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Scheme of Work: Unit 3 – Biology and our environment AT = ActiveTeach NS = Non-supervised individual study time Academic year: Duration of session: 3 hour blocks SB = Student Book R = Research Number of weeks: 10 Guided learning hours: 30

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P AS = Activity sheet TT = Tutor/technician sheet Tutor subject area(s): Biology Approx. total learning hours: 50

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r LP = Lesson plan SK = Skill sheet Credits: 5

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E Week Outcome Content Learner activity Resources Grading Stretch and support

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L 1 LO1 Be able Cells Class discussion, with tutor input, LP3.1, AS1 &TT1 P1, D1 R: Internet and book t   

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2 to investigate recapping cells. research on specialised

0  LP3.2, AS2 &TT2

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0 the  AS1: Looking at cells – Microscope cells .  SK1, 2, 3, 4 & 19 PLTS:

C functioning o work SM, TW NS: Use annotated p  AT 3.1: Identifying specialised cells y and r  NS: Construct annotated diagrams to diagrams to explain the

i g  AT 3.2: Understanding terms used to h classification relationship between t show structure and function of plant and

p of organisms define genetic material e animal cells genes, DNA,

r m  Video showing the internal structure of

i chromosomes and cells

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t  R: Learners investigate the range of e the cell (hotlink)

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specialised cells

f o  Video about specialised cells (hotlink)

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p  Class discussion, with tutor input , to u  Video showing DNA replication and base

r c recap genes h pairing (hotlink)

a s  AS2: Structure and function of genes

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and DNA – Presentation

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s t  SB: Assessment activity 3.1 page 71 &

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t i 3.2 page 73

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o 2 LO1 Be able  Cells  Class discussion, with tutor input, using  LP3.3, AS3 &TT3 P1, D1 NS: Produce a flicker n

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. to investigate video – how proteins are synthesised book that animates the  SK4

T h the process of protein

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B s  AS3: Protein synthesis – Designing an  AT 3.3: Ordering the steps in the PLTS:

m functioning animation synthesis in detail T

a production of proteins SM, RL E

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e and C r  SB: Assessment activity 3.3 page 75 i  Video showing protein synthesis (hotlink)

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F l classification

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i s  Assignment 1

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o 3 LO1 Be able  Cells  Class discussion, with tutor input, to  LP3.4, AS4 & TT4 P2, M1 NS: Use graphs to

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y to investigate identify variation across the class examine the relationship p r  Classifying  LP3.5, AS5 & TT5

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e h the between different

t organisms  AS4: Shell survey – Collecting and  SK5, 8, 19, 25, 26, 27 & 41 PLTS: d

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e functioning variables from AS4 presenting data S e  Adaptation  AT 3.4: Ordering the steps in the IE, SM,

c . and R: Consider whether i  R: Learners investigate the mechanism development of a superbug TW, CT e classification viruses are living things n by which mutation can happen  AT 3.5: Classifying organisms c of organisms e

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The timings in this scheme of work reflect the time the learner is engaged in learning for the unit both with the tutor (Guided Learning Hours, GLH) and in their own private study. GLH: all the times when a tutor, trainer or facilitator is present to give guidance. This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent by staff assessing learners’ achievements. 2

© Scheme of Work: Unit 3 – Biology and our environment

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r  NS: Learners collect news reports about  Videos showing how evolution by NS Construct numbered

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n MRSA in hospitals natural selection operates keys

E d  SB: Assessment activity 3.4 page 77  Video showing how professional

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c a  AS5: Classifying organisms – taxonomists work (hotlink) t

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o n Fieldwork, collecting data and

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t d constructing a key

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1  NS: Learners summarise the features of

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different groups of living things and

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p include detail on from each group

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i g  SB: Assessment activity 3.5 page 79

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p  Assignment 2

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i 4 LO1 Be able  Interdepende  Class discussion, with tutor input, to recap  LP3.6, AS6 & TT6 P3, M2 NS: Explain how

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e d to investigate nce of simple food chains  SK4 & 19 parasitic infection of one

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r the organisms species can affect a food

 AS6: Understanding Interdependence p  AT 3.6: Understanding food webs PLTS: u functioning web r  Adaptation – Constructing a Wikipedia entry c  Video introducing food chains (hotlink) IE, SM, h and a  R: Investigate a case study which CT NS: Interpret and

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i n classification construct graphs of g demonstrates the effects of one

i n of organisms interrelationships s population upon another in a food web

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t u  SB: Assessment activity 3.6 page 81 between population sizes

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 Assignment 3

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. 5 LO2 Be able  Human  Class discussion, with tutor input, on  LP3.7, AS7 & TT7 P4, M3, R: Investigate how

T h to investigate impact on human population growth and impact on D2 developing countries can i  SK8, 9, 20, 21, 22, 23 & 40

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m the impact of the environment AT 3.7: Identifying advantages of regulate their impact on a 

t e human environment  AS7: Studying air pollution – Practical the environment. r monoculture PLTS:

i a activity on the l investigation IE, SM, NS: Write a letter to an i

s  AT 3.7 (video): Palm oil plantations

environment n  NS: Learners investigate the effect of TW MP about human effects o  Video showing example of monoculture

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c humans on their environment in their local on the environment o effects (hotlink)

p y area

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g h  SB: Assessment activity 3.7 page 82

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r e  Assignment 4

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6 LO3 Know  Social  Class discussion, with tutor input – spider  LP3.8, AS8 & TT8 P5, M4, R & NS: Write a talk to B

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the factors factors diagram, what learners know about drugs  SK4 & 19 D3 primary school children, E which can AS8: Social factors that affect human in the role of a drug user, C   AT 3.8: Classifying drugs as stimulants or

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affect and health – drugs – Writing a blog explaining how their drug i depressants PLTS: r

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control use impacts on their t

 NS: Collate drugs and their effects into a IE, SM,

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The timings in this scheme of work reflect the time the learner is engaged in learning for the unit both with the tutor (Guided Learning Hours, GLH) and in their own private study. GLH: all the times when a i

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tutor, trainer or facilitator is present to give guidance. This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent by s

> staff assessing learners’ achievements.

Scheme of Work: Unit 3 – Biology and our environment human health ‘fact file’ of notes.  Video showing personal effects of drugs CT ability to work, socialise

©  SB: Assessment activity 3.8 page 85 (hotlink) and function in society

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a 7 LO3 Know  Medical  Class discussion, with tutor input, on how  LP3.9, AS9 & TT9 P5, M4, NS & R: Construct a

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s o the factors factors diseases can be spread  SK4 & 19 D3 numbered key from the

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E which can  AS9: Diagnosing disease – Creating a diagnosis flowchart d  AT 3.9: Sorting diseases according to the

u c affect and flowchart a pathogens that cause them PLTS:

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i o control  R: Investigate additional diseases caused TW, CT n  Video showing case study of disease

L human health

t by each of the microorganisms d spread (hotlink)

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0  SB: Assessment activity 3.9 page 87

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C 8 LO3 Know  Inherited  Class discussion, with tutor input, linking  LP3.10, AS10 & TT10 P5, M4, R: Research diseases

o p the factors factors genetics and mutation to inheritance of  SK4 & 19 D3 which do not appear in

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i g which can disease the SB, focusing

h  AT 3.10: Understanding the term

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affect and particularly on social p  AS10: Facebook profile – Creating a 'inherited disease' PLTS:

e r control impacts of disease m Facebook profile  Video showing effects of inherited IE, SM,

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t t human health e  NS: Summarise the diseases, their CT, RL d disease on sufferer (hotlink)

f o symptoms and their social implications

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p u  SB: Assessment activity 3.10 page 89

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h a 9 LO3 Know  Medical  Class discussion, with tutor input, on  LP3.11, AS11 & TT11 P5, M4, R: Research diseases

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n g the factors factors vaccinations learners have had  SK4 & 19 D3 which do not appear in

i n which can the SB, focusing s  AS11: Podcast! – Creating a podcast  AT 3.11a: Understanding the term

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t u affect and particularly on social t  R: Research the hysteria about the MMR 'inherited disease' PLTS:

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o n control vaccination and report back to the class impacts of disease  AT 3.11b: Exploring the opinions TW,

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n human health l on whether the MMR vaccine is safe, CT, IE y surrounding use of the HPV vaccination -

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T using original sources to justify their case in-depth role-play activity

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 SB: Assessment activity 3.11 page 91

m  AT 3.11 (video): Life-saving vaccine T

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10 LO3 Know  Control  Class discussion, with tutor input,  LP3.12, AS12 & TT12 P6 R: Investigate detailed

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s n the factors mechanisms matching up organs with variables which roles of organs involved o LP3.13, AS13 & TT13  t

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c which can they control in homeostasis A o  SK4, 7, 9, 10, 19 & 24 PLTS:

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y affect and  AS12: User guide to homeostasis – R: Investigate p r AT 3.12: Identifying the different organs TW, i 

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control e h Writing an interactive PowerPoint interconnectedness of

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involved in homeostasis d

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r human health homeostatic mechanisms e  AS13: Diagnose the patients – Practical SM, IE S e  AT 3.13: Understanding the control of

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 NS: Compare and contrast the NS: Construct detailed i blood glucose levels e mechanisms for regulating temperature diagnosis and treatment n  Video introducing homeostasis (hotlink) c and blood glucose plan for the patient in e

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The timings in this scheme of work reflect the time the learner is engaged in learning for the unit both with the tutor (Guided Learning Hours, GLH) and in their own private study. GLH: all the times when a tutor, trainer or facilitator is present to give guidance. This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent by staff assessing learners’ achievements. 2

© Scheme of Work: Unit 3 – Biology and our environment

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r  SB: Assessment activity 3.12 page 93 & AS13

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The timings in this scheme of work reflect the time the learner is engaged in learning for the unit both with the tutor (Guided Learning Hours, GLH) and in their own private study. GLH: all the times when a i

e

tutor, trainer or facilitator is present to give guidance. This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent by s

> staff assessing learners’ achievements.

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