5th Sep '25

Schemes of Work

4B
- 4B.1
  - Lesson 01 - What are Food Groups? Lesson Plan Lesson Title
    - T: The five food groups of a human diet are:
      - carbohydrates (sugar and starch),
      - lipids (fats and oils),
      - proteins,
      - vitamins and minerals,
      - dietary fibre
      - (and water). - KS3.B.10
    - Carbohydrates: Starch is used for slow release energy. - KS3.B.10
    - Carbohydrates: Sugar is used for quick release energy. - KS3.B.10
    - Lipids are used for slow release energy, protection of organs and cell building. - KS3.B.10
    - Proteins are used for growth, cell repair and cell replacement. - KS3.B.10
    - Vitamins and minerals are needed in small quantities for a healthy body. - KS3.B.10
    - Dietary Fibre is needed for healthy waste removal. - KS3.B.10
  - Lesson 02 - What is a balanced diet? Lesson Plan Lesson Title
    - A 'Balanced Diet' is a diet in which neither too much energy is consumed, nor too much of any one type of food group. - KS3.B.12
    - A balanced diet consists of these proportions of food types:
      Fruit and vegetables: 33%
      Bread, rice, potatoes and pasta: 33%
      Milk and other dairy products : 15%
      Meat, fish, egg, beans: 12%
      Foods and drinks high in energy: 7% - KS3.B.12
      - Suggested Activity:
        Draw eat well plate pie chart.
    - A food group is what substances are in the food. - KS3.B.12
    - A food type is the name of the food. - KS3.B.12
    - W: Fruit and vegetables give Vitamins and minerals and Fibre - KS3.B.12
    - W: Bread, rice, potatoes and pasta gives Starch (Carbohydrates) - KS3.B.12
    - W: Milk and milk products gives Protein; Lipids; Vitamins and Minerals - KS3.B.12
    - W: Meat, fish, egg, beans gives Protein; Lipids - KS3.B.12
    - W: Foods and drinks high in energy tend to conatain lots of sugars (Carbohydrates) and lipids. - KS3.B.12
    - D: Comparing energy values of different foods (from labels) (kJ) - KS3.P.01
      - Suggested Activity:
        Compare energy found in different foods
        Equipment Required:
        Laminated food labels
- 4B.2
  - Lesson 03 - How much energy is in the food we eat? Skill Focus: Planning Lesson Plan Lesson Title
    - W: Energy in food is chemical energy. - KS3.B.11
    - W: Energy in food is measured in catering calories (Kilocalories) - KS3.B.11
    - T: Energy in food is measured in Kilojoules in science. - KS3.B.11
      - Suggested Activity:
        Look at nutritional information on food packaging.
        
        Which is bigger a kilojoule or a kilocalorie?
        Equipment Required:
        Food packaging.
    - T: PLANNING
      
      Aim: Which crisp contains the most energy?
  - Lesson 04 - Skill Focus: Data Collection Lesson Plan Lesson Title
    - T: DATA COLLETION
      - Suggested Activity:
        Which crisp contains the most energy?
        Equipment Required:
        burning crisps. calorimeters with cardboard lids
        Thermometers
        'Fluffy' Crisps eg Wotsits Cheese Curls Onion Rings Cheesy Balls
        Pins in Plasticine in bottle tops.
        small accurate balances
  - Lesson 05 - Skill Focus: Analysis Lesson Plan Lesson Title
    - T: ANALYSIS
      
      Aim: Which crisp contains the most energy?
      - Suggested Activity:
        Burning crisps measuring the temperature increase
        Equipment Required:
        5 different brands of crisps
        small balances
        pins to hold crisps
        boiling tubes
        thermometer
- 4B.3
  - Lesson 06 - How much energy do we need? Lesson Plan Lesson Title
    - W: Even when you are asleep you require energy to stay alive. - KS3.B.11
    - W: You require energy to do anything more than stay alive. - KS3.B.11
    - T: The energy required just to stay alive is known as your Basal Metabolic Rate (BMR). - KS3.B.11
    - T: The energy you expend through the day doing activities is known as your Active Metabolic Rate (AMR). - KS3.B.11
    - T: Your BMR depends on your age and gender. - KS3.B.11
    - T: Your AMR depends on your activities. - KS3.B.11
    - A: Total Energy Requirements = BMR plus AMR - KS3.B.11
    - W: If a person consumes more energy than they use they gain weight. - KS3.B.12
    - W: If a person consumes less energy than they use they lose weight. - KS3.B.12
    - W: People who are excessively fat are said to be obese. - KS3.B.12
    - T: Obesity leads to health problems:
      - arthritis (worn joints)
      - diabetes (high blood sugar)
      - high blood pressure
      - heart disease - KS3.B.12
      - Suggested Activity:
        Showing effects of obesity on joints
        
        modelling impact of high blood pressure using students as red blood cells (no equipment needed)
        Equipment Required:
        Syndey skeleton model
    - W: Starvation occurs when a person does not consume enough energy to live (over the medium term). - KS3.B.12
    - T: If you do not consume enough vitamins and minerals then you may suffer from deficiency diseases, as cells are unable to function properly. - KS3.B.12
- 4B.4
  - Lesson 07 - Halfway Review Lesson Plan Lesson Title
    - Review of 4B.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/4B.1
- 4B.5
  - Lesson 08 - How is your digestive system adapted? Lesson Plan Lesson Title
    - W: Digestion happens in the digestive system. - KS3.B.13
    - T: The parts of the digestive system: Mouth, Oesophagus, Stomach, Liver, Pancreas, Small intestine, Large intestine, Appendix, Rectum, Anus. - KS3.B.13
    - W: Food is broken down into smaller pieces by chewing in the mouth. - KS3.B.13
    - W: Chewing food into smaller pieces increase the surface area of the food. - KS3.B.13
    - W: The surface area of food allows more food - saliva contact.
      
      More food - saliva contact speeds up the rate of digestion. - KS3.B.13
    - T: Food is churned in the stomach which physically breaks the food down. Stomach acids help to break down the food chemically. - KS3.B.13
      - Suggested Activity:
        Digestion Animation
    - T: The nutrients from the digested food are absorbed into the blood stream in the small intestines. - KS3.B.13
      - Suggested Activity:
        Class practical: Observing changes in concentration of sugar solution through semi permeable membranes.
        Test water for sugars after time to diffuse.
        Equipment Required:
        visking tubing
        glucose solution
        distilled water
        pipettes
        
        Testing for sugars:
        Kettles
        beakers
        test tubes
        benedicts solution
    - W: The small intestine has a good blood supply. - KS3.B.13
    - T: The nutrients from the digested food diffuse through the intestine wall. - KS3.B.13
    - T: Microscopic projections called villi increase the surface area of the intestine. Therefore increasing the rate of diffusion of useful particles from the intestines to the bloodstream. - KS3.B.13
    - T: There is a high concentration of nutrients in the intestine and a lower concentration in the blood.
      
      This creates a concentration gradient. - KS3.B.13
    - T: The concentration gradient is great because
      - the distance between the digested food and the blood is small because the wall of the intestine is thin.
      - there is a good blood supply to remove the nutrients from the blood vessel next to the intestine. - KS3.B.13
    - T: The small intestine is long (up to 9 meters) to maximise the time in which (complete digestion and) diffusion can happen. - KS3.B.13
    - T: Excess water is absorbed back into the blood stream through the large intestines. - KS3.B.13
    - W: Undigested food passes out of the anus as faeces when we go to the toilet. - KS3.B.13
  - Lesson 09 - What happens to the food during digestion? Lesson Plan Lesson Title
    - T: Enzymes are biological catalysts (help specific chemical reactions to happen) that are produced in salivary glands and the pancreas. - KS3.B.13
    - T: Amylase enzymes in the mouth break carbohydrates down into sugars. - KS3.B.13
    - T: Protease enzymes in the stomach break proteins down into amino acids. - KS3.B.13
    - T: Lipase enzymes in the small intestines break Lipids down into glycerol and fatty acids. - KS3.B.13
    - T: Amylase and Protease enzymes in the small intestines break undigested carbohydrates and proteins - KS3.B.13
    - T: Nutrients are now small enough to be absorbed through the lining of the small intestines into the bloodstream. - KS3.B.13
    - T: The lining of the small intestines is adapted to have a thin lining, large surface area and good blood supply. - KS3.B.13
    - T: Water is absorbed through the lining of the large intestines. - KS3.B.13
    - W: Anything left is excreted - KS3.B.13
      - Suggested Activity:
        Poo in the sock
  - Lesson 10 - What are bacteria doing in your gut? Lesson Plan Lesson Title
    - T: the importance of bacteria in the human digestive system - KS3.B.14
      - Suggested Activity:
        FOR BACKGROUND OR TO BE ADDED AS LEARNING POINTS:
        
        You're more microbe than human - if you count all the cells in your body, only 43% are human
        - The rest is our microbiome and includes bacteria, viruses, fungi and single-celled archaea
        - The human genome - the full set of genetic instructions for a human being - is made up of 20,000 instructions called genes
        - But add all the genes in our microbiome together and the figure comes out at between two million and 20 million microbial genes
        - It's known as the second genome and is linked to diseases including allergy, obesity, inflammatory bowel disease, Parkinson's, whether cancer drugs work and even depression and autism
        - The microbiome has the same mass as your brain.
        
        from BBC http://www.bbc.co.uk/news/health-43785523
        Equipment Required:
        THEORY LESSON
- 4B.6
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - Progress Observation Opportunity
  - Lesson 12 - Reflect Lesson Plan Lesson Title
    - REFLECTION