Year 9 Biology Learning Cycle 2 Overview
What are our bodies capable of?
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1:
Hypothesis 2:
Hypothesis 3:
How do substances move in and out of our cells?
The rate of diffusion cannot be changed
Sugary solutions can shrink cells
Substances move down a concentration gradient by active
transport
Line of enquiry 2:
Hypothesis 4:
Hypothesis 5:
Hypothesis 6:
Hypothesis 7:
What can the human body do?
Organisms are made from organelles
Yeast can get you drunk
You have to pay your oxygen debt back
The faster your metabolism the more you can eat
Line of enquiry 3:
Hypothesis 8:
Is it fair to trial drugs on humans?
Placebo drugs can cure diseases
Week 1
Week 1/2
Week 2
Year 9 Biology | Learning Cycle 2 | Medium Term Plan | Science 2015/16
What are our bodies capable of?
Line of enquiry one: How do substances move in and out of our cells?
Intentions for learning from AQA:
Diffusion:

Define the term ‘diffusion’. Explain how temperature,
Lesson 1: Lesson hypothesis: The rate of diffusion cannot be
changed
Key words: Diffusion, Concentration gradient, Surface area, Semipermeable
concentration gradient and surface area affect the rate of
diffusion. Give examples of substances that diffuse into and
out of cells. Calculate and compare surface area: volume
ratios. Explain how the small intestine and lungs in
mammals, and roots and leaves in plants, are adapted for
exchange of substances. Describe and explain how an
Learning Intentions:
Students should develop an understanding that:
 Diffusion occurs as substances move across semi-permeable
membranes down a concentration gradient.
 Increasing the temperature, concentration gradient and
surface area can increase the rate of diffusion.
exchange surface is made more effective.
Osmosis:

Define the term ‘osmosis’. Apply knowledge of osmosis to
unfamiliar situations and make predictions.
Active Transport:

Define the term ‘active transport’. Describe where active
transport occurs in humans and plants and what is
transported. Explain why active transport requires energy.
Explain how active transport enables cells to absorb ions
from very dilute solutions. Explain the relationship between
active transport and oxygen supply and numbers of
mitochondria in cells.
Week 1 home learning lesson 2: production of the osmosis
practical graph (plotting concentration against percentage
change in mass) with an explanation of their graph followed
by diffusion and osmosis questions.
Success Criteria:
 Define the term ‘diffusion’
 Explain how the rate of diffusion can be affected by
temperature, concentration gradient and surface area
 Identify and use the surface area: volume ratio calculation
 Apply knowledge of diffusion to the human body and plants
 Evaluate what makes an exchange surface more efficient
Marking according to success criteria:
SC1: Self marked definition
SC2: Self marked descriptions of how factors affect the rate of
diffusion
SC3: Self marked SA:VOL calculations
SC4: Peer marked recollections of substances which diffuse in
humans and plants
SC5: Peer marked answers on exchange surface adaptations
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Lesson 2: Lesson hypothesis: Sugary solutions can shrink cells
Key words: Osmosis, dilute, concentrated
Learning Intentions:
Students should develop an understanding that:
 Osmosis is the movement of water across a semi-permeable
membrane
 Depending on the concentrations of solutions surrounding a
cell, water will move into/out of the cell.
Success Criteria:
 Define the term ‘osmosis’
 Predict what will happen to plant cells in different
concentrations of sugar solution
 Conduct the osmosis practical
 Analyse and evaluate the practical results using knowledge of
osmosis
Marking according to success criteria:
SC1: Peer marked definitions of osmosis
SC2: Teacher marked practical predictions
SC3: Self-assessment of practical skills
SC4: Teacher marked evaluation of practical
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Year 9 Biology | Learning Cycle 2 | Medium Term Plan | Science 2015/16
What are our bodies capable of?
Lesson 3: Lesson hypothesis: Substances move down a
concentration gradient by active transport
Key words: Active transport, absorption, mitochondria
Learning Intentions:
Students should develop an understanding that:
 Active transport requires energy for the movement of
substances to occur
 Active transport occurs against a concentration gradient
Success Criteria:
 Define the term ‘Active transport’
 Compare osmosis, diffusion and active transport
 Describe where active transport occurs in humans and plants
 Explain why active transport requires energy
 Explain the relationship between active transport and oxygen
supply and numbers of mitochondria in cells.
Marking according to success criteria:
(REACH opportunity)
SC2: Peer marked comparison table
SC3: Self assessed identification of active transport in humans and
plants
SC4 and 5: Peer marked use of exam style questions to assess
knowledge of why active transport requires energy and the
relationship between active transport and mitochondria
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Year 9 Biology | Learning Cycle 2 | Medium Term Plan | Science 2015/16
What are our bodies capable of?
Line of enquiry two: What can the human body do?
Intentions for learning from AQA:
Organisational hierarchy:

Explain the terms cell, tissue, organ, organ system and organism,
and be able to give examples of each. Have an understanding of
the size and scale of cells, tissues, organs, organ systems and
organisms. Describe the main systems in the human body and
their functions.
Aerobic and anaerobic respiration:

State that all animals and plants produce carbon dioxide and
water all the time as a by-product of aerobic respiration. Write
the word equation for aerobic respiration. Define the term
‘aerobic’. Describe what organisms need energy for. Describe
tests for carbon dioxide and water. State the site of aerobic
respiration and be able to give examples of cells that contain a lot
of mitochondria (links with 4.1.1.2).

Define the term ‘anaerobic’. Explain why anaerobic respiration is
less efficient than aerobic respiration. Write the word equation
for anaerobic respiration in animal cells. Write the word and
symbol equation for anaerobic respiration in yeast cells. State
that anaerobic respiration in yeast is called fermentation. Explain
why yeast is used to make bread and alcoholic drinks. Interpret
data from yeast investigation.
Response to exercise:

Describe and explain the changes that occur in the body during
exercise. Design and carry out an investigation about the effects
of exercise on the body. Present and interpret data about heart
rate, breathing rate and breath volume. Interpret data relating to
the effects of exercise on the body, e.g. spirometer tracings.
Describe the effects of long periods of vigorous exercise on the
body. Define the term ‘oxygen debt’. Explain what happens to
lactic acid once exercise stops.
Metabolism:

Define the term ‘metabolism’. Give examples of reactions in
metabolism. Name some chemicals formed from glucose
molecules (links to 4.4.1.3). Describe lipid formation from a
molecule of glycerol and three molecules of fatty acids. Describe
the use of glucose and nitrate ions to form amino acids, which
form proteins. Describe the formation of urea.
Week 2 home learning: Lesson 3: Past paper exam style questions
with the focus on aerobic/anaerobic respiration and response to
exercise.
Lesson 1: Lesson hypothesis: Organisms are made from organelles
Lesson 2: Lesson hypothesis: Yeast can get you drunk
Key words: Cell, Tissue, Organ, Organ System
Key words: aerobic respiration, anaerobic respiration, efficient
Learning Intentions:
Students should develop an understanding that:
 The organisational hierarchy is as follows: Cells, tissues, organs,
organ systems, organisms.
Learning Intentions:
Students should develop an understanding that:
 Anaerobic respiration is the incomplete oxidation of glucose.
 Although anaerobic respiration is less efficient it has
commercial uses i.e. the anaerobic respiration of yeast is used
to produce alcoholic drinks and bread.
Success Criteria:
 Describe the differences in size and scale of cells, tissues,
organs, organ systems and organisms
 Explain the terms cell, tissue, organ, organ system and
organism, with examples of each
 Describe the main systems in the human body and their
functions
Marking according to success criteria:
SC1: Self assessed
SC2: Self assessed
SC3: Peer assessed activity with the use of organ cards and
functions on organ systems
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Success Criteria:
 Recall the aerobic and anaerobic respiration equation
 Define both aerobic and anaerobic respiration
 Explain why organisms need energy and therefore why
anaerobic respiration is less efficient
 Compare where aerobic and anaerobic respiration occurs with
examples of cells
 State that anaerobic respiration occurring in yeast is known as
fermentation with explanation of why this is useful
Marking according to success criteria:
SC1: Self assessed
SC2: Self assessed
SC3: Peer assessment of explanations concerning the need of
energy and efficiency using rubric
SC4: Teacher assessed use of graphs identifying the respiration
rates of yeast cells
SC5: Teacher assessed
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Year 9 Biology | Learning Cycle 2 | Medium Term Plan | Science 2015/16
What are our bodies capable of?
Lesson 3: Lesson hypothesis: You have to pay your oxygen debt
back
Lesson 4: Lesson hypothesis: The faster your metabolism the more
you can eat
Key words: Spirometer, oxygen debt, lactic acid
Key words: Metabolism, glucose, lipids, amino acids, urea
Learning Intentions:
Students should develop an understanding that:
 The body undergoes certain changes during exercise e.g.
increased heart rate/breathing rate
Learning Intentions:
Students should develop an understanding that:
 Metabolism is all of the chemical reactions happening in a
living organism
Success Criteria:
 Describe and explain the changes that occur in the body during
exercise
 Design an experiment measuring the impact of exercise on
heart rate/breathing rate with result analysis
 Interpret data relating to the effects of exercise on the body,
e.g. spirometer tracings
 Describe what happens to the body during and after exercise
using the term ‘Oxygen debt’ and an explanation of what
happens to lactic acid
Success Criteria:
 Define the term ‘metabolism’
 Describe the chemical reactions involving:
-glucose
-lipids
-amino acids
-urea
Marking according to success criteria:
(REACH opportunity)
SC1: Self marked
SC2: Teacher marked mind map/poster of the summarising
metabolism and the involved reactions
Marking according to success criteria:
SC1: Discussion followed by notes- self assessed
SC2: Peer assessed experimental design with clear success criteria
SC3: Self assessed descriptions of spirometer tracings
SC4: Peer marked using rubric
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement
Year 9 Biology | Learning Cycle 2 | Medium Term Plan | Science 2015/16
What are our bodies capable of?
Line of enquiry one: Is it fair to trial drugs on humans?
Intentions for learning from AQA:

State which drugs come from plants and
microorganisms. Explain why drugs need to be
tested before they can be prescribed. Describe the
main steps in the development and testing of a new
drug. Give reasons for the different stages in drug
testing. Explain the terms placebo and double-blind
trial.
Lesson 1: Lesson hypothesis: Placebo drugs can cure diseases
Key words: Placebo, double blind trial
Learning Intentions:
Students should develop an understanding that:
 Drugs undergo vigorous testing before they can be made
available to the public.
Success Criteria:
 State which drugs come from plants and microorganisms.
 Discuss and summarise why drugs need to be tested
 Describe the stages of drug development and testing
 Explain what placebos are and how double-blind trials are used
Marking according to success criteria:
SC1: Self assessed
SC2: Discussion followed by notes (self-assessed)
SC3: Peer assessed card sort of the stages of drug testing
SC4: Peer assessed past paper questions on drug trials
Feedback Focus
Knowledge input | Check | Development | REACH | Improvement