SCIENCE 2014-2015 KS4 BTEC course Medium term overview
Module Title:
Module Length:
Edexcel BTEC Level 1/Level 2 First Award
(Principles of Applied Science) Unit 1
Edexcel exam board
30 guided learning hours
Overall aims of the scheme:
Delivers KS4 POS for science covering key
scientific principles
Unit 1 (Principles of Applied Science) of 4
constitutes 25% of the year 10 course and will
be examined externally.
All other mandatory units (2-4) are also
designed to be 30 GLH each
Learning aim A: Explore cells, organs and
genes
Learning aim B: Explore the roles of the
nervous and endocrine systems in
homeostasis and communication
Learning aim C: Atomic Structure and the
Periodic Table
Learning aim D: Substances and Chemical
Reactions
Learning aim E: Explain the importance of
energy stores, energy transfers and energy
transformations
Learning aim F: Explore the properties and
applications of waves in the electromagnetic
spectrum
Inclusion: gifted and talented, SEN, EAL
 SEN:
1. key word definitions;
2. Differentiated work sheets
3. Support through verbal interaction
4. Working towards level 2 but can
evidence level 1 work
Core activities:
Biology
A2
1. Teachers guide learners to compile a common definition for a
cell.
2. Teachers construct true/false statements about cells and ask
learners to explain why they are true/false.
3. Teachers use photomicrographs to allow learners to draw
and describe eukaryotic cell components.
A1
1. Learners are able to explore a range of cells.
2. Learners can use microscopes to construct annotated
diagrams to show the structure and function of plant and animal
cells.
A3
1. Teachers show microscope slides of component parts of the
circulatory system.
2. Learners can construct a model of the circulatory system.
3. Teachers show microscope slides of plant organs.
4. Teachers explain historic ideas about the internal structure of
the human body and how they have changed and developed
over time.
A4 Learners can do a card sort activity, where they sort cell
organelles, cells, tissues, organs and systems into size order
A5
Learners can match organelles with functions.
A6
1. Teachers show crime scene investigators clips.
2. Teachers lead a class discussion to recap genes.
3. Learners present information about structure and function of
genes and DNA
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Syllabus References:
ICT Links:
a) Developing skills in Independent research
b) Developing skills in specific research criteria
c) Understanding what plagiarism is
d) Developing skills in referencing research
resources- web sites correctly
Literacy and Learning:
Learning through talk:
Discussions on inheritance
Small/large group activities – practical
investigations- developing team work
Use of roles within groups
Discussion on advantages/disadvantage of being
 G&T:
1. Differentiated skill sheets
2. Work towards merit/distinction grades
3. Take the lead in practical activities
 EAL:
1. Use of visual aids- PP slides, images,
practical work
2. Emphasis on key words use and
meanings
3. Availability of a dictionary
4. Use of Google translate
 PP:
1. Regular assessment of student
progress
2. Encouragement in class activities
 LAC:
1. Use of Collins support w/s as
appropriate
 Boys underachievement:
1. Encourage full interaction in activities
2. Identify roles in group work
3. Peer supporting activities
Assessment for Learning Opportunities:
1. Students have targets which they know
and understand
2. Students know regularly at what level they
are working in relation to these targets
3. Students know how they can improve their
working at level so as to achieve their targets
4. The students have access to level/grade
descriptors, e.g. in their books or on
A7
1. Learners identify the characteristic inherited by children from
their parents.
2. Teachers lead an inheritance survey, e.g. tongue rolling
6. Learners are able to predict outcomes of genetic crosses.
7. Teachers use beads/button as models of alleles and genetic
crosses.
A8 Learners could make a model of DNA.
A11
1. Learners can watch a video of Mendelian Inheritance.
2. Learners could construct a family pedigree tree using a key.
3. Learners could use Punnet squares to practice genotype and
phenotype of offspring.
A9
1. Teachers use beads/button as models of alleles and genetic
crosses.
2. Learners should practice using Punnet squares for a range of
examples.
3. Teachers lead a class discussion to identify variation across
the class.
A10 Learners use Pedigree analysis using homozygous and
heterozygous individuals
A10 Learners calculate ratios for a range of examples
A12
1. Learners, with help from the teacher, can dissect DNA
models to mimic mutation.
2. Learners can watch video clips on recessive and dominant
characteristics.
A13 Learners investigate the mechanism by which mutation can
happen.
B.1 Learners can watch clips of wildlife programmes (e.g.
Frozen Planet) and discuss outcomes of extremes of
temperature for organisms (e.g. penguins).
B.2
1. Learners can make a model of the nervous system and show
electrical/chemical transmission of impulses.
2. Learners can match up organs with the variables which they
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able to make predictions of inheritance based on
pedigree analysis
Learning from text:
Use of books- index/ glossary/ contents
Use of researched material developing skills in
writing work into own words
Use of information to facilitate discussions, and
relate learning to other work
Learning through writing:
1. Written evidence showing understanding of
key scientific terms
2. Writing laboratory reports following
investigation
3. Writing a report to a government official
(audience and purpose) looking at extreme
temperature change causes
4. Key word definitions
5. Written explanation of the process of
mutation. Looking at the different properties
of some metals and non-metals in the
periodic table
Numeracy Links:
Practical activity looking at variation in student
characteristics – use of tally chart, graphs (lined
and bar) statistical analysis of results
Probability analysis of inheritance use of ratios
Cross-Curricular Links:
Geography: looking at different areas within the
country, then different countries on variation of
species where the species come from, their habitat.
classroom walls, and they understand them,
and there is reference to them within lessons
5. There are exemplars of good work
available of different types which we can
show to students and which, in particular,
illustrate level/grade requirements
6. Schemes of work/lesson plans all make
specific reference to AFL
7. Learning objectives are differentiated and
levelled/graded
8. Lesson observations show that each
teacher is in “AFL mode”, i.e. always
discussing their work with students and
helping them see how they can improve in
terms of level/grade descriptors and
achieving targets.
9. There is evidence that teachers have the
skill of asking the students the type of
questions, both individually and to the whole
class, that enables them to understand how
they can progress, and where relevant lead
them to see how they can move on to achieve
higher levels/grades.
10. There is evidence that both peer and self
assessment relating to the learning objectives
are occurring in lessons as appropriate
11. There is the evidence of AFL comments
in the marking of students’ work.
12. AFL is also being used to adjust schemes
of work, lesson plans and overall teaching in
the light of analysis of the ascertained
responses of students
Student Leadership Opportunities:
.
Group work roles- manager/ leader during
practical activities
Organising a small group for a presentation
to the class on
control.
3. Teachers use an analogy model for endocrine system (e.g.
Central heating, water cycle, electrical circuits, and circulatory
system). Discuss relative strengths and weaknesses of a range
of models.
B.3
1. Teachers demonstrate a range of reflex actions.
2. Learners can use sentence starters to compile sentences
about the reflex arc.
B.4
1. Learners can order sentences about the reflex arc.
2. Learners can watch clips of quadriplegia (e.g. Christopher
Reeve) and discuss impact of part of the nervous response not
working.
B.5 Learners can watch video clips of people being scared or
shocked. Discuss why the response it protective.
B.6 Teachers lead a discussion to compare and contrast
nervous and hormonal responses (could also be a card
sort/diamond 9)
B.7
Learners build models of the regulation of glucose.
B.8
1. Teachers compile a group reason for a body temperature of
37OC.
2. Learners construct hot and cold spider diagrams.
Chemistry
C.1 Learners compile a list of particles found in an atom.
C2 Learners to show protons equal the number of electrons.
C.3 Learners explore the differences in the numbers of protons,
neutrons and electrons in the first 5 elements. Comment on
similarities such as the number of
C.4 Learners explore the sizes of particles and nucleus in
relation to the size of the atoms.
C.5
1. Teachers show the periodic table of elements and the metals
and non-metals.
2. Learners play happy atomic families card game
C.6 Teacher compile a list of definitions of atomic number,
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Changing temperatures in different ecosystems
Art/Design looking at sketches and drawing
different species. Scale diagrams, Making a model
of the circulatory system
Drama role play e.g. looking at inherited
characteristics and environmental differences and
similarities within families- such as temperament,
habits
History looking at species that are extinct- what
factors may have caused this. Looking at examples
of how different species have changed over timeevolution. The differences between the historical
and modern periodic table
PE Looking at the reflex arc and it use within the
body. Circulatory system and the effects on the
body from exercise
WrL / Enterprise:
Extension/Enrichment Opportunities:
Synthesising learning, at higher graded
work. Applying models used in science
atomic mass number and relative atomic mass
C.7 Teachers construct True/false statements about atoms and
elements, which learners are then asked to answer by holding
up white boards.
C.5 Teachers compile a list of definitions of isotopes and
relative atomic masses using carbon as an example.
C9/C10 Teachers explain relative atomic mass and its
connection with isotopes as well as demonstrating relative
atomic mass calculations.
C11Teachers set an Isotope research activity which could result
in a presentation at the end.
C.8
1. Teachers explain the difference between historical and
modern periodic tables.
2. Teachers show some transition metals.
3. Learners are able to construct a periodic table poster based
on information given.
C12
1. Teachers lead a discussion to come up with a definition of
rules for filling up electron shells.
2. Learners are able to draw electron configurations of first 20
elements
C13 Teachers explain the link between electronic configurations
and the periodic table.
D1 Teachers compile definitions of elements, compounds and
mixtures.
D2/3 Learners can complete a card sort activity: Elements,
mixtures and compounds.
D4 Learners are able to match up key words with their
definitions.
D5 Teachers compile a list of definitions of acids, bases, alkalis
and neutralisation reactions.
D6 Learners carry out a practical to determine the difference
between litmus paper and pH indicator papers.
D7 Teacher carry out a neutralisation reaction in a burette to
show colour changes when adding universal indicator.
D13
1. Learners explore the differences between acids and compile
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SMSC
a list of some of the most common ones.
2. Acid rain poster activity.
D11
1. Teachers compile a list of simple acid/base reactions with
balanced chemical equations.
2. Learners carry out an experiment using red cabbage as a
home-made indicator (could also use litmus paper, and
Universal Indicator).
D8
1. Teachers explain that we can test the purity of gold using
acid/metal reactions.
2. Learners predict the outcome of a reaction of metals with
acids.
D10
1. Learners carry out an experiment where they are able to
react acids with metals.
2. Teachers demonstrate the test for hydrogen. Learners can
then carry out the test using their reactions of metals with acids.
D9
1. Teachers introduce practical applications of neutralisations
reactions for farmers.
2. Learners carry out a practical on the reactions of acids with
carbonates.
D13
1. Teachers compile a list of simple word equations for acids
reacting with carbonates.
2. Learners practice identifying correctly balanced chemical
equations.
D14
Teachers demonstrate the test for carbon dioxide (learners
could also do this for themselves).
D13
Teachers explain useful acids in the human body that can
become harmful
D12
1. Learners investigate how to neutralise harmful acids.
2. Applications of neutralisation reactions activity.
3. Hazards in the chemistry laboratory – learners can compile a
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list of the hazards involved with using some of the chemicals
from this module.
Physics
E.1; E.2
1. Circus of activities showing forms and stores of energy, and
transfers of energy for learners to demonstrate.
(http://www.nuffieldfoundation.org/practical-physics/movingenergy-one-thing-another-1)
2. Learners can research the uses of each form of energy and
produce a presentation.
3. http://www.teachnet-uk.org.uk/2005%20projects/SciFuture%20Energy/future_energy_resources.swf – interactive
animation of forms of energy.
E.3
1.http://eschooltoday.com/energy.swf activity/quiz about energy
transfers
Learners watch a series of demonstrations showing mechanical
and electrical energy transfers. They then write descriptions of
energy transfers for each. Teacher could also set up a circle of
energy transfer experiments, e.g. a light bulb, hair straighteners,
etc.
2.Conduction: http://www.nuffieldfoundation.org/practicalphysics/comparing-thermal-conductivities-different-materials demonstration
3.Radiation: http://www.nuffieldfoundation.org/practicalphysics/absorbing-radiant-energy-different-surfaces – whole
class experiment
4. Convection: http://www.nuffieldfoundation.org/practicalphysics/convection-bunsen-flame – demonstration.
5. http://www.nuffieldfoundation.org/practicalphysics/convection-currents-beaker-liquid – whole class
experiment.
6. Animations showing these concepts, followed by whole class
discussion.
7.http://www.hkphy.org/energy/domestic/heat_phy/flash/heat_transfer3.swf
8.http://www.teachersdomain.org/assets/wgbh/lsps07/lsps07_in
t_heattransfer/lsps07_int_heattransfer.swf
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Learners to make flash cards showing how convection,
conduction and radiation happens
E.4; E.5
1. Teachers demonstrate how to calculate the power rating of a
kettle.
2. Pupils calculate the power rating of a variety of kettles by
using the specific heat capacity of water and measuring the
time taken to heat 500ml of water.
3. Actual power rating can then be given to estimate total
energy supplied, and efficiency can be calculated by using the
useful energy as calculated in step 1.
Energy transfer diagrams can be drawn showing the energy
changes that have taken place.
E.6
1.Learners make a poster showing the sources, and methods of
storage, of renewable energy
2. http://www.operation-energy.com/index.php/kidzone/downloads/doc_download/180-energy-top-trumps –
energy top trumps starter (pair activity).
3. Learners work in groups with different roles (e.g. local
council, nuclear power lobbying group) to debate the best
energy source to utilise in a town. Learners present their
research to the class in a debate.
2.
http://www.childrensuniversity.manchester.ac.uk/interactives/sci
ence/energy/renewable.swf – renewable vs. non-renewable
activity and quiz.
F.1; F.2
1. Demonstration: Ruben's tube with signal generator to show
adjustment of frequency, wavelength and amplitude.
2.
http://www.kentchemistry.com/aplinks/chapters/7atomicstructur
e/waves.swf – animation showing wave speed calculations.
3. Learners use mini-whiteboards to identify frequency,
amplitude and wavelength, and give answers to wave equation
questions.
F.3
http://www.youtube.com/watch?v=bjOGNVH3D4Y – EM
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spectrum song.
F.4
Demonstration: stations set up in circus around room, for all
parts of EM spectrum (e.g. microwave, UV lamp with watermarked paper); pupils record the type, and uses, of EM wave at
each station.
F.5
1. Learners produce a poster showing the EM spectrum,
labelling qualitatively the order of frequency/wavelength. They
should include the uses of each type of wave.
2.
http://www.kentchemistry.com/aplinks/chapters/7atomicstr3.uct
ure/electromagneticspectrum.swf Animation showing features
and uses of EM radiation.
4. Learners use digital camcorders to record an 'employer
safety announcement' describing the harmful effects of
prolonged exposure to different types of electromagnetic
radiation.
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Week
1
2
Learning Objectives
Tasks
Differentiation
A.2 Describe the function of the
components of cells listed in the
Unit Content.
A.1Describe the structure,
function and adaptations of a
range of the animal and plant
cells listed in the Unit Content.
Pair and share work
Literacy link key word definitions
Students to discuss the components and differences between
animal and plant cells. Students to write down three key points
on their mini white boards
Individual work, literacy link; to key words of organelles of
the cells
Show video of cells
students to draw and annotate diagrams of animal and plant
cells in Individual work; ICT link researching independently
correctly referencing
Students to research what a eukaryotic cell is then identify
some examples of different cells:
Criteria states: motor and sensory neurones; red and white
blood cells; egg and sperm cells; root hair cell; xylem and
phloem cells; and guard cells. Refer to notes below for student
guidance
Students to write notes in own words two points for each cell
including functions
Small group work; practical
Recall bio some pre-prepared slides of cells and draw and
label organelles identified. Encourage student accuracy of
diagrams
SEN /Lower students: provided with extra support in
form of visual aids, ‘help sheets’, intervention in
practical- give mind map to aid
Average students/boys: Provided with some advice;
verbal questioning to reinforced learning of key
word concepts
Above/ higher Students: To independently complete
extension work
Individual work (can discuss with partner before
task)
Extended piece of writing: Developing literacy
skills
apply learning to evaluate an investigation
considering validity and reliability, to explain how
cells evolved to adapt to changes over time for
plant and animal organisms to survive
(NB) Refer to key words for the lessons encourage
students to use the key words to explain and apply
knowledge for answers
A.2 Describe the function of the
components of cells listed in the
Unit Content.
A.1Describe the structure,
function and adaptations of a
range of the animal and plant
cells listed in the Unit Content.
Pair and share work
Literacy link key word definitions
Students to discuss the components and differences between
animal and plant cells. Students to write down three key points
on their mini white boards
Individual work, literacy link; to key words of organelles of
the cells
Show video of cells
students to draw and annotate diagrams of animal and plant
cells in Individual work; ICT link researching independently
correctly referencing
Students to research what a eukaryotic cell is then identify
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SEN/Lower students: provided with extra support
verbally and close practical support; extra w/s
guidance. Pa questions, exam examples
Average students/boys: Provided with some advice
during practical, role of leader, presenting results to
class Pa and Me questions exam examples
Above/ higher Students: To independently complete
activity and role as manager in practical, peer
support; Pa, Me and Di questions exam examples
3
4
A.3 Describe how cells, tissues
and organs work together to form
the circulatory system
A.4 Describe the functions of the
plant organs listed in the Unit
Content.
A.5 Describe how the loss of
water vapour from leaves drives
transpiration.
A.3 Describe how cells, tissues
and organs work together to form
the circulatory system
some examples of different cells:
Criteria states: motor and sensory neurones; red and white
blood cells; egg and sperm cells; root hair cell; xylem and
phloem cells; and guard cells. Refer to notes below for student
guidance
Students to write notes in own words two points for each cell
including functions
Small group work; practical
Recall bio some pre-prepared slides of cells and draw and
label organelles identified. Encourage student accuracy of
diagrams
SEN/Lower students:
Students to attempt short bullet points of key words
relevant to the task then write short sentences
Average students/boys:
To complete writing task as an essay style with
audience and purpose
Above/ higher Students:
Individual work extension work
Developing literacy skills interpret data using
creative thought to provide evidence for testing
further ideas on how the transpiration can be
explained due to the loss of water vapour from plant
leaves.
Pair and share work
Go through how cells
tissues
organs
systems
are built up- students to discuss in
pairs and complete a flow diagram including examples of each
section
Individual work; ICT link researching independently
correctly referencing
Students to research the organs involved in the cardiovascular
system, complete an annotated diagram.
Students to choose two organs from the system and explain
using their research the cells involved and how they are
specialised to perform their function within the system
Refer to the key words on plant organs. Show power point
slide on the leaf.
Pair and share work
Developing research skills with book references:
Students to use the available book resources to research the
functions of the plant organs, roots xylem phloem and leaf. To
draw and annotate a diagram showing the above.
Using power point slide 1 or 2 explain what the transpiration
process is
Individual work;
Literacy skills extended writing
Students to write a paragraph explaining how and why
Graph work
SEN/Lower students:
Students provided with an exemplar to give visual
support
Average student /Boys:
Complete graph independently refer to peers for
support if required
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Above/ higher Students:
Complete graph then use the data produced to:
Explain how transpiration rate can vary and why, students
to add this learning to their extended writing piece
SEN/Lower students: provided with extra support
verbally with visual aid, peer support with research,
complete a cartoon of two slides, with an exemplar
A.4 Describe the functions of the
plant organs listed in the Unit
Content.
A.5 Describe how the loss of
water vapor from leaves drives
transpiration.
transpiration occurs
Explain using the power point slides how transpiration rate can
vary and why, students to add this learning to their extended
writing piece
Group work: investigation:-Investigating transpiration loss
in upper and lower leaf areas
Explain practical, using work sheet students to complete
investigation.
Students to keep RAG cards out in front of them with
appropriate colour to show their progress/understanding/
students to alter this as appropriate.
Numeracy skills developing graph work
Students to then complete results and graph.
Conclusion in exam based questions and differentiated
questions.
5
A.6 DNA is a double helix
containing a sequence of
complementary base pairs.
A.7 Chromosomes, in the
nucleus, are made up of DNA
and sections of DNA represent
genes which give instructions for
individual characteristics
Pair and share work
Explain DNA, double helix concepts. Using power point slides
DNA facts students to write their own notes
ICT skill link
In pair’s students to research and write notes on what DNA is
and complete a base sequence, diagram. Reference resources
In same pair/small groups students using the cartoon
worksheets to choose characteristics
Individual work
Students to research the link between the function of the
nucleus and chromosomes and design a newspaper page to
present the information.
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available
Average students/ boys: Provided with some
advice, complete a cartoon of 4-5 slides
Above/ higher Students:
To independently complete activity, complete the
cartoon of 5-8 slides
For students that may have completed the above
work. To use creative thought providing evidence
for testing scientifically how the DNA base paired
sequence by constructing a model- what could they
use to show this? (preparation for next lesson)
SEN/Lower students: provided with support
verbally to describe the above bullet points.
Example of complete model of the practical
available
Average students /boys: Provided with some
advice to explain the above, complete one
paragraph
Above/ higher Students:
To independently complete activity synthesise
learning demonstrating an understanding of the role
of chromosomes and the nucleus completing two
paragraphs using the key terminology
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7
A.6 DNA is a double helix
containing a sequence of
complementary base pairs.
A.7 Chromosomes, in the
nucleus, are made up of DNA
and sections of DNA represent
genes which give instructions for
individual characteristics
Students to extend their previous lessons task on the
newspaper article to explain the difference between
environmental and inherited characteristics in terms of genes.
Students need to explain the difference between the two and
give examplespair and share discussion to exchange ideas
Refer to key words encourage students to use them in context
Small group work
Complete a practical activity using provided template construct
a DNA example double helix and label the proteins
A.8 Alleles are different forms of
the same gene that give rise to
heterozygous and homozygous
genotypes.
A.11 Determination of genotypes
and phenotypes of offspring from
genetic diagrams and pedigree
analysis.
Pair and share work
Describe/explain how alleles are different forms of the same
gene producing heterozygous and homozygous genotypes
describe/explain monohybrid inheritance using Punnett
squares and genetic diagrams
Group discussion then individual work:
Show power point slides students to consider the different
scenarios discuss ideas in small groups then complete activity
in books individually
Explain to students how to construct a pedigree analysis with
heterozygous and homozygous individual’s genotypes. Using
notes below to help.
Random questioning on answer to task.
Student presentation
Choose couples of students to show their examples of
pedigree analysis on the board.
Pair and share work then individual: developing
literacy and ICT skills
Extended writing EXTENSION task
This work links with previous lessons learning as
well
Students to research and interpret data and using
creative thought to provide evidence using research
of DNA molecule Genetic mutation characteristic
changes, and benefits and harmful effects to
organisms. Can refer back to the power point
‘mutations;
Introduce students to two main inherited conditionspower point slide
for visual learning support
Power point slide 2 ‘Huntington’s Disease’
Power point slide 3 ‘Cystic Fibrosis’
Power point slide 4 ‘Inherited disorders questions’
Students to research and write down a paragraph to explain
Pair and share work then individual: developing
literacy and ICT skills
Extended writing EXTENSION task
This work links with previous lessons learning as
well
Students to research and interpret data and using
creative thought to provide evidence using research
A.9 Use a Punnet square to
illustrate monohybrid
inheritance.
A.10 Analyse the pedigree of
a range of homozygous and
heterozygous individuals.
8
A.8 Alleles are different forms of
the same gene that give rise to
heterozygous and homozygous
genotypes.
A.11 Determination of genotypes
and phenotypes of offspring from
genetic diagrams and pedigree
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SEN/Lower students outline what alleles are and
monohybrid inheritance using a Punnett square
some with support
Average students/ boys to explain with examples of
how alleles are different forms of the
same gene and explain monohybrid inheritance
using Punnett squares and genetic diagrams
Above/ higher Students:
can apply the learning to real life examples using
the genotypes and independently use Punnett
squares and genetic diagrams
analysis.
A.9 Use a Punnet square to
illustrate monohybrid inheritance.
A.10 Analyse the pedigree of a
range of homozygous and
heterozygous individuals.
9
A.8 Alleles are different forms of
the same gene that give rise to
heterozygous and homozygous
genotypes.
A.11 Determination of genotypes
and phenotypes of offspring from
genetic diagrams and pedigree
analysis.
A.9 Use a Punnet square to
illustrate monohybrid inheritance.
A.10 Analyse the pedigree of a
range of homozygous and
heterozygous individuals.
what the
inherited conditions Cystic
Fibrosis and Huntington’s Chorea research and work
Sheets as evidence
of DNA molecule Genetic mutation characteristic
changes, and benefits and harmful effects to
organisms. Can refer back to the power point
‘mutations;
explain examples of genotype and phenotype determination of
offspring using genetic diagrams and pedigree analysis.Complete research
Students to plan in pairs an extended piece of
writing to show all their learning from this and
previous lessons. Once they have planned can
write up their work in a flowing well sequenced
piece of independent work. Emphasis on good use
of punctuation, and make clear spelling words
correctly is expected by using resources available.
Introduce students to two main inherited conditionspower point slide
for visual learning support
Power point slide 2 ‘Huntington’s Disease’
Power point slide 3 ‘Cystic Fibrosis’
Power point slide 4 ‘Inherited disorders questions’
Students to research and write down a paragraph to explain
what the
inherited conditions Cystic
Fibrosis and Huntington’s Chorea research and work
Sheets as evidence
Explain examples of genotype and phenotype determination of
offspring using genetic diagrams and pedigree analysis.Complete research
Students to plan in pairs an extended piece of
writing to show all their learning from this and
previous lessons. Once they have planned can
write up their work in a flowing well sequenced
piece of independent work. Emphasis on good use
of punctuation, and make clear spelling words
correctly is expected by using resources available.
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