Achievement of Second Level Science
Significant aspect of learning: Knowledge and understanding of scientific ideas, principles and concepts related to Biological systems.
Experiences and outcomes
•
By investigating some body systems and potential problems which they may develop, I can make
informed decisions to help me maintain my health and wellbeing. SCN2-12a
•
I have explored the structure and function of the sensory organs to develop my understanding of
body actions in response to outside conditions. SCN 2-12b
•
I have contributed to investigations into the role of microorganisms in producing and breaking
down some materials. SCN 2-13a
•
I can report and comment on current scientific news items to develop my knowledge and
understanding of topical science. SCN 2-20b
Learning statements
•
The function and potential problems of body systems.
•
Ways to maintain health and wellbeing.
•
The structure and function of sensory organs; response to external stimuli.
•
Microorganisms in the production of and breaking down of materials. Beneficial and harmful
microorganisms.
•
Apply understanding of science concepts to solve problems and provide solutions.
•
Apply scientific analytical thinking skills through working with increasingly complex contexts.
•
Express informed views giving reasons for these based on evidence.
Prior learning
The learner is able to:
•
Link organs to different body systems
•
Identify ways to keep healthy
•
Name different types of microorganism, some of the conditions they need to grow and links them to common diseases
Has this learner achieved this level? Inside the teacher’s head...
Working through the second level outcomes and experiences, the learner has built on knowledge and understanding of the big scientific concepts relating to Biological systems. They are
able to draw on this in different contexts and they respond consistently well to challenging learning experiences. They have further developed inquiry and investigative skills by becoming
increasingly more independent and continues to develop scientific analytical thinking skills by applying their understanding to solve problems and provide solutions.
Next steps
Based on the evidence of learning, the learner’s next steps are identified as:
•
Investigate other sensory organs and their response to external stimuli and the role of technology in improving the quality of life when sensory organs are not working properly
•
Relate ways to maintain health and wellbeing to the biological processes required to sustain life
•
Investigate the role of vaccines play and how the body protects itself from disease
•
Contribute to the evaluation of news items in terms of the scientific content and ethical implications
Body Systems and Cells - The function and potential problems of body systems and ways to maintain health and wellbeing
In primary 5, as part of the class’s interdisciplinary work, the class looked at different body systems, including the cardiovascular system, the skeletal system, the muscular system and
the digestive system. The learner then formulated their own question to answer; ‘How long does your food takes to travel around parts of your body?’ Working individually, they used a
variety of sources and presented their findings visually on a poster. In primary 6, the pupils were working on a health and wellbeing project about keeping healthy. In order to challenge
the learner’s thinking, they were shown a picture of their poster from the previous year and were asked to think about potential problems that may develop, possible solutions and ways
to maintain health and wellbeing.
Through their own natural
curiosity, formulates a
question to answer
Develops an
understanding of the
digestive system
Works individually
to collate, organise
and summarise
findings.
Learner comments
“You might not chew your food well enough and
it might get stuck. You would need to drink lots
of water or juice. That would help. If you ate
smaller amounts, it would stop it happening.”
“Sometimes you get a bug or you might eat
something that is bad so your body tries to get
rid of it. You might spew or it might come out the
other end. If you wash your hands it helps to stop
you getting bugs and you need to check the ‘use
by’ dates on food.”
“You need to have a healthy diet, with lots of
fruit and vegetables. Cereal is also really good
for your digestive system. Mum likes Activia. She
says the good bacteria in it helps to keep her
body healthy.”
Identifies problems
related to the
digestive system and
applies an
understanding of
science concepts to
provide potential
solutions.
Suggests ways to
maintain health
and wellbeing in
relation to the
digestive system
Teacher comment
The learner demonstrates a good understanding of problems
associated with the digestive system. The learner has selected three
different issues and been able to explain what can be done to
maintain health and wellbeing in relation to these. Through
discussion the learner showed that he understood that these are just
a few reasons why it is so important to maintain a healthy lifestyle.
The learner also showed an understanding of terminology related to
this subject.
Body Systems and Cells - The structure and function of sensory organs; response to external stimuli
Following on from their first level learning in relation to the reliability and limitations of the senses, the learner undertook a project examining how two of the sensory organs, the eye
and the ear, work and how this is related to their structure. They undertook a series of investigations to understand the function of each organ in relation to changing conditions and to
investigate how this related to its structure. The learner was asked to produce a labelled diagram and write a report on her understanding of each. At a later date, the learner was
asked about what they had learned and was then challenged to use her knowledge of the structure and function of the eye to give reasons as to why some animals have eyes close
together whilst others have them further apart.
Carries out a series of practical
investigations to develop
understanding of how each
organ works.
Recording
Learner Conversation Animal Eyes
Presents information using a diagram
Recording
Learner Conversation Structure and Function of Eye
Uses knowledge to
make reasoned
suggestions and draw
conclusions
The learners debated around an article about new technology that could have an impact on their senses.
Describes how the eye works
Learner: The new glasses are really cool. I learned that wearing then is like having a computer attached to
your face.
Peer: The glasses are like a mobile phone and have a camera and 4G signal and work using your voice –
voice command. You can talk to your computer or laptop and speak to friends on your mobile at any time
and hear your music.
Learner: But you can still see normally because the screen is on the edge of our field of vision. Ours is more
straight ahead not like some animals so having the screen there means you can still see in front of you.
Peer: They sound great – must be good to have music in your ears and see the computer whenever you
want.
Learner: Yeah but they look a bit odd - like a science fiction character
Peer: And I wouldn’t want adverts in front of me all day.
Learner: But you could see when your favourite programme was on at any time.
Peer: Think I might get fed up after a while. And won’t they hurt your eyes eventually affect your sleep?
Learner: You would take them off for bed
Peer: But still – too much computer time before bed makes me awake and I get sore eyes- Mum says I forget
to blink.
Learner: Do they work in the dark?
Peer: Yes just like seeing a computer in your house at night with the light off.
Learner: Think they would make me fall over – you need your eyes for good balance and your ears – all that
music and the screen at the side of my eyes would be really annoying.
Microorganisms - Microorganisms in the production of and breaking down of materials
As part of an interdisciplinary study into ‘Famous Scots’, the class studied the life of bacteriologist Sir Alexander Fleming, who discovered that mould produced the antibiotic substance
penicillin. The class set up an experiment to try and grow mould using different food types. They recorded their observations on a daily basis. The learner was asked to summarise what
they had observed and draw conclusions as to why the different changes had occurred. At a later date, the class investigated ‘Why Food Rots?’ In one experiment, they placed a range
of different food substances in plastic bags and observed the changes. The learner used a variety of sources to help them draw conclusions. Later in the year, the learner was part of a
cross school working group on ‘Green’ issues, part of which involved composting. The group was interested to find out about how composting works. The teacher used the opportunity
to build on previous learning and challenged the learner to investigate ‘what happens in a compost bin?’ and provide an explanation to the others in the group.
Learner comment
“I know that mould is a living microorganism that
needs water, warmth and nutrients to grow. The
bread didn’t grow mould because it was in a
container which did not let air and moisture in so
the microorganisms couldn’t grow.”
“There are times when mould is a good thing. It
helps food to rot which can then be put back into
soil which helps other things grow.”
“Alexander Fleming discovered that a type of
mound kills germs. Penicillin comes from mould
and it helps to fight nasty bacteria that make you
ill.”
Takes part in
collaborative
investigations
and draws
conclusions
Makes and
records
observations
over time
Recognizes the conditions that
microorganisms need to grow
Identifies the role of microorganisms in the
production and breakdown of materials
Acknowledges that microorganisms are
useful to humans and plants
Learner comments
“The insects start breaking down the materials first. This
helps the oxygen get to it so that the bacteria can work and it
doesn’t turn sludgy and slimy. When the materials are
smaller, the microorganisms produce enzymes to break it
down so they can absorb the nutrients.”
“You put the compost on the new plants to help them grow,
so the dead plants are helping to grow new plants.”