Corpus Christi College
Scheme of Work
Integrated Science
Academic Year 2011 – 2012
Form 1
Wk.
1
2
Objective
Review exam
objectives
Topic – Forms of
Energy
Continued
- Differentiate
between heat and
temp.
- measure the
temperature
change that
results from using
Term 2
Content
Go over exam paper in detail
Method
Heat is a form of energy while
temperature measures the
“hotness” and “coldness” of a
body.
- When heat energy is absorbed
there is a rise in temperature of
the body, and when it is given
out there is a drop in
temperature
- Different materials have
different heat capacities
Class
discussion
and
Investigation
Assessment/Activity
CAP #1 – Based on revision
activity
Measure temperature, at
regular time intervals, of a
beaker of water as it is heated
to a temperature of
approximately 700 C and then
allowed to cool. Represent
graphically if possible
N.B. Ensure that thermometer
is read at eye level
-
Resources
Stove, kettle,
5 beakers & 5
thermometer
3
4
different materials
-explain how heat -The three modes of heat
is transferred
transfer are conduction,
convection, and radiation
Topic – Structure
and functioning
of the flowering
plant.
-identify the root
and shoot
systems of a plant
-outline the
functions of the
stem
-The part of the plant above the
ground is the shoot and the
part below the ground is the
root.
-The shoot comprises leaves
borne on a stem, flowers, buds,
fruits, node, internode, etc.
-There are two types of root
systems
- tap
- adventitious (e.g., fibrous
-The stem supports all plant
structures above the ground
The stem:
- spaces out the leaves in
order to receive adequate
sunlight for photosynthesis
- supports the flower above
the ground to facilitate
-class
discussion,
Small group
sessions
Class
discussion,
Investigation
s and group
work
Identify the method of heat
transfer in a variety of samples
Textbook,
worksheet,
activity book
-Draw and label a common
dicotyledonous plant, e.g.,
shining bush, Bidens (railway
daisy)
• Draw and label a
monocotyledonous plant, e.g.,
grass
• Grow red bean and corn to
observe root structure
• Investigate the arrangement of
leaves (alternate, opposite, and
whorl)
Sample of
plants &
leaves.
Sample of
red beans.
Outdoor trip
(school Yard)
Use the shinning bush to show
how water moves through the
plant. Students write up activity
and draws a cross section of
plant
investigative
Shinning
bush, dye and
petri dishes
pollination
- allows for the movement of
water and food within the
plant
5
6-8
CAP # 2 – Forms
of energy- Heat
-outline the
functions of the
root
Topic –
Photosynthesis
-outline the
process of
photosynthesis
- explain that
photosynthesis
takes place
mainly in the
green
parts of the plants
-identify the
products of
photosynthesis.
CAP # 3Structure and
functioning of the
flowering plant.
-The root:
- anchors the plant in the soil
- absorbs water and mineral
salts from the growth
medium (e.g., soil and in
hydroponics)
- stores food
-Class
discussion
and
demonstratio
n
Uproot a plant to show root
hairs clinging to soil particles
• Suspend a seedling in a liquid
medium containing nutrients
and observe growth of root
• Observe and draw root storage
organs, e.g., cassava, carrot,
sweet potato
-Light energy and other raw
materials are necessary for
photosynthesis
• The plant pigments trap light
energy
• The products of photosynthesis
sustain life
-class
discussion,
investigative,
collaborative
and
cooperative
methods.
-formulating equations to
represent process.
-experimenting to determine if
there is starch in leaves.
-Plants
showing
roots;
seedlings,
nutrients and
containers;
different root
storage
organs
Text books
leaves test
tubes, beaker,
Bunsen
burner &
iodine
910
Topic – feeding
Relationships
-relate feeding
relationships to
the transfer of
energy from the
Sun through
plants to other
Organisms
CAP #4 –
Photosynthesis
and feeding
relationships
-The Sun is the original source
of energy for all living things.
-Plants trap light energy and
convert it to chemical energy
• Energy from plants is
transferred directly or indirectly
to animals through feeding
• Some energy taken in by the
organism is used to sustain its
life, some is lost to the
environment, and a portion
provides food for other
organisms
• Some organisms share specific
feeding relationships, e.g.,
predator-prey, parasite-host
Class
discussions,
Collaborative
&
cooperative
methods,
Investigation
s
Research
-Observe different ecosystems
such as the school garden, a
pond, or aquarium, etc. and list
organisms and their feeding
habits
• Use information collected to
construct food chains
• Link the food chains to form
food webs
• Identify predators from data
collected
• Research and list some
parasites in humans and plants
and their source of food
Text Books
String
Magnifying
glass,
Scissors &
Paper cut
outs