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Al Ameen Private School Scheme of Work Subject: Science Term: 1 Teaching Weeks -13 Tutor: Leena Nair Time:

: 2 Weeks Month/ Week:


Prescribed Text: Exploring Science 8
Back to school work-Sept 6th-8th Sept 11th -27th-2 weeks

Current Average NC Level of the Students: Year Group: 8 AT/Level: AT 1


AT 2

NC Level ,4-7

Levels 4-7

Living things and life processes 8A Food and digestion Lesson / Topic Previous Learning Learning Objectives Vocabulary

Tasks and Key questions


What is there in a food?

Outcomes

Lessons /ICT Resourc es

Afl/Unit Assessments

Back to school work 8AaWhat is in the food 8Ab. Keeping it balanced 8Ac. You have got guts 8Ad. Break down 8Ae. In the blood

that children can already: -know that food is needed for activity and growth, and that an adequate and varied diet is needed to maintain health -know that matter, including food, consists of particles, eg molecules, which can differ in size -recognise that

Most children learn : *that foods are a source of raw materials for the body *that foods are the energy resource to maintain the body's activities (growth, repair and movement) *that a healthy diet contains a balance of foodstuffs *to generate questions about nutrients and diet that the digestive system consists of a tube through which food passes *to interpret the

At the end of this unit in terms of scientific enquiry most pupils will: use secondary sources of information to generate graphs or displays relevant to questions asked; recognise that interpretation of evidence about questions of health and diet may be difficult; identify and control relevant variables when investigating the action of an enzyme some pupils will not have made so much progress and will: find information from selected secondary sources about food and diet; generate graphs or displays relevant to questions asked; with help, control relevant variables when investigating the action Copies of workshee ts from teachers Resource pack Internet access ACTIVE TEACH

Why do we need a balanced diet? Intestine, villus carbohydrate, protein, enzyme take in and absorb, feeding and digestion absorption What is there in a food? What happens to the food we eat?

8Aa
Task 1 Class room Activity Provide nutrition Information labels to the students and ask them to compare the nutritional facts. Ask them to identify the major food groups Task 2 Lab Session Simple food tests : Test for

Cross Curricular Links Food and technologyImportance of balanced diet

AFL- Day-to-day basisLearning objectives made explicit and shared with pupils Peer and self-assessment in use Pupils engaged in their learning and given immediate feedback Progress, in relation to the learning objectives, is reviewed with the class e.g. during the plenary. Progress is regularly reviewed with pupils e.g. prior to the next stage of a task. Unit Assessments 25 marks- levelled paper 20 marks MCQ AF1 Thinking scientifically Use simple models to describe scientific

food provides energy for the body

relationship between a model gut and the digestive system *to suggest explanations for observations *that food is digested by enzymes in the gut to form smaller molecules *to represent a complex process using diagrams and text *to relate knowledge and understanding of food types to the processes of digestion

MedicineTooth decay, working of digestive system

ideas(L4) starch, sugar , protein and fats. of an enzyme some pupils will have progressed further and will: choose secondary sources to provide the information needed about food and diet; explain why interpretation of evidence about questions of health and diet may be difficult in terms of life processes and living things most pupils will: name nutrients, fibre and water as part of a balanced diet, identifying examples of foods in which they are found, and describe the role of the main nutrients in the body; use a model to describe how large molecules are broken down during digestion and describe the role of blood in transporting products of digestion around the body some pupils will not have made so much progress and will: name some groups of nutrients and identify some examples of foods in which they are found; describe a balanced diet; recognise that blood transports products of digestion around the body some pupils will have progressed further and will: Use abstract ideas or models or more than one step when describing processes or phenomena(L5) Use abstract ideas or models or multiple factors when explaining processes or phenomena(L6) Make explicit connections between abstract ideas and/or models in explaining processes or phenomena(L7) AF3 Communicating and collaborating in Science Decide on the most appropriate formats to present sets of scientific data, such as using line graphs for continuous variable s(L5) Choose forms to communicate qualitative or quantitative data appropriate to the data and the purpose of the communication(L6) Effectively represent abstract ideas using appropriate symbols, flow diagrams and different kinds of graphs in presenting explanations and arguments(L7) AF4 Using investigative approaches

8Ab
Task 1 Class room Activity

Literacy _ Food substance summeryWrite a summery page on one of the food substances-the good sources of different nutrients Debate Do we have to believe the labels on a food packet?

Make a Food wheel and a food pyramid

8Ac
Task Lab Session :A Model Small intestine Visking tubing will let small sugar molecules through it , but not the large starch molecules. This practical proves that starch molecules cannot pass through the tubing

8Ad
Task Lab Session : Amylase action Worksheets 8Ad(2) and (3) can be used This practical can be used to carry out AT1 investigation Task Class room Activity Sweet bread : Ask pupils to chew bread for 5-10 min . Ask them to identify the change in the taste

8Ae
Task Class room Activity Debate : Pupils book page 20. Pupils share their ideas and justify their stands

explain why some nutrients have to be broken down before they can be used by the body and why some foods cannot be digested by humans

Collect data choosing appropriate ranges, numbers and values for measurements and observations(L6) AF5 Working critically with evidence Identify patterns in data presented in various formats, including line Graphs(L4) Interpret data in a variety of formats, recognising obvious Inconsistencies(L5) Draw valid conclusions that utilise more than one piece of supporting evidence, including numerical data and line graphs(L5) Select and manipulate data and information and use them to contribute to conclusions(L6) Draw conclusions that are consistent with the evidence they have collected and explain them using scientific knowledge and understanding(L6) Identify quantitative relationships between variables, using them to inform conclusions and make further predictions(L7) Assess the strength of evidence, deciding whether it is sufficient to support a conclusion (L7)

Al Ameen Private School Scheme of Work Subject: Science Term: 1 Teaching Weeks -13 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: Year Group: 8

NC Level 5,6 &7

Time: 1 Week

Materials and their properties, Scientific Enquiry- 8E Water

Month/ Week

Lesson / Topic

AT/Level

Previous Learning

Objective/Learning Outcome

Vocabulary

Lessons/ICT Afl/Unit Resource Assessments

1 Weeks

8Ea 8Eb 8Ec

AT 1: Scientific enquiry AT3: Materials and their properties

Children should learn:

Mixture Solvent , solute, solution, saturated, filtration, residue, insoluble, solubility, hard water, rock salt, chromatography, condensation, distillation, desalination.

It is helpful if pupils: *understand the differences between solids, liquids and gases *have seen and described changes of state of water * know how to separate mixtures and salt from salt water.

Sept28t h8Ed Oct 6th


8Ee

Levels 5-7

To describe the difference between mixtures and solutions and how to separate mixtures What happens to particles when materials dissolve Why filtering is not able to separate a solvent and a solute How saturated solutions are made The factors affecting dissolving How chromatography is used to separate colours Distillation of sea water What is desalination

Copies of worksheets from teachers Resource pack Internet access

Cross-curricular links PSHE- making drinking water


Soil Sciences-What makes sea water saline?

AFL-Pupils are encouraged to listen and learn from each other and contribute to discussions. - Day-to-day basisLearning objectives made explicit and shared with pupils Peer and selfassessment in use Pupils engaged in their learning and given immediate feedback *Progress, in relation to the learning objectives, is reviewed with the class e.g. during the plenary. *Progress is regularly reviewed with pupils e.g. prior to the next stage of a task. Unit Assessments 25 marks- levelled paper 20 marks MCQ

Al Ameen Private School Scheme of Work Subject: Science Term: 1 Teaching Weeks -13 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: Year Group: 8

NC Level 5 , 6&7

Time: 3Weeks

Physical processes , Scientific Enquiry -8I-Heat transfers

Month/ Week

Lesson / Topic

Previous Learning AT/ Level


AT 1: Scientifi c enquiry AT4: Physical process es Levels 5-7 It is helpful if pupils: -know that temperature is a measure of how hot an object is -can use a thermometer -know that metals are good thermal and electrical conductors -recall that evaporation occurs at the surface of a liquid -know about the particle model of matter -can describe differences between solids, liquids and gases

Objective/Learning Outcome
Children should learn: that temperature is a measure of how hot things are that the Celsius scale of temperature is used in science the values of the boiling point and freezing point of water on the Celsius scale and of some typical temperatures how to plan a survey, considering the importance of sample size to recognise heat as energy to use a model which associates energy flow with temperature change to make predictions and compare these with observations that heat flows as a result of temperature differences that most metals are good thermal conductors that poor thermal conductors are called insulators

Vocabulary

Lessons/ICT Afl/Unit Assessments Resource


Copies of worksheets from teachers Resource pack Internet access a range of thermometers range of insulating materials

Words: *relating to heat transfer, eg conduction, convection, radiation, insulator, conductor *with similar but distinct meanings, eg heat (as energy), temperature *relating to scientific enquiry, eg sample size, trial measurements, evaluation, prediction

3Weeks

8Ia 8Ib

Oct 9thOct27th

8Ic 8Id 8Ie

One period is used for revision for term test Arabic week-One perid is used for discussing the contribution of Arabic scientists/pe ople to the

AFL-Pupils are encouraged to listen and learn from each other and contribute to discussions. - Day-to-day basisLearning objectives made explicit and shared with pupils Peer and selfassessment in use Pupils engaged in their learning and given immediate feedback *Progress, in relation to the learning objectives, is reviewed with the class e.g. during the plenary. *Progress is

field of science and technology

Term Test

how to use ICT to monitor temperatures that liquids and gases are poor thermal conductors that evidence of conduction in solids, liquids and gases can be explained using the particle model that movement of particles in solids, liquids and gases increases with increasing temperature and the particles move further apart to use the particle model to make predictions and to compare these with observations that expansion of a material will reduce its density that hot fluids rise due to expansion and cooler ones sink to take their place that expansion of fluids causes a change in density to apply the particle model to explain convection in fluids that radiation energy (infrared) can travel through a vacuum to frame a question that can be investigated to use preliminary work to decide what to measure and the range of measurements to be made to decide whether it is appropriate to use ICT for collecting data to decide how best to present the data and to draw conclusions from this to evaluate their conclusions

Cross curricular linksSpace ScienceProtective clothings Engineering-safety measures from heat Social sciencesFormation of winds due to convection currents

regularly reviewed with pupils e.g. prior to the next stage of a task. Unit Assessments 25 marks- levelled paper 20 marks MCQ

Parents and are consulted as part of self evaluation and are being helped to support their childs learning.

Al Ameen Private School Scheme of Work Subject: Science Term: 2 Teaching Weeks -22 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: Year Group: 8

NC Level 5 , 6&7

Time: 3Weeks

Physical processes , Scientific Enquiry 8J Forces and transport Month / Week

Lesson / Topic
8Ja-On the move/Drag act 8Jb-Tracks and trains 8Jc-Floating trains 8Jd-Finding the way 8Je-Change your attitude/ What next for transport

AT/Level
AT 1: Scientific enquiry AT4: Physical processes

Previous Learning
that children can already: - know that magnets attract magnetic materials - know that magnets can attract and repel other magnets - know that magnets have a range of uses in everyday life, eg fridge door catches - have

Objective/Learning Outcome
Most children lea explain how simple levers work *explain some examples and uses of levers *explain forces can move an object about a pivot *recall that levers are simple machines rn to:

Vocabulary

Lessons/IC T Resource
Copies of worksheets from teachers Resource pack Internet access

Afl/Unit Assessments
Practical WorkStrength of electromagnets Pair workPlotting magnetic field lines of a bar magnet 2 Class test for 20 min

3Wee ks
6/2/11 22/2/11

Levels 5-7

* words and phrases relating to magnets and electromagnets, eg northseeking pole, south-seeking pole, magnetic field, magnetic field line, core, solenoid, coil * words and phrases relating to scientific enquiry, eg qualitative and quantitative observation, range, precision, variable, trials, repeats

25 markslevelled paper 20 marks MCQ (weightage 20%) AFL

constructed simple circuits and used power supplies

Cross Curricular Links PE- arms as levers Industial engineeringElectromagnets and their uses

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Al Ameen Private School Scheme of Work Subject: Science Term: 2 Teaching Weeks -22 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: Year Group: 8

NC Level 5 , 6&7

Time: 3Weeks

Physical processes , Scientific Enquiry 8K-Light

Month/ Week
3 weeks 3/4/11 21/4/11

Lesson / Topic
8KaTavelling Light 8KbCameras and eyes 8Kc Mirror Image 8KdLenses and light 8KeMaking rainbows

AT/Level
AT 1: Scientific enquiry AT4: Physical processes

Previous Learning
that children can already:

Objective/Learning Outcome
Most children learn :

Vocabulary
transparent, opaque, spectrum, reflection, refraction

Lessons/ ICT Resource


Copies of worksheets from teachers Resource pack Internet access

Afl/Unit Assessments
2 Class test for 20 min

Levels 5-7

-know that light travels from a source -can distinguish between opaque, transparent and translucent materials and relate shadow formation to opaque materials

that light travels from a source that light travels at a very high speed, much faster than sound that we see non-luminous objects because light is reflected from them and enters our eyes to represent the path of light by rays how shadows are formed and investigate the factors affecting the size of the images similarities between eyes and cameras to construct a pinhole camera to investigate how a pinhole camera works

25 markslevelled paper 20 marks MCQ (weightage 20%)

Cross curricular linksPhotographyTaking photographs using cameras Medical ScienceAnatomy of human eye and

Provide pictures of a series of mirrors, opaque materials and transparent blocks and ask pupils to complete the
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its working

-know that light is reflected from shiny surfaces -know that we see things only when light from them enters our eyes

paths of a light ray incident on them.


AFL

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Al Ameen Private School Scheme of Work Subject: Science Term: 2 Teaching Weeks -23 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: Year Group: 8

NC Level 5 , 6&7

Time: 3Weeks

Living things and life processes, Scientific Enquiry 8C Doctors and disease Month/ Week

Lesson / AT/Level Topic


AT 1: Scientific enquiry

Previous Learning

Objective/Learning Outcome

Vocabul Lessons/ICT ary Resource


Copies of worksheets from teachers Resource pack Internet access
Bacterium Fungi

Afl/Unit Assessments
2 Class test for 20 min

Most children that children can already: Most children learn to:

3 weeks 27/2/11 17/3/11

8Ca 8Cb 8Cc 8Cd 8Ce

AT 2: Life processes and living things

Levels 5-7

-know that microorganisms are living organisms -have explored the characteristics of microorganisms and know that they feed, grow and reproduce like other organisms -know that organisms

Organisms Microbes

25 markslevelled paper 20 marks MCQ (weightage 20%) AFL

reference books and CD-ROMs -

Crosscurricular linksMedical and health sciences Diseases and

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respire aerobically and produce carbon dioxide during the process -can name some diseases caused by microorganisms

preventions PSHEPersonal hygiene

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Al Ameen Private School Scheme of Work Subject: Science Term: 1 Teaching Weeks -13
Prescribed Text: Exploring Science 8 Scientific Enquiry

Tutor: Leena Nair Time: 3 Weeks

Current Average NC Level of the Students: Year Group: 8

NC Level 5 ,6 &7

,Life processes 8B Respiration

15

16

Month /Week

Topic

AT/Level
AT 1: Scientific enquiry AT 2: Life processes and living things

Previous Learning

Objective/Learning Outcome

Vocabulary

Lessons/ICT Resource
Copies of worksheets from teachers Resource pack Internet access

Assessment Unit test AFL 2 Class test for 20 min

3 Weeks
Nov 10 Dec 23rd
th

8Ba- Going for gold 8BbRound and round 8Bc-Into thin air 8Bd- Exchange rates 8BRespiration detection

that children can already:

Levels 5-7

-that air contains carbon dioxide and oxygen, with other gases -that smaller molecules, including glucose, are produced from larger ones in digestion -that the heart pumps blood to circulate it through the body -that cells are organised into tissues and tissues can form organs -how breathing varies according to the body's needs

*names of organs of the chest linked to breathing, eg lung, trachea, bronchus, ribcage *names of cells and tissue substances linked to circulation, eg red blood cell, haemoglobin, artery, vein *more specialised scientific vocabulary, eg carbon dioxide, oxygen, diffusion *words with similar but distinct meanings, eg breathing, ventilation, inspire, respire, inhale, exhale *words with different meanings in scientific and everyday contexts, eg inspiration, aerobic, ventilation

Crosscurricular links Medical Sciencesrespiratory system Physical educationpulse rate

25 markslevelled paper 20 marks MCQ (weightage 20%) AFL

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Al Ameen Private School Scheme of Work Subject: Science Term: 11 Teaching Weeks -23 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: 6c Year Group: 8

NC Level 4,5 &6

Time: 3 Weeks

Physical processes , Scientific Enquiry


Month/ Week Topic

8L-Sound and hearing


Objective/Learning Outcome Most children learn to: Vocabulary

AT/Level
8La- Animal Sounds 8Lb-Music to your ears 8Lc-Sound versus light 8Ld-Ear ear 8Le-Uses and abuses
AT 1: Scientific enquiry AT4: Physical processes

Previous Learning

Lessons/ICT Resource
Copies of worksheets from teachers Resource pack Internet access

Assessment

3 weeks 15/5/11 2/6/11

that children can already: *that sounds are produced by vibrating sources *how the sounds produced by musical instruments can be changed *explain how we hear sound *discriminate between a lauder sound and a feeble

Levels 4-6

use appropriate language to describe different sounds that sounds are made as a result of vibrations how to change the pitch and loudness of sounds from musical instruments to describe patterns in qualitative data and make generalisations from these to relate changes in sound to changes in vibrations to use appropriate scientific language to describe features of a sound wave that sounds with high pitch have a high frequency that sounds with a high amplitude are loud to relate their results to scientific knowledge and understanding that different people can hear

* words and phrases describing features of sound, eg loud, soft, quiet, high, low, pitch, noise pollution, temporary deafness * words to describe sound vibrations, eg frequency, amplitude, wave * words with different meanings in scientific and everyday contexts, eg quiet, soft, low, pitch, wave, loudness, volume, dynamics

2 Class test for 20 min

25 markslevelled paper 20 marks MCQ (weightage 20%)


Ask the children to relate the

processes involved in weathering, transport and sedimentation AFL

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sound

different ranges of pitch that hearing changes with age that some animals detect sounds that are inaudible to human that the energy of sound is transferred through the eardrum that the effects of vibration to the eardrum are transferred to the brain how to frame a question that can be investigated how to decide whether measurements, qualitative observations, or data from secondary sources are appropriate to decide which factors in a particular investigation can be controlled to look critically at results and decide how strongly they show a relationship to compare their work with the work of others, and to evaluate it how to compare loudness how to plan to collect data about reasons for repeating measurements to present data appropriately to consider how strongly the data supports any conclusion drawn to consider alternative explanations how loud sounds can damage hearing to understand information that is not explicitly stated or that the reader is assumed to understand

* words and phrases relating to scientific enquiry, eg qualitative data, alternative explanations

Cross Curricular Links Music-describing musical sounds, the use of tuning forks PSHE- Noise pollution Medical ScienceWorking of human ear

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Al Ameen Private School Scheme of Work Subject: Science Term: 11 Teaching Weeks -20 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: 6c Year Group: 8

NC Level 3,4,5 &6

Time: 3Weeks
8G-All that glitters
Objective/ Learning Outcome

Materials and Properties , Scientific Enquiry


Month/ Week 16/1/11 3/2/11 Topic

Previous Learning

Vocabulary

AT/Level
8G a 8G b 8G c 8G d 8G e
AT3: Materials and their properties AT 1: Scientific enquiry

Lessons/ICT Resource
Copies of worksheets from teachers Resource pack Internet access

Assessment

The pupils learn


Levels 5-7

can name some elements know that there are approximately 100 elements which are the building blocks for all materials know that elements are composed of tiny particles called atoms know that compounds are formed when atoms of different elements join have explored a number of chemical reactions have made and separated mixtures

words with precise scientific meaning, eg element, that elements contain compound, only one kind of atom that compounds contain mixture, atom, composition, pure more than one kind of atom joined together that formulae indicate names of the (relative) numbers compounds, eg of atoms in a sodium carbonate, compound calcium chloride, hydrochloric acid that compounds contain elements that are chemically combined that the properties of a Cross curricular compound are different Links from those of the elements from which it Chemical is made engineering- using that a compound chemicals always contains the same elements in fixed Industry- Chemicals

2 Class test for 20 min

25 markslevelled paper 20 marks MCQ (weightage 20%) AFL

20

proportions

to carry out test tube reactions to identify observations relevant to a piece of work and draw conclusions from these that compounds can react chemically to organise ideas into an appropriate sequence
to make connections between key ideas about chemical change

that elements and compounds melt and boil at particular temperatures that mixtures do not melt or boil at fixed temperatures to use data from secondary sources

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Al Ameen Private School Scheme of Work Subject: Science Term: 1 Teaching Weeks -13 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: 6c Year Group: 8

NC Level 5,6 ,&7

Time: 3Weeks

Life processes and living things , Scientific Enquiry -8D Ecological Relationships

Month/ Week

Lesson / Topic
8Da

AT/Level

Previous Learning It is helpful if pupils: -know that different living things live in different habitats -can describe ways in which animals and plants are adapted to survive in a habitat -can represent feeding relationships by food chains

Objective/Learning Outcome

Vocabulary

Lessons/ICT Resource
Copies of worksheets from teachers Resource pack Internet access reference books, CDROM, secondary data providing information on food webs, population sizes, etc, in a range of environments

Afl/Unit Assessments I. 2 Class test


for 20 min

3 weeks 24/4/1112/5/11

8Db 8Dc 8Dd 8De

AT 1: Scientific enquiry AT 2: Life processes and living things

Children should learn: *that organisms only survive in a habitat where they have all the essentials for life and reproduction * that animals can be divided into vertebrates and invertebrates and that these groups can be further subdivided that green plants can be subdivided into those with vascular tissues (xylem and phloem) and complex leaves with a waterproof cuticle, and those without how to frame questions that can be investigated to use scientific knowledge and understanding to raise questions about habitats to decide what data might be collected and how to present data how to use ICT to measure and record environmental factors about the importance of sampling in

Level 5-7

community, habitat, pyramid of numbers, predator, carnivore, habitat, environment, ecosystem, taxonomic group, mosses, ferns, conifers, environmental conditions, quadrat sampling, transect, population sizes, reliable data

25 markslevelled paper

20 marks MCQ (weightage 20%)

II.Students will be assessed based on the following

1-Group activities 2. produce a report in which consequences of the change 22

and food webs -know that organisms can be classified into animals and plants and about the main taxonomic groups of animals

biological studies about the use of quadrats as a sampling technique for investigating populations to sample using quadrats that different habitats support different living things to describe and evaluate how the work was undertaken and what led to the conclusions that organisms show adaptations to environmental conditions that both plants and animals are adapted to ensure the survival of the species that abundance of organisms in habitats is affected by environmental factors such as availability of light, water and nutrients that distribution of organisms in an environment is affected by environmental factors that the size of a population depends on resources that all feeding relationships within a habitat are interconnected that food webs are made up of a number of food chains to make predictions about the effect of different environmental factors on plant and animal populations that plants benefit from waste products and the decay of other organisms

Cross curricular links Ecology feeding relationships Environment al sciencesfactors affecting population

are related to specific organisms within a particular habitat and how they might be protected AFL

*to apply their knowledge of populations within a habitat to an environmental issue including protection of living thing

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Subject: Science Term: 11 Teaching Weeks -20 Tutor: Leena Nair


Prescribed Text: Exploring Science 8

NC Level 5,6 &7

Time: 2Weeks
8H-Explaining earth
Vocabulary

Materials and Properties , Physical processes , Scientific Enquiry


Month/ Week Topic Previous Learning

AT/Level

Objective/ Learning Outcome

Lessons/ICT Resource

Assessment

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AT 1: Scientific enquiry

2 weeks 20/3/11 31/3/11

Most children learn : that children can already:

8Ha-Explaining the earth/Sedimentar y rocks 8Hb-Hot rocks 8Hc-All Change 8Hd-Theories about the earth/focus on :plate tectonics Theories about the earth 8H The rock Cycle/Living in danger

AT3: Materials and their properties

*know that there are


Levels 5-7 rocks under the surface of the Earth and that soils come from rocks *can name some examples of rocks and describe their textures *can describe weathering processes and explain how sediment is formed

*know that solids, liquids and gases are made of particles and about the differences between the way particles are arranged in solids and liquids

that sedimentary rock can be formed by pressure from layers of sediment resulting in the compaction and cementation of grains about some characteristics of sedimentary rocks to use preliminary work to find out whether a possible approach is practicable to describe and evaluate how the work was undertaken and what led to the conclusions that rocks are mixtures of varying composition that the composition of a limestone is related to the process of formation that igneous rocks crystallise from magma that the rate of cooling and crystallisation determines the grain size in an igneous rock to explain observations in terms of the particle model to draw conclusions from observations of rock samples

names of rock types, eg igneous, metamorphic, sedimentary names of rocks, eg granite, pumice, shale words and phrases describing properties of rocks, eg relative density, iron rich, crystals, aligned, porous names of materials and processes associated with volcanic processes, eg magma, lava, volcanic ash, erupt
plate, tectonics, catastrophic , creationism

Copies of worksheets from teachers Resource pack Internet access

2 Class test for 20 min

25 markslevelled paper 20 marks MCQ (weightage 20%) AFL

25

Cross Curricular Links Geography GeologyFormation of rocks Civil engineeringConstructions using rocks Environmental sciences- Factors for weathering and erosion

to use first-hand and secondary sources of data to investigate differences between igneous rocks that the rock cycle links together the processes of rock formation how the rock cycle provides a continuous supply and transformation of Earth materials to relate key ideas about geological changes to each other

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Al Ameen Private School Scheme of Work Subject: Science Term: 1 Teaching Weeks -13 Tutor: Leena Nair
Prescribed Text: Exploring Science 8

Current Average NC Level of the Students: 6c Year Group: 8

NC Level 5,6 ,&7

Time: 3Weeks

Materials and their properties, Scientific Enquiry 8F -Materials and recycling


Month/ Week Topic 8Fa 8Fb 8Fc 8Fd 8Fe
AT 1: Scientific enquiry AT3: Materials and their properties

AT/Level

Previous Learning

Objective/ Learning Outcome

Vocabulary

Lessons/ICT Resource
Copies of worksheets from teachers Resource pack Internet access

Assessmen 2 Class test for 20 min

2 Weeks

It is helpful if pupils:

Children should learn:


Levels 5-7

understand the differences between solids, liquids and gases have seen and described changes of state know how models can be used to explain phenomena

that there is a huge variety of materials that there is a small number of elements from which all other materials are made
to distinguish between elements and other materials that each element is made up of one sort of particle and these are called atoms that models can be used to illustrate phenomena that cannot be observed

Cross curricular Links Chemical engineering- using chemicals

to undertake independent research using knowledge of how texts and databases are

scientific words, eg element, compound , atom, molecule, symbol, formula names of elements and compound s, eg oxygen, carbon dioxide, sodium, chlorine, sodium chloride

25 markslevelled paper 20 marks MCQ (weightage 20%) AFL

-labels from bottles of mineral water, showing composition -samples of rocks that are mixtures -samples of everyday materials that are mixtures, eg milk
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Industry- Chemicals

organised and of appropriate reading strategies that elements vary in their appearance and state to distinguish between elements and other materials that each element is made up of atoms of one kind

that new materials are formed when atoms join together in different ways that compounds are formed when atoms combine that atoms can combine to form molecules

words and phrases with different meanings in scientific and everyday contexts, eg element, equation, state words relating to scientific enquiry, eg data search, predicting products of reactions

powder, cola -sources of information, eg video clips, about the composition of air and the uses of its constituents, eg British Oxygen leaflets -database software and other data sources showing melting points and boiling points of elements and compounds -simulation software illustrating particles present in elements, compounds and mixtures Internet access

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