Topic B4: Community level systems B4.1 Ecosystems 9.0 / 5.0 Community level systems – delivery guide PAG B1: – Examination of the roots of a leguminous plant PAG B3: Sampling techniques – Investigation of the holly leaf miner or the horse-chestnut leaf miner (Cameraria ohridella) PAG B3: Sampling techniques – Identification of the biotic factors in an ecosystem using sampling techniques PAG B4: Rates of enzyme controlled reactions – Investigation of the most favourable conditions for composting PAG B7: Microbiological techniques – Investigation of the most favourable conditions for composting Total for topic 4 = 9.0 / 5.0 hours Topic B5: Genes, inheritance and selection B5.1 Inheritance 12.0 / 9.0 Genes, inheritance and selection – delivery guide B5.2 Natural selection and evolution 6.0 / 4.0 Genes, inheritance and selection – delivery guide Total for topic 5 = 18.0 / 13.0 hours Topic 6 Global challenges B6.1 Monitoring and maintaining the environment 5.0 / 4.0 Monitoring and maintaining the environment – topic exploration pack PAG B3: Sampling techniques – Investigation into the effects of lichen distribution against pollution PAG B3: Sampling techniques – Investigation into the effectiveness of germination in different strengths of acid rain PAG B3: Sampling techniques – Investigation of ecological sampling methods B6.2 Feeding the human race 6.0 / 3.0 Feeding the human race – topic exploration pack B6.3 Monitoring and maintaining health 22.0 / 16.0 Monitoring and maintaining health – topic exploration pack PAG B7: Microbiological techniques – Investigation into growth bacterial cultures using aseptic techniques Total for topic 6 = 33.0 / 23.0 hours Total teaching hours = 120 hours / 84 hours
Outline Scheme of Work: B3: Organism Level Systems Suggested teaching time for chapter: 24 hours biology / 12 hours combined science B3.1 Coordination and control - the nervous system Lesson Statements Teaching activities Notes 1 B3.1a describe the structure of the nervous system to include: Central Nervous System, sensory and motor neurones and sensory receptors Starter How many senses are there? Get learners to list the senses. And list the sensory receptors that detect these stimuli. The big 5: hearing (audioception) Sight (ophthalmoception) smell (olfacoception or olfacception) taste (gustaoception) touch (tactioception) others: balance (equilibrioception) kinesthetic sense (proprioception) pain (nociception) temperature (thermoception) There are others but they are controversial. What happens when you lose a sense, introduce Ian on the following video Main Define the difference between a nerve and a neurone.
6 B3.1f describe the structure and function of the brain to include: cerebrum, cerebellum, medulla, hypothalamus, pituitary Starter Review the structure of the central nervous system and peripheral nervous system. Review reflex arc and that some reactions do not need the brain. Discuss: ‘So what is the brain for?’. Most learners will suggest memory but there is increasing anecdotal evidence that memory can be stored outside the brain. This can be used to discuss how science works for transplant memory: . Against: . This can be used to discuss the importance of the peer review system in science. Main Jigsaw a brain into its component parts. Then add to the brain what learners think that each part of the brain does. The following may be used: A model of the brain or a suitable video can be used here (there are many on YouTube – please chose the one that is most suitable to your learners). Plenary Use the learner resource 1 (page 6) of the delivery guide to apply what learners have learned from this topic () The brain and its structure is often an area that learners can feel quite squeamish about.
8 B3.2h describe some of the variety of effects of plant hormones, relating to auxins, gibberellins and ethane to include: controlling growth, controlling germination, fruit ripening, flower opening and shedding of leaves Starter Collect the data from the tropism experiment and evaluate the results. Main Discuss what hormones do in humans (). Can hormones be used as medicines? Use as an example human growth hormone. Can hormones be used by humans to get plants to control plant development? Can we get plants to grow faster? There are a number of investigations that can be used here to investigate plant hormones: Investigation/research into the question ‘does one bad banana spoil the fruit bowl?’ Investigate whether a ripe banana can be used to ripen other bananas or other fruit. Can a ripe banana break dormancy in seeds? Does hormone rooting powder work? Plenary Learners can write up the experiment they did paying particular attention to the equipment they used and how they controlled the variables in the experiment. Homework Research how hormones can be used as selective weed killers. PAG 6
10 B3.3j explain the response of the body to different temperature and osmotic challenges to include: challenges to include high sweating and dehydration, excess water intake, high salt intake responses to include mechanism of kidney function, thirst Starter Review how some people die after taking ecstasy. Main Investigate whether it is safe to constantly drink sports drinks without doing any associated exercise. How do they work? Look at sodium concentration e.g. Gatorade G2 has 45 mg of sodium per 100 g Cola/lemonade typically has 4 mg per 100 g. Research into sports drinks and evaluation into which is best for athletes. Plenary Present the data on best sports drink – are they actually required for a 20-30 minute exercise? Homework Revise for end of topic quiz. 11 Starter Provide the learners time to revise for the end of topic quiz. Main End of topic quiz Plenary Peer mark quiz