8th Mar '26

Schemes of Work

3B
- 3B.1
 - Lesson 01 - Skill focus: Planning Lesson Plan Lesson Title
 - A: PLANNING
 
 AIM: How does light affect the height of seedlings over time?
 - Suggested Activity:
 Sow cress in galley pot in cotton wall.
 
 Once germinated, measure the height of plants each lesson.
 Equipment Required:
 Cress Seeds, small pots to place them in, cotton wool, 10ml measuring cylinders, black card to block light, sellotape. pens to l
 - D: Sow seeds
- 3B.2
 - Lesson 02 - How do organisms get energy? Lesson Plan Lesson Title
 - Plants making carbohydrates in their leaves by photosynthesis - KS3.B.15
 - Food chains begin with a producer, which is normally a green plant. (FROM 2B) - KS3.B.30
 - Green plants get their energy from the sun through photosynthesis. (FROM 2B) - KS3.B.30
 - 'Photo' is from the Greek for 'light'. - KS3.B.30
 - 'Synthesis' is from the Greek for 'put together or combine'. - KS3.B.30
 - Suggested Activity:
 Synthesis spelling can be remembered by having a sister called cynthia:
 
 syn - the - sis
 - Synthesis is the bonding together of small particles to form bigger particles. - KS3.B.30
 - Decomposition is the splitting of large particles in smaller particles. - KS3.B.30
 - T: Most photosynthesis takes place in palisade cells. - KS3.B.02
 - W: Palisade cells are adapted for photosynthesis by having lots of chloroplasts.
 
 NB: Main thrust of lessons should be looking at cells. - KS3.B.02
 - D: Cover leaves to later test for starch.
 - Lesson 03 - What does the word equation for photosynthesis mean? Lesson Plan Lesson Title
 - T: The word summary for photosynthesis is:
 
 Carbon Dioxide plus Water becomes Glucose plus Oxygen using light energy. - KS3.B.23
 - W: The reactants of photosynthesis are:
 Carbon Dioxide and Water - KS3.B.23
 - W: Carbon Dioxide is absorbed from the air. - KS3.B.23
 - W: Water is absorbed from the ground through the roots. - KS3.B.23
 - T: Carbon dioxide is absorbed through the leaves. - KS3.B.23
 - W: The products of photosynthesis are:
 Glucose and Oxygen - KS3.B.23
 - W: Glucose is used or stored in the plant. - KS3.B.23
 - W: Oxygen is released through the leaves into the air. - KS3.B.23
 - T: Glucose is converted into starch for storage. - KS3.B.23
 - T: The word summary for respiration is:
 
 Glucose plus Oxygen becomes Carbon Dioxide plus Water releasing energy. - KS3.B.23
 - Lesson 04 - What does the symbol equation for photosynthesis mean? Lesson Plan Lesson Title
 - T: The symbol equation for photosynthesis is:
 
 CO2 plus H2O -> C6H12O6
 
 With a wavy arrow showing the light energy. - KS3.B.23
 - Suggested Activity:
 The wavy arrow distinguishes between the Big Ideas of Particles and Energy.
 - A: Students can identify the number of elements in a compound from its formulae. -
 
 Students can identify the number of atoms in a compound from its formulae - KS3.C.05
 - Suggested Activity:
 For each chemical in photosynthesis eg:
 
 Carbon dioxide is made up of the elements of Carbon and Oxygen.
 
 The molecule consists of three atoms.
 - A: Chemical reactions result from the rearrangement of atoms. - KS3.C.12
 - Suggested Activity:
 Use the chant and Particles -
 Chemical writing frame to explain what is happening:
 
 - Molecules (Hands make fists)
 - Collide (Bag fists together twice, sticking together the second time)
 - Split (Spread fingers out)
 - Rearrange (Slide hands one in front of the other, then the other way round
 - Bond (interlock fingers)
 - Become a new substance (roll hands to 'present' new substance)
 - A: DESIRABLE:
 No particles are created or destroyed in a chemical reaction.
 
 Therefore the equation needs to be balanced. - KS3.C.06
 - A: Photosynthesis is an endothermic chemical reactions because it takes energy to build bigger molecules. - KS3.C.21
 - Suggested Activity:
 Energy ENters in ENdothermic reactions
 - T: The symbol equation for respiration is:
 
 C6H12O6 -> CO2 plus H2O
 
 With a wavy arrow showing the energy leaving the reaction. - KS3.B.23
 - A: Respiration is an exothermic chemical reactions because it releases energy when bigger molecules are split. - KS3.C.21
 - Suggested Activity:
 Energy EXits in EXothermic reactions
 - D: Measure cress seedlings
 - Lesson 05 - How are leaves adapted for photosynthesis? Lesson Plan Lesson Title
 - Leaves are flat and so have a large surface area to collect the sunlight. - KS3.B.25
 - Suggested Activity:
 observe stomata using slides of cells and microscopes
 Equipment Required:
 Nail varnish, leaves, slides, microscopes, prepared slides of cells, sellotape
 - The palisade cells, found towards the top of the leaves, have lots of chloroplast which perform photosynthesis. - KS3.B.25
 - D: Measure cress seedlings
 - Lesson 06 - How can we prove that light is needed for photosynthesis Lesson Plan Lesson Title
 - A: Glucose is converted into starch for storage. - KS3.B.23
 - The test for starch is it reacts with iodine, turning black.
 - D: Test half covered leaves for starch.
 - EW: Write a conclusion and then explain it using big ideas
 - Suggested Activity:
 Extended Writing (TOWER)
 
 T - Talk in groups
 O - Organise visually (Flow map)
 L - Level up language (Keyword sheet)
 D - Draft first attempt
 E - Evaluate (mark up, rainbow writing)
 R - Redraft
 - D: Measure cress seedlings
- 3B.3
 - Lesson 07 - Skill Focus: Analysis & Evaluations Lesson Plan Lesson Title
 - A: Draw graphs for cress experiment
 - the role of leaf stomata in gas exchange in plants - KS3.B.19
 - A: Conclusions and Evaluations for cress experiment
- 3B.4
 - Lesson 08 - Halfway Review Lesson Plan Lesson Title
 - Review of 3B.1
 - Suggested Activity:
 https://www.mrcorfe.com/Hamble/Questions/3B.1
- 3B.5
 - Lesson 09 - How do plants get the gasses they need without losing too much water? Lesson Plan Lesson Title
 - Stomata - KS3.B.19
 - Suggested Activity:
 Set up for CASE LESSON:
 Activity 2: Workcard C
 
 leaf 1 - vaseline on top
 leaf 2 - vaseline spread on bottom
 leaf 3 - vaseline spread on both sides
 leaf 4 - no vaseline
 
 leave for a few days and compare mass change
 Equipment Required:
 loads of leaves but not waxy ones
 vasaline in petri dishes
 washing line to peg out leaves
 string
 paper clips
 small pieces of stickers
 jury balances
 - Lesson 10 - How do plants get the water and mineral nutrients they need? Lesson Plan Lesson Title
 - Plants gaining water from the soil via their roots - KS3.B.15
 - Plants gaining mineral nutrients from the soil via their roots - KS3.B.15
 - Root hair cells have no chloroplast because they do not receive light.
 - Root hair cells have a larger surface area to absorb more water and minerals.
 - There are more stomata on the bottom of the leaf than on the top - KS3.B.19
 - Suggested Activity:
 Test CASE LESSON:
 Activity 2: Workcard C
 - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
 - Progress Observation Opportunity
 - Lesson 12 - Reflect Lesson Plan Lesson Title
 - REFLECTION