4th Sep '25

Schemes of Work

2B
- 2B.1
  - Lesson 01 - What makes up a flower? Lesson Plan Lesson Title
    - Flowers are the genitals of plants - KS3.B.21
    - Flower structure
      - The Stamen is the male part of a flower.
      - The Stamen consists of an Anther and Filament.
      - The Anther contains pollen, the male gamete cell.
      
      - The Carpel is the female part of a flower.
      - The Carpel consists of a Stigma, Style and Ovary.
      - The Stigma is on the end of the style.
      - The Ovary contains the Ovule, the female gamete cell.
      
      - The flower also has Petals and Sepals. - KS3.B.21
      - Suggested Activity:
        Flower dissection
        Equipment Required:
        Flowers - eg Lillies
        Cutting Tiles
        Scalpels
        Forceps
    - H: SET HOMEWORK:
      Learn Keyword spellings - KS3.P.29
      - Suggested Activity:
        Wordsearch
  - Lesson 02 - What do the parts of the flower do? Lesson Plan Lesson Title
    - insect pollination:
      - Insects attracted to petals and nectar.
      - Insect enters flower and pollen is transferred from Anther to Insect.
      - Insect is attracted to another flower.
      - Pollen from Insect is transferred to Stigma.
      - Pollen cell grows a pollen tube down the Style to the Ovary. - KS3.B.21
    - Fertilisation occurs when the Pollen nucleus fuses with the Ovule.
      
      The fertilised Ovule forms the seed.
      
      The Ovary forms the Fruit. - KS3.B.21
    - T: The function of Pollen cells are to transfer genetic material (DNA) from one plant to another. - KS4.B.01
    - W: Pollen cells are adapted to their function by:
      - being small (microscopic)
      - having a tough outer coating
      - can have spikes or hooks - KS4.B.01
    - Pollen being small allows it to be transported easily by insects (and wind next lesson)
      
      Pollen having a tough outer coating allows the cell to survive in the environment away from the plant.
      
      Pollen have spikes or hooks makes it more likely to stick to insects. - KS4.B.01
  - Lesson 03 - How do plants spread? Lesson Plan Lesson Title
    - Some plants use the Wind to pollinate other plants. - KS3.B.21
      - Suggested Activity:
        Why doesn't maze (sweet corn) have petals?
        Equipment Required:
        Teacher demo:
        5 petri dishes with some pieces of hole punch circles in.
        Fan to represent wind. small pile of paper (from hole punch)
        Tray water spray to represent rain
        fluffy cloth
        1 x Balloon filled with paper to model explosive seed dispersal
        Colander (with large holes) to represent animal internal
    - W: The most successful plants are wide spread due to their seed dispersal mechanisms. - KS3.B.21
      - Suggested Activity:
        Discuss why buddleia spread so well down railways.
    - W: Dispersal mechanisms
      - Wind
      - Animal eating
      - Animal fur
      - Water
      - Explosive - KS3.B.21
      - Suggested Activity:
        Students examine pictures of seeds/fruit to determine how they might be spread.
- 2B.2
  - Lesson 04 - Skill Focus: Planning Lesson Plan Lesson Title
    - Quantitative investigation of some dispersal mechanisms:
      
      Paper Helicopters to model sycamore seeds.
      
      Aim: To find out how the length of rotor affects the time of fall. - KS3.B.21
      - Suggested Activity:
        Planning
        Equipment Required:
        x
  - Lesson 05 - Skill Focus: Data Collection Lesson Plan Lesson Title
    - Quantitative investigation of some dispersal mechanisms:
      
      Paper Helicopters to model sycamore seeds.
      
      Aim: To find out how the length of rotor affects the time of fall. - KS3.B.21
      - Suggested Activity:
        Data Collection
        Equipment Required:
        Paper Helicopters Templates
        Paper Clips
        Meter Rules (3 stuck together to make a 2m one)
        Stop watches
  - Lesson 06 - Skill Focus: Analysis Lesson Plan Lesson Title
    - Quantitative investigation of some dispersal mechanisms:
      
      Paper Helicopters to model sycamore seeds.
      
      Aim: To find out how the length of rotor affects the time of fall. - KS3.B.21
      - Suggested Activity:
        Conclusion
        Evaluation
        Equipment Required:
        conclusion/evaluation sheets
- 2B.3
  - Lesson 07 - Halfway Review Lesson Plan Lesson Title
    - A: Review of 2B.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/2B.1
    - H: SET HOMEWORK:
      Learn Definitions of keywords
      (Crossword) and revise (Flashcards)
- 2B.4
  - Lesson 08 - Where do organisms get their energy from? Lesson Plan Lesson Title
    - A food chain shows how energy passes from one organism to another. - KS3.B.30
    - Food chains begin with a producer, which is normally a green plant. - KS3.B.30
    - Green plants get their energy from the sun through photosynthesis. - KS3.B.30
      - Suggested Activity:
        Testing leaves for presence of starch
        Equipment Required:
        boiling tubes
        ethanol
        white tiles
        leaves
        iodine solution
        pipettes
        kettles
    - Organisms that eat other organisms are called consumers. - KS3.B.30
    - The first consumer in a food chain is called the primary consumer. The second the secondary consumer and the third the tertiary. The final consumer is called the top consumer. - KS3.B.30
    - Animals that hunt other animals are called predators, they are unlikely to be primary consumers. - KS3.B.30
    - Food webs are formed by combing the multiple food chains in an ecosystem. - KS3.B.30
    - How organisms affect, and are affected by, their environment. - KS3.B.32
    - A change in the population of an organism in a food web will affect the other organisms in the food chain.
      
      This is known as interdependence. - KS3.B.30
  - Lesson 09 - Why don't toxins kill all the animals in a ecosystem? Lesson Plan Lesson Title
    - A pyramid of numbers shows how many organisms are consumed at each stage (trophic level) of a food web.
      
      Generally, there are more organisms consumed at earlier stages.
      
      This is because most of the energy consumed is used for movement or staying warm. Little is used to build body mass. - KS3.B.32
      - Suggested Activity:
        Circle map before and after watching the video:
        https://www.youtube.com/watch?v=TZk6vcmLcKw
        
        Draw to scale
        (1 mm : 1 Organism)
        
        1 Barn owl eats
        10 Frogs,
        
        Each frog eats 20 aphids
        
        These numbers are far too low, but will fit nicely on a page.
        
        A Barn Owl has a mass of 500g
        A Frog has a mass of 25g
        An Aphid has a mass of 0.001g
        
        If 1% of the mass of the eaten animal makes up the consumer, then the numbers should be:
        
        1 Barn owl
        2000 Frogs
        5,000,000,000 Aphids
        
        Each frog eats 2,500,000 Aphids
    - Organisms on low levels of the food web can ingest small amounts of toxic materials and survive.
      
      When multiple low level organisms are ingested by higher level organisms the toxic materials accumulate to levels that are dangerous.
      
      This is called bioaccumulation. - KS3.B.32
      - Suggested Activity:
        DDT example:
        
        If each aphid has 0.01 micrograms of DDT in it:
        
        How much DDT does a frog have? (25 milligrams)
        
        How much DDT does an Owl have? (50 grams)
    - H: SET HOMEWORK:
      Revise keyword meaning and concepts for POO.
  - Lesson 10 - Why should we care about insects? Lesson Plan Lesson Title
    - T: 75% of the food we eat relies on insect pollinated crops. - KS3.B.31
    - W: In large areas growing single crops, there is no food for insects when the crop is not in flower. - KS3.B.31
    - It is important to ensure the survival of pollinating insects to ensure human food security. - KS3.B.31
- 2B.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - A: Progress Observation Opportunity - KS3.P.29
  - Lesson 12 - Reflect Lesson Plan Lesson Title
    - W: Reflection - KS3.P.29
      - Suggested Activity:
        1. Mark your flower diagram in green
        2. Check your answer and write the Big Ideas and clues correctly if they are missing from your answer
        3. Write the Big Ideas you wrote about to Securing (this would be 1,2,3 or 3 ticks on your answer grid)
        4. Find someone to discuss and develop your missing Big Ideas - write improved answer on your feedback sheet.
        5. Attempt the Go Further task in purple pen.
        Equipment Required:
        x