
can e'plain the properties of solids% li#uids and gases% including changes of state.
8lanning and carrying out investigations% considering the variables to control% change or observe.
+dentifying appropriate evidence to collect and suitable methods of collection.
Choosing appropriate apparatus and using it correctly.
1aking careful observations and measurements.
8resenting results appropriately.
=ecognise results and observations that do not fit into a pattern.
1aking conclusions from collected data.
1elting boiling freeBing condensing evaporating
"r#mework
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7Cs1
7)o/
Show in outline how the particle
theory of matter can be used to
e'plain the properties of solids%
li#uids and gases% including
changes of state.
8resent results in the form of tables%
bar charts or line graphs.
Students discuss samples of
everyday solids% li#uids and gases%
considering their shape and volume.
They should tabulate their
identifying properties.
Consider tomato sauce ?li#uid or
solidD@ and how it could be made
more solid or more li#uid.
Card% ice% cake%
lemonade% boiling water%
oil% fat% stick% soap%
detergent% perfumed
candle% jelly% sand% blown
up balloons etc.
& recap of previous
knowledge of
properties of solids%
li#uids and gases.
3$ min
7Cs1 Show in outline how the particle
li#uids and #!e!% including
changes of state.
Students can try to compress air in
syringes or balloons. -ive
e'planations in terms of trying to
force things together.
2rawings of bo'es of particles in the
gaseous state show particles well
separated.
Small sealed plastic
syringes without needles
should be used.
+ntroduce the idea of
particles too small to see.
0$mins
)i+uid! and gases% including
changes of state.
8our particles" of different siBe to
model the movement of smaller
particles.
1ake drawings of bo'es of particles
in li#uids to show the particles as
close together but not in regular
arrangement.
8eas% rice grains% dry
sand.
=emind students that
sand is also hard if you
drop onto it and the
solids can be seen
under the microscope.
3$ mins
e'plain the properties of !o)id!*
changes of state.
-lue particles ?e.g. polystyrene
balls@ together in regular shapes
and show that they cannot be
poured% have flat faces% are hard
and dense. 2rawings of bo'es of
particles in a solid show the
particles as close together and in a
regular arrangement.
8olystyrene balls% glue. 8articles still have
movement% i.e.
vibration about their
mean position.
0$ mins
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ch#ne! of !t#te.
>utline plans to carry out
investigations% considering the
variables to control% change or
observe ?as whole class@.
Choose appropriate apparatus and
use it correctly.
1ake careful observations.
=ecognise results and observations
that do not fit into a pattern.
>bserve changes of state such as<
1elting ice% butter% sulphur% wa'
:reeBing water% sulfur% wa'%
saturated copper sulfate solution.
.oiling water ?kettle@% alcohol in
hot water% salt solution.
Condensing water% alcohol.
Show ice in a test tube and try
account for the condensation on
the outside of the tube.
Sublimation of iodine.
.utter% flowers of sulphur%
ice% wa'% alcohol
?optional@.
4eating apparatus ?e.g.
bunsen burner@
solid iodine.
Safety glasses must be
worn.
Sulfur must be heated
very gently in small
#uantities. +t should be
done in a well
ventilated space
?ideally in a fume hood@
due to the chance of it
burning to form sulphur
dio'ide.
Sublimation of iodine
must be demonstrated
using a fume hood.
The water cycle could
be included here.
1 hour
ch#ne! of !t#te.
Students model the changes of
motion and arrangement of particles
during boiling% evaporation%
condensation% freeBing and melting.
Students could take
the part of the particles
and act out their
movement in different
states.
/$ min
ch#ne! of !t#te.
Students model the changes of
motion and arrangement of particles
during boiling% evaporation%
condensation% freeBing and melting.
Students could take
the part of the particles
and act out their
movement in different
states.
/$ min
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ch#ne! of !t#te.
use it correctly.
1ake careful observations including
measurements.
8resent results in the form of tables%
1easure the temperature during the
heating or cooling of a substance.
The temperature of a low melting
solid% warmed and then allowed to
cool% is taken at intervals to note its
change with time.
8lot temperatures against time.
Thermometers% heating
apparatus ?e.g. .unsen@%
heatproof test,tubes.
Stearic acid can be used.
Safety goggles should
be worn.
The constant
temperature is the
melting point.
1 hour
7Cs1
7)p0
7)p7
7)p7
7)o1
changes of state.
observe.
+dentify appropriate evidence to
collect and suitable methods of
collection.
use it correctly.
1ake careful observations including
measurements.
8lan and then carry out an
investigation to see how the
temperature of ice changes as it is
heated to its boiling point. This time
there should be two constant
temperatures one when it is melting
and when it is boiling.
8lot temperatures against time.
+ce% beakers%
thermometers% heating
apparatus ?e.g. .unsen@.
Safety goggles should
be worn.
This time there should
be two constant
temperatures one
when it is melting and
when it is boiling.
9$ min
"r#mework
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7)o/ 8resent results in the form of tables%
7Cs1
7)c1
7)c/
changes of state.
data% including those presented in a
graph% chart or spreadsheet.
=ecognise results and observations
that do not fit into a pattern%
including those presented on a
graph% chart or spreadsheet.
&nalyse and evaluate heating or
cooling curves. Students can plot
graphs% draw conclusions about the
melting and boiling points of
substances. Students can decide if
any of the results do not fit a
pattern.
4eating or cooling curve
data both in table and
graph form.
Some data needs to be
presented that is not
ideal having results
that do not fit the
pattern
5$ min
7Cs1
7)p/
7)p0
7)c3
changes of state.
1ake predictions and review them
against evidence.
observe.
Consider e'planations for
predictions using scientific
knowledge and understanding and
communicate these.
+nvestigate processes which can
speed up evaporation but note that
it does not take place at constant
temperature. They can account for
the residue and link with salt
e'traction.
& dish of sea water left
for a period of time on a
top pan balance.
Students can account
for the residue and link
with salt e'traction.
1 hour
;1 1($7 Science Stage 7 1$
Unit 1$: 7.3 -ner. Tr#n!form#tion!
+n this unit% pupils build on their previous knowledge of energy as something that makes things happen to develop their knowledge of
2ifferent types of energy.
)nergy as something that cannot be created or destroyed.
)nergy transfers.
+t provides the opportunity for pupils to develop their thinking skills in suggesting e'planations for their observations. This unit provides a good opportunity to
investigate the appliance of scientific knowledge and how this has affects our daily life.
1aking predictions and reviewing them against evidence.
1aking careful observations and measurements.
=ecognise results and observations that do not fit into a pattern.
Transformation conservation% kinetic ?moving@ energy% potential?stored@ energy
"r#mework
$ode!
78e/ =ecognise different energy types
and energy transfers.
Students can brainstorm their own
ideas about what is meant by
energy". )'amples to illustrate their
definition need to be given in their
e'planation.
& guided discussion
suggests that it is
something needed to
bring about changes
such as heating
water% running
upstairs% switching on
the light etc. +t has to
be paid for".
5$min
78e/
7)o1
7)o/
=ecognise different energy types
tables% bar charts or line graphs.
8upils inspect or try a range of
simple activities such as clockwork
toys% lamps% releasing a blown up
balloon% burning a match%
looking at a photographic negative%
rattling a
tin% etc.
Clockwork toys
Lamps
.alloons
1atches ?teacher demo if
appropriate@
8hotographic negative
Tin containing some dried
beans.
8upils should
suggest how energy
is being input and
what outcome is
being achieved.
1 hour
78e/
7)o3
!se secondary sources.
Enowing the names science uses for
the different types of energy<
heat ?thermal@
light
sound
electrical
chemical
kinetic ?movement@
potential ?stored@
Teacher directed with
the opportunity for
research using +CT.
/$min
;1 1($7 Science Stage 7 1/
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!nderstand that energy cannot
be created or destroyed and that
energy is always conserved.
data.
Compare the transfer of energy
from several different e'amples such
as a burner% an electric light% lifting
weights for 5 minutes% to find that
energy is wasted in the form of heat
and dispersed in the atmosphere.
.unsen burner
)lectric light
*eights of no more than
/$C ?e.g. bags containing
sand@.
1 hour
78e1
78e/
2iscussion on what energy is used
for in the modern world and what
alternatives for each use ?if any@
were available say% 1$$ years ago.
+llustrate ideas with e'amples.
e.g. electric light compared with oil
lamps% cars compared with carts etc.
The alternatives available in 1$$
years time might also be considered.
)mphasise that
useful work is done
when the energy
obtained from a
source is transferred
to a different type of
energy.
1 hour
78e1
78e/
+nterpret and draw energy transfer
diagrams.
Lots of e'amples can be provided
here so that as many different types
of energy and transfer are covered
as possible. )'amples includeF
catapult% .unsen burner% clockwork
toys% electric motors lifting small
weights% blowing up and releasing
balloons% dynamos% the use of
batteries heating or lighting circuits%
light sensitive paper% musical
instruments.
Students can list some home
appliances and say what energy
transfers take place.
Teacher demonstration of<
Catapult% .unsen burner%
clockwork toy% electric
motors lifting small weights%
balloons% dynamos% the use
of batteries in heating or
lighting circuits% light
sensitive paper% musical
instruments.
1 hour
3$ min
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and energy transfers
Study some Sankey diagrams and
suggest what energy is wasted i.e.
passed to the surroundings by
various processes.
Sankey diagrams
represent #uantities
of energy by the
width of an arrow.
0$min
78e/ =ecognise different energy types
and energy transfers
8rovide pupils with the outline of the
processes in a power station to
complete the stages and transfers by
cutting and pasting.
& Sankey diagram showing the
wasted energy and so the rather low
efficiency of the process should be
shown
8aste% paper% cut,out
diagrams of the stages in a
power station. Cut,out list of
energy types.
0$min
78e1
7)p/
7)p5
1ake predictions and review
them against evidence.
1ake predictions referring to
previous scientific knowledge
and understanding.
Swinging a pendulum starting at the
teachers nose gives the opportunity
to see that the bob does not lose a
noticeable amount of energy but
simply transfers it from moving" to
stored" and back again.
Sankey diagrams also help in the
e'planation that energy is not used
up but simply transferred to
something else.
8endulum bob% string%
means of suspending string
and bob.
Teacher demo only.
2o not use pupil as
volunteer in case
they move head.
5$ min
Unit 2A: 7./ 0icroor#ni!m! #nd 1i!e#!e
+n this unit% pupils build on their previous knowledge of health% the characteristics of living things and cells to develop their knowledge of
4ow some microorganisms can be useful to humans but others are harmful.
The use of microorganisms in food production.
4ow microorganisms breakdown can cause decay.
The work of Louis 8asteur and other scientists studying the human body.
!sing information from secondary sources.
Choosing appropriate apparatus and using it correctly
1aking careful observations including measurements
Carrying out an investigation
2iscussing the importance of #uestions% evidence and e'planations.
1icroscope microscopic fungi bacteria virus pasteurisation
Cote< This unit may be delivered in less time than units /. and /C. This is to ensure e#ual time is allocated to biology% chemistry and physics learning objectives in
term /.
"r#mework
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7.c1
7)o3
+dentify the seven characteristics
of living things and relate these to
a wide range of organisms in the
local and wider environment.
sources.
!se secondary sources to investigate
the terms bacteria% fungi% virus.
List the characteristics of life shown
by each type of microorganism.
Te't books% +nternet. Link to Stage 7 !nit
1&.
0$min
7.c3
7)p7
7)o1
+dentify the structures present in
plant and animal cells as seen
with a simple light microscope
andAor a computer microscope.
Choose appropriate apparatus
and use it correctly.
>bserve and draw prepared slides of
fungi as seen under the microscope.
>bserve photomicrographs of bacteria
and viruses. +nclude magnification.
1icrographs of bacteria and
viruses
1icroscopes
8repared slides of fungi such
as bread mould.
Link to Stage 7 !nit
1&
health and safety ,
!se pre,prepared
slides. 2o not allow
pupils to prepare their
own slides.
7$min
7.c/
7)p3
7)p0
7)p7
Enow about the role of micro,
organisms in the breakdown of
organic matter% food 2roduction
and disease% including the work of
Louis 8asteur.
Suggest ideas that may be tested.
observe.
collection.
8lan and carry out an investigation
about the activity of yeast under
different conditions.
=elate this to the use of yeast in
bread making.
(east ?dried or fresh@%
glucose Asugar% flour
Thermometers% water baths.
Could investigate
amount of glucose%
temperature etc.
6$min
"r#mework
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7)c1 1ake conclusions from collected
data% including those presented in
a graph% chart or spreadsheet.
7.c/ Enow about the role of micro,
organic matter% food 2roduction
#nd di!e#!e% including the work
of Louis 8asteur.
2emonstrate how to grow bacteria on
a nutrient agar plate.
2iscuss the risks involved in growing
bacteria and how they can be
controlled.
)'plain how micro,organisms are
used in yogurt and cheese
manufacture.
Teacher 2emo.
8etri dish containing nutrient
agar% preparation of non,
pathogenic bacteria%
inoculating loop% incubator%
disinfectant% .unsen burner.
1icrobes should not
be grown without
reference to safety
regulations. !se
aseptic techni#ue.
Seal petri dish after
inoculation. +ncubate
at /6
o
C.
5$min
7.c/
7)o3
organisms in the %re#kdown of
or#nic m#tter% food production
Louis 8asteur.
!se +nformation from secondary
sources.
=esearch the role of bacteria and
fungi as decomposers and present
findings to whole class.
Secondary sources 0$min
7.c/
7)o/
7)o3
organic matter% food production
of Louis 8asteur.
tables% bar charts and line graphs.
sources.
:or a range of infectious diseases
caused by microorganisms% discuss<
what type of organism is the causal
agent% how the disease is transmitted%
preventative measures.
"r#mework
$ode!
7.c/ Enow about the role of micro,
Louis 8asteur.
+nvestigate the work of Louis 8asteur
and pasteurisation% including the
scientific method used by Louis
8asteur.
7.c/
7.h3
7)p1
of Louis 8asteur.
=esearch the work of scientists
studying the human body.
importance of #uestions% evidence
and e'planations.
=esearch the work of scientists in the
fight against disease. 8resent findings
to the whole class
Secondary sources Suitable as individual
homework or group
work.
7$min
Unit 2(: 7.3 The -#rth #nd (e.ond
+n this unit% pupils build on their previous knowledge of the )arth and Space and develop their ideas on
The different type of rocks and soils.
Simple models of the internal structure of the )arth.
:ossils and the fossil record as a guide to estimating the age of the )arth.
4ow the movement of the )arth causes the apparent daily and annual movement of the Sun and the stars.
The relative positions and movement of the planets and the Sun in the solar system.
The impact of the ideas and discoveries of Copernicus% -alileo and more recent scientists.
The Sun and other stars as sources of light% and that planets and other bodies are seen by reflected light.
The importance of #uestions% evidence and e'planations
8lanning and carrying out investigations
!sing information from secondary sources
1aking predictions and review them against evidence
1aking conclusions from collected data% including those presented in a graph% chart or spreadsheet
Considering e'planations using scientific knowledge and understanding and communicate these
:ossil core mantle crust sedimentary igneous% metamorphic orbit planet star moon solar system eclipse
"r#mework
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>bserve and classify different
types of rocks and soils.
observe.
>bserve different samples of rocks
and asked to sort them into groups.
+nvestigate one property of the rock
samples in more detail e.g. porosity%
hardness% susceptibility to
weathering.
8upils plan the e'periment and
present their findings to the rest of
the class.
Several different samples
of rocks e.g. granite%
sandstone% lava% chalk%
limestone% marble% etc.
0$min
7Ce1
7)o3
types of rock! and soils.
sources.
!se secondary sources to give the
properties of igneous% sedimentary
and metamorphic rock and how
each different type of rock is
formed.
=elate properties of each type of
rock to its formation.
0$min
7Ce1
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7)c0
types of rocks and !oi)!.
observe.
different methods.
+nvestigate the different soil types
by shaking in water and letting
mi'ture settle.
Students investigate different soil
types by finding out how much
water and humus they contain.
Soil samples% measuring
cylinders% crucibles% bunsen
burners% balance to weigh
soil before and after
heating and roasting.
*ear goggles. .e
aware of dangers of
handling hot
crucibles.
7$ min
"r#mework
$ode!
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7)o3
=esearch simple models of the
internal structure of the )arth.
sources.
!se secondary sources to
investigate the structure of the
)arth.
2iscuss the difficulty of studying the
internal structure of the )arth.
3$min
7Ce3
7Ce0
7Ce5
7)o3
)'aminer fossils and research
the fossil record.
2iscuss the fossil record as a
guide to estimating the age of
the )arth.
Learn about most recent
estimates of the age of the
)arth.
sources.
Students observe fossils or
photographs of fossils.
2iscuss how fossils are formed.
1ake a fossil using plaster of 8aris.
)'plain why fossils are found in
sedimentary rocks and not in
igneous rocks.
+nvestigate using secondary
sources how the fossil record can
be used to estimate the age of the
)arth.
Students discuss the limitation of
this method. 2oes the age of the
oldest fossil tell you the age of the
)arth.
8upils investigate the way scientists
have estimated the age of the )arth
e.g. using radioactivity.
8laster of 8aris% moulds%
objects such as leaves to
form impression in plaster
mould.
+dea that there were
only fossils formed
when life e'ists and
that the conditions of
the early )arth
precluded life.
5$ min
78b1
7)p1
2escribe how the movement of
the )arth causes the apparent
daily and annual movement of
the Sun and the stars.
2iscuss what is meant by a day% a
month and a year in terms of the
movement of objects in the solar
system.
2iscuss why a day and a year on
other planet is different to that on
)arth
8osters of solar system. 0$min
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78b/
7)c3
2escribe how the movement of
the )arth causes the apparent
daily and annual movement of
the Sun and the stars.
2escribe the relative position
and movement of the planets
and the Sun in the solar system.
knowledge and understanding
and communicate these.
*atch time,delay images to show
the apparent movement of the Sun
and the stars.
Students to make e'planations for
these movements and to check
them against secondary sources.
Time delay images
www.nasa.govA
5$min
78b/ 2escribe the relative position
and the Sun in the solar system
&ppreciate that the )arth"s a'is is
tilted and e'plain how this causes
seasons to occur.
:ootball and tennis ball to
demo movement of )arth
round the Sun.
3$min
78b/
7)o3
7)c1
sources.
Came the planets of the solar
system and to place them in order.
&ppreciate that the planets orbit the
Sun.
!se secondary data to find out
about how and when the planets
were discovered.
!se secondary data to find out why
8luto is no longer considered a
planet.
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7)p/
7)p5
7)c/
7)c3
and understanding.
=ecognise results and
observations that do not fit into a
pattern% including those
presented in a graph% chart or
spreadsheet.
-iven data about all or some of the
planets including distance from the
Sun% day length% year length%
average surface temperature% mass%
atmosphere identify patterns and
offer e'planations for the patterns.
+f some pieces of information are
missing make predictions.
2ata sheets 7$min
78b3
7)o3
7)p1
2iscuss the impact of the ideas
and discoveries of Copernicus%
-alileo and more recent
scientists.
sources.
!se secondary data to investigate
the ideas of Copernicus and
-alileo.
2iscuss the difficulties of a scientist
in getting an idea accepted.
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7)p/
!nderstand that the Sun and
other stars are sources of light
and that planets and other
bodies are seen by reflected
light.
-roup the following objects
according to whether they are light
sources or not G stars% planets%
moons% the Sun.
2iscuss how it is possible to see the
planets and the 1oon even though
they are not light sources.
+llustrate answers with labelled
diagrams.
2iscuss why we only see stars at
night.
7$min
78b0
7)o3
!nderstand that the Sun and
other stars are sources of light
and that planets and other
bodies are seen by reflected
light.
sources.
Consider images of lunar and solar
eclipses.
2iscuss what is happening during
these eclipses.
Check suggested e'planations of
eclipses using secondary data.
:ootball% tennis ball% torch. !sing a football to
represent the )arth%
a tennis ball to
represent the moon
and a torch light to
represent the Sun% it
is possible to
demonstrate an
eclipse.
7$min
Unit 2$: 7.4 5uttin Thin! into ,rou2!
+n this unit% pupils build on their previous knowledge of grouping together materials and living things with similar properties and characteristics to develop their
knowledge of
1etals and non,metals.
)veryday materials and their physical properties.
Classify animals and plants into major groups% using some locally occurring e'amples.
!nderstand what is meant by a species.
+nvestigate variation within a species.
Considering the variables to control% change or observe.
1aking predictions referring to previous scientific knowledge and understanding and reviewing them against evidence.
!sing information from secondary sources.
Choosing appropriate apparatus and using it correctly.
1aking careful observations including measurements.
8resenting results in the form of tables% bar charts and line graphs.
8roperty absorbent transparent opa#ue brittle high A low density malleable fle'ible ductile sonorous% melting point boiling point hardness strength
species vertebrates invertebrates microbes fungi bacteria arthropods.
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7Cp/ 2escribe everyday materials and
their physical properties.
Compare a few household items%
pans% doors% shoes% string etc and
suggest reasons for the choice of
materials.
Consider the results of interchanging
the materials% wooden shoes% plastic
pans etc.
4ousehold items e.g. pans%
doors% shoes% string etc.
&chieve a common
understanding of the
words used to
describe properties
e.g. transparent%
opa#ue brittle%
malleable etc.
3$min
7Cp/
7)p/
2escribe everyday materials and
2istinguish between absorbent and
waterproof materials by studying the
different materials which make up
buildings.
&bsorption can be investigated by
finding the mass of water absorbed
by a tissue or mopping cloth. &
soaked brick can be put in the
freeBer to show the damage
resulting.
Students should make predictions so
they can review these against the
evidence they obtain
.rick% freeBer% mopping
cloth.
3$min
7Cp/
7)p5
and understanding.
=ecognise brittle% fle'ible and
malleable materials by using easily
obtained materials% e.g. brittle G dried
pasta% Hs#uashabilityI G synthetic
foam% malleability G dough A
plasticene.
;arious materials e.g. dried
pasta% synthetic foam%
placticene% rubber band etc.
Safety goggles must
be worn if forces are
applied to brittle
materials.
3$min
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7)p7
=ecognise transparent and opa#ue
materials by investigating the
properties of glass including
transparency% melting and solidifying%
forming into narrow tubes etc
Cylon granules can be heated gently
and drawn into threads.
Safety glasses must
be worn for heating.
3$min
7Cp/
7Cp1
2istinguish between metals and
non,metals.
2istinguish between good and bad
conductors of heat.

4eat one end of rods of different
materials.
They should be wa',coated with light
weight pins or rice grains set in the
wa'% which drop off as the heat is
conducted along. +nclude one or two
non,metals such as wood or slate to
show that no conduction can be
detected and one or two different
metals to show that metals differ in
their heat conduction.
Safety glasses must
be worn for heating.
5$min
7Cp1
7)o/
7)c1
non,metals.
graphs.
2istinguish between good and bad
conductors of electricity by setting up
a simple circuit with a gap for
inserting different materials. This will
#uickly show that only metals and
graphite conduct appreciably at room
temperature.
Simple electric circuits with
battery and bulb% variety of
materials% metals and non,
metals.
0$min
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7Cp1
7)o3
7)c1
non,metals.
sources.
data
Consider the properties of metals
and non,metals studied so far
!se secondary sources to find out
more properties of metals and non,
metals.
Classify unfamiliar materials as
metal or non,metal giving evidence
to support each decision.
Secondary sources 5$ min
7.v3 Classify animals and plants into
major groups% using some locally
occurring e'amples.
Classify living things plants ?food
producers@% animals ?food
consumers@ and other living things
including microbes.
Link to !nit 1& and
/&.
/$min
7.v3
7)o1
Classify animals and plants into
occurring e'amples.
*orking on a poster of% e.g. /$%
varied animals% ideally locally
occurring% put them into groups in a
number of different ways.
)valuate the groupings and decide
which way is the most useful% for
instance% where they live% what type
of food they eat% number of legs% etc.
Separate into vertebrates and
invertebrates and discuss why
animals are sorted in this way.
8osterAphotosAliving
specimens of about /$
various animals e.g.
earthworm% snail% different
types of fish etc.
Show that
overlapping criteria
?diet@% or
characteristics
showing continuous
variation ?height@% do
not produce such
well,defined groups
as items which can
be counted.
5$min
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7.v3
7)o3
Classify animals and plants into
occurring e'amples.
sources.
+nvestigate the different classes of
vertebrates using secondary
sources. )ach group of pupils could
find out about one class and then
present the information.
8ool the information to complete a
table of characteristics to distinguish
the five classes.
2iscuss their information and decide
if it is good enough to distinguish
between animals which look similar
but are in different groups e.g.
fishAsharkAwhaleAdolphin.
+f necessary provide
a framework for
guidance.
5$min
7.v1 !nderstand what is meant by a
species.
2escribe what is meant by a
species. 2iscuss reasons a species
has or could become e'tinct.
*here a species
cannot respond to a
change in the
environment it dies
out because
breeding between
species is not
possible.
15min
7.v/
7)c0
+nvestigate variation within a
species.
different methods.
8upils can study a single species of
bean% flower% moth etc and discover
variation between members. They
might suggest advantages A
disadvantages of these.
They can measure variation in
humans by measuring a #uantity
such as hand span% tongue rolling%
height.
8upils decide the best way to
present data.
Unit 3A: 7.7 5uttin Thin! into ,rou2!
+n this unit% pupils build on their previous knowledge of sorting living things into groups and the characteristics of living things to develop their knowledge of
*here organisms live.
4ow organisms interact with each other and the environment.
The influences humans have on the natural environment.
1aking conclusions from collected data. Carefully observing and describing living things.
=ecording accurately in a variety of ways e.g. drawing% using tabular forms.
Communicating their ideas supported by evidence.
1aking and presenting conclusions by bringing together evidence from different sources.
4abitat adaptation predator prey producer consumer herbivore omnivore carnivore ecosystem oBone depletion greenhouse effect renewable non,
renewable.
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2escribe how organisms are
adapted to their habitat% drawing
on locally occurring e'amples.
Secondary sources can be used.
collection.
graphs.
sources.
)'plain what is meant by a habitat.
-roups study and describeAdraw a
local small habitat such as a hedge%
a tree% a pond etc. They try to
identify as many living things there
as possible and group them into
green plants or fungi% herbivores%
omnivores% carnivores.
Through discussion each group
decides the best way to collect and
present their results.
1ake pictures available for
identifying organisms.
Juadrats% pooters% pit,fall
traps% trowel% magnifying
lens.
& comparison of town
and country habitats
e.g. for mice% could
e'tend this
investigation.
7$min
7.e/
7)o3
7)o/
2raw and model simple food
chains.
sources.
tables% bar charts and line graphs
2raw and interpret simple food
chains. 2raw% or cut out supplied%
shapes of plants and animal which
can form three item food chains and
hang them up so that the producer is
the lowest item.
+ntroduce the terms< producer%
primary consumer% secondary
consumer% an omnivore% herbivore%
carnivore.
2raw some food chains from the
habitat they have studied in the
previous lesson.
Lots of pictures are
available on web sites.
)mphasise that food
is used for growth
and energy so the
direction of the
passage of energy
goes from producer
to primary consumer
to secondary
consumer.
5$min
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7.e3 2iscuss positive and negative
influence of humans on the
environment% e.g. the effect on
food chains% pollution and oBone
depletion.
2escribe the effect of human activity
on a food chain. 2iscuss several
different scenarios involving human
activity and food chains to predict the
effect on the organisms within the
food chain.
3$min
7.e1
7)p3
7)p0
7)o1
7)o/
7)o3
Suggest ideas that may be
tested.
observe.
graphs.
sources.
+nvestigate by fieldwork how
organisms are adapted within a local
habitat.
Students should investigate using
secondary sources adaptations of
plants and animals in more
e'treme habitats such as desert%
mountain% arctic% underwater.
Juadrats% pooters% pit,fall
traps% trowel% magnifying
lens
8hysical differences%
for plantsF roots%
leaves% for animalsF
skin% limbs% sense
organs etc.
8upils will meet only
a small variety but
should be able to
suggest how a given
adaptation helps an
organism to survive.
1$$ min
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7.e1
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sources.
different methods.
)'plain how some organisms are
adapted for day and night. +n groups%
consider which animals are active in
daytime and which in night,time and
study their adaptations.
The adaptations are based on
survivalF food% water% shelter%
protection from predation.
)'amples will be
depend on regions
but should include a
variety from the
animal kingdom%
frogs% liBards% owls%
bats. &lso include
some plants% flowers
opening in the day
time.
0$min
7.e1
7)o3
7)c0
sources.
different methods.
Compare photographsApictures of
animals and plants at different
seasons and discuss how they
survive e.g. hotArainy season%
summerAwinter season and why
particular measures have to be taken
in e'treme temperatures.
8hotographsApictures of
animals and plants at
different seasons. )'amples
may include hibernation%
migration% coat colour
change in animals.
2eciduous trees% flowering
times etc in plants.
0$min
7.e3
7)c0
2iscuss positive and negative
depletion.
different methods.
The needs of an increasing human
population.
+n groups% discuss the needs of an
increasing population and display
e.g. as a topic web. Compare two
differing populations such as people
in desert areas and those in major
cities. 8resent ideas to the whole
class.
The list may include
fresh air% living
space% water% food%
mineral resources.
3$min
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7.e3
7)p1
7)o3
7)c0
2iscuss positive and negative
depletion.
sources.
different methods.
!nderstand the problems of
obtaining clean air.
Schools in cities can test for air born
particles by leaving a white tissue on
the outside of a building for a few
days and comparing with a clean
one.
& wa'y or oily fuel can be burned
and the fumes collected on cotton
wool or similar.
!se secondary sources to
investigate the cause and effects of
oBone depletion.
8roduce a poster or 8ower8oint to
e'plain why the use of C:Cs should
be banned
*a'y Aoily fuel Acandle
Cotton wool Awhite paper.
This should be a
demonstration as the fumes
can be unpleasant. Safety
precautions should be taken
as appropriate and a fume
hood used if necessary.
8ollutants include
carbon dio'ide
?global warming@%
o'ides of nitrogen
and sulphur dio'ide
?acid rain@% smoke
?smog@.
7$min
7.e0
7)p1
7)o3
2iscuss a range of energy
sources and distinguish between
renewable and non,renewable
resources. Secondary sources
can be used.
sources
2istinguish between a non,
renewable and a renewable energy
resource. 8roduce a list of a list of
non,renewable and a list of
renewable resources.
)valuate the advantages of having
renewable energy resources.
=esearch the mining of a named
fossil fuel and report findings to
whole class% giving both advantages
and disadvantages.
7$min
Unit 3(: 7.6 Acid! #nd (#!e!
+n this unit% pupils build on their previous knowledge of acids to develop their knowledge of
4ow to tell if a solution is an acid or an alkali.
!sing a p4 scale.
Ceutralisation and some of its applications.
Suggesting ideas that may be tested.
>utlining plans to carry out investigations% considering the variables to control% change or observe.
Choosing appropriate apparatus and use it correctly.
&cid acidic alkali alkaline base neutral indicator p4 scale.
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7Cc3 !se indicators to distinguish acid
and alkaline solutions.
Comparing different acids. 8rovide
a display of acids ?vinegar% lemon
juice% canned drink% laboratory acids@
with haBard labels where
appropriate.
2iscuss the meaning of the haBard
labels.
Students can discuss and draw a
haBard label seen on a sack of
chemicals or on a chemical
transporter.
2ifferent acids e.g. vinegar%
lemon juice% canned drink%
laboratory acids
4aBard labels.
Teacher and students
to wear safety
glasses whenever
using acids.
Link wash of spillage
with dilution of acid.
/$min
7Cc3
7)p3
7)p0
!se indicators to distinguish acid
tested.
observe.
Test indicator solutions with an acidic
solution% alkaline solution and
distilled water ?neutral@.
Students to design a set of
instructions to e'plain how to
distinguish acidic% alkaline and
neutral solutions ?this will normally
need the use of two indicators@.
Spotting tiles and teat
pipettes will reduce the
#uantities of chemicals
needed.
Suitable indicators are
litmus% methyl orange and
phenolphthalein. Suitable
indicator paper can be used
if needed. 2o not use
!niversal +ndicator at this
stage.
!se dilute hydrochloric acid
as the acidic solution and
dilute sodium hydro'ide as
the alkaline solution.
to wear safety
glasses whenever
using acids.
0$min
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7)p7
7)o1
7)o/
graphs.
8repare indicator dyes from colourful
vegetables% fruits% flowersF good
e'amples are turmeric% red cabbage%
beetroot.
!se the prepared indicator on some
acids and alkalis as the chemical
opposite of an acid.
Selection from< turmeric% red
cabbage% beetroot% colourful
flowers.
4eating apparatus%
heatproof beakers% water.
Two named acid solutions%
two named alkali solutions.
+f stored until another
lesson the prepared
dyes should be kept
out of the light.
6$ min
7Cc1
7Cc3
!se a 84 scale.
2efine acids% alkalis and a neutral
solution in terms of p4.
2emonstrate the scale of colours
?p4@ shown by !niversal +ndicator
?mi'ture of plant dyes@.
8upils should draw a suitable colour
chart.
)'plain why !niversal +ndicator is
more useful than other indicators
with one colour change.
Coloured pencils are
more realistic than
pens for charts.
0$min
7Cc1
7Cc3
7)o1
!se a 84 scale.
!se !niversal +ndicator to test some
different substances such as
toothpaste% fruit drinks% indigestion
tablets% soil shaken in water% and put
in position on the scale.
!niversal +ndicator solution%
toothpaste% fruit drinks%
indigestion tablets% soil
shaken in water.
to wear safety
glasses whenever
using acids.
3$min
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tested.
observe.
graphs.
different methods.
=ecognise some problems with
acidic properties.
8lan to investigate one or more of
these.
K &cid rain on buildings ?4Cl and
crushed limestone@
K p4 of soil ?test soils to find out
which would support which range of
plants@
K Sour milk ?test milk of different
ages left in warm conditions@.
2o preliminary work and then some
e'perimental work to collect primary
data and then make a simple
conclusion.
4Cl% crushed limestone%
soils% milk of different ages%
!niversal +ndicator solution.
Test,tubes etc.
7$min
7Cc/
7Cc3
7)o1
7)o/
!nderstand neutralisation and
some of its applications.
graphs.
8repare a neutral solution by adding
alkali a drop at a time to acid
containing indicator and identify
neutralisation. Similarly add acid to
alkali.
2ilute alkali solution% dilute
acid solution% !niversal
+ndicator solution.
to wear safety
glasses whenever
using acids.
)ncourage the use of
small #uantities.
7$min
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7)p7
8repare crystals of common salt.
8upils can prepare salt but it is best
to demonstrate the neutralisation
and then provide students with
solution. This is then evaporated to
reduce and then left to cool. The
crystals can be e'amined.
Commercial production of salt can
be researched.
2il 4Cl% dil Ca>4%
evaporating basins% heating
apparatus% hand lenses
+t is important that
pupils are
evaporating a
solution which is
neutral. & p4 probe
can be demonstrated
if available.
Safety goggles must
be worn.
7$min
7Cc/
7)o3
sources.
2escribe the use of neutralisation to
solve a problem.
Cures for indigestion ?test some
powders with indicator@.
2issolving scale from kettles.
Cleaning teeth.
&cidic bites ?ants% bees@ can eased
by adding mild alkali ?sodium
carbonate@% alkaline bites ?wasps@
can be eased using mild acid
?vinegar@.
Study the labels of cosmetics%
shampoos etc.
1ake a display of magaBine pictures
of uses of acids and alkalis.
The most effective
acids A alkalis are too
corrosive to be used
in these
circumstances.
6$min
Unit 3$: 7.7 "orce! #nd their -ffect!
+n this unit% pupils build on their previous knowledge of pushes and pulls to develop their knowledge of
The effects of forces on movement% including friction and air resistance.
The effects of gravity on objects.
Suggesting ideas that may be tested.
>utlining plans to carry out investigations% considering the variables to control% change or observe.
1aking predictions referring to previous scientific knowledge and understanding.
Choosing appropriate apparatus and use it correctly.
1aking careful observations including measurements.
8resenting results in the form of tables% bar charts and line graphs.
Considering e'planations for predictions using scientific knowledge and understanding and communicate these.
8resenting conclusions using different methods.
:orce motion gravity friction air resistance.
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7)o1
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2escribe the effects of forces on
motion% including friction and air
resistance.
tables.
:ind out that forces change the
speed and direction of objects.
8upils should try activities to show
the effect on speed of pushing and
pulling forces.
)'amples include kicking a s#uashy
football and pulling a raft across
water.
S#uashy football% raft% large
bowl of water% roller skate
etc
7$min
78f1
7)o1
7)o/
resistance.
tables.
1easuring forces using various force
meters. !se bathroom scales for
pushing against a wall or s#ueeBing
with the hands.
:orcemeters% bathroom
scales. (ou could use a
strong spring for stretching
?it can be calibrated against
known weights@.
7$min
78f1
7)p0
7)p5
resistance.
observe.
and understanding.
+nvestigate the effect of forces on the
shape of objects.
+nvestigate the e'tension of an
e'pendable spring with added
weights. 8upils make their own
springs with copper wire and this
avoids the need to use heavy
weights. =ubber bands can be used
but need #uite a few heavy weights.
Copper wire% rubber bands%
various small weights ?1$g
,1$$g@
6$min
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collection.
tables.
78f/
7)p7
2escribe the effect of gravity on
objects.
The relationship between gravity and
weight.
4ang kilogram masses on Cewton
meters to find their weight. This can
be described as the pulling force of
the earth. >ther weights can be
found to familiarise students with
newtons.
Eilogram masses% newton
meters. >ther masses to
find weight of.
2escribe weight as
the force of gravity.
)'plain the difference
between mass and
weight.
7$ min
78f1
7)p5
7)c3
resistance.
and understanding.
+nvestigate balanced and
unbalanced forces on objects.
8upils should find out by applying
e#ual forces in opposite directions to
an object at rest% that it can stay at
rest% e.g. a wooden trolley with e#ual
masses attached on opposite sides.
8upils can apply the idea to a
floating object such as wood on
water. The force acting downwards
can be measured with a Cewton
meter and then the wood lowered
into water showing the upthrust.
*ooden trolleys% newton
meters% various masses%
wooden blocks.
+ntroduce the idea of
the reaction force.
7$min
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resistance.
and understanding.
Look at sliding forces along different
surfaces e.g. the soles of shoes on
gravel% tarmac% vinyl. .alanced
forces can also result in constant
speed. To show reduction of friction
leading to balanced forces home,
made hovercraft can be used.
:riction during movement can be
compared with and without the
balloon.
+nvestigate the forces that move an
object down a ramp. The effect of
the gradient of the ramp% the weight
of the object% the surface of the
object could all be studied.
4andmade hovercraft are
flat wooden shapes with a
hole in the centre. The
mouth of a blown up balloon
can be pushed through the
hole and the air will support
the wood for a short time.
=amp% objects with different
roughness of surface% or
different masses.
www.school.discovery.comAl
essonplansAprogramsAfrictio
ninourlivesAinde'.html
7$min
78f1
7)p5
7)c3
resistance.
and understanding.
2iscuss air resistance and e'plain in
terms of forces what happens to a
parachutist when they jump from an
aeroplane until they land.
+nvestigate the motion of different
parachutes e.g. changing surface
area% weight.
4omemade parachutes
from handkerchiefsAtissue
and thread with a bob
weight.
The air resistance on
falling objects leading
to terminal velocity
should be referred to
here.
7$min
"r#mework
$ode!
78f1
7)p5
7)c3
resistance.
and understanding.
Consider gravity and the planets.
The e'istence of a centripetal force
can be shown by swinging a small
object ?a bung@ around the head on a
string. =eleasing it shows the
direction of travel of the object. Show
a model of the solar system and
discuss how the planets are held in
place by the gravitational pull of the
Sun.
Small bung% string. Link to !nit /.% The
)arth and beyond.
0$min

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