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KS3 Science - Download your Free KS3 Science lesson plan

KS3 Science - Download your Free KS3 Science lesson plan

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Accompanying Teacher Guide for free KS3 Science lesson. Pupil Assessment sheets and homework exercises are also available to download free from the website http://www.pearsonschoolsandfecolleges.co.uk/KS3ExloringScienceSamplelesson
Accompanying Teacher Guide for free KS3 Science lesson. Pupil Assessment sheets and homework exercises are also available to download free from the website http://www.pearsonschoolsandfecolleges.co.uk/KS3ExloringScienceSamplelesson

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Published by: Pearson Schools and FE Colleges on Nov 24, 2009
Copyright:Attribution Non-commercial


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Exploring Science edition© Pearson Education Limited 2009
This unit uses the theme of forensic science to revise work onmicroscopes, organs, sexual reproduction and lifecycles from Year 7. There is also a more formal look at both animal andhuman behaviour (ethology and psychology).
We recommend between 6 and 8 hours of teaching time for thisunit.From previous units most pupils will:
• know what organs and organ systems are• understand what a lifecycle is• be able to describe the function of flowers and their parts.
 This unit revisits and extends material met in Unit 7A
Tissues and transplants,
Unit 7B
Sex and science
and Unit 8D
The way of thedodo.
Topic 9Da
introduces the idea of forensic science and then goes
on to look at the lifecycle of a flowering plant, within this context.
 There is an optional investigation for Attainment Target 1 onpollen-tube growth. A set of level descriptions is provided in theASP. Could level material covers reproduction in ferns.
Topic 9Db
looks at how insects are used in forensic science.Another lifecycle is looked at (the blowfly), and various types of 
behaviour are introduced and exemplified. Could level material
looks at ant society and communication.
Topic 9Dc
provides an overview of some of the ways in whichanimals’ learned behaviour can be useful to humans, particularly 
in crime detection.
Topic 9Dd
revises the concept of nerve cells and looks at thestructure of the nervous system in the context of psychology. Theunit concludes with a look at what happens in a courtroom and whether evidence is strong or weak. Could level material looks atdifferent types of learning and memory.
Key concepts
At the end of this unit…
 All pupils must:
(L4) Use unfamiliar information to draw a food chain.(L4) Describe some advantages for humans of modifying animal
(L5) Draw out a diagram of a lifecycle.(L6) Recognise how a knowledge of plants and animals can be
used to solve crimes.
 Most pupils should:
(L5) Explain why different people cooperate at a crime scene.(L6) Appreciate the difference between a legal and a scientific
(L6) Use criteria to judge the strength of evidence.(L7) Explain how a psychologist can help the police and people
 with behavioural problems.
Some pupils could:
(L8) Develop criteria by which to judge the ethics of a scientific
Key processes
At the end of this unit…
 All pupils must:
(L5) Control risks to all humans and animals involved in an
 Most pupils should:
(L6) Identify hazards and plan to control risks to humans and
animals during investigations involving animals.
Some pupils could:
(L8) Use criteria to analyse data from more complex investigations
involving humans or animals.
Range and content
At the end of this unit…
 All pupils must:
(L4) Describe some simple animal behaviours and explain howthey are useful to those animals.(L5) Recall the main stages of the lifecycles of flowering plants and
(L5) Describe ways in which certain behaviours help the survival of 
a species.
(L5) Classify behaviours as innate (automatic), learned and social.(L5) Recall what neurons are used for.(L6) Recall the parts and function of the nervous system.
 Most pupils should:
(L5) Recall the main parts of a flower.(L6) Explain how changes in learned behaviour (due to stimuli) are
helpful for an organism.
(L6) Explain how social behaviour can help a species survive.(L7) Identify similarities between animal behaviour and human
(L7) Describe how neurons are adapted to their function.
Some pupils could:
(L8) Recognise the difficulties in determining whether a behaviouris truly innate.(L8) Recall how insects use pheromones.(L8) Identify different types of learning and explain the benefits of each type.
Be prepared9Db Exploring 5
involves work outside.
9Dc Exploring 6
could include a visit to a zoo or wildlife park to
observe social behaviours.
9Dc Explaining 4
could include a visit from a police dogtrainer/handler or a guide dog trainer or blind user.For a list of updated and vetted websites that can be used to
support your teaching of this unit please visit the
ExploringScience: How Science Works
E-Forum (http://groups.google.co.uk/group/exploringscience).
Crime scene investigations
© Pearson Education Limited 2009
Exploring Science edition
Crime scene investigations
9D NC statements covered
At KS31 Key conceptsStatementTopic
1aUsing scientific ideas and models to explain
phenomena and developing them creatively to
generate and test theories.9Db1b
Critically analysing and evaluating evidence from
observations and experiments.
9Db, 9Dd
2aExploring how the creative application of scientific ideas can bring about technologicaldevelopments and consequent changes in the
 way people think and behave.
all2bExamining the ethical and moral implications o
using and applying science.9Dc, 9Dd
Recognising that modern science has its roots inmany different societies and cultures, and drawson a variety of valid approaches to scientific
9Db, 9Dc,
Sharing developments and commonunderstanding across disciplines and boundaries.9Da
2 Key processesStatementTopic
1aUse a range of scientific methods and techniquesto develop and test ideas and explanations.
9Da,9Db, 9Dd
Assess risk and work safely in the laboratory, fieldand workplace.
Plan and carry out practical and investigativeactivities, both individually and in groups.9Da,9Db, 9Dd
Obtain, record and analyse data from a widerange of primary and secondary sources, includingICT sources, and use their findings to provide
evidence for scientific explanations.all2b
Evaluate scientific evidence and working methods.
Use appropriate methods, including ICT,
to communicate scientific information andcontribute to presentations and discussions aboutscientific issues.
9Da,9Db, 9Dd
3 Range and contentStatementTopic
Life processes are supported by the organisationof cells into tissues, organs and body systems.9Da,9Db, 9Dd
 The human reproductive cycle includesadolescence, fertilisation and foetal development.
Conception, growth, development, behaviour andhealth can be affected by diet, drugs and disease.
All living things show variation, can be classifiedand are interdependent, interacting with each
other and their environment.
9Da, 9Db
Behaviour is influenced by internal and external
factors and can be investigated and measured.
9Db, 9Dc,
4 Curriculum opportunitiesStatementTopic
Research, experiment, discuss and develop
Pursue an independent enquiry into an aspect of 
science of personal interest.
9Da, 9Dd
cUse real-life examples as a basis for finding outabout science.alld
Study science in local, national and globalcontexts, and appreciate the connections
between these.9DceExperience science outside the school
environment, including in the workplace, where
9Da,9Db, 9Dc
Use creativity and innovation in science, and
appreciate their importance in enterprise.
9Db, 9Dd
Recognise the importance of sustainability in
scientific and technological developments.9Dbh
Explore contemporary and historical scientificdevelopments and how they have been
9Db, 9Dc,
9DdiPrepare to specialise in a range of science
subjects at key stage 4 and consider career
opportunities both within science and in other
areas that are provided by science qualifications.
 jConsider how knowledge and understanding of science informs personal and collective decisions,
including those on substance abuse and sexualhealth.
9Dc, 9DdkMake links between science and other subjects
and areas of the curriculum.
9Db, 9Dc,
Links with other units
Cells, organs, organsystems.
Sexual reproduction,human lifecycle.
8DEnvironmental factors.Behaviour.7CEnvironmental factors.8E
Cross-curricular linksTopicLinks
History – King Frederick II of Germany.
Citizenship – courts of law and how they work.History – trial by jury and the Magna Carta, Adolf 
Skills opportunities for Personal, Learning and Thinking Skills (PLTS),literacy, numeracy and ICT are included in the individual topic
Exploring Science edition© Pearson Education Limited 2009
Crime scene investigations
Framework statements covered by Unit 9D
1.1 Explanations, arguments and decisionsCodeFramework threadsYear 9Topic
Scientific thinking: challenge and
collaboration in the developmentof explanations
Describe how bias, a lack of evidence or misconceptions can give rise to
inappropriate theories and the role of scientists in questioning these.
9Dc, 9DdIdentify some questions that the scientific process cannot yet completely 
answer but can contribute to.
9Dc, 9Dd
Scientific thinking: developing
argumentUse criteria to select relevant scientific data and other sources of evidence tosupport or negate an argument.allExplain how scientific evidence from a range of sources can be used to supportor disprove theories.
9Da, 9Dd
Applications, implications and
cultural understanding
Evaluate the issues, benefits and drawbacks of scientific developments with which they are familiar.9Da, 9DbRecognise that different decisions on the use and application of scientific andtechnological developments may be made in different economic, cultural and
social contexts.9Dd1.1cCommunication for audienceand with purpose
Communicate effectively and use appropriate scientific terminology andconventions in discussion and written work.9Db, 9DdAdapt the stylistic conventions of a wider range of genres for different
audiences and purposes in scientific writing.
9Db, 9Dd
1.2 Practical and enquiry skillsCodeFramework threadsYear 9Topic
1.2aUsing investigative approaches:planning an approachExplain how the planned approach to answer a scientific question was
informed by scientific knowledge, understanding or other sources of evidence.9Da, 9Dd
1.2bUsing investigative approaches:selecting and managing variables
Use and apply independent and dependent variables in an investigation by choosing an appropriate range, number and value for each one.9Da, 9Db
1.2cUsing investigative approaches:
assessing risk and working safely Explain how approaches to practical work were adapted to control risk.9Da, 9Db
1.2dUsing investigative approaches:
obtaining and presenting primary 
Use and apply qualitative and quantitative methods to obtain and recordsufficient data systematically.9Da, 9Db
Explain how the presentation of experimental results through the routine use
of tables, charts and line graphs makes it easier to see patterns and trends.9Da, 9Db
Working critically with primary 
evidenceExplain how patterns and trends in results can be manipulated to be consistent with the evidence gathered and the predictions made.
9Da, 9Db
Explain how improvements to the planning and implementation would haveled to the collection of more valid and reliable evidence and a more secureconclusion.
9Da, 9Db,
Working critically with secondary 
Explain whether the collection and manipulation of secondary evidence is
sufficient or insufficient to support the conclusion or interpretation made.
9Da, 9Db,
2 Organisms, behaviour and healthCodeFramework sub-strandsYear 9Topic
2.1Life processesExplain how the specialisation of cells in plants and animals support the seven
life processes in a healthy organism.9Da, 9Db,
Make links between observed social behaviours and the benefit to the survival
of the species.
9Db, 9Dc,

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