Showing posts with label Tracks 1-5. Show all posts
Showing posts with label Tracks 1-5. Show all posts
Thursday, 5 February 2009
Snow
Needless to say because of the snow the dates given below for Unit 8B and Track 2 have changed and we're now working a lesson behind.
Wednesday, 4 February 2009
New module for Track 2
Track 2 will be starting a new unit (8B Respiration) on Thursday 5th February. I really like this unit as it involves lots of practicals including a lung and, for very good groups, a heart dissection.
The grading for the unit is here..
Here is the outline for the unit: S = Starter M = Main Activity P = Plenary
The grading for the unit is here..
I will try to post PowerPoint's and more detailed lesson plans (if I ever put them in an electronic format!) on my group page. The web address can be found in the blog sidebar.
As always I welcome any constructive comments.
As always I welcome any constructive comments.
Monday, 26 January 2009
Unit 8I Heating and cooling
Lesson 4
Expanding and contracting
Aim: What happens when solids and fluids heat up.
Key words: Expansion, contraction, density.
10 min: Starter SATs question
A SATs question to recap from the previous lesson (level 4).
40 min - Main Activity Practicals.
Explain your observations of what happens when solids and fluids are heated.
10 min - Plenary Going over the answers.
Use the key words and particle model to get a Level 6.
Expanding and contracting
Aim: What happens when solids and fluids heat up.
Key words: Expansion, contraction, density.
10 min: Starter SATs question
A SATs question to recap from the previous lesson (level 4).
40 min - Main Activity Practicals.
Explain your observations of what happens when solids and fluids are heated.
10 min - Plenary Going over the answers.
Use the key words and particle model to get a Level 6.
Sunday, 25 January 2009
Unit 8I Heating and cooling
Lesson 3.
Conductors and insulators
Aim: What materials are good conductors and what materials are good insulators?
10 min Starter: Recap on last lesson – where will the heat go problem and sorting materials into conductors and insulators – recap from key stage 2.
Some materials let heat pass through them easily. They are called Thermal conductors. Metals are really good Thermal conductors, they usually feel cold because heat passes through them quickly.
Some materials are Thermal insulators (plastic, cork, rubber, air, wood etc). They are good at keeping heat out as well as in.
Conductors and insulators
Aim: What materials are good conductors and what materials are good insulators?
10 min Starter: Recap on last lesson – where will the heat go problem and sorting materials into conductors and insulators – recap from key stage 2.
Some materials let heat pass through them easily. They are called Thermal conductors. Metals are really good Thermal conductors, they usually feel cold because heat passes through them quickly.
Some materials are Thermal insulators (plastic, cork, rubber, air, wood etc). They are good at keeping heat out as well as in.
Grading
Level 3: Can sort out conductors and insulators and say where we use them.
35 min Main Activity: Demo practical and write up –
Lesson A. A brief demonstration showing that some materials (metals) are better conductors than others. Hot wax and drawing pin experiment. Students write up experiment and answer some questions on conductors and insulators.
Lesson B. Students conduct the heat conduction experiment themselves.
35 min Main Activity: Demo practical and write up –
Lesson A. A brief demonstration showing that some materials (metals) are better conductors than others. Hot wax and drawing pin experiment. Students write up experiment and answer some questions on conductors and insulators.
Lesson B. Students conduct the heat conduction experiment themselves.
Lesson C. Mummy's tomb experiment.
A virtual version of today's experiment can be found here...
http://learningzone.coruseducation.com/VAC/heat/index.htm
Grading
Question 1 Level 3
Question 2 Level 4
Question 3 Level 5
Question 4 Level 5
Question 5 Level 6
Grading
Question 1 Level 3
Question 2 Level 4
Question 3 Level 5
Question 4 Level 5
Question 5 Level 6
10 min Plenary and grading for the lesson: A relevant SATs question based on today’s lesson.
Monday, 19 January 2009
Unit 8I Heating and cooling Lesson 1
Unit 8I Heating & Cooling Lesson plans
Lesson 1.
What’s the temperature?
Aim: What is the most accurate thermometer?
10 Minutes: Starter
Quick quiz: Matching boiling points with materials.
30 Minutes Main acitvity: Which is the most accurate thermometer?
Lesson 1.
What’s the temperature?
Aim: What is the most accurate thermometer?
10 Minutes: Starter
Quick quiz: Matching boiling points with materials.
30 Minutes Main acitvity: Which is the most accurate thermometer?
Thermometers are important because we need to record temperatures accurately. Students should be able to think of several occasions when it is important to record temperatures accurately.
Your task is to record the temperature of five materials using four different types of thermometer. Mr C has already measured the temperature of most* of the materials using a very well calibrated thermometer that is stored in the prep room, you must decide which thermometer is the most accurate for use in future experiments during the unit heating and cooling.
* aside from the students own bodies which should be 37 degrees celsius.
Mr C and Mrs Groves* will help you to draw a table to record your results.
* Track 1 & 2 only.
Once you have recorded your results you should write a conclusion to say what you have found out. It must answer the following...
1. Which thermometer would you recommend for use in the rest of the unit?
2. Why? Key word: accuracy
Extension...
3. Was the experiment fair? Key words: dependent + independent variables.
4. Explain your answer?
15 Minutes Plenary: SATs style question on Thermometers.
Students complete a relevant SATs style question.
National curriculum links
Ks 3; Sc 4; 5d Sc 1. 2 f, g, i, j, k o, p
Students complete a relevant SATs style question.
National curriculum links
Ks 3; Sc 4; 5d Sc 1. 2 f, g, i, j, k o, p
Grading
Level 4
I know that heat is a type of energy
I know that temperature is a measure of amount of heat energy
Sunday, 18 January 2009
Unit 7I Energy resources Lesson 6
Energy resources lesson plans
Lesson 6 energy and food
Aim – Where does all our energy originate from?
5 minutes Starter Students have previously studied food chains. Ask them what normally starts any food chain? Why do we have to have a plant at the start? Where do plants get their energy from?
20 minutes Trace the food chain ending in a glass of milk back to its source – the sun. The energy in the foods we eat can be traced through a food chain with the Sun’s energy at the start of the chain.
Similarly, trace the energy of a moving car or bus back to the sun – fossil fuels were living organisms that transformed and stored the suns energy.
Students answer Q 1 and 2 p.107
30 minutes Use p 107 as stimulus material for a discussion on how we can use energy well.
Pupils may wish to present the points that arise in the form of display material or a debate.
National curriculum links: Sc4 5a/b/c energy resources
Grading:
Level 5 Describe the type of energy that an object has or is using
Level 6 Describe how energy is transferred from the Sun to other energy resources
Lesson 6 energy and food
Aim – Where does all our energy originate from?
5 minutes Starter Students have previously studied food chains. Ask them what normally starts any food chain? Why do we have to have a plant at the start? Where do plants get their energy from?
20 minutes Trace the food chain ending in a glass of milk back to its source – the sun. The energy in the foods we eat can be traced through a food chain with the Sun’s energy at the start of the chain.
Similarly, trace the energy of a moving car or bus back to the sun – fossil fuels were living organisms that transformed and stored the suns energy.
Students answer Q 1 and 2 p.107
30 minutes Use p 107 as stimulus material for a discussion on how we can use energy well.
Pupils may wish to present the points that arise in the form of display material or a debate.
National curriculum links: Sc4 5a/b/c energy resources
Grading:
Level 5 Describe the type of energy that an object has or is using
Level 6 Describe how energy is transferred from the Sun to other energy resources
Wednesday, 14 January 2009
Unit 7I Lesson 5 Energy and food
Energy resources lesson plans
Lesson 5 energy and food
Aim – Calculate the energy content of two different brands of crisp
5 minutes – recap of the last two lessons about renewable energy and fossil fuels.
This lesson is has two parts – In the first part discuss and identify our energy related need for food. In the second part is an experiment.
10 minutes Starter Living things such as people transform the energy provided by food into other forms
We need heat to maintain our body temperature. Energy from food is transformed into movement including the movement needed to make our lungs breath air and our heart pump blood. The food we eat combines with oxygen to make the energy.
If we eat more than we need the food is converted into fat.
You need to remember that humans convert the chemical energy from food into movement (kinetic) energy and heat energy.
Some types of food provide more energy than others. The energy content of food can be measured in units called Joules. If you throw an apple about 1 metre into the air then you use up about 1 Joule of energy.
30 minutes Main activity and experiment
Comparing the energy content of two different types of crisp
Measure out 10 ml of water and pour it into a boiling tube.
Carefully place the tube in a clamp stand.
Use a thermometer to record the starting temperature of the water.
Carefully light the crisp using a Bunsen burner and hold underneath the boiling tube.
Once the crisp has extinguished record the finishing temperature of the water.
The specific heat capacity of water is approximately 0.42 Joules/g. We can work out the energy content of each crisp by using the equation…
Energy content = temperature change of water x 42 (10 grams of water)
Megan and Georgina's energy content = 19 x 42 = 798
Energy content of 100g of crisps = Energy content/mass of wotsits x 100.
Megan and Georgina's energy content of crisps = 798 Joules / 1.5 grams x 100 = 53,200 Joules
Do our results agree with what the food labels on the crisps say?
According to the label a 100g of Wotsits contain 2,270,000 Joules.
What!?! So where did all the energy go? Thats what we will be finding out in the next unit 'Heating and Cooling'.
Grading
Level 4
List the eight forms of energy
Level 5
Describe some energy transfers including some which involve living things
National curriculum links
Sc4 5a Energy resources
Sc1.2g- observations
Lesson 5 energy and food
Aim – Calculate the energy content of two different brands of crisp
5 minutes – recap of the last two lessons about renewable energy and fossil fuels.
This lesson is has two parts – In the first part discuss and identify our energy related need for food. In the second part is an experiment.
10 minutes Starter Living things such as people transform the energy provided by food into other forms
We need heat to maintain our body temperature. Energy from food is transformed into movement including the movement needed to make our lungs breath air and our heart pump blood. The food we eat combines with oxygen to make the energy.
If we eat more than we need the food is converted into fat.
You need to remember that humans convert the chemical energy from food into movement (kinetic) energy and heat energy.
Some types of food provide more energy than others. The energy content of food can be measured in units called Joules. If you throw an apple about 1 metre into the air then you use up about 1 Joule of energy.
30 minutes Main activity and experiment
Comparing the energy content of two different types of crisp
Measure out 10 ml of water and pour it into a boiling tube.
Carefully place the tube in a clamp stand.
Use a thermometer to record the starting temperature of the water.
Carefully light the crisp using a Bunsen burner and hold underneath the boiling tube.
Once the crisp has extinguished record the finishing temperature of the water.
The specific heat capacity of water is approximately 0.42 Joules/g. We can work out the energy content of each crisp by using the equation…
Energy content = temperature change of water x 42 (10 grams of water)
Megan and Georgina's energy content = 19 x 42 = 798
Energy content of 100g of crisps = Energy content/mass of wotsits x 100.
Megan and Georgina's energy content of crisps = 798 Joules / 1.5 grams x 100 = 53,200 Joules
Do our results agree with what the food labels on the crisps say?
According to the label a 100g of Wotsits contain 2,270,000 Joules.
What!?! So where did all the energy go? Thats what we will be finding out in the next unit 'Heating and Cooling'.
Grading
Level 4
List the eight forms of energy
Level 5
Describe some energy transfers including some which involve living things
National curriculum links
Sc4 5a Energy resources
Sc1.2g- observations
Lesson 4 Renewable energy
Energy resources lesson plans
Lesson 4 renewable energy
5 minutes – recap of the last lesson about fossil fuels.
10 minutes Starter – Setting up the solar panel practical
Most of the energy on earth comes from the Suns rays. It is then converted into other forms of energy that we are familiar with on Earth. However as an alternative to fossil fuels we can use the Sun’s rays directly as an energy resource – this is called solar power. You will be setting up an experiment to investigate how colour affects the solar panels that heat water in some peoples homes.
1. Wrap a measuring cylinder with different coloured sheets of paper (inc black & white).
2. Fill the cylinder with 50 ml of water, use a thermometer to measure the starting temperature of the water.
3. Place the cylinder next to a desk lamp with a 60 W bulb and wait for 25 mins.
25 minutes Main activity Table and other energy resources
Prepare a table to record the results of the experiment and draw a diagram of the equipment. Mr Cuthbert will then ask for your ideas on other forms of renewable energy. What are the advantages and disadvantages of these?
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_6.shtml for more information.
Home work set for this week. Design a poster about 1 form of renewable energy that shows one advantage and one disadvantage.
20 minutes – Practical results.
4. Measure the final temperature of the water in the measuring cylinder.
5. Were there any changes? Were some colours better than others?
6. Answer questions a – d on pg 103 of the textbook.
Recap of key points in the lesson.
Grading
Level 3
Name some renewable energy resources
Level 4
Give some examples of how to save fuels
Level 5
Identify which sort of energy an object has, or is using
Describe how renewable energy resources can be used to make electricity
Describe how renewable energy resources can be used to make heat
Level 6/7
Explain the advantages and limitations of different energy resources
NC Scheme of work - Sc4 5a/b Energy resources
SC1 Scientific enquiry - Sc1. 2a,g,h,I,j,k,m,o,p Investigative skills – obtaining evidence
Lesson 4 renewable energy
5 minutes – recap of the last lesson about fossil fuels.
10 minutes Starter – Setting up the solar panel practical
Most of the energy on earth comes from the Suns rays. It is then converted into other forms of energy that we are familiar with on Earth. However as an alternative to fossil fuels we can use the Sun’s rays directly as an energy resource – this is called solar power. You will be setting up an experiment to investigate how colour affects the solar panels that heat water in some peoples homes.
1. Wrap a measuring cylinder with different coloured sheets of paper (inc black & white).
2. Fill the cylinder with 50 ml of water, use a thermometer to measure the starting temperature of the water.
3. Place the cylinder next to a desk lamp with a 60 W bulb and wait for 25 mins.
25 minutes Main activity Table and other energy resources
Prepare a table to record the results of the experiment and draw a diagram of the equipment. Mr Cuthbert will then ask for your ideas on other forms of renewable energy. What are the advantages and disadvantages of these?
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/energy_transfer_6.shtml for more information.
Home work set for this week. Design a poster about 1 form of renewable energy that shows one advantage and one disadvantage.
20 minutes – Practical results.
4. Measure the final temperature of the water in the measuring cylinder.
5. Were there any changes? Were some colours better than others?
6. Answer questions a – d on pg 103 of the textbook.
Recap of key points in the lesson.
Grading
Level 3
Name some renewable energy resources
Level 4
Give some examples of how to save fuels
Level 5
Identify which sort of energy an object has, or is using
Describe how renewable energy resources can be used to make electricity
Describe how renewable energy resources can be used to make heat
Level 6/7
Explain the advantages and limitations of different energy resources
NC Scheme of work - Sc4 5a/b Energy resources
SC1 Scientific enquiry - Sc1. 2a,g,h,I,j,k,m,o,p Investigative skills – obtaining evidence
Tuesday, 6 January 2009
Unit 8A Lesson 4
Unit 8A Food & Digestion – Lesson 4.
Why is food important?
Why is food important?
Aim Produce a poster that explains where we can get a key nutrient from and why we need that nutrient.
Starter – Mix & Match
Some nutrients are listed on the board together with their function in the human body. Your job is to match the nutrient to the correct function. This provides a recap on the previous research lesson where you found out about nutrients using the class textbooks.
Main activity – Poster design
Your job is to design an A4 poster about a specific nutrient. You MUST include the following information.
The name of the nutrient i.e. Fat
Three foods that are sources of that nutrient
Why our bodies need that particular nutrient.
Any extra information you find out will be a bonus.
You will then have to present the poster to the class and give a short talk about what you found out (1 min approx).
The class will review the posters and presentations and decide which one is the best. There will be a prize for the winner. Mr C will also award you a level for your work.
Plenary
Mr C will lead a short quiz to find out how much you have learned over the previous two lessons.
National curriculum links
Sc2 2a Sc 1 2b,i, j, I, m
Some nutrients are listed on the board together with their function in the human body. Your job is to match the nutrient to the correct function. This provides a recap on the previous research lesson where you found out about nutrients using the class textbooks.
Main activity – Poster design
Your job is to design an A4 poster about a specific nutrient. You MUST include the following information.
The name of the nutrient i.e. Fat
Three foods that are sources of that nutrient
Why our bodies need that particular nutrient.
Any extra information you find out will be a bonus.
You will then have to present the poster to the class and give a short talk about what you found out (1 min approx).
The class will review the posters and presentations and decide which one is the best. There will be a prize for the winner. Mr C will also award you a level for your work.
Plenary
Mr C will lead a short quiz to find out how much you have learned over the previous two lessons.
National curriculum links
Sc2 2a Sc 1 2b,i, j, I, m
Levelness
Level 4
I can name some groups of nutrients and identify some examples of foods in which they are found.
Level 5
I can name the constituents of a balanced diet, identifying examples of foods in which these are found, and describe the role of the main nutrients in the body.
Level 6I know the role of fibre and the functions of the colon.
Monday, 5 January 2009
Unit 9I Energy resources lessons 2/3
Lesson 7I Lesson 2 Comparing fuels
Aim: Make a fair comparison of two different types of fuel.
Key words: Natural gas, ethanol, fair test, reliability, temperature change.
Starter: You will be taking part in a practical to compare the energy output of two different fuels. To begin the lesson you need to prepare a table for recording your results as you will be drawing a graph of these results later in the lesson. We will be data logging which means that you need to make lots of measurements as accurately as you can.
Main: We will be testing two different types of fuel over the next two lessons; they are natural gas (using the Bunsen burners) and ethanol (using a spirit burner). To measure the energy content of the fuel we are going to use that fuel to heat some water in a beaker. You need to think about how we can which of the two fuels has the most energy. You also need to think about how you can make the comparison a fair test (remember what you found out about Thermometers in the previous lessons). We will be heating the water for 10 minutes and recording the temperature of the water every minute.
Once you have recorded your results you also need to plot a temperature/time graph and write a short conclusion (which fuel was the best?).
Aim: Make a fair comparison of two different types of fuel.
Key words: Natural gas, ethanol, fair test, reliability, temperature change.
Starter: You will be taking part in a practical to compare the energy output of two different fuels. To begin the lesson you need to prepare a table for recording your results as you will be drawing a graph of these results later in the lesson. We will be data logging which means that you need to make lots of measurements as accurately as you can.
Main: We will be testing two different types of fuel over the next two lessons; they are natural gas (using the Bunsen burners) and ethanol (using a spirit burner). To measure the energy content of the fuel we are going to use that fuel to heat some water in a beaker. You need to think about how we can which of the two fuels has the most energy. You also need to think about how you can make the comparison a fair test (remember what you found out about Thermometers in the previous lessons). We will be heating the water for 10 minutes and recording the temperature of the water every minute.
Once you have recorded your results you also need to plot a temperature/time graph and write a short conclusion (which fuel was the best?).
LA differentiation: Mr C will provide copies of the method for the experiment and a writing frame for the data logging graph (labelled X & Y axis). The reason for this is so students can focus on drawing really clear diagrams of scientific equipment. Students also need to focus on fair testing and how the equipment is set up to ensure a fair test. Students will also draw the table for results.
Plenary: Discussion of today’s practical and a relevant SATs question (at the end of the second lesson).
Homework: None set.
Specification link up – unit Physics 2.13.5
Sc4 5a – energy resources
Sc1.2a – drawing conclusions from data
Saturday, 3 January 2009
Unit 9I Energy resources Lesson 1
Why are fuels useful?
Aim: Give two reasons why fuels are useful & learn how to use a thermometer properly.
Key words: Energy, Thermometer, Celsius, Heat, Light, transformed.
Starter: You have probably heard of the word energy and you probably understand that there are several different types of energy; they are electric, elastic, gravitational potential, light, heat, kinetic (movement), sound and chemical. Try out a key word search to familiarise yourself with these terms.
Mr C will show you a diagram on the whiteboard, how many energy types can you identify on the picture?
You also need to know that energy can change from one type to another (in fact it frequently does!) but can never be destroyed.
Main: Using thermometers practical
During this practical you will learn how to use thermometers properly and why it is important to use them in the correct scientific way. You will be using a Bunsen burner to heat a beaker of water and will be using 3 different thermometers to record the temperature at certain time intervals. The thermometers will be placed in different parts of the beaker during heating. The idea is to compare the temperature of different parts of the beaker at different times.
You should find that water in different parts of the beaker have different temperatures.
Why is it important to consider this when conducting scientific experiments?
Answers: Fair test, reliability of results etc.
You should record your results in a table and write a short conclusion to the experiment.
Plenary: A practice SATs question related to Thermometers.
Homework: None set today.
Specification Link up
· Sc4 –5d
· Sc1 2f,g,h,k,m,n
Aim: Give two reasons why fuels are useful & learn how to use a thermometer properly.
Key words: Energy, Thermometer, Celsius, Heat, Light, transformed.
Starter: You have probably heard of the word energy and you probably understand that there are several different types of energy; they are electric, elastic, gravitational potential, light, heat, kinetic (movement), sound and chemical. Try out a key word search to familiarise yourself with these terms.
Mr C will show you a diagram on the whiteboard, how many energy types can you identify on the picture?
You also need to know that energy can change from one type to another (in fact it frequently does!) but can never be destroyed.
Main: Using thermometers practical
During this practical you will learn how to use thermometers properly and why it is important to use them in the correct scientific way. You will be using a Bunsen burner to heat a beaker of water and will be using 3 different thermometers to record the temperature at certain time intervals. The thermometers will be placed in different parts of the beaker during heating. The idea is to compare the temperature of different parts of the beaker at different times.
You should find that water in different parts of the beaker have different temperatures.
Why is it important to consider this when conducting scientific experiments?
Answers: Fair test, reliability of results etc.
You should record your results in a table and write a short conclusion to the experiment.
Plenary: A practice SATs question related to Thermometers.
Homework: None set today.
Specification Link up
· Sc4 –5d
· Sc1 2f,g,h,k,m,n
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