Achieving Outstanding Outcomes

(Clifton Science 11/07/2012)

Planning for outstanding

Differentiation
Challenge Engagement Developing dialogue about learning with students Written feedback Verbal feedback Formative assessment Skill sets and mind sets AsL Questioning Promoting thinking Deeper learning

RWCN
Resilience Independence Collaboration

Structure of Observed Learning Outcomes (SOLO) Hierarchy Observed Outcome Extended abstract: I
have several ideas aboutI can link them to the bigger pictureI can look at these ideas in a new and different way.

Visual

Level 7+

Grade A*/A

Type of outcome Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, plan, justify, argue, compose, prioritise, design, construct Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, plan, justify, argue, compose, prioritise, design, construct Sequence, classify, compare and contrast, explain causes, explain effects, analyse, form an analogy, organise, distinguish, question, relate, apply Sequence, classify, compare and contrast, explain causes, explain effects, analyse, form an analogy, organise, distinguish, question, relate, apply Describe, list, outline, combine, follow an algorithm Define, identify, name, draw, find, label, match, follow a simple procedure

Intermediate: I have
several ideas aboutI can link them to the bigger pictureI can look at these ideas in a new and different way (there are some errors)

Relational: I have several ideas aboutI can link them to the bigger picture Intermediate: I have several ideas aboutI can link them to the bigger picture (there are some errors) Multi-structural: I have
several ideas about

3 2 B

E F/G U

Uni-structural: I have one

relevant idea about

Pre-structural: I am not
sure about

What are living things made of? What do they do?

Why is this important? Related jobs: Medical profession (e.g. doctors, nurses, veterinarians) Animal breeders (e.g. farmers, pet breeders, horticulturalists) Researchers (e.g. research fellows, technicians) Crime scene investigators, forensic scientists Spiritual, moral, social, cultural Moral issues are addressed through the contexts of intensive farming and the impact of smoking on unborn babies. Both of these contexts allow students to express and explore their personal opinions and feelings (spiritual). The interaction between organs in organ systems (e.g. in the digestive system) will be used to instil ideas of working productively together (social).

This SoW builds on the following KS1 and KS2 material:

KS1: Life processes 1. Pupils should be taught: a. the differences between things that are living and things that have never been alive b. that animals, including humans, move, feed, grow, use their senses and reproduce c. to relate life processes to animals and plants found in the local environment. Humans and other animals 2. Pupils should be taught: b. that humans and other animals need food and water to stay alive c. that taking exercise and eating the right types and amounts of food help humans to keep healthy f. that humans and other animals can produce offspring and that these offspring grow into adults g. about the senses that enable humans and other animals to be aware of the world around them. Green plants 3. Pupils should be taught: a. to recognise that plants need light and water to grow b. to recognise and name the leaf, flower, stem and root of flowering plants c. that seeds grow into flowering plants KS2 Life processes 1. Pupils should be taught: a. that the life processes common to humans and other animals include nutrition, movement, growth and reproduction b. that the life processes common to plants include growth, nutrition and reproduction c. to make links between life processes in familiar animals and plants and the environments in which they are found. Humans and other animals 2. Pupils should be taught: Nutrition a. about the functions and care of teeth b. about the need for food for activity and growth, and about the importance of an adequate and varied diet for health Circulation c. that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs Movement e. that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move Growth and reproduction f. about the main stages of the human life cycle Health g. about the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal health Green plants 3. Pupils should be taught: Growth and nutrition a. the effect of light, air, water and temperature on plant growth b. the role of the leaf in producing new material for growth c. that the root anchors the plant, and that water and minerals are taken in through the root and transported through the stem to other parts of the plant Reproduction d. about the parts of the flower [for example, stigma, stamen, petal, sepal] and their role in the life cycle of flowering plants, including pollination, seed formation, seed dispersal and germination.

What are we preparing students for? material taken from the Cams Hill Consortium
Core POS (e.g. AQA B1) Additional Science (AQA B2)
B2.1 Cells and Simple Cell Transport Cell structure animal and plant including mitochondria and ribosomes. Bacterial cells & Yeast cells. Specialised cells. Movement of substances into and out of cells dissolved substances & diffusion (examples = oxygen and glucose diffusing for respiration in cells) B2.2 Tissues, organs and organ systems Definitions, structure, size, scale and function of examples: Animal = muscular, glandular and epithelial. System studied = digestive system Plant = internal structure of the leaf, + epidermal, mesophyll, xylem and phloem. B1.2 Nerves and Hormones Various types of receptor, coordination, Nervous system and Reflex actions. The endocrine system and hormones Homeostatic control (water, ions, temperature, blood sugar). Female reproductive hormones and their control of the menstrual cycle, and their applications to IVF and fertility. Plant sensitivity (light, gravity & moisture), auxins and tropisms. B1.6 Waste Materials from Plants and Animals Recycling resources - decay, recycling, role of microbes, Ideal conditions, (temp, light , moisture) to maximise rate of decay. Stable communities. Detailed stages of the carbon cycle relating completed cycle to energy transfers / conservation of energy.

Triple Science (AQA B3)

Specialisation of tissues to provide exchange surfaces e.g. lungs, villi. Gaseous exchange in animals (breathing system & ventilation) and exchange systems in plants (stomata, guard cells and also root hairs)

B3.2 Transport Systems in Plants and Animals Animals -The heart, blood and circulation as a double system - to lungs and to the body. Arteries, veins & capillaries, structure and function of blood components. Plants xylem & transpiration stream. Phloem

B2.3 Photosynthesis Photosynthesis word and symbol equation, limiting factors, use of glucose produced by plants manufacture of fats, oils, cellulose and proteins (with nitrates absorbed from soil) Uses of computer simulations & sensors. E.S.E. relate economics of limiting factors to greenhouse food crops B2.6 Aerobic and anaerobic respiration Aerobic In plants and animals - definition, word equation, rate controlled by enzymes, takes place in mitochondria. Uses of energy (growth/repair, muscle contraction, maintain temperature, manufacture proteins). Changes to body during exercise. (heart rate, breathing & blood sugar) Anaerobic incomplete breakdown of glucose, lactic acid, fatigue. HT - oxygen debt, (fermentation in yeast not mentioned as content but given as study example)

B3.3 Homeostasis Removal of waste products, (CO2 & urea). Simplistic water and ion control. Kidney functions. Kidney failure dialysis (how it works), transplants (antigens, tissue typing and possible rejection). Skin and temperature regulation (HT- detail of sweating, shivering, vasodilatation / constriction and temperature control), pancreas, blood sugar concentration, insulin and Type 1 diabetes (HT role of glucagon)

Sequence 1 What do living things do? Context The overall aim is for students to: a. Explore their existing ideas related to what is alive/never alive. b. Explore their existing ideas concerning what it is that makes something alive. c. Through generalising about what makes something alive, uncover the formal factors (MRS NERG). Important: The last aim is demanding (extended abstract on the SOLO taxonomy); whilst students of all abilities need to do it, some will require support. This might be through you leading/supporting a discussion or think-pairshare etc. Keywords Movement Reproduction Sensitivity Nutrition Excretion Respiration Growth Classify Alive Generalise

What do living things do? Subject material: Life processes (Y7) Sequence 1 Rich question: How do we know it is alive? Learning intention (WALT) 1: Describe something that is alive / never alive SOLO level: Multistructural Success criteria: Draws on students knowledge and experience.
Unistructural Multistructural Relational Extended abstract Describe one object that is alive or never alive Describe at least one object that is alive and at least one that was never alive Compares and contrasts the alive object to the never alive object Justifies their decision of alive / never alive by referring to features that they consider important Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Classify objects as alive or never alive. SOLO level: Relational Success criteria: Treasure hunt (optional) then classification activity.
Unistructural Multistructural Relational Extended abstract Identifies one alive / never alive object Identifies two or more alive / never alive objects Correctly classifies a group of objects as alive / never alive Justifies their decision of alive/never alive by referring to relevant features Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Generalise about what makes something alive or never alive. SOLO level: Extended abstract Success criteria: Should uncover MRS NERG.
Unistructural Multistructural Relational Extended abstract Lists features that apply to individual objects (with guidance) Lists some features that apply to two or more objects (with guidance) Identifies features that could distinguish between the alive and never alive objects used in lesson Identifies features that are common to all alive / never alive objects Self/peer Self/peer Self/peer Self/peer

Sequence 2 What do living things do? Context The aims are for students to: Learn that scientific ideas should not be accepted as pure fact. Scientists challenge and evaluate existing theory and then modify or change the theory if necessary. Students do this by: a. Applying MRS NERG to fire; fire meets all seven criteria. b. Deciding whether circulation should be added to MRS NERG in order to allow fire to be classed as never alive; this is currently being debated in the scientific community and is therefore current and relevant. *The seven criteria can be treated simply at this point. For example, respiration might be getting energy from fuels using oxygen. The first activity serves to reinforce MRS NERG using a less demanding context than the previous lesson; it is meant to develop more concrete knowledge and understanding. Keywords Movement Reproduction Sensitivity Nutrition Excretion Respiration Growth Classify Alive Evaluate

What do living things do? Subject material: Life processes (Y7) Sequence 2 Rich question: Are scientists always right? Learning intention (WALT) 1: Know the names and meanings of the life processes SOLO level: Multistructural Success criteria: Review of previous sequence to reinforce knowledge.
Unistructural Multistructural Relational Extended abstract List one life process / find one life process. List the life processes. Explain what each life process means. Reflect on the MRS NERG list and consider whether it is complete. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Explain whether fire is alive SOLO level: Relational Success criteria Fire can be argued to meet all MRS NERG criteria. Circulation is a proposed addition that fire does not meet.
Unistructural Multistructural Relational Extended abstract Identifies one MRS NERG process that fire does. Lists two or more MRS NERG processes that fire does. Relates the MRS NERG processes to fire and uses this to explain why fire is alive / never alive. Reflect on whether the MRS NERG list is sufficient to describe living things. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Evaluate MRS NERG and identify processes that might be added or removed in order to make it more complete. Success criteria: This criteria draws on current discussion on whether circulation should be a life process. This originated from the claim that fire fulfils all 7 life processes.
Unistructural Multistructural Relational Extended abstract Know one relevant piece of information about circulation. Know two or more relevant pieces of information about circulation. Explain why circulation is important in plants and animals. Evaluate arguments for and against inclusion of circulation into MRS NERG. Construct a revised list of life processes if necessary. Self/peer Self/peer Self/peer Self/peer

Sequence 3 What are living things made of? Context The aims are for students to: a. Learn the basic classroom procedures for doing practical work. b. Associate experimental activities with developing knowledge and understanding. c. Begin to use models to help them develop their understanding and communicate their ideas. d. Develop an understanding of cells, organelles and the roles of organelles. Keywords Model Plant Animal Cell membrane Nucleus Cytoplasm Mitochondria Cell wall Chloroplast Permanent vacuole Microscope Stage Slide clips Mirror / lamp Objective lens Eyepiece lens Base Fine focus Course focus Diaphragm

What are living things made of? Subject material: Life processes (Y7) Sequence 3 Rich question: What do all living have in common? (links to processes and structures) Learning intention (WALT) 1: Know the parts of a microscope and what they do. SOLO level: Multistructural Success criteria:
Unistructural Multistructural Relational Extended abstract Name one part of a microscope. Name two or more parts of a microscope. Know the parts of a microscope and explain what they do. Evaluate the effectiveness of some parts of the microscope (e.g. mirror, slide holders, coarse focus, fine focus). Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Identify the parts of a cell and explain what they do. SOLO level: Relational Success criteria
Unistructural Multistructural Relational Extended abstract Names one part of a plant or animal cell. Names two or more parts of plant or animal cells. Names the parts of plant and animal cells and explains what they do. Predicts (with justification) which cell parts will be absent in root hair cells. Predicts which cell parts will be more abundant in sperm cells. (Other examples could be used.) Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Design and build a model of a plant/animal cell and a tissue. SOLO level: Extended abstract Success criteria
Unistructural Multistructural Relational Builds a model that contains one named organelle. Builds a model that contains two or more named organelles. Builds a model of a cell that includes using materials that reflect the function and structure of the organelles. Builds a model of a tissue and explains how this relates to their model of a cell. Justifies their choice of materials and structure of the model. Provides a justification for the structure of their model of a tissue. Self/peer Self/peer Self/peer

Extended abstract

Self/peer

Sequence 4 How do the parts of living things work together? Context The aims are for students to: a. Begin to appreciate that scientists look at the whole as well as the parts that they are made up of. b. Develop an understanding of the levels in the structure and function of living things and how they are inter-related. c. Relate structure to function; all organs can be linked to a life process (and are therefore essential). Students should be aware of all of the organ systems and some of the component organs. Details are not required at this point. Keywords Circulatory system Heart Respiratory system Lungs Digestive system Stomach Small intestine Large intestine Pancreas Nervous system Brain Spinal cord Reproductive system

How do the parts of living things work together? Subject material: Life processes (Y7) Sequence 4 Rich question: Are teams made of individuals or individuals made up of teams? Learning intention (WALT) 1: List organs SOLO level: Multistructural Success criteria
Unistructural Multistructural Relational Extended abstract Names one organ. Names two or more organs. Names key organs and explains what they do. Identifies the organ that they consider to be the most important and justifies their decision using good science. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Understand the role of organs in an organ system SOLO level: Relational Success criteria: Students will need to know all organ systems for later reference.
Unistructural Multistructural Relational Extended abstract Names one organ in the organ system. Names two or more organs in the organ system. Sequences the organs in an organ system. Hypothesises about what would happen if a named organ was removed from the organ system and justifies their answer. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Understand the role of organ systems in the life processes SOLO level: Extended abstract Success criteria: This should act as an introduction to more detailed work that follows.
Unistructural Multistructural Relational Extended abstract Names one organ system. Describes one organ system. Relates organ systems to the life processes that they support. Creates and justifies correct links between organ systems and the life processes. Self/peer Self/peer Self/peer Self/peer

OPTIONAL SEQUENCE Sequence 5 How and why do organisms move? Context The aims are for students to: a. Explore existing knowledge to build an appreciation of how life processes are entwined (e.g. movement to get food, movement for reproduction). b. Extending ideas of organs working together to include muscles working together to create movement. Keywords Muscle Antagonistic Ciliated epithelial cell Cell Tissue Bicep Tricep Hamstring Quadricep

OPTIONAL SEQUENCE How and why do organisms move? Subject material: Life processes (Y7) Sequence 5 Rich question: Could organisms survive if they could not move? Learning intention (WALT) 1: List examples of organisms moving. SOLO level: Multistructural Success criteria
Unistructural Multistructural Relational One relevant example of movement in animals and in plants Two or more relevant examples in animals and in plants Examples are associated with a reason for moving (i.e. plant shoots grow towards the light so that they can capture more light) For each example, predict and explain the consequences of the organism not being able to move as described Self/peer Self/peer Self/peer

Extended abstract

Self/peer

Learning intention (WALT) 2: Explain how antagonistic muscles and bones lead to effective movement SOLO level: Relational Success criteria
Unistructural Multistructural Relational Extended abstract Name/demonstrate one pair of antagonistic muscles Name/demonstrate two or more pairs of antagonistic muscles Correctly describe a movement from an everyday situation in terms of muscles from an antagonistic pair contracting/relaxing Predict, and fully explain, how a fully torn muscle would affect movement in the relational situation described. Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Predict how our lifestyle could affect movement at the cellular level SOLO level: Extended abstract Success criteria
Unistructural Multistructural Relational Extended abstract Names one feature of a ciliated epithelial/muscle cell Lists two or more features of a ciliated epithelial/muscle cell Relates the adaptations of ciliated epithelial cells/muscle to their role as a tissue Correctly predicts how smoking or exposure to asbestos / lack of exercise would affect the body Self/peer Self/peer Self/peer Self/peer

OPTIONAL SEQUENCE Sequence 6 How and why do plants move? Context The aims are for students to: a. Understand that it is important to consider time scales that we dont normally work with when making observations. b. Begin to appreciate that common themes often run through areas in science that may appear very different. c. Appreciate how models can help us develop and explore our understanding of a concept particularly if it is abstract. Whilst the last activity is extended abstract it would be possible for lower ability students to access it if they were provided with appropriate guidance. Keywords Phototropism Geotropism Cell elongation Light Gravity

OPTIONAL SEQUENCE How and why do plants move? Subject material: Life processes (Y7) Sequence 6 Rich question: Do plants move or grow towards the light? Learning intention (WALT) 1: List examples of movement in plants SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Identifies one relevant example Identifies two or more relevant examples Directly links each example to the reason for moving Predicts what would happen to the plant if it could not move as described in each example and justifies their ideas using sound science

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Compare and contrast movement in plants and animals SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
Identifies one relevant feature of movement in plants or animals Identifies two or more features of movement in plants or animals Directly compares the same feature in plants and animals (i.e. time scale for moving towards a resource) Generalises about features of movement in all plants and animals

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Design and construct a model to show how plants move towards the light (phototropism) SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Follows a simple (supplied) procedure for building a model Identifies the key parts of the model Uses a model to describe a causal relationship between light and movement and links it to cell elongation Design and construct their own model that demonstrates a link between plant hormones, cell elongation and phototropism

Self/peer Self/peer Self/peer Self/peer

Sequence 7 How do organisms reproduce? Context The aims are for students to: a. Accept scientific explanations over pre-existing misconceptions. b. Understand that they have a life-cycle, their current point in it and the stages that will follow. This might be a good point to start students thinking about what they might want to achieve by relevant points in their life. c. Link structure of relevant cells to their function and the life processes. The aim is for students to link material together and so add depth to understanding. Keywords Oviduct Ovary Uterus Cervix Vagina Penis Sperm duct Glands Testis Placenta Umbilical cord Amniotic fluid Amnion Fertilisation Foetal development Foetus Adolescence Sperm Ovum Adaptation Flagellum Mitochondria Respiration

How do organisms reproduce? Subject material: Life processes (Y7) Sequence 7 Rich question: Where do babies come from? Is a sperm an egg with a tail? Learning intention (WALT) 1: Label the parts of the human male and female reproductive organs SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Labels one or more parts of the male/female reproductive organs correctly Labels most of the parts of the male and female reproductive organs correctly Names the parts correctly and explains what they do Creates a sensible sequence for the reproductive cycle / for the formation and release of ova or sperm

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Sequence steps in the human reproductive cycle SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
Defines a keyword (e.g. fertilisation, adolescence, foetal development) Defines two or more keywords Defines keywords and correctly sequences the human reproductive cycle using supplied materials Evaluates their cycle from previous activity against relevant parts of this cycle. Explains reasoning behind any errors made

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Make links between the structure of sperm and egg cells, their function and the life processes SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Identifies one adaption of a sperm and an egg cell Identifies most of the adaptations of egg and sperm cells Relates the adaptations to the functions of the cells Identifies and explains reasoning behind links drawn between structure of sperm and egg cells and life processes other than reproduction

Self/peer Self/peer Self/peer Self/peer

Sequence 8 Is smoking bad? Context The aims are for students to: a. Realise that scientific evidence shows that risks are associated with smoking; this is particularly important as our students often start smoking at a young age and quote anecdotal evidence that they think demonstrates that it is not unhealthy. b. Appreciate that risk is based on probability of harm occurring; the more they partake in risky behaviours the greater the chances of them becoming hurt. c. Understand that actions during pregnancy have longterm effects on children. *Current research is uncovering that whilst there is a causal link between smoking and low birth mass, the link is more complicated than at first thought. Link: http://health.usnews.com/health-news/familyhealth/womens-health/articles/2009/02/02/smoking-lowbirth-weight-link-explained-in-part
Smoking reduces the amount of an enzyme called endothelial nitric oxide synthase (eNOS) which controls vasodilation. Smoking is thought to decrease blood flow to the foetus. The previous explanation was that less oxygen reached the foetus as carbon monoxide blocked the oxygen-binding site of haemoglobin.

Keywords Carbon monoxide Tar Carcinogen Cancer Emphysema Birth mass Probability Evidence Justify Trend Reliable

Is smoking bad? Subject material: Life processes (Y7) Sequence 8 Rich question: Do mothers with unhealthy habits give birth to unhealthy babies? Learning intention (WALT) 1: Know the harmful substances produced when tobacco is burnt SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Name one harmful substance produced when tobacco is burnt Name two or more harmful substances produced by burning tobacco Relate each substance to the disease it causes / effect on the body Explains in detail, using correct terminology, how smoking causes emphysema / shortness of breath

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Use graphs to identify the impact of smoking on foetuses and babies SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
Finds one graph / chart that relates smoking to birth mass or adult health Finds graphs / charts that show the effect of smoking on birth mass and adult health Correctly identifies the correlation between number of cigarettes smoked daily and birth mass and the effect on adult heath Correctly identifies and explains why we cannot say that mothers who smoke will always have babies with a low birth mass

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Evaluate the evidence for and against babies/foetuses being harmed when mothers smoke SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Identifies one piece of evidence suggesting that pregnant mothers should not / should smoke Lists two or more pieces of evidence for or against smoking during pregnancy Analyses evidence and identifies most and least reliable Decides whether pregnant women should smoke and justifies their decision through reference to their sources (includes an evaluation of source reliability)

Self/peer Self/peer Self/peer Self/peer

Sequence 8 How do we process food? Context The aims are for students to: a. Develop an understanding of how organs relate to each other in an organ system. b. Appreciate that organs working together are more productive than organs working alone. Keywords Mastication Esophagus / Oesophagus Stomach Small intestine Large intestine Pancreas Liver Gall bladder Hydrochloric acid Bacteria Enzyme Digest

How do we process food? Subject material: Life processes (Y7) Sequence 9 Rich question: What happens to the food that we eat? Learning intention (WALT) 1: List the nutrients found in food SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Names one nutrient Names most of the nutrients Links the nutrient to its role in the body Reflects on whether reducing the amount of fat in our diet is a good way to lose excess body fat

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Sequence the organs of the digestive system SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
Correctly identifies one organ Correctly identifies most of the organs Sequences the organs in the correct order From memory, describes the journey taken by food as it passes through the digestive system

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Explain what each organ does and why it is found in a particular position in the digestive system SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Correctly identifies the role of one organ Correctly identifies the role of most organs Links the organ to its role Justifies the position of each organ through explaining how the organism / digestion would be affected if the organ were removed or moved to another position

Self/peer Self/peer Self/peer Self/peer

Sequence 10 How do most plants get their food? Context Plant nutrition is associated with a range of misconceptions. The main one is that plants get food from the soil rather than making it. The aims are for students to: a. Explore and build on their current understanding of how plants work. b. Learn to relate structure to function. Keywords Flower Leaf Stem Roots Photosynthesis Carbon dioxide Water Oxygen Glucose Light Chlorophyll Diffusion Root hair cell Palisade cell Xylem vessel Surface area

How do most plants get their food? Subject material: Life processes (Y7) Sequence 10 Rich question: Do plants eat? Learning intention (WALT) 1: Identify plant organs SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Labels/identifies one plant organ Labels/identifies two or more plant organs Classifies plant organs into those involved in photosynthesis and those that are not Identifies adaptations that they believe are important in photosynthesis and justifies their answer

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Explain what the different plant organs do SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
Identifies one thing that is made or used by photosynthesis Identifies most substances that are made or used by photosynthesis Correctly link roots, stem and leaves to their role in photosynthesis Explain in detail how roots, stem and leaves are adapted to their role in photosynthesis

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Fully describe how plants are adapted to do photosynthesis at the cellular level SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Identifies an adaptation of a root hair cell, palisade cell or xylem vessel (or tracheid). Identifies a range of adaptations of root hair cells, palisade cells and xylem vessels (or tracheids) Relates the adaptations to each cells role in photosynthesis Fully describes the process of photosynthesis. They include the role of each organ and cell, and their adaptations. They refer to the word equation for photosynthesis throughout.

Self/peer Self/peer Self/peer Self/peer

Sequence 11 Starch test Context The aims are for students to: a. Associate experimental work with logical planning and reasoning. b. Make accurate observations. c. Consider why their observations might be different to those made by others. Keywords Glucose Starch Observation Evaluate

Starch test Subject material: Life processes (Y7) Sequence 11 Rich question: If animals store fat, what do plants do? Learning intention (WALT) 1: Follow a written experimental procedure (it I expected that the procedure would not be so prescriptive as to stop students picking their equipment. A more prescriptive method should be available for weaker students). SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Follows a simple procedure with support Follows a simple procedure Makes reasoned choices of equipment Justifies their choice of equipment

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Explains why steps in the procedure are included SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
Makes observations after one step of the procedure Describe what happened to the leaf at each step of the procedure Explains why each step of the procedure was required Predicts how the outcome would be affected if a step was removed

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Evaluate an experiment SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Identifies one thing that worked well/did not work well Lists things that did/did not go well Explains why each item worked well / did not work well Evaluates their experiment after comparing their results with those from another group or their teacher. Ideas should be explained / justified well

Self/peer Self/peer Self/peer Self/peer

Sequence 12 What is respiration? Context The aims are for students to: a. Understand the purpose of respiration. b. Address a common misconception related to respiration. Keywords Ventilation Respiration Oxygen Glucose Carbon dioxide Water Energy

What is respiration? Subject material: Life processes (Y7) Sequence 12 Rich Question: Is there any point breathing if you are not capable of eating? Learning intention (WALT) 1: Identify substances used or made during respiration SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Identify one substance that organisms use or produce during respiration List two or more substances that organisms use or produce during respiration Links the reactants and products of respiration using a word equation Makes a general statement about where respiration occurs in the body

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Sequence the processes that occur during ventilation SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
Makes one valid observation about what happens during ventilation Makes two or more valid observations Sequences the steps involved in ventilation Predicts how damaging the intercostal muscles or diaphragm would affect ventilation

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Decides whether ventilation is the same or different to respiration and justifies their answer. SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Identifies one relevant feature of ventilation and respiration Lists features of ventilation and respiration Compares and contrasts respiration and ventilation Using sound science and communication skills, explains why respiration is/is not the same as ventilation

Self/peer Self/peer Self/peer Self/peer

Sequence 13 Context The aims are for students to: a. Develop an appreciation of how the parts of the circulatory system work together. b. Develop an appreciation for how the different parts of the body are interdependent. Keywords Heart Artery Vein Capillary Red blood cell White blood cell Plasma Haemoglobin

Circulation Subject material: Life processes (Y7) Sequence 13 Rich question: Can you really die from a broken heart? Learning intention (WALT) 1: Describe what the heart does SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Identify one thing that the heart does Lists two or more things that the heart does (it beats, it is a pump) Relates the function of the heart to its role Relates the role of the heart to life processes; ideas are explained fully

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Sequence the events that occur in the circulatory system SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
List a function for one part of the circulatory system List the functions of the blood vessels and organs in the circulatory system Correctly sequences the parts of the circulatory system Describe how an organism would be affected if arteries had thin walls, the heart stopped beating etc

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Describe the journey taken by oxygen molecules, and the processes they are involved in, as they travel from the atmosphere and eventually end up in carbon dioxide and water molecules being released by the body SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Makes one relevant point Makes two or more relevant points Describes the journey of the oxygen molecule from the atmosphere to the cells; ideas are in the correct sequence. Describes the journey of the oxygen molecule form the atmosphere to the cells. Includes correct references to relevant life processes, cells and organs.

Self/peer Self/peer Self/peer Self/peer

DO SEQUENCE 14 OR SEQUENCE 15 Sequence 14 Intensive farming Context The aims are for students to: a. See how knowledge of the life processes can be used to benefit human beings. b. Reflect on whether our current ways of producing food are moral and ethical. For classes of high ability, it might be more productive to use activity three as a tool for allowing students to develop their own highly productive methods for farming. Keywords Intensive farming Organic farming Respiration Heat Movement Growth

Intensive farming Subject material: Life processes (Y7) DO SEQUENCE 14 OR SEQUENCE 15 Sequence 14 Rich question: How should we grow animals for food? Learning intention (WALT) 1: Describe the conditions used in intensive farming SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract
Identify one relevant condition used to grow animals using intensive farming methods Identify two or more relevant conditions using intensive farming methods Apply existing knowledge and explain why farmers might want to use intensive farming Identify the social, ethical and economic issues related to intensive farming and use them to justify the use/banning of intensive farming

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 2: Compare and contrast organic farming to intensive farming SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract
Identifies one feature of organic, free range or intensive farming Lists two or more features of organic/free range/intensive farming Distinguish between free range and intensive farming Decide whether free range or farming is better and justify your answer using a balanced argument

Self/peer Self/peer Self/peer Self/peer

Learning intention (WALT) 3: Using knowledge related to respiration, design a way of farming cattle that would ensure that the cattle grew as quickly as possible SOLO level: Extended abstract Success criteria Unistructural Multistructural Relational Extended abstract
Finds out one thing that energy transformed by respiration is used for Finds out two or more things that energy transformed by respiration is used for Design includes features that would encourage energy being directed into growth Features of the design are fully explained and justified

Self/peer Self/peer Self/peer Self/peer

Activity 3 might more appropriately precede activity 2 for more able classes.

DO SEQUENCE 14 OR SEQUENCE 15 Sequence 15 Context The aims are for students to: a. Keywords

DO SEQUENCE 14 OR SEQUENCE 15 Healthy diet Subject material: Life processes (Y7) Sequence 15 Rich question: Are you what you eat? Learning intention (WALT) 1: SOLO level: Multistructural Success criteria Unistructural Multistructural Relational Extended abstract Learning intention (WALT) 2: SOLO level: Relational Success criteria Unistructural Multistructural Relational Extended abstract Learning intention (WALT) 3: Plan a weekly meal plan Self/peer Self/peer Self/peer Self/peer Self/peer Self/peer Self/peer Self/peer

Success criteria Unistructural Multistructural Relational Extended abstract Self/peer Self/peer Self/peer Self/peer

Learning verbs: verbs may change position as they must be put into context. Unistructural: Define, identify, name, draw, find, label, match, and follow a simple procedure. Multistructural: Describe, list, outline, and follow an algorithm. Relational: Sequence, classify, compare and contrast, explain causes, explain effects, analyse, form an analogy, organise, distinguish, interview, question, relate, apply. Extended abstract: Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, plan, justify, argue, compose, prioritise, design, construct, and perform.

Living Things and Life Process (How Science Works)

You have a light microscope and the materials and equipment to make a slide using onion cells. Follow the procedure for making a slide of onion epidermal cells. Draw a diagram of the cells that you can see using the microscope.

Evaluate the effectiveness of the light microscope for producing realistic images of cells.

Success criteria
SOLO level Criteria Successfully makes a slide of onion epidermis cells OR draws an accurate diagram of what is seen when looking down the eyepiece lens Labels a diagram of a general plant cell (3+ labels are correct)

Identifies similarities and differences between the cell that they drew (or teachers diagram) and the diagram of a general plant cell. Evaluate the effectiveness of the light microscope for understanding how cells work in living things.

If you do not understand what a statement is asking you to do, you can ask your teacher. They can explain what the statement is asking you to do but they cannot tell you the answer.

Living Things and Life Process (How Science Works Assessment)

TEACHERS NOTES

Success criteria
SOLO level Criteria
Two criteria are given. Students only need to complete one of them to meet this criterion. If they draw a diagram only, appropriate organelles must be identifiable. The cell drawn must also be recognisable as one within view. In order to move onto the next level, both activities must be successfully completed. The diagram should be supplied. As this taxonomy is built on knowledge, keywords should not be given. Spelling errors are permitted. However, the written word cannot be misspelt in such a way as it might be confused for another scientific word. If a teachers diagram is used, they cannot achieve this criterion. However, successful completion would open up some useful dialogue over how to improve. A range of comments would be appropriate. These might include reference to the lack of organelles that can be observed. Also, what is seen may not be representative of how cells are in the live organism.

Living Things and Life Processes (Reading, writing and communication assessment) Kojiro is a very cool robot. He is one of the most advanced robots on the planet. Some people think that robots like Kojiro are so advanced that they are alive. However, other people doubt this. As a young scientist, it is your task to use evidence to decide once and for all whether Kojiro is alive. You have been provided with some information about Kojiro. This text will contain the evidence that you need. Success criteria
SOLO level Criteria Names one life process (MRS NERG). List two or more life processes (MRS NERG).

Using examples from the text, determines which life processes Kojiro does and does not do.

Using evidence from the text, decides whether Kojiro is alive or never alive. They justify their answer using sound scientific knowledge and understanding.

If you do not understand what a statement is asking you to do, you can ask your teacher. They can explain what the statement is asking you to do but they cannot tell you the answer.

Living Things and Life Processes (Reading, writing and communication assessment)

Kojiro Kojiro is a very advanced robot that was made in Japan. Kojiro, and robots like him, are very strong; they are much stronger than humans. These robots could eventually be used to do physically demanding jobs, work in hazardous environments or even help out in peoples homes. Kojiro moves in a similar way to humans. He has motors that act like muscles and a skeletal system. Kojiro had to learn to walk just like babies do but is now quite good at it. However, he has always been the same size. Kojiro has a battery to provide him with energy. This means that he does not have to eat food nor transform the energy in food to stay alive. One good thing about this is that he does not continuously make waste products like carbon dioxide. However, his batteries do need to be replaced every few years; they contain some harmful chemicals. Kojiro can detect light using sensors instead of eyes. He can also tell when something is hot or cold because he detects temperature. This is very important as very high or very low temperatures could harm him. Naturally, Kojiro cannot reproduce.

Living Things and Life Processes (Reading, writing and communication assessment)

TEACHERS NOTES

Success criteria
SOLO level Criteria Simply names one life process correctly. Does not have to relate it to the text. Names two more life processes correctly. Does not have to relate them to the text. Identifies that Kojiro does the following life processes: movement, sensitivity. However, he does not do: respiration, growth, reproduction, excretion, nutrition. Excretion could do either. Must explain their answers by referring to the text. Identifies Kojiro as never alive and correctly refers to the fact that Kojiro does not do all of the life processes (this involves reaching a general conclusion from a range of information and is therefore high demand). The previous steps must have been completed and explained well using correct science.

Living Things and Life Processes (Content assessment) Animals have an organ system called the digestive system. This enables them to process their food and absorb nutrients into the body. This assessment will check your knowledge of where the different organs are and your understanding of what they do. Success criteria
SOLO level Criteria Names one organ in the digestive system. Lists two or more organs in the digestive system.

Lists all the organs of the digestive system and explains what they do. Classifies the organs into a. those which can contain food at some point in digestion b. those that do not. Puts the organs from group a into the correct order. Identifies the organ that they think is most important in the digestive system. Justifies their answer using sound scientific reasoning. The explanation should be of good quality (uses appropriate scientific terminology well and explains their ideas fully).

If you do not understand what a statement is asking you to do, you can ask your teacher. They can explain what the statement is asking you to do but they cannot tell you the answer.

Living Things and Life Processes (Content assessment)

TEACHERS NOTES
Success criteria
SOLO level Criteria Names one organ in the digestive system. Function not required. Lists two or more organs in the digestive system. Functions not required. This activity incorporates relating organs to their function, sequencing and classification. Students must complete all parts to achieve the level. This is a challenging activity. Responses will be individualised. Therefore, careful attention should be applied to their explanation as the quality of science in the explanation will determine the outcome.