4th Sep '25

Schemes of Work

B1
- B1.5
  - Lesson 01 - What is a pathogen? Lesson Plan Lesson Title
    - Pathogens are microorganisms that cause infectious disease.
      - Suggested Activity:
        Microbe blind date activity.
        Students not involved answer the questions on the work sheet. (found in T drive)
    - Students should be able to describe the non-specific defence systems of the human body against pathogens, including the:
      - skin
      - nose
      - trachea and bronchi
      - stomach.
      - Suggested Activity:
        Label an outline of the human body with the bodies natural defences
    - Students should be able to explain the role of the immune system in the defence against disease.
    - If a pathogen enters the body the immune system tries to destroy the pathogen.
    - White blood cells help to defend against pathogens by:
      - phagocytosis
      - antibody production
      - antitoxin production.
      - Suggested Activity:
        Model the effects of white blood cells using plasticine or MWB. Take photos and stick into students books.
        Equipment Required:
        plasticine
    - Students should be able to explain how diseases caused by viruses, bacteria, protists and fungi are spread in animals and plants.
      - Suggested Activity:
        Put glitter onto your hand and greeting students at the door see how the glitter transmits around the classroom.
        
        Each student gets a test tube of water except for one who gets a weak acid. Students swap with 3 others in the room. Then work backwards to try and establish who started with the disease. Test with Universal indicator solution or paper to see they have the disease (red means infected)
        Equipment Required:
        glitter in a box (SNK likes proper glitter not glitter glue)
        
        one test tube per each student of water
        1 test tube given to teacher to have acid in
        UI bottles x 6 (minimum)
        pipettes
    - Students should be able to explain how the spread of diseases can be reduced or prevented.
      - Suggested Activity:
        Watch this video before showing a class. Consider if it is appropriate, in particular with any ASD students in the class.
        https://www.youtube.com/watch?v=Ffhi1CPzT48
        
        GF: What effect could non vaccination have on socio-economical issues (think NHS, nurseries)
    - Pathogens may be viruses, bacteria, protists or fungi.
      - Suggested Activity:
        .
    - Pathogens may infect plants or animals and can be spread by direct contact, by water or by air.
    - Bacteria and viruses may reproduce rapidly inside the body.
    - Bacteria may produce poisons (toxins) that damage tissues and make us feel ill.
    - Viruses live and reproduce inside cells, causing cell damage.
      - Suggested Activity:
        EW: (Construct a matrix map) To compare fungi, virus, bacteria and protists to include size, site of reproduction and effects in the body
  - Lesson 02 - What effect can pathogens have on organisms? Lesson Plan Lesson Title
    - Measles is a viral disease showing symptoms of fever and a red skin rash. Measles is a serious illness that can be fatal if complications arise. For this reason most young children are vaccinated against measles.
    - The measles virus is spread by inhalation of droplets from sneezes and coughs.
      - Suggested Activity:
        Show an image of a student with measles and ask students to consider how it is transmitted.
    - HIV initially causes a flu-like illness. Unless successfully controlled with antiretroviral drugs the virus attacks the body's immune cells.
      - Suggested Activity:
        Split students into teams and allocate them a virus disease to research and either create a presentation or a poster to display for a market place fact collecting activity. Their presentations should include:
        1. How the disease is transmitted
        2. The effects of the disease
        3. How the spread of the disease can be prevented
    - Late stage HIV infection, or AIDS, occurs when the body's immune system becomes so badly damaged it can no longer deal with other infections or cancers.
      - Suggested Activity:
        GF: Why will HIV never be truly eradicated?
    - HIV is spread by sexual contact or exchange of body fluids such as blood which occurs when drug users share needles.
    - Tobacco mosaic virus (TMV) is a widespread plant pathogen affecting many species of plants including tomatoes.
    - TMV gives a distinctive 'mosaic' pattern of discolouration on the leaves which affects the growth of the plant due to lack of photosynthesis.
    - Salmonella food poisoning is spread by bacteria ingested in food, or on food prepared in unhygienic conditions.
    - In the UK, poultry are vaccinated against Salmonella to control the spread.
    - Fever, abdominal cramps, vomiting and diarrhoea are caused by the [Salmonella] bacteria and the toxins they secrete.
    - Gonorrhoea is a sexually transmitted disease (STD) with symptoms of a thick yellow or green discharge from the vagina or penis and pain on urinating.
    - Gonorrhoea is caused by a bacterium and was easily treated with the antibiotic penicillin until many resistant strains appeared.
    - Gonorrhoea is spread by sexual contact.
    - The spread can be controlled by treatment with antibiotics or the use of a barrier method of contraception such as a condom.
  - Lesson 03 - What effect do pathogens have on plants? Lesson Plan Lesson Title
    - Knowledge of plant diseases is restricted to tobacco mosaic virus as a viral disease, black spot as a fungal disease and aphids as insects.
      - Suggested Activity:
        show students a range of photos of the affected plants and ask them which photo matches to t
    - The pathogens that cause malaria are protists.
      - Suggested Activity:
        Show students a image of a protist and ask them describe if it is more like an animal or plant cell.
        
        Show them the video after: https://www.bbc.com/education/clips/z2tq2hv
    - Rose black spot is a fungal disease where purple or black spots develop on leaves, which often turn yellow and drop early. It affects the growth of the plant as photosynthesis is reduced.
      - Suggested Activity:
        Students use a note maker document (A4 or A3 page split into 4/6/8 boxes) to take notes on information from different stations on the various plant diseases. Answering questions about each one.
    - Rose black spot is spread in the environment by water or wind.
      - Suggested Activity:
        EW: Make a script for a video segment for ‘Gardeners’ World’ on plant diseases – how to recognise them and why they harm your plants. (could video if time allows)
        HT: Use ICT to include images etc. or make ‘model’ infected/healthy leaves to show.
        Equipment Required:
        iPad for videoing
    - Rose black spot can be treated by using fungicides and/or removing and destroying the affected leaves.
      - Suggested Activity:
        GF: Justify why there is a large part of the scientific industry dedicated to the prevention and development of cures for plant diseases?
    - The malarial protist has a life cycle that includes the mosquito. Malaria causes recurrent episodes of fever and can be fatal.
      - Suggested Activity:
        GF: What is the economic impact of plant diseases on the agricultural community?
    - The spread of malaria is controlled by preventing the vectors, mosquitos, from breeding and by using mosquito nets to avoid being bitten.
      - Suggested Activity:
        Ask students to download a free app for stop time animation and bring devices in for the next lesson
  - Lesson 04 - How do plants defend themselves from pathogens? Lesson Plan Lesson Title
    - Plants can be infected by a range of viral, bacterial and fungal pathogens as well as by insects.
      - Suggested Activity:
        Think, pair, Share "What can cause plant infection" Use a circle map to record ideas.
    - Plants can be damaged by a range of ion deficiency conditions.
      
      Knowledge of ions is limited to nitrate ions needed for protein synthesis and therefore growth, and magnesium ions needed to make chlorophyll.
      
      * The understanding of ion deficiencies allows horticulturists to provide optimum conditions for plants.
    - Stunted growth caused by nitrate deficiency
      - Suggested Activity:
        Create a matrix map / table to show the cause, impact and possible solutions for different plant deficiencies and diseases
    - Chlorosis caused by magnesium deficiency
    - Students should be able to describe physical and chemical plant defence responses.
      - Suggested Activity:
        Annoate a simple diagram of a plant to show the physical and chemical defenses of a plant.
    - Physical defence responses to resist invasion of microorganisms.
      ? Cellulose cell walls.
      ? Tough waxy cuticle on leaves.
      ? Layers of dead cells around stems (bark on trees) which fall off.
      - Suggested Activity:
        EW: Describe the physical and chemical defenses that plants have against the invasion of microorganisms.
    - Chemical plant defence responses.
      ? Antibacterial chemicals.
      ? Poisons to deter herbivores.
      - Suggested Activity:
        GF: Suggest how plants have adapted to have these physical and chemical features to aid survival
    - (HT only) Plant diseases can be detected by:
      ? stunted growth
      ? spots on leaves
      ? areas of decay (rot)
      ? growths
      ? malformed stems or leaves
      ? discolouration
      ? the presence of pests.
      - Suggested Activity:
        Observe an exhibition of plants or photographs showing evidence of plant disease (as listed in the specification) and garden manuals, internet websites, testing kits (HT).
        Search for illustrations on the internet to include in a report (HT).
    - (HT only) Identification can be made by:
      ? reference to a gardening manual or website
      ? taking infected plants to a laboratory to identify the pathogen
      ? using testing kits that contain monoclonal antibodies.
      - Suggested Activity:
        "Dear Dr Gardner"
        write an email to a help section of a gardening website asking for a diagnosis of a plant. Write a response including possible treatment or prevention.
    - Mechanical adaptations.
      ? Thorns and hairs deter animals.
      ? Leaves which droop or curl when touched.
      ? Mimicry to trick animals.
      - Suggested Activity:
        modelling adaptations of plants
        Equipment Required:
        modelling materials:
        straws
        toilet rolls centers
        sellotape
        tissue paper
        card
  - Lesson 05 - How do vaccinations prevent illnesses? Lesson Plan Lesson Title
    - Students should be able to explain how vaccination will prevent illness in an individual, and how the spread of pathogens can be reduced by immunising a large proportion of the population.
    - Evaluate the global use of vaccination in the prevention of disease.
    - Vaccination involves introducing small quantities of dead or inactive
      forms of a pathogen into the body to stimulate the white blood cells to produce antibodies.
    - If the same pathogen re-enters the body the white blood cells respond quickly to produce the correct antibodies, preventing infection.
      - Suggested Activity:
        Plan a story board using a flow map of the stages of how vaccinations work. Make a stop time animation of the process. (free app Stop Motion Studio)
    - Students do not need to know details of vaccination schedules and side effects associated with specific vaccines.
      - Suggested Activity:
        EW: Explain how a vaccine works.
        EW: Explain why there is a sharp increase the in the number of white blood cells after a vaccination is given.
  - Lesson 06 - How are drugs used to treat diseases? Lesson Plan Lesson Title
    - Students should be able to explain the use of antibiotics and other medicines in treating disease.
      - Suggested Activity:
        EW: Describe the importance of antibiotics and the impact of antibiotic resistance. Explain how this has impacted on cleaning practices in Britain’s hospitals. Research MRSA and C. difficile infections and treatment.
        
        GF: Suggest what patients, doctors and scientists should do to ensure we will have effective antibiotics in the future.
        Equipment Required:
        x
    - Antibiotics, such as penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body.
      - Suggested Activity:
        Create some illness cards and students act out role play situations for doctors and patients. Doctors needs to prescribe a course of treatment.
    - It is important that specific bacteria should be treated by specific antibiotics.
      - Suggested Activity:
        Modelling of lock and key theory using plasticine shapes either as teacher demo to explain or with students making own to assess understanding.
    - The use of antibiotics has greatly reduced deaths from infectious bacterial diseases.
      - Suggested Activity:
        Interpret graphs showing bacterial population growth
    - However, the emergence of strains resistant to antibiotics is of great concern.
      - Suggested Activity:
        Discuss the impact of overuse of antibiotics after watching the video: https://www.nhs.uk/video/pages/antibiotics-dont-work-for-everything.aspx
    - Antibiotics cannot kill viral pathogens.
      - Suggested Activity:
        Recall the structure of a virus and how it attacks the body and how drugs travel in the body (in the blood).
        Then ask the question why are antibiotics not given for viral infections?
    - Painkillers and other medicines are used to treat the symptoms of disease but do not kill pathogens.
    - It is difficult to develop drugs that kill viruses without also damaging the body?s tissues.
      - Suggested Activity:
        EW: Explain why doctors will not prescribe antibiotics for viral infections.
  - Lesson 07 - How are new drugs developed? Lesson Plan Lesson Title
    - Traditionally drugs were extracted from plants and microorganisms.
      - Suggested Activity:
        Use images of foxgloves and willow with the questions "where are drugs extracted from?"
    - The heart drug digitalis originates from foxgloves.
    - The painkiller aspirin originates from willow.
    - Penicillin was discovered by Alexander Fleming from the Penicillium mould.
      - Suggested Activity:
        https://www.youtube.com/watch?v=0ZWjzcsTd5M
        
        watch the video and highlight the key points in a circle map
    - Most new drugs are synthesised by chemists in the pharmaceutical industry. However, the starting point may still be a chemical extracted from a plant.
    - New medical drugs have to be tested and trialled before being used to check that they are safe and effective.
    - Preclinical testing is done in a laboratory using cells, tissues and live animals.
      - Suggested Activity:
        Discuss drug safety and how drugs are tested today.
    - Clinical trials use healthy volunteers and patients.
    - Very low doses of the drug are given at the start of the clinical trial.
      - Suggested Activity:
        Think, Pair Share possible effects if the dosage was incorrect. List ideas in a circle map.
    - If the drug is found to be safe, further clinical trials are carried out to find the optimum dose for the drug.
    - In double blind trials, some patients are given a placebo.
    - Students understand that the results of testing and trials are published only after scrutiny by peer review. (WS)
    - Students should be able to describe the process of discovery and development of potential new medicines, including preclinical and clinical testing.
      - Suggested Activity:
        Watch a video that show the stages of preclinical trials https://www.youtube.com/watch?v=fYfp4IdVsXI
        
        Summarise the key steps using a flow map or a cartoon strip style.
  - Lesson 08 - What are monoclonal antibodies? Lesson Plan Lesson Title
    - Students should be able to describe how monoclonal antibodies are produced.
      - Suggested Activity:
        Research MAB production and uses using ABPI and cancer research websites. Draw a flow diagram to describe how MABs are produced.
    - Monoclonal antibodies are produced from a single clone of cells.
    - The antibodies are specific to one binding site on one protein antigen and so are able to target a specific chemical or specific cells in the body.
      - Suggested Activity:
        Discussion – would you choose to be treated with MABs?
        
        EW: Evaluate the advantages and disadvantages of MABs.
    - Antibodies are produced by stimulating mouse lymphocytes to make a particular antibody.
      - Suggested Activity:
        GF: What are the the power and limitations the technological applications of science
        EW: evaluate risks in relation to MABs.
    - The lymphocytes are combined with a particular kind of tumour cell to make a cell called a hybridoma cell. The hybridoma cell can both divide and make the antibody.
      - Suggested Activity:
        model method for monoclonal antibodies
        Equipment Required:
        different coloured Plasticine
        A3 sugar paper
    - Single hybridoma cells are cloned to produce many identical cells that all produce the same antibody.
    - A large amount of the antibody can be collected and purified.
    - Students should be able to describe some of the ways in which
      monoclonal antibodies can be used.
      
      * Appreciate the power of monoclonal antibodies and consider any ethical issues (WS).
    - Some examples [of monoclonal antibodies] include:
      ? for diagnosis such as in pregnancy tests
      ? in laboratories to measure the levels of hormones and other chemicals in blood, or to detect pathogens
      ? in research to locate or identify specific molecules in a cell or tissue
      by binding to them with a fluorescent ?dye to treat some diseases (e.g. cancer)
    - Monochlonal antibodies are used to treat cancer. The antibody can be
      bound to a radioactive substance, a toxic drug or a chemical which
      stops cells growing and dividing.
    - Monochlonal antibodies deliver the substance to the
      cancer cells without harming other cells in the body.
    - Students are not expected to recall any specific tests or treatments but given appropriate information they should be able to explain how they work.
    - Monoclonal antibodies create more side effects than expected. They are not yet as widely used as everyone hoped when they were first developed.
    - * Evaluate the advantages and disadvantages of monoclonal antibodies.
      - Suggested Activity:
        Marketplace activity: provide stations with information sheets and diagrams. Students fill in a summary table and use info to create a poster:
        • for diagnosis, eg to bind to HCG in pregnancy tests
        • to measure levels of hormones and chemicals in the blood
        • to locate specific molecules in a cell using a fluorescent dye
        • to treat some diseases, eg to deliver a chemical to cancer cells without harming healthy cells.