DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
Heinemann Science Scheme Scheme of Work
Unit 9A Inheritance and selection
Book
Learning objectives
spread (from QCA Scheme of Work)
Pupils should learn:
That offspring are similar but
A1
not identical to their parents
That some characteristics are
inherited
That these variations occur in
both plants and animals
Teaching
activities
A1 Gametes
and
fertilisation
Learning outcomes
(from QCA Scheme of Work)
Pupils:
Describe some similarities
between parents and offspring
Identify some inherited
characteristics in plants and
animals
That cells have nuclei which
contain information that is
transferred from one generation
to the next
Produce a sequence of diagrams
showing the process of sex-cell
formation and fertilisation, and
show, e.g. by annotations, how
genetic information is
transferred
That during fertilisation genetic
information from male and
female parents is combined
Describe, e.g. in annotated
drawings, some ways in which
sperm and egg cells are adapted
Homework
resources
A1 What
causes
variation:
inheritance
Specials
(learning
support)
A1 What
causes
variation:
inheritance
Extension
resources
A1 The human
genome project
That the fusion of male and
female sex-cell nuclei in both
animals and plants produces a
new individual that is
genetically unique
1
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
How sperm and egg cells are
specialized
A2
To decide which observations
and measurements to make
To design tables to record data
To use spreadsheets to analyse
data and draw graphs
To draw conclusions about
variation within and between
varieties
That variations can arise from
environmental differences
A2
Environmenta
l variation in
carrots
Make and record appropriate
measurements
Present data in tables and use
spreadsheet software to produce
appropriate graphs
A2 What
causes
variation:
environment
A2 What
causes
variation:
inheritance
A3 Selective
breeding in
animals
A3 Selective
breeding in
animals
Explain how evidence supports
conclusions, e.g. variation
between varieties is greater than
variation within varieties
Identify some characteristics that
are influenced by environmental
factors
Identify environmental factors
that influence characteristics of
an individual
A3
That selective breeding involves
choosing individuals with
particular inherited
characteristics to mate
A3
Identify some characteristics that
Domestication breeders wish to pass on
and rare
breeds
Explain why breeders may wish
animals to have these
A3 Can
members of
different
species breed
together?
2
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
That different breeds of animal
have been produced by
selective breeding
characteristics
Describe in terms of cells how
desired characteristics are passed
on
That selective breeding results
in new varieties of plants and
animals
Identify useful sources of
information
To appraise texts quickly and
effectively for their usefulness
Select information relevant to
the questions
To make precise links and
connections within their own
writing
Describe and explain ‘desirable’
characteristics in a breed of
animal, making clear links
between the description an the
reasons it is desirable
That domestic farm animals
have been bred to possess
‘desirable’ characteristics
A4
That fertilisation is similar in
plants and animals
That plant breeders select
healthy plants with particular
characteristics to breed from
That fertilisation of an ovule by
a pollen cell produces a new
individual
A4 Selective
breeding in
plants
Summarise similarities in
A4 Selective
fertilisation in plants and animals breeding in
plants
Identify differences in visible
characteristics in varieties of
food crops
A4 Selective
breeding in
plants
A4 Selective
breeding in
wheat
Suggest other characteristics that
might be desirable
Describe pollination in terms of
3
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
To suggest how selective
pollination could be brought
about
male and female cells
Identify problems to be
overcome in selective pollination
Suggest how to ensure that a
flower is pollinated by the
selected pollen
A5
That, in cloning, all genetic
information comes from one
parent
A5 What do
you want to
know about
cloning?
Explain why clones are
genetically identical
To consider some of the ethical
issues relating to cloning
Describe how asexual
reproduction has been used to
produce new plants
To ask questions to extend their
thinking and refine ideas
Identify ethical issues relating to
cloning of animals
A5 Cloning
A5 Cloning
A5 Taking
cuttings
Use the internet to answer their
questions and interpret what they
have found
4
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
Heinemann Science Scheme Scheme of Work
Unit 9B Fit and Healthy
Book
spread
Learning objectives
(from QCA Scheme of
Work)
Pupils should learn:
B1
• to relate fitness to the
What
systems of the human
do we
body
mean by • that ‘fitness’ is different
fit?
for different individuals
• that the utilisation of
energy by the body
depends on several
body systems
• to represent the process
of respiration by a word
equation
• that a balanced diet
requires nutrients,
including vitamins, in
the correct quantities
• that deficiencies in
specific nutrients lead to
specific diseases
•how evidence about
specific nutrient
Teaching activities
Learning outcomes
(from QCA Scheme of Work)
Pupils:
B1a Core: How fit
are you?
• identify aspects of fitness and
describe how fitness might
differ in different individuals
B1a Help: How fit are •describe ways in which fitness
you?
relates to some of the body
systems
B1bCore: Improving
• describe the processes by
our fitness.
which the energy in food is
utilised in muscle
B1cCore:Testing for
•describe
the chemical reaction
Vitamin C
through which energy is utilised
Homework
resources
Specials
(learning
support)
Extension
resources
B1: What
B1: What do
do we mean we mean by
by fit?
fit?
• describe the effects of
deficiencies in diet, eg of
calcium, iron, protein
• describe some effects of an
unhealthy diet, eg obesity,
rickets, scurvy
•describe evidence linking
nutrition and health, and how
evidence has been used
• learn how to make very
5
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
deficiencies is used
• to make notes during a
demonstration and to
use them in another task
• to estimate how precise
measurements need to
be
•to identify trends in
quantitative data
precise measurements
•recognise that vitamin C content
declines with storage and
processing
6
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
Heinemann Science Scheme of Work
Unit 9D PLANTS FOR FOOD
Book
Learning objectives
spread (from QCA Scheme of Work)
Pupils should learn:
D1
Where
does our
food
come
from?
 to use ideas about feeding relationships
in a new context
 to combine ideas from different sources
 that different parts of plants are food
sources of different kinds
 that some parts of plants are starch
stores
 about the products of photosynthesis
 how plants respire
Teaching
activities
Learning outcomes
(from QCA Scheme of Work)
Pupils:
Homework
resources
Specials
(learning
support)
D1a Core:
Where does our food
come from?
 construct a food web showing feeding
relationships of humans
 explain the meaning of terms, eg
producer, consumer, energy source,
herbivore, in relation to food chains
 identify which part of a plant is food for
humans
 identify from experimental results, starch
stores in some plants
 name some materials produced as a result
of photosynthesis
 describe how plants respire
 relate knowledge of the products of
photosynthesis to ideas about plants as a
source of food for humans and other
animals
D1
Where does
our food come
from?
D1
Where does
our food
come from?
D1b Core:
Looking closer at
where our food
come from
Extension
resources
7
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
D2
How do
fertilizer
s affect
plant
growth?
to identify relevant information and
summarise it in a table
 that plants require a range of minerals
for healthy growth
 that fertilisers supply these minerals to
crop plants
 to draw conclusions from results and
explain the significance of these
D2 Core:
How do fertilizers
affect plant growth?
 identify a range of minerals that plants
need for healthy growth
 describe how fertilizers supply these
minerals to crop plants
 identify relevant factors, eg concentration
of nitrate, mass of fertiliser
 choose an adequate sample size to deal
with variation between individual plants
 choose an appropriate timescale for
measurements
 identify differences in growth and relate
these to variables, eg composition, mass, of
fertilizer used
D2
How do
fertilizers
affect plant
growth?
D2
How do
fertilizers
affect plant
growth?
D3
How
does
competit
ion with
other
plants
affect
plant
growth?
 that the organisms living in a habitat
compete with each other for resources
from the environment
 how treating fields with selective
weedkillers affects food webs
 to plan and carry out an investigation
involving sampling
 to recognize and use scientific
terminology effectively and accurately
D3 Core:
How does
competition with
other plants affect
plant growth?
 describe ways in which weeds compete
with crop plants for resources from the
environment
 describe how treating fields with selective
weedkillers affects specific food webs
 explain how animals are affected by the
removal of a particular food plant
 suggest how a high crop yield might be
attained alongside preservation of animals’
food supply
 follow their plan to collect data about the
population and distribution of weeds
D3
Pesticides –
the arguments
for and against
(Planning for
activity D4a)
D3
How does
competition
with other
plants affect
plant
growth?
D4
How do
pests
affect
plant
growth?
 that the organisms living in a habitat
compete with each other, eg for food
resources from the environment
 to represent feeding relationships using
pyramids of numbers
 that the numbers of a population of
predators influence the numbers of prey
organisms
D4a Core:
Pesticides – the
arguments for and
against
 identify some common animals, including
pests, which feed on crops and explain that
they compete with humans for these
resources
 explain how the elimination of pests will
affect the populations of predator animals
such as birds, relating explanations to
pyramids of numbers
D4
How do pests
affect plant
growth?
D4
How do
pests affect
plant
growth?
D4b Core
How do pesticides
affect food webs?
D2
How do
fertilizers
affect plant
growth?
D4
How can
pesticides
accumulate in
a food chain?
8
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
D5
What is
the
perfect
environ
ment for
growing
plants?
 that toxins enter a food chain when
plants take them in or are in contact with
them
 that as animals feed on plants they may
accumulate toxins taken in by the plant
 that at each step of the food chain
persistent toxins are accumulated in the
carnivores and that this process is bioaccumulation
 about advantages and disadvantages of
using pesticides
 to recognize the standpoint of the
author of a text
 to evaluate how effectively information
is presented in whole texts
 to evaluate conflicting evidence to
arrive at a considered viewpoint
 about environmental factors that
influence plant growth
 to consider the advantages and
disadvantages of a controlled
environment for growing crops
 that different approaches to crop
production contribute to sustainable
development
 describe how a persistent toxic material
passes up a food chain
 explain why pesticides and weedkillers
are used, identifying the dangers
 evaluate the information provided,
relating it to the standpoint of the author of
the text
 describe the views of different people
who write about pesticides
 identify advantages and disadvantages of
pesticides, and people to whom each will be
important
D5 Core:
What is the perfect
environment for
growing plants?
 identify environmental factors which have
influenced the growth of plants
 suggest some advantages and
disadvantages of growing crops in a
greenhouse
-  describe the benefits and
drawbacks of greenhouse crop
development
D5
What is the
perfect
environment
for growing
plants?
D5
What is the
perfect
environment
for growing
plants?
9
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
Heinemann Science Scheme of Work
Unit 9F Patterns of reactivity
Book
spread
F1
What
makes
metals
change?
F2
How do
metals
react
with
water?
Learning objectives
(from QCA Scheme of
Work)
Pupils should learn:
• that many metals are
affected by air and water
• that different metals are
affected in different ways
• that some metals are soft
and can be cut
• that metals react with
oxygen to form oxides
• to choose axes and scales
for graphs
• that some metals react with
cold water to produce
hydrogen
• that some metals react
more readily with water than
others
• about the hazards
associated with some
metals
Teaching activities
Learning outcomes
(from QCA Scheme of
Work)
Pupils:
Homework
resources
Specials
(learning
support)
F1 Core
Reaction of metals with
oxygen
• describe how metals change due
to exposure to the air, eg iron
rusts, silver becomes dull,
copper darkens
• identify some metals that corrode
readily and some that do not
• give a reason why sodium,
potassium and lithium seem to
be metals, eg they are shiny,
and a reason why they seem not
to be, eg they are not hard, they
can’t be left in the air without
tarnishing
• state that all the metals tested
produced oxides
F1
Corroded metals
at home.
F1
What makes
metals change?
(Cloze and
arranging
activities)
F2
Using alkali
metals safely
F2
How do metals
react with water?
(Cloze and
labelling activities)
F2 Core
Reaction of metals with
water
• identify evidence for a chemical
reaction, eg bubbles of gas, heat
produced
• describe some similarities in the
reactions, eg hydrogen
produced, pH shows alkali
produced
• describe differences between the
reactions, eg flame produced
Extension
resources
10
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
with potassium but not with
sodium or lithium
• identify an order of reactivity of
the metals
• describe and explain some of the
safety precautions to be taken
when dealing with reactive
metals
F3
How do
metals
react
with
acids?
• that some metals react
more readily with acids than
others
• to decide which
observations are relevant to
a piece of work
• to use a proposed reactivity
series to make predictions
• to test predictions made
• to decide which
observations or
measurements are
appropriate
• to identify variables that
need to be controlled and
decide how to do this
• to decide whether results
that do not fit the pattern
expected arise from
experimental shortcomings
or are significant
• that sometimes the data
doesn’t enable firm
predictions/ conclusions to
be made
• to explain results in the light
F3a Core
The reactivity series of
metals
F3a Core
Making and testing
predictions
• identify relevant observations, eg
extent of bubbling, rise in
temperature
• use observations to suggest an
order of reactivity
• use the reactivity series to make
a sensible prediction,
eg sodium would be more
reactive with oxygen than copper
• evaluate the evidence obtained,
eg magnesium reacted more
violently than copper, but it was
difficult to compare sodium and
calcium
• identify a workable procedure, eg
to measure the temperature of
the reacting mixture every
minute for 10 minutes
• identify variables that need to be
controlled, eg quantity of metal,
volume of acid
• present results clearly and
appropriately
• identify where an element cannot
be given a position or where a
firm prediction cannot be made,
F3
Planning how to
put metals in
order of reactivity
(Note: this
homework should
be done before
Activity F3b
F3
How do metals
react with acids?
(Cloze and
description
activities)
F3
Fitting aluminium
into the reactivity
series
11
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
of scientific knowledge and
understanding
F4
Can
metals
displace
each
other?
F5
How is
reactivity
useful?
giving reasons for the difficulty
• explain the results obtained in
the light of the reactivity series
and knowledge about aluminium
• that a metal will displace a
less reactive metal from a
solution of one of its salts
• to construct a table to show
patterns clearly
• to identify patterns in
observations
• to use a model to explain
results
• that displacement reactions
can be useful
F4a Core
Displacement reactions of
metals
F4a Help Displacement
reactions of metals
F4b Extension
The thermit reaction
• identify where reactions occur
and where they do not
• relate their results to the position
of the metal in the reactivity
series
• articulate the pattern, eg it’s the
metal that’s important; a metal
high in the reactivity series will
push out one lower down, but a
lower one won’t push out a
higher one
• use an analogy or model to
explain the results, eg the zinc
has a stronger pull on the
sulphate than the copper does
• describe how molten iron is used
in welding, eg on railway lines
• explain that energy released by
the reaction is sufficient to melt
the iron
• how an activity series can
help to make sense of the
reactions of metals
• key ideas about the relative
reactivity of different metals
• how to apply the ideas
• how an activity series can
F5 Core
Choosing the right metal
for the job
• summarise reactions of metals,
making use of patterns in the
reactivity series
• recall key ideas about the
relative reactivity of different
metals
• use and apply these ideas in
F5b Extension
Smelting copper from
malachite
F4
Displacement
equations
F4
Can metals
displace each
other?
(Cloze and
description
activities)
F5
Using metals
F5
How is reactivity
useful?
(Cloze passage
and choice
activities.)
F5
Extraction of
metals
12
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
be used to make predictions
• that displacement reactions
can be useful
• to relate the occurrence,
extraction and use of metals
to their position in the
activity series
• to identify what information
is needed, and use different
texts as sources
• to structure paragraphs to
develop points, using
evidence and additional
facts
• how to recognise what
information questions are
seeking and to evaluate
answers
different contexts
• use the activity series to make
predictions about the reactions
of metals
• make connections between
reactivity and aspects of use, eg
aluminium is reactive, and
therefore hard to extract – this is
why it wasn’t used as early as
iron
• identify key points relevant to the
questions asked
• identify how sample answers
provide, or do not provide, the
information required
13
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
Heinemann Science Scheme Scheme of Work
Unit 9H Using Chemistry
Book
Learning objectives
Teaching activities
spread
(from QCA Scheme of
Work)
Pupils should learn:
H1
H1 Core
 that fuels burn and
a The products of
What
release energy
burning natural
happens
 that when fuels
gas
when fuels
containing hydrogen and
b Bunsen burner
burn?
carbon burn, water,
flames
carbon dioxide and
carbon are formed.
 to evaluate advantages
and disadvantages of a
fuel.
 to apply knowledge and
understanding of burning
to an everyday context.
Learning outcomes
(from QCA Scheme of
Work)
Pupils:
 identify a range of fuels
as substances that release
energy when they burn.
 generalise about the
products of burning fuels
that contain hydrogen and
carbon
 balance advantages of
hydrogen as a fuel against
disadvantages.
 describe the role of
sulphur carbon and
potassium chlorate in the
match head.
 explain how the match
produces a flame.
Homewor
k
resources
Specials
(learning
support)
Extension
resources
H1
H1
Advantage Fuels
s and
disadvanta
ges of
different
fuels
.
14
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
H2
How do
other
chemical
reactions
supply
energy?






H3
What
materials
can we
make from
chemicals?



that displacement reactions
involving metals produce
energy.
that the energy from these
reactions can be used,
to link energy produced in
displacement reactions to
differences in reactivity of
metals
that other chemical reactions
can be used as a sources of
energy.
about ways in which these
reactions can be used.
about the effect of different
aspects of formality in
writing.
about the range of materials
made through chemical
reactions
about the stages of
development of a new
product.
how chemical reactions are
used.
H2 Core
a
Measuring
temperature
changes
during
displaceme
nt reactions
b Voltages
of simple
cells

H3 Core
Product research







describe chemical
reactions that are used to
produce energy.
relate the energy
produced to differences in
reactivity
describe ways in which
some chemical reactions
can be used.
identify and explain
differences between
objective and persuasive
writing
H2
Energy
from
chemical
reactions
H2
Reactions
producing
energy
name a range of materials
in living and other
systems resulting from
chemical reactions.
describe the key stages in
the development of a new
product.
identify the uses of
particular chemical
reactions.
describe the range of uses
H3
Grouping
chemical
reactions
H3
Everyday
uses of
chemistry
15
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
H4
What
happens to
atoms and
molecules in
a chemical
reaction?





H5
The proof of
the theory




H4 Core
to use preliminary work to
Mass changes
decide on appropriate
during reactions
apparatus.
that mass is conserved in
chemical reactions.
that atoms combine in
different ways as a result of
chemical reactions
that when gases are formed
in reactions, mass may
appear to decrease because
the gas escapes.
that mass is also conserved in
dissolving and changing
state.





H5 Core
that the oxide weighs more

a Burning
than the element from which
magnesium in
it was made.
air.
to plot a graph and use it to
b Internet
obtain quantitative data.
research on
that predictable masses of the
the theory of 
oxide can be formed from
combustion
given masses of magnesium
that carbon dioxide and water
of chemistry in everyday
situations.
devise a method of
finding out whether mass
is conserved in a reaction.
use models to describe
the conservation of mass
in a reaction.
use models and
simulations to show how
atoms combine in
different ways.
recognise that mass is
conserved in reactions in
which gases are
produced.
explain the apparent loss
in mass in reactions
involving the production
of gases.
state that the mass of
magnesium oxide is
greater than the
magnesium, and explain
this in terms of
combination with oxygen.
recognise the relationship
shown in the graph,and
use this to predict how
H4
Predicting
mass
changes
H4
Change in
mass during
reactions
H4
Respiration
and
photosynthes
is
H5
Burning
lithium in
air
H5
More mass
changes in
reactions
H5
A closer look
at burning
magnesium
16
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3




are formed when a compound
containing both carbon and
hydrogen is burned.
that the carbon dioxide and
water formed escape into the
atmosphere.
that mass is conserved when
materials burn.
to select relevant information
and link it to other
information.
that sometimes new evidence
requires changes to theories.







much magnesium oxide
will be made from other
starting masses of
magnesium.
state that carbon dioxide
and water are formed
when wax or natural gas
is burned.
explain that the water and
carbon dioxide formed
escape into the air.
explain that if the carbon
dioxide and water could
be collected there would
be no loss of mass.
represent the reactions by
word or symbol equations
or diagrammatically.
identify from texts
answers to questions
posed.
summarise evidence
about burning.
describe how eighteenth
century ideas about
burning differ from those
we hold today and
summarise the evidence
for present day ideas.
17
DRAFT SCHEME OF WORK from Heinemann Science Scheme Teacher Resource File 3
Heinemann Science Scheme: Scheme of Work
Unit 9J Gravity and space
Book
Learning objectives
spread (from QCA Scheme of
Work)
Pupils should learn:
J1
• that gravity is an attractive
What
force which acts on the
is
Earth towards the centre of
the planet
gravit
• that gravity is an attractive
y?
Teaching activities
J1 Core
Mass and weight
J1 Help
Mass and weight
force between objects with
mass
•
about how the idea of
gravity was related to empirical
observations
J2
How
does
gravit
y
chang
e?
• that where the gravitational
force is lower than on the
Earth, the mass of an object
remains the same, but its
weight is less
• to use quantitative
relationships
• that gravitational attraction
between bodies decreases
as the distance between
them increases
• about some examples of
space exploration
J2a
Weighing stardust on
other planets
J2b
Rocket propulsion
Learning outcomes
(from QCA Scheme of
Work)
Pupils:
• state that a ball dropped
anywhere on the Earth will
fall towards the centre of
the planet, due to the
attractive gravitational
force between masses
•
use the idea of
gravity to explain a range of
observations both familiar
and novel
• use information provided
to determine the mass and
weight of objects on the
Moon and other planets
• describe the implications
of this for visitors to those
places
Homework
resources
Specials
(learning
support)
J1 Mass and
weight
J1 Gravity and
space.
J2 Space
exploration
J2 On the
Moon
Extension
resources
J2a A journey
to the Moon.
J2b Weights on
other planets
• calculate and describe
variation in weight
• show, eg by a force
diagram, that a rocket
needs a large upward
force to rise against
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gravity
• describe, eg using
annotations, that the
gravitational force
decreases as the rocket
gets further from the Earth
• describe some of the
landmarks of human
exploration of space, eg
Yuri Gagarin, Valentina
Tereshkova, Neil
Armstrong, Helen
Sharman
J3
Model
s fo
the
solar
system
that our ideas about the
solar system have changed
over time
• to consider and evaluate
conflicting evidence to arrive
at a view
• to use more formal language
appropriate to objectivity and
impartiality
• that the Sun is massive and
exerts a very large
gravitational force, which
keeps planets in orbit
• to relate the model of
circular motion to data on
the orbits of planets and
satellites
J3a Universe debate
J3b What causes circular
motion?
• describe an early model of
the solar system and how
it differs from our present
model
• argue a point of view in
defence of a model of the
solar system, providing
evidence for their position
J3 Going
round in
circles.
J3 Moving in a J3 The origin of
circle
the Moon
• use more formal language
in their summary, eg
passive verbs, third
person
• extract relevant
information from a video
• explain that it is the Sun’s
gravitational force that
keeps planets in orbit
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• that the Moon is a natural
satellite of the Earth, whose
orbit is maintained by the
Earth’s gravitational pull
J4
Satelli
tes
• about some uses of artificial
satellites
• about information that can
be gained through the use of
satellites
• how scientists work together
to collect information and
make predictions
• state that the Moon is a
natural satellite of the
Earth, kept in orbit by the
Earth’s gravitational pull
J4 Satellites
• describe some uses of
artificial satellites, eg to
assist weather forecasting,
TV transmissions
• explain why some
satellites need to be in
geostationary orbits
J4 Gravity and
space
crossword.
J4 Satellites
J4 Satellites
• describe how satellite
probes provide information
about the solar system
and how this information is
used
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Heinemann Science Scheme: Scheme of Work
Unit 9M Investigating scientific questions
SOW section
What sort of questions
can be investigated
scientifically?
Learning objectives
(from QCA Scheme of Work)
Pupils should learn:
• to suggest questions about a topic
• how to identify ideas that can be
investigated
Teaching activities
M1 Investigating
scientific questions
•
how to choose an
appropriate strategy
Using and evaluating a
way of finding out how
much of an apple is water
• how to search for information
• how to use preliminary work to find
out whether a possible approach is
practicable
• what apparatus is available for
particular techniques
• how to recognise common hazards
in working techniques
• how to relate results to scientific
knowledge and understanding
M2 How much of an
apple is water?
Resource sheet: How
to do practical
investigations
• how to control risks from identified
hazards
Learning outcomes
(from QCA Scheme of Work)
Pupils:
• suggest questions for investigation
• identify and explain which questions
can be answered through scientific
enquiry
• suggest and explain why a strategy is
or is not appropriate for a particular
question
• suggest an appropriate way of
determining the dry mass of an apple,
eg through research or by carrying out
preliminary work
• explain why each step in their
technique is necessary
• use suitable apparatus, eg an oven,
digital balance, and carry out
procedures safely
• calculate the percentage of water in
an apple
• evaluate the accuracy of their
technique
• explain why plants have a high
percentage of water
Using a model and data
from a fair test to find out
• how to use preliminary work with a
M3 Why do elephants
throw water over
describe how they used preliminary
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why elephants throw
water over themselves
model to decide what to measure
and to determine the number of
measurements to be taken
• to record measurements
• how to record data on a graph and
draw an appropriate curve/line to
fit data
• to identify and describe patterns in
graphs
themselves?
Resource sheet: How
to do practical
investigations
• to evaluate the conclusion by
considering how good the
data is
Carrying out a survey,
using a suitable sample
size, to find out how the
moisture level in the soil
affects the variety and
abundance of plants on
the school field
•
•
•
•
how to use preliminary work to
decide what to measure and
observe and whether the approach
is practicable
to consider what other factors,
including those that cannot be
controlled, might affect the results
and how to deal with them
to collect and record data
appropriately
to identify and describe trends in
data
to evaluate the limitations of the
evidence by considering sample
size and the possible effect of
other factors
• to use scientific knowledge and
understanding to interpret results
work with a model to decide what to
measure and the number of
measurements to be taken
• read and record measurements
accurately
• record data on a graph and draw an
appropriate curve/line to fit data
• describe the patterns in the data, eg
by describing the similarities and
differences in the two cooling curves
• evaluate the conclusions by
considering how good the model and
the data were
M4 How does the
moisture level in soil
affect the abundance
of a specific plant?
Resource sheet: How
to do practical
investigations
• suggest an approach which will allow
them to collect enough data, in the
time available, to consider the effect of
moisture levels on the variety and
abundance of plants on the school
field
• identify other factors which might
affect the variety and abundance of
plants and say whether they were able
to take these into account
• make relevant observations when
collecting data
• record data clearly
• identify how strongly the results show
a trend, making particular reference to
sample size and effect of other factors
• interpret results using knowledge
about competition for resources
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Developing a classification
system for a variety of
plants that grow in and
around water
Using secondary sources
to develop and test
hypotheses about factors
that might affect the pH of
rainwater
• how to search for information and
decide which sources of
information are appropriate
• to select appropriate information
from secondary sources
• to use preliminary work to find out
whether an approach is practicable
• to implement an approach, refining
where necessary
• to use knowledge to explain results
• to evaluate the methods used in
terms of the quality of the product
• to decide which factors may be
relevant to an enquiry
• when it is appropriate to use data
from secondary sources
• how to search for information
• how to decide which sources of
information are appropriate
• to select appropriate data from
secondary sources
• to identify and describe patterns in
data
• to present information
appropriately
• to look critically at sources of
secondary data
• to look critically at results to decide
how strongly they show a trend
M5 Classifying plants
that grow in and
around water?
search for information and decide
which sources of information have
appropriate levels of detail to classify
plants
• select features of different plants to
develop a classification system
• apply a classification system
• explain results by identifying why
plants in the same group or set share
characteristics
• evaluate the quality of the
classification system
M6 Testing
hypotheses about
what makes rain
water acidic
• suggest factors that might affect the
pH of rainwater
• explain why it is appropriate to use
secondary sources
• select appropriate data from
appropriate sources
• search for patterns in data
• describe any patterns found
• present the evidence they used to
identify patterns
• evaluate their data in terms of the
quality of the source of information
and the limitations of their own
selection of evidence
• use their scientific knowledge to
explain results
• to interpret results using scientific
knowledge and understanding
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