O2 Tissues, organs and systems Recall these definitions: Tissue – a group of cells with a similar structure and function; – groups (aggregations) of tissues performing similar functions; Organ systems – organs which work together. Recognise the position of the major organs (brain, heart, liver, lungs, kidneys and reproductive organs) in the human body. Describe the functions of the major organs. 2 Use correctly. Card sort systems Cut and ‘empty’ Organ
O3 The human digestive system Recall the parts of the human digestive system and be able to identify them on a diagram. Understand the role of enzymes in digestion. 2 0.5 Use scientific vocabulary correctly. Label a diagram of the digestive system. Create a digestive system word search and test it on other students. Model for digestion using popper beads to illustrate how larger molecules are broken into smaller ones. View slides of various digestive system tissues under the Observe changes from savoury to sweet as plain bread is chewed. 3.1.2 O4 Respiration Recall that respiration is a cellular process that releases energy Understand that breathing and respiration are not the same Recall that glucose comes from the diet and oxygen and carbon dioxide gases are exchanged through the lungs 1 Use scientific vocabulary correctly. Word-spot key vocabulary from the BBC Bitesize videos. Discuss the difference between respiration and breathing and use AQA Teachit Respiration – true or Compare the carbon dioxide content of inhaled and exhaled air limewater. Demonstrate water vapour production by clouding a mirror with exhaled breath. .
Recognise that people who exercise regularly are usually fitter than people who take little exercise. Use AQA Teachit ‘How much sugar are we drinking?’ (This will also use some simple mathematical skills) Evaluate someone’s fitness by their pulse recovery time and consolidate with AQA Teachit: Fit and healthy – true or false? TDA opportunity: Investigate the effect of exercise on pulse rate. TDA opportunity: Investigate the effect of caffeine drinks on pulse rate. 3.1.3 O5 Infectious diseases Recall that infectious diseases are caused by microorganisms called pathogens. Recall that pathogens include both bacteria and viruses and may produce poisons (toxins) that make us feel ill. Recall that viruses damage the cells in which they reproduce. 2 Use scientific vocabulary correctly. Watch BBC video clip on microorganisms list the pathogens. Talk about infection and what it means. Look at pictures of bacterial cells and viruses. Use AQA Teachit KS3 Bacteria killers Use UV powder on door handles at start of lesson and black light to show transfer of pathogen/play catch with soft ball. Teachit Science - Bacteria killers
transported to target organs by the bloodstream. Label the main endocrine glands on an outline of the body. Complete table to show the main hormones and target organs. hormone levels eg diabetes. Recall that the menstrual cycle is controlled by several hormones some of which promote egg release. Recognise the main features of the menstrual cycle described diagrammatically. 1 Watch the BBC clip about the menstrual cycle and discuss the stages. Use a month calendar page to colour code days according to hormone levels and changes. Use AQA Teachit KS3 Fertilisation board game to consolidate learning.
O10 Hormones can be used to control fertility. Recall that hormones can be used to inhibit or stimulate egg production. Recall that oral contraceptives contain hormones to inhibit eggs from maturing. Recall that fertility drugs stimulate eggs to mature. Evaluate the benefits and drawbacks of hormonal fertility control. 1 Use scientific vocabulary correctly. Discuss the pros and cons of hormonal contraception. Invite an outside speaker to speak to the students eg nurse. Discuss the implications of IVF treatment for a couple wanting a baby. Discuss possible causes of infertility in men and women and treatments available. Exhibition materials can be obtained from the