Yr+8+Biological+Science+Program


 * Biological Sciences year 8 ||
 * Cells are the basic units of living things and have specialised structures and functions || * examining a variety of cells using a light microscope, by digital technology or by viewing a simulation
 * distinguishing plant cells from animal or fungal cells
 * identifying structures within cells and describing their function
 * recognizing that some organisms consist of a single cell
 * recognizing that cells reproduce via cell division
 * describing mitosis as cell division for growth and repair
 * Students know that cells are the tiny living units that make up an organism.
 * Students compare and contrast the structure of a typical animal cell with the structure of a typical plant cell.
 * Students are aware that cells contain a cell nucleus (except red blood cells) and structures called organelles that have particular functions.
 * Students know that some organisms consist of one cell only (they are unicellular); while other organisms consist of many cells (they are multicellular).
 * Students are aware that all cells are formed from existing cells by cell division.
 * Students understand that in order for the body of an organism to continue to function, cellular replacement must occur, involving cell division to replace worn, damaged and dead cells. Are nerve cells in the human brain replaced?
 * Students know that cell division for growth and replacement is called mitosis. ||  ||
 * Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce || * identifying the organs and overall function of a system of a multicellular organism in supporting the life processes
 * describing the structure of each organ in a system and relating its function to the overall function of the system
 * examining the specialized cells and tissues involved in structure and function of particular organs
 * comparing similar systems in different organisms such as digestive systems in herbivores and carnivores, respiratory systems in fish and mammals
 * distinguishing between asexual and sexual reproduction
 * comparing reproductive systems of organisms
 * Students understand that the structure of an organism refers to the nature and arrangement of its body parts.
 * Students understand that in multicellular organisms, groups of similar cells are combined to form tissues, and that tissues of different types are combined to form structures with special functions called organs.
 * Students are aware that an organism, considered as a system, consists of a number of component subsystems each having several levels of structural organisation, which are of increasing complexity. For example: organelles, cells, tissues, organs, organ systems, and organism.
 * Students understand that an organ system is a group of organs acting together for a particular purpose, e.g., human reproduction, and that organ systems combine to make a complex organism.
 * Students understand that the structure of individual organs, and systems of organs, appear to be closely related to the particular functions they perform.
 * Students understand that living organisms reproduce in a variety of ways that can be classified into two main types: asexual reproduction and sexual reproduction.
 * Students understand that asexual reproduction is the process of forming new individuals that does not involve the fusion of two cells. Asexual reproduction includes: vegetative reproduction, regeneration, budding, and fission.
 * Students understand that in sexual reproduction offspring are produced by the fusion of two cells called gametes.
 * Students define fertilisation as the process in which two gametes fuse to form a zygote.
 * Students are aware that females produce egg cells or ova (female gametes) in their ovaries, whereas males produce sperm cells (male gametes) in their testes. ||  ||

NUMBER || ACTIVITY  || TEXTS/ RESOURCES/WORK SHEETS || STRATEGIES and practical work || SKILLS/OUTCOMES KEY QUESTIONS || LITERACY NUMERACY || ASSESSMENTS || [] ||  || What do students already know about cells? ||  ||   || p.66 science quest worksheet of microscope for students to label || Investigation 3.1 Suggest use overhead plastic sheet of ruler. Technicians have these. ||  ||   ||   || Look at slides of onion skin and pre prepared slides of animal cells. || Microscope magnification [] || Continue microscope work looking at insect legs and wings Set up microscope with camera and ruler and students can estimate how much bigger it is by measuring the ruler lines then measuring directly on the screen. || Students start to understand magnification in microscopes and the language used. How do we work out the magnification? ||  ||   || Structures of plant and animal cells || p.70 Science Quest ||   || Relate parts of chicken egg to parts of animal cell. ||  || TEACHER ASSESSMENT? Model of a cell? || prepare onion slides - draw ||  || Word list ||   || p.78 || Microscope + camera Show microscopic life and mosquito larvae Students draw a couple of specialist cells. || Adaptations of basic cells. Emphasise structures ||  ||   || What they need to survive. Cell division – mitosis. Cell division for reproduction in bacteria || p.69 bacteria [|Bacteria Poster Project] ||  ||   ||   || Library investigations with prac. || Specialist plant cells || p.87 || Celery experiment || More adaptations of cell structures || Word walls ||  || q.9-14 ||  ||   || [|Cell "Repair Person"] ||   || Bone care. || p.119 || Roll out the skeleton. Work sheets ||  ||   ||   || Compare with other animals || p.162-163 ||  ||   ||   ||   || That students can draw and examine – produce a group poster. || Emphasise no seeds ||  ||   || Define fertilisation ||  || Plant dissection || Gametes fuse ||   ||   || Compare. || p.183 ||  ||   ||   ||   ||
 * LESSON
 * 1 || What are cells? How can we see them || Interactive microscope
 * 2 || Care and safety of a microscope || p.65 Science quest
 * 3. || How big is it?
 * 4. || Demo with chicken egg.
 * 5. || Cells ctd ||  || p.72
 * 6. ||  || p.76
 * 7-10 || Bacteria – good or bad.
 * 11 -12 || Plant cells
 * 13 || Revise microscopes. || p.89 || Investigations- Plant cells under the microscope ||  ||   ||   ||
 * 14 || Semi permeable membranes || p.90 || 3.11 movement of water through the cells ||  ||   ||   ||
 * 15 || Algal blooms etc || p.102 - 104 ||  ||   ||   ||   ||
 * 16 || revision || p.109
 * 17/18/19 || revision ||  ||   ||   ||   || Mid unit test ||
 * 20 || Go through test ||  ||   ||   ||   ||   ||
 * 21 || Where are the bits? ||  || Students use butcher paper to draw round a person and then as a group try to put in the parts and write what they already know about those bits. ||   ||   ||   ||
 * 22 || Early drawings. Modern day. || p.112 - 118 ||  ||   ||   ||   ||
 * 23 ||  || p.121 || Chicken wings dissection ||   ||   ||   ||
 * 24/25 || Over view of skeletal system
 * 26/27 || Bone adaptations – structure relates to function. ||  || Bird skeletons compared with cat etc. ||   ||   ||   ||
 * 28/29 || Basic parts of the digestive system. Overview of each part in brief.
 * 30 || Asexual reproduction ||  || Variety of different plants that reproduce asexual
 * 31 || Asexual reproduction in plants ||  || Grow some cuttings ||   ||   ||   ||
 * 32 || Asexual reproduction in animals. Revise bacteria. Amoeba. Hydra || p.208/209 ||  ||   ||   ||   ||
 * 33/34 || Sexual reproduction in plants
 * 35/36 || Internal fertilisation v external fertilisation.
 * 37 || Reproduction in humans || p.186 ||  ||   ||   ||   ||
 * 38/39 || Reproductive technologies || p.193 ||  ||   ||   ||   ||
 * 40/41 || revision ||  ||   ||   ||   ||   ||
 * 42 ||  ||   ||   ||   ||   || End Unit test ||
 * 43 || Return test and discuss ||  ||   ||   ||   ||   ||