5th Sep '25

Schemes of Work

5B
- 5B.1
  - Lesson 01 - What is in the human reproductive systems? Lesson Plan Lesson Title
    - T: Structure and function of the male reproductive systems:
      - Testes: Where sperm cells are produced. - KS3.B.20
    - T: - Scrotum: A bag of skin which holds the testes away from the body so the testes are cooler. - KS3.B.20
    - T: - Glands: Adds fluids to sperm to make semen. Sperm use this fluid as an energy source. - KS3.B.20
    - T: - Sperm duct: Tube which carries the semen to the penis. - KS3.B.20
    - T: - Penis: Allows insertion into female. - KS3.B.20
    - T: - Urethra: Tube which carries sperm out of the penis. - KS3.B.20
    - T: Structure and function of the female reproductive systems:
      - Ovary: Where eggs are stored and matured. - KS3.B.20
    - T: - Oviducts: Tube which carries eggs from the ovary to the Uterus. - KS3.B.20
    - T: - Uterus: Where the baby develops. - KS3.B.20
    - T: - Cervix: The opening of the Uterus. - KS3.B.20
    - T: - Vagina: Receives the semen. - KS3.B.20
    - T: During the Menstrual cycle the blood rich lining of the Uterus thickens in readiness for pregnancy. If not used the lining is shed during menstruation.
      
      (without details of hormones) - KS3.B.20
      - Suggested Activity:
        A letter needs to go home first:
        http://www.bbc.co.uk/education/clips/z3bmpv4
  - Lesson 02 - What are Gametes? Lesson Plan Lesson Title
    - W: gametes: cell structure linked to function
      
      Sperm Cells:
      - Tail: to be able to swim.
      - Pointed head: streamlined for swimming and entering egg.
      - Lots of mitrochondria: energy needed to swim, mitrochondria need to release energy through respiration. - KS3.B.20
    - W: gametes: cell structure linked to function
      
      Egg Cells:
      - Large food store for initial growth - KS3.B.20
    - T: Fertilisation occurs when the sperm's nucleus fuses with eggs nucleus.
      
      This forms a zygote. - KS3.B.20
    - W: Gametes only contain half the DNA of a 'normal' cell. - KS3.B.20
    - T: To result in a pregnancy fertilisation must occur in the oviduct tubes. - KS3.B.20
  - Lesson 03 - How does an offspring develop? Lesson Plan Lesson Title
    - T: The zygote copies and divides and itself to produce a ball of cells called a embryo. - KS3.B.20
    - T: A women becomes pregnant when the embryo implants in the blood rich lining of the Uterus. - KS3.B.20
    - T: The embryo develops into a fetus. It is called a fetus when it heart starts beating. - KS3.B.20
    - T: Part of the embryo develops into a placenta, which allows substances to cross from the mother's blood into the fetus, and vice versa. - KS3.B.20
    - T: The time spend in the uterus is called gestation period. During this time cells continue to copy and divide allowing the fetus to grow. - KS3.B.20
    - D: PLOT:
      Gestation period vs birth weight for animals - KS3.B.20
  - Lesson 04 - What happens during birth? Lesson Plan Lesson Title
    - T: During birth, the cervix dilates and the uterus contracts pushing the Fetus through the cervix and vagina. - KS3.B.20
- 5B.2
  - Lesson 05 - Can the maternal lifestyle affect the fetus? Lesson Plan Lesson Title
    - D: Effect of maternal lifestyle on the fetus through the placenta
      
      DATA ANALYSIS:
      Plotting Secondary data - KS3.B.20
  - Lesson 06 - Can the maternal lifestyle affect the fetus? Lesson Plan Lesson Title
    - Effect of maternal lifestyle on the fetus through the placenta
      
      CONCLUSIONS - KS3.B.20
- 5B.3
  - Lesson 07 - Halfway Review Lesson Plan Lesson Title
    - Review of 5B.1
      - Suggested Activity:
        https://www.mrcorfe.com/Hamble/Questions/5B.1
- 5B.4
  - Lesson 08 - What is genetic material? Lesson Plan Lesson Title
    - W: In size order the genetic information is arranged as follow:
      
      Base Pairs => Gene => Chromosome => Nucleus - KS3.B.34
      - Suggested Activity:
        Show: http://www.bbc.co.uk/staticarchive/678f62dce35d0fc7ef2333d6d3bfbf53744374ff.jpg
    - T: DNA is a long molecule that contains the genetic information for an organism.
      
      DNA is in the form of a double helix of 2 strands, joined through base pairs. - KS3.B.34
      - Suggested Activity:
        Develop Analogy (Bridge Map)
        
        Base Pairs => Words
        DNA => Recipe
        Gene => Paragraph
        Chromosome => Chapter
        Nucleus => Recipe book
    - T: The order of the bases gives the code to create proteins/give characteristics. - KS3.B.34
    - T: Long strands of DNA are called chromosomes.
      
      Genes are sections of DNA that give instructions for a particular characteristic.
      
      Genes can be found at particular locations on the chromosome. - KS3.B.34
  - Lesson 09 - How was the structure of DNA discovered? Lesson Plan Lesson Title
    - T: Before the discovery of the DNA structure, Pauling had already discovered helical proteins and Chargaff had already discovered there were always equal numbers of bases A and T and also equal numbers of C and G. - KS3.B.34
      - Suggested Activity:
        Watch:
        https://www.youtube.com/v/VegLVn_1oCE
        (4 mins)
    - T: Watson and Crick worked out the shape of the DNA double helix and how it could be replicated. - KS3.B.34
    - T: Franklin and Wilkins used the new technology of X-ray crystallography to make photographs of the DNA molecule and revealing its shape.
      
      Watson and Crick didn’t properly acknowledge the research carried out by Franklin and Wilkins they used to come up with their discovery. - KS3.B.34
    - W: The factors needed for scientific understanding to progress including the improvements in technology and building on discoveries by other scientists. - KS3.B.34
  - Lesson 10 - What is Heredity? Lesson Plan Lesson Title
    - T: Heredity is the process by which genetic information is transmitted from one generation to the next. - KS3.B.33
    - T: A species is defined as a group of organisms who's genetic information is compatible such that their offspring can also reproduce. - KS3.B.35
    - T: Similar species can reproduce, creating sterile offspring. - KS3.B.35
      - Suggested Activity:
        Look at Ligers, Tigons; Zorse and Horbra etc.
        
        What out for photoshopped pictures.
    - T: Biodiversity is a measure of the number of species in an area. - KS3.B.39
    - W: the importance of maintaining biodiversity: means all the roles in the ecosystem are occupied, maintains genetic variation, the ecosystem has a greater stability, can save potential useful species from extinction. - KS3.B.39
      - Suggested Activity:
        Debate?
    - W: The use of gene banks is to preserve hereditary material. - KS3.B.39
      - Suggested Activity:
        https://www.youtube.com/v/iix7JlBf0ng
- 5B.5
  - Lesson 11 - Progress Observation Opportunity Lesson Plan Lesson Title
    - T: the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection - KS3.B.37
      - Suggested Activity:
        Get students to come up with a list of differences between people in the class.
        Are these caused by genetics or environmental factors?
        Create a list of genetic, environmental and both variations.
    - T: A species is defined as a group of organisms who's genetic information is compatible such that their offspring can also reproduce. - KS3.B.35
    - The differences between individuals within a species are called variation . - KS3.B.36
    - The variation between individuals within a species being continuous when there are (near) infinite number of possibilities. - KS3.B.36
    - Continuous variation is often measureable and with units. - KS3.B.36
      - Suggested Activity:
        Eg
        Hand span
        height
        weight
    - Discontinuous variation is often described by words or integers - KS3.B.36
    - The variation between individuals within a species being discontinuous when fits into a distinct categoriy - KS3.B.36
      - Suggested Activity:
        Eg
        Ear lobes: detached / attached
        Eye Colour
        Hair Colour
        Gender
        Blood Group
        Number of legs
        
        COMPARE
        Foot length & shoe size
    - measurement and graphical representation of variation - KS3.B.36
      - Suggested Activity:
        Collect class data for height against no. of students and eye colour against number of students.
        Plot these results as graphs.
        Height (continuous variation) represented by a line graph.
        Eye colour (discontinuous variation) represented by bar graph.
  - Lesson 12 - Progress Reflection Lesson Plan Lesson Title
    - changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction - KS3.B.38
      - Suggested Activity:
        Skim, scan, summarise a text on the extinction of woolly mammoth, dinosaurs and dodo.
        
        Example table available to help students summarise the information.
  - Lesson 13 - Lesson Plan Lesson Title
    - Progress Observation Opportunity
    - REFLECTION