Sample Scheme of Work

TWENTY FIRST CENTURY SCIENCE SUITE SCHEMES OF WORK AND LESSON PLANS B7: Further Biology VERSION 1 AUGUST 2011 Sample Scheme of Work GCSE 21st Century Science Biology A J243 Module B7: Further Biology Lesson 1: The Skelton

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE THE ROLE OF THE EITHER USE A MODEL SKELETON OR GO TO WEBSITE GOOGLE BODY (NOTE GOOGLE BODY SPECIFICATION POINTS HUMAN SKELETON FOR THE WEBSITE GOOGLE BODY AND SHOW THE WORKS ONLY ON IE9, AND GOOGLE CHROME – B7.1.1. UNDERSTAND THAT THE SUPPORT, MOVEMENT AND HUMAN SKELETON. BUT NOT IE8) INTERNAL SKELETON OF PROTECTION EXTENSION AS A GOOD INTRO YOU CAN QUIZ VERTEBRATES IS NEEDED FOR THE STUDENTS ON HOW MANY BONES IN THE WEBSITE EDHEADS VIRTUAL HIP REPLACEMENT SUPPORT AND MOVEMENT DESCRIBE HOW THE BODY THEY CAN NAME (ALTHOUGH THIS IS SURGERY PROPERTIES OF BONE HELP NOT REQUIRED BY THE SPECIFICATION) THE ABOVE FUNCTIONS. DISCUSS AND ILLUSTRATE WITH A MODEL THE MAIN FUNCTIONS OF THE HUMAN SKELETON: WEBSITE BBC SCIENCE AND NATURE PROTECTION, SUPPORT AND ANCHORAGE FOR INTERACTIVE BODY – SKELETON MOVEMENT. OPPORTUNITY FOR PRACTICAL WORK STUDENTS EXAM BONES AND DISCUSSES THEM FROM A MATERIALS POINT OF VIEW. STUDENTS LOOK AT CHICKEN BONES WHICH HAVE EITHER BEEN TREATED IN 1M ACETIC ACID FOR A FEW DAYS (REMOVES THE CALCIUM SALTS) TO MAKE THEM SOFT OR HEATED IN AN OVEN (REMOVES COLLEGEN/CARTILAGE) EXTENSION OPPORTUNITY FOR ICT STUDENTS RESEARCH HIP REPLACEMENT SURGERY (WEBSITE EDHEADS VIRTUAL HIP REPLACEMENT SURGERY) THE ANIMATION ON THE WEBSITE BBC SCIENCE AND NATURE INTERACTIVE BODY – SKELETON MAKES A GOOD PLENARY ACTIVITY.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE HOW MUSCLES USE THE WEBSITE GOOGLE BODY TO WEBSITE GOOGLE BODY (NOTE GOOGLE BODY SPECIFICATION POINTS CAN ONLY CONTRACT ILLUSTRATE THE HUMAN SKELETAL MUSCLE WORKS ONLY ON IE9, AND GOOGLE CHROME – B7.1.2. UNDERSTAND THAT MUSCLES SYSTEM BUT NOT IE8) CAN ONLY MOVE BONES AT A JOINT DESCRIBE HOW MUSCLES EXTENSION QUIZ THE STUDENTS ON HOW BY CONTRACTION, AND THUS WORK IN ANTAGONISTIC MANY MUSCLES IN THE BODY THEY CAN NAME WEBSITE BBC SCIENCE AND NATURE OPERATE IN ANTAGONISTIC PAIRS PAIRS TO MOVE A JOINT (ALTHOUGH THIS IS NOT REQUIRED BY THE INTERACTIVE BODY – MUSCLE SPECIFICATION) DISCUSS AND ILLUSTRATE WITH A MODEL HOW MUSCLES CAN ONLY MOVE BONES AT A JOINT BY CONTRACTION, AND THUS OPERATE IN ANTAGONISTIC PAIRS OPPORTUNITY FOR PRACTICAL WORK STUDENTS CONSTRUCT MODEL ARMS/ELBOW JOINTS USING CARDBOARD, ELASTIC BANDS AND PAPER FASTENERS TO HOW MUSCLES WORK IN ANTAGONISTIC PAIRS. EXTENSION DISCUSS HOW MUSCLE IS ALSO FOUND IN THE HEART (CARDIAC MUSCLE) AND THE DIGESTIVE, RESPIRATORY AND CIRCULATORY SYSTEM (SMOOTH MUSCLE). THE ANIMATION ON THE WEBSITE BBC SCIENCE AND NATURE INTERACTIVE BODY – MUSCLE MAKES A GOOD PLENARY ACTIVITY.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES RECALL THE STRUCTURE RECAP ON THE LAST TWO LESSONS ON THE WEBSITE BBC SCIENCE AND NATURE - SKELETON SPECIFICATION POINTS AND FUNCTION OF A KNEE SKELETON AND MUSCLES. B7.1.3. RECALL THE STRUCTURE AND JOINT SHOW TYPES AND LOCATION OF JOINTS USING WEBSITE MEDLINE PLUS ACL REPAIR FUNCTION OF THE COMPONENTS OF WEBSITE GOOGLE BODY. A JOINT, TO INCLUDE: UNDERSTAND HOW THE OPPORTUNITY FOR ICT STUDENTS CAN A. SMOOTH LAYER OF CARTILAGE PROPERTIES OF LIGAMENT, RESEARCH OR TEACHER CAN DISPLAY THIS AND SYNOVIAL FLUID TO REDUCE CARTILAGE AND TENDONS SITE TO LOOK AT HOW DIFFERENT TYPES OF FRICTION BETWEEN BONES ENABLE THEM TO FUNCTION JOINTS OFFER DIFFERENT TYPE OF B. ELASTIC LIGAMENTS TO STABILISE EFFECTIVELY MOVEMENT (WEBSITE BBC SCIENCE AND JOINTS WHILE ALLOWING MOVEMENT NATURE - SKELETON) C. TENDONS TO TRANSMIT THE STUDENTS DRAW OR LABEL A DIAGRAM TO FORCES BETWEEN MUSCLE AND WHO THE STRUCTURE OF A HINGE JOINT BONES SUCH AS THE ELBOW OR THE KNEE SHOWING: CARTILAGE, SYNOVIAL FLUID, LIGAMENTS AND B7.1.4. UNDERSTAND HOW THE TENDONS. SPECIFIC PROPERTIES OF LIGAMENTS, CARTILAGE AND OPPORTUNITY FOR PRACTICAL WORK TENDONS ENABLE THEM TO STUDENTS CAN MODEL A HING JOINT USING FUNCTION EFFECTIVELY CARDBOARD (BONES), ELASTIC BANDS (MUSCLE). STUDENTS CAN DISCUSS THE SUITABILITY OF DIFFERENT MATERIALS IN THE MODEL TO SIMULATE THE PROPERTIES FOR MUSCLE, TENDON, LIGAMENT AND BONE. STUDENTS OR TEACHERS CAN ALSO DISSECT A CHICKEN WING TO OBSERVE THE STRUCTURES. STUDENTS DESCRIBE THE PROPERTIES OF EACH MATERIAL IN THE JOINT AND HOW THIS MAKES THE JOINT EFFECTIVE: LIGAMENTS, TENDON, CARTILAGE NOTE: STUDENTS WHO STUDY GCSE P.E. MAY ALREADY HAVE DETAILED KNOWLEDGE OF THIS AREA AND COULD HELP OTHER STUDENTS. EXTENSION THERE ARE SEVERAL EXCELLENT VIDEOS OF LIVE SURGICAL PROCEDURES OF KNEE SURGERY AVAILABLE ONLINE WHICH SHOW LIGAMENTS AND CARTILAGE (E.G. WEBSITE MEDLINE PLUS ACL REPAIR – WARNING THIS VIDEO IS GRAPHIC!)

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SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE THE FACTORS DISCUSS WHY EXERCISE IS IMPORTANT TO WEBSITE BBC HEALTH DIET AND FITNESS PLAN SPECIFICATION POINTS THAT AFFECT A PERSON’S FITNESS E.G. IMPROVE MUSCLE TONE, B7.1.5. EXPLAIN WHY CERTAIN FITNESS CARDIAC EXERCISE, IMPROVE MOBILITY AND FACTORS IN A PERSON’S MEDICAL FLEXIBILITY, IMPROVE STRENGTH, AND OR LIFESTYLE HISTORY NEED TO BE IMPROVE STAMINA. THIS IS A GOOD DISCLOSED BEFORE AN EXERCISE SUGGEST AN EXERCISE OPPORTUNITY TO USE A SPIDER DIAGRAM. REGIME BASED ON MEDICAL REGIME IS STARTED (FOR EXAMPLE: EVIDENCE STUDENTS CONSIDER THREE DIFFERENT SYMPTOMS, CURRENT MEDICATION, SPORTS (E.G. FOOTBALL, CYCLING, AND ALCOHOL AND TOBACCO GYMNASTICS) AND HOW THESE SPORTS CONSUMPTION, LEVEL OF PHYSICAL REQUIRE DIFFERENT TYPES OF FITNESS AND ACTIVITY, FAMILY MEDICAL HISTORY HENCE DIFFERENT EXERCISE. AND PREVIOUS TREATMENTS) DISCUSS HOW WHEN DESIGNING EXERCISE IAS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 REGIMES FACTORS IN A PERSON’S MEDICAL OF LIFESTYLE NEED TO BE CONSIDERED OPPORTUNITY FOR PRACTICAL WORK STUDENTS DESIGN A QUESTIONNAIRE TO GIVE TO PEOPLE BEFORE DESIGNING EXERCISE PLANS FOR THREE EXEMPLAR CASE STUDIES (YOU COULD INCLUDE INFORMATION CARDS FOR THIS): AN OVERWEIGHT MIDDLE AGED MAN WITH A FAMILY HISTORY OF HEART DISEASE WHO IS ATTEMPTING TO LOSE WEIGHT AND IMPROVE CARDIOVASCULAR HEALTH. AN ELDERLY WOMAN ON HEART AND BLOOD PRESSURE MEDICATION WHO IS HAVING MOBILITY ISSUES. A 14 YEAR OLD STUDENT WHO IS TRAINING TO BE TRACK ATHLETE. STUDENTS CAN WORK IN PAIRS WITH ONE PERSON ACTING THE ROLE OF THE TRAINER AND THE OTHER ACTING THE ROLE OF THE TRAINEE. STUDENTS MAY USE WEBSITE BBC HEALTH DIET AND FITNESS PLAN TO HELP THEM MAKING A PLAN (WHICH INCLUDES A SURVEY “GO TO YOUR HEALTH PLAN”).

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SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES INTERPRET DATA OBTAINED RECAP AND DISCUSS THE OBJECTIVES AND WEBSITE FULL FITNESS SENSITIVITY MAY BE REQUIRED IN WHEN MONITORING A BENEFITS OF AN EXERCISE REGIME. THIS ISSUE. PERSON DURING AND AFTER STUDENTS DESIGN A FITNESS PLAN FOR RISK ASSESSMENT – TEACHERS EXERCISE THEMSELVES TO SUITE THEIR OWN NEEDS SHOULD CARRY OUT A RISK E.G. INCREASING STAMINA, IMPROVING ASSESSMENT OF EACH FITNESS EVALUATE THE PROGRESS CARDIOVASCULAR HEALTH ETC. THEY CAN PLAN BEFORE STUDENTS ARE OF AN EXERCISE REGIME USE RESOURCES SUCH AS WEBSITE FULL ALLOWED TO PROCEED AND SHOULD FITNESS TO HELP PLAN. TAKE INTO ACCOUNT ANY OPPORTUNITY FOR PRACTICAL WORK UNDERLYING CONDITIONS E.G. STUDENTS UNDERTAKE A 5-10 MINUTE ASTHMA EXERCISE SESSION. DURING THIS SESSION SPECIFICATION POINTS STUDENTS WILL MEASURE PULSE RATE AND B7.1.6. INTERPRET DATA OBTAINED RECOVERY TIME. IF POSSIBLE STUDENTS CAN WHEN MONITORING A PERSON ALSO MEASURE BLOOD PRESSURE. DISCUSS DURING AND AFTER EXERCISE, NORMAL RANGES FOR BLOOD PRESSURE (100- INCLUDING CHANGE IN HEART RATE, 140/60-90 MMHG) CHANGE IN BLOOD PRESSURE AND OPPORTUNITY FOR ICT THIS IS A GOOD THE RECOVERY PERIOD OPPORTUNITY TO MAKE USE OF DATA B7.1.9. UNDERSTAND THAT ANY LOGGING SOFTWARE. SOME SCHOOLS MAY ASSESSMENT OF PROGRESS NEEDS HAVE RESOURCES SUCH AS EXERCISE BIKES TO TAKE INTO ACCOUNT THE AND WII FIT BOARDS. ACCURACY OF THE MONITORING DISCUSS WITH STUDENTS HOW THEY WOULD TECHNIQUE AND THE IN THE LONG TERM ASSESS THEIR PROGRESS REPEATABILITY OF THE DATA IN THEIR FITNESS PLAN. OBTAINED OPPORTUNITY FOR MATHEMATICS YOU MAY IAS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.3, 2.4, PROVIDE STUDENTS WITH A SET OF DATA FOR 2.5 AN EXERCISE PLAN OVER A SERIES OF WEEKS FOR THEM TO ANALYSE.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE THE TERM BODY SHOW THE VIDEO ON WEBSITE NHS CHOICES WEBSITE NHS CHOICES OBESITY. SENSITIVITY MAY BE REQUIRED IN MASS INDEX (BMI) OBESITY. THIS ISSUE.

DISCUSS THE CAUSES OF OBESITY (E.G. WEBSITE CALORIE COUNTER SPECIFICATION POINTS USE THE BMI EQUATION CALORIFIC INTAKE, EXERCISE AND B7.1.7. USE PROPORTION OF BODY AGE/HORMONAL CHANGES) FAT AND BODY MASS INDEX (BMI) AS DISCUSS HOW BODY MASS IS IMPORTANT TO MEASUREMENTS OF FITNESS EVALUATE THE PROGRESS OVERALL HEALTH AND DESCRIBE DIFFERENT OF A WEIGHT LOSS PLAN B7.1.8. USE THE EQUATION: BMI = WAYS IN WHICH IT CAN BE MEASURED E.G. BODY MASS (KG) / [HEIGHT (M)]2 ELECTRICAL RESISTANCE, SKIN FOLD MEASUREMENT AND BODY MASS INDEX. GIVE B7.1.9. UNDERSTAND THAT ANY DETAILS OF HOW BMI IS CALCULATED AND ASSESSMENT OF PROGRESS NEEDS INTERPRETED. TO TAKE INTO ACCOUNT THE ACCURACY OF THE MONITORING OPPORTUNITY FOR PRACTICAL TECHNIQUE AND THE WORK/MATHEMATICS STUDENTS MEASURE REPEATABILITY OF THE DATA THEIR HEIGHT AND MASS AND CALCULATE OBTAINED THEIR BMI (OR DO SO FROM PROVIDED DATA). DISCUSS THE LIMITATIONS OF BMI. BMI IS NOT IAS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 A GOOD MEASURE FOR CHILDREN OR FOR PEOPLE WITH A HIGH MUSCLE DEVELOPMENT (E.G. WEIGHT LIFTERS, RUGBY PLAYERS). SENSITIVITY MAY BE REQUIRED WITH STUDENTS UNWILLING TO WEIGH THEMSELVES. SAMPLE FIGURES FOR HEIGHTS AND WEIGHT CAN BE PROVIDED. OPPORTUNITY FOR ICT STUDENTS RESEARCH A DIET PLAN FOR A CASE STUDY USING RESOURCES SUCH AS WEBSITE CALORIE COUNTER DISCUSS HOW ASSESSMENT OF PROGRESS OF WEIGHT LOSS CAN BE MONITORED.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES RECALL THE CAUSE OF SHOW VIDEO ON WEBSITE BBC SPORT RIO WEBSITE BBC SPORT RIO FERDINAND ON HIS SPECIFICATION POINTS COMMON SPORTS INJURIES FERDINAND ON HIS BATTLE TO REGAIN BATTLE TO REGAIN FITNESS B7.1.10. RECALL COMMON INJURIES FITNESS THAT CAN BE CAUSED BY EXCESSIVE RECALL THE DETAILS AND DISCUSS SOME EXAMPLES OF INJURIES THAT WEBSITE NHS CHOICES SPRAINS AND STRAINS. EXERCISE, TO INCLUDE SPRAINS, TREATMENTS FOR A SPRAIN HAVE OCCURRED TO FAMOUS SPORTSMEN DISLOCATIONS, AND TORN AND WOMEN. LIST SOME EXAMPLES OF LIGAMENTS OR TENDONS COMMON INJURIES CAUSED BY EXERCISE: B7.1.11. RECALL SYMPTOMS AND SPRAINS, DISLOCATIONS, AND TORN BASIC TREATMENTS FOR A SPRAIN LIGAMENTS OR TENDONS STUDENTS BRAINSTORM THE REASONS FOR WARMING UP AND WARMING DOWN BEFORE EXERCISE. OPPORTUNITY FOR ICT STUDENTS MAKE A FIRST AID LEAFLET ABOUT STRAINS AND SPRAINS AND HOW TO AVOID THEM USING THE WEBSITE NHS CHOICES SPRAINS AND STRAINS. STUDENTS SHOULD BE ABLE TO RECALL THE SYMPTOMS AND TREATMENTS FOR A SPRAIN AND SHOULD BE FAMILIAR WITH PRICE (PROTECTION, REST, ICE, COMPRESSION, ELEVATION). IF POSSIBLE HAVE A SCHOOL FIRST AIDER ATTEND THIS LESSON.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE THE ROLE OF THE SHOW VIDEO ON WEBSITE NHS CHOICES BACK WEBSITE NHS CHOICES BACK STRETCHES SPECIFICATION POINTS PHYSIOTHERAPIST IN STRETCHES. B7.1.12. DESCRIBE THE ROLE OF THE TREATMENT OF SKELETAL- DISCUSS THE ROLE PHYSIOTHERAPY PLAYS IN PHYSIOTHERAPIST IN TREATMENT OF MUSCULAR INJURY. WEBSITE CHARTERED SOCIETY OF HEALTH – NOT JUST IN TREATMENT OF PHYSIOTHERAPY SKELETAL-MUSCULAR INJURY. INJURIES BUT ALSO PREVENTION AND REHABILITATION. OPPORTUNITY FOR ICT STUDENTS RESEARCH A CASE STUDY OF PHYSIOTHERAPY SUCH AS: RECOVERING FROM A BROKEN LEG, TREATMENT OF A SKELETAL-MUSCULAR INJURY, TREATMENT FOR CF. STUDENTS ALSO LOOKING INTO THE CAREER REQUIREMENTS TO BE A PHYSIOTHERAPIST. THIS WOULD BE A GOOD OPPORTUNITY FOR AN EXTERNAL SPEAKER OR EVEN A FORMER STUDENT WHO HAS GONE ON TO STUDY PHYSIOTHERAPY.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES EXPLAIN WHAT IS MEANT BY REVIEW THE PURPOSE OF THE HEART AND WEBSITE HHMI’S VERTEBRATE CIRCULATORIUM SPECIFICATION POINTS A DOUBLE CIRCULATORY CIRCULATORY SYSTEM COVERED IN B2 B7.2.1. EXPLAIN WHAT IS MEANT BY A SYSTEM KEEPING HEALTHY. DOUBLE CIRCULATORY SYSTEM STUDENTS DRAW OUT OR COMPLETE A B7.2.2. UNDERSTAND THAT THE UNDERSTAND THAT THE WORKSHEET TO LABEL A DIAGRAM OF THE BLOOD CARRIES GLUCOSE CIRCULATORY SYSTEM DOUBLE CIRCULATORY SYSTEM IN HUMANS. MOLECULES AND OXYGEN TO THE TRANSPORTS USEFUL THERE IS A GOOD ANIMATION ON TYPES OF MUSCLES, AND WASTE PRODUCTS MATERIALS AND WASTE CIRCULATORY SYSTEMS AT WEBSITE HHMI’S SUCH AS CARBON DIOXIDE AWAY PRODUCTS VERTEBRATE CIRCULATORIUM FROM MUSCLES RECAP ON THE PRINCIPLES OF DIFFUSION. STUDENTS ANNOTATE THE DIAGRAM TO SHOW HOW OXYGEN, GLUCOSE, CARBON DIOXIDE AND WASTE E.G. UREA DIFFUSE. EXTENSION DISCUSS (USING THE ANIMATION) HOW THE CIRCULATORY SYSTEM IN DIFFERENT IN AN UNBORN FOETUS.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES RELATE THE COMPONENTS SHOW STUDENTS AN IMAGE OF A WEBSITE NATIONAL BLOOD SERVICE – RISK ASSESSMENT MANY LOCAL OF THE BLOOD TO THEIR MICROSCOPE PICTURE OF BLOOD (OR IF COMPONENTS OF BLOOD COUNCILS ADVICE AGAINST THE USE FUNCTIONS POSSIBLE MAKE A LIVE SLIDE USING A USB OF HUMAN BLOOD IN LESSONS. MICROSCOPE OR OTHER SIMILAR DEVICE). TEACHERS SHOULD ASSESS THE STUDENTS LOOK AT THE DIFFERENT RISK FOR EXPERIMENTS BEFORE UNDERSTAND HOW RED COMPONENTS OF BLOOD AND TRY TO PROCEEDING. BLOOD CELLS ARE ADAPTED DESCRIBE THEM FROM THE IMAGE. TO THEIR FUNCTION SPECIFICATION POINTS OPPORTUNITY FOR PRACTICAL WORK IT IS B7.2.3. RELATE THE COMPONENTS OF POSSIBLE TO DO THE ABOVE AS A CLASS THE BLOOD TO THEIR FUNCTIONS, PRACTICAL. STUDENTS SHOULD NOW USE INCLUDING: THEIR OWN BLOOD OR THAT OF A TEACHER – BUT COW OR PIGS BLOOD IS SOMETIMES A. RED BLOOD CELLS – TRANSPORT AVAILABLE FROM AN ABATTOIR AND CAN BE OXYGEN COLLECTED WITH AN ANTI CLOTTING AGENT B. WHITE BLOOD CELLS – FIGHTING SUCH AS SODIUM CITRATE. INFECTIONS STUDENTS COMPLETE A TABLE TO C. PLATELETS – BLOOD CLOTTING AT ILLUSTRATE THE FUNCTION OF: RED BLOOD INJURY SITES CELLS, WHITE BLOOD CELLS, PLATELETS AND D. PLASMA – TRANSPORTING PLASMA. (A GOOD SOURCE OF INFORMATION NUTRIENTS (EG GLUCOSE AND IS THE WEBSITE NATIONAL BLOOD SERVICE – AMINO ACIDS), ANTIBODIES, COMPONENTS OF BLOOD) HORMONES AND WASTE (CARBON DISCUSS THE STRUCTURE OF THE RED BLOOD DIOXIDE AND UREA) CELL CAN HOW IT IS ADAPTED TO FUNCTION: B7.2.4. UNDERSTAND HOW RED CONTAINS HAEMOGLOBIN, NO NUCLEUS, BLOOD CELLS ARE ADAPTED TO BICONCAVE SHAPE FOR MAXIMUM SURFACE THEIR FUNCTION, LIMITED TO: AREA (HIGHER ONLY). IF YOU HAVE BLOOD AVAILABLE AND OXYGEN YOU CAN A. PACKED WITH HAEMOGLOBIN (TO DEMONSTRATE HOW THE BLOOD GOES FROM BIND OXYGEN) DULL RED TO BRIGHT RED WHEN YOU ADD B. NO NUCLEUS (MORE SPACE FOR OXYGEN. HAEMOGLOBIN) EXTENSION IF YOU HAVE BLOOD AVAILABLE C. BICONCAVE SHAPE (INCREASED YOU CAN ALSO OBSERVE CLOTTING. SURFACE AREA FOR OXYGEN EXCHANGE)

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE AND NAME THE RECAP ON THE STRUCTURE OF THE HEART WEBSITE NHLBI HEART CONTRACTION AND RISK ASSESSMENT IT IS NOT MAIN STRUCTURES AND FROM B2 KEEPING HEALTHY. BLOOD FLOW. NECESSARY TO USE SCALPELS FOR BLOOD VESSELS OF THE SHOW ANIMATION WITH NARRATIVE ON THIS EXPERIMENT. GOOD SURGICAL HEART WEBSITE NHLBI HEART CONTRACTION AND SCISSORS ARE JUST AS GOOD AND BLOOD FLOW. ALTHOUGH SOME OF THE LESS DANGEROUS FOR STUDENTS LANGUAGE IS TOO ADVANCED THIS ANIMATION TO USE. TEACHERS SHOULD ASSESS NICELY COVERS ALL OF THE STRUCTURE OF THE RISK FOR EXPERIMENTS THE HEART AND THE FUNCTION OF THE BEFORE PROCEEDING. VALVES (NOTE IF THE ANIMATION IS TOO SPECIFICATION POINTS SMALL USE THE ZOOM FUNCTION ON YOUR B7.2.5. DESCRIBE AND NAME THE INTERNET BROWSER). YOU MAY WANT TO MAIN STRUCTURES AND BLOOD STOP THE ANIMATION HALF WAY THROUGH AS VESSELS OF THE HEART INCLUDING HEART BEAT AND FUNCTION OF VALVES IS THE LEFT AND RIGHT ATRIA AND COVERED NEXT LESSON. VENTRICLES, VENA CAVA, AORTA, OPPORTUNITY FOR PRACTICAL WORK PULMONARY VEIN, PULMONARY STUDENTS DISSECT A HEART TO LOOK FOR ARTERY, CORONARY ARTERIES AND DIFFERENT STRUCTURES. ALTHOUGH VALVES STUDENTS HAVE DISSECTED A HEART IN B2 KEEPING HEALTHY THEY NEED TO KNOW SIGNIFICANTLY MORE DETAIL IN THIS TOPIC. BULLOCK HEARTS ARE LARGE ENOUGH TO BE PROSECCTED, AND COULD BE USED AS AN ALTERNATIVE IF DISSECTION HAS ALREADY BEEN DONE. A GOOD DEMONSTRATION IS TO ATTACK A RUBBER PIPE TO A TAP AND RUN WATER THROUGH ONE OF THE VEINS (PULMONARY OR VENA CAVA) TO SHOW THE WATER EMERGING FROM THE CORRESPONDING ARTERY. STUDENTS LABEL A DETAILED DIAGRAM OF THE HEART.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE THE FUNCTION OF RECAP THE STRUCTURE OF THE HEART FROM WEBSITE NHLBI HEART CONTRACTION AND RISK ASSESSMENT TEACHERS VALVES IN THE HEART AND LAST LESSON. BLOOD FLOW SHOULD ASSESS THE RISK FOR VEINS SHOW ANIMATION WITH NARRATIVE ON EXPERIMENTS BEFORE PROCEEDING. WEBSITE NHLBI HEART CONTRACTION AND WEBSITE KSCIENCE HEART BLOOD FLOW STARTING FROM ABOUT HALF SPECIFICATION POINTS WAY THROUGH TO ILLUSTRATE HOW THE B7.2.6. DESCRIBE THE FUNCTION OF HEART BEATS TO PUMP BLOOD AND HOW THE VALVES IN THE HEART AND VEINS VALVES OPEN AND CLOSE. THERE IS A SIMPLER ANIMATION AT WEBSITE KSCIENCE HEART STUDENTS DRAW UP A POSTER TO SHOW THE THREE STEPS OF THE HEART BEAT (DETAILS NOT REQUIRED) AND WHAT IS HAPPENING TO THE VALVES AT EACH STEP. DISCUSS THAT VALVES ARE ALSO FOUND IN VEINS TO PREVENT THE LOW PRESSURE BLOOD FROM FLOWING BACKWARDS. EXTENSION YOU MAY WANT TO LINK THIS TO THE CONCEPT OF DEEP VEIN THROMBOSIS AND THE DANGERS OF FLYING.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND HOW TISSUE RECAP ON THE STRUCTURE OF VEINS, WEBSITE CENGAGE LEARNING BLOOD SPECIFICATION POINTS FLUID IS FORMED IN ARTERIES AND CAPILLARIES FROM B2 CIRCULATION B7.2.7. UNDERSTAND HOW TISSUE CAPILLARY BEDS AND THAT KEEPING HEALTHY AND ON THE PRINCIPLES FLUID IS FORMED IN CAPILLARY IT ASSISTS THE EXCHANGE OF THE DOUBLE CIRCULATORY SYSTEM USING BEDS AND THAT IT ASSISTS THE OF CHEMICALS BY THE ANIMATION OF WEBSITE CENGAGE WEBSITE THE VISUAL MD BLOOD VESSEL IN CAPILLARY BED EXCHANGE OF CHEMICALS BY DIFFUSION BETWEEN LEARNING BLOOD CIRCULATION DIFFUSION BETWEEN CAPILLARIES CAPILLARIES AND TISSUES RECAP ON THE PRINCIPLES OF DIFFUSION AND AND TISSUES, TO INCLUDE OXYGEN, WHAT VARIABLE AFFECT THE RATE OF CARBON DIOXIDE, GLUCOSE AND DIFFUSION. UREA. STUDENTS SHOULD DRAW OR LABEL A DIAGRAM OF A CAPILLARY BED WITH THE KEY FEATURES OF A CAPILLARY (VERY NARROW – 1 RED BLOOD CELL CAN PASS THROUGH AT A TIME, VERY THIN WALLS TO MAXIMISE DIFFUSION). THERE IS AN ANIMATION OF A CAPILLARY BED AT WEBSITE THE VISUAL MD BLOOD VESSEL IN CAPILLARY BED EXPLAIN HOW TISSUE FLUID IS FORMED AND HOW IT ASSISTS THE DIFFUSION OF MOLECULES BETWEEN CELLS AND CAPILLARIES. OPPORTUNITY FOR PRACTICAL WORK THE FUNCTION OF CAPILLARIES CAN BE SIMULATING USING VISKING TUBING. THIS CAN BE USED TO INVESTIGATE THE DIFFUSION OF GLUCOSE FROM INSIDE A CAPILLARY TO THE TISSUE FLUID (TESTING WITH BENEDICT’S SOLUTION) OR THE MOVEMENT OF DISSOLVED GASSES DEMONSTRATED BY USING FOOD COLOURING (E.G. RED COLOURING/CARBON DIOXIDE IN THE WATER/TISSUE FLUID DIFFUSES INTO THE TUBING/CAPILLARY) EXTENSION DISCUSS THE ROLE OF TISSUE FLUID IN SWELLING THROUGH INJURY AND ALLERGIC REACTIONS

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES EXPLAIN HOW A BODY RECAP ON THE CONCEPT OF CONTROL SPECIFICATION POINTS MAINTAINS A CONSTANT SYSTEMS (RECEPTOR – PROCESSOR – B7.3.1. UNDERSTAND THAT TO TEMPERATURE EFFECTOR) AND THE PROCESS OF NEGATIVE MAINTAIN A CONSTANT BODY FEEDBACK FROM B2 KEEPING HEALTHY. TEMPERATURE, HEAT GAINED RECALL THAT DISCUSS WHY IT IS IMPORTANT TO MAINTAIN A (INCLUDING HEAT RELEASED DURING TEMPERATURE RECEPTORS CONSTANT TEMPERATURE. RESPIRATION) IS BALANCED BY HEAT IN THE SKIN DETECT DISCUSS THE TERM ENERGY BALANCE AND LOST EXTERNAL TEMPERATURE HAVE STUDENTS IDENTIFY HOW ENERGY IS B7.3.2. RECALL THAT TEMPERATURE AND IN THE BRAIN DETECT BEING GENERATED (THROUGH RESPIRATION) RECEPTORS IN THE SKIN DETECT THE TEMPERATURE OF THE AND LOST (THROUGH CONDUCTION, EXTERNAL TEMPERATURE BLOOD CONVECTION AND RADIATION – YOU MAY B7.3.3. RECALL THAT TEMPERATURE NEED TO RECAP ON THESE PHYSICS RECEPTORS IN THE BRAIN CONCEPTS). UNDERSTAND THAT THE (HYPOTHALAMUS) DETECT THE BRAIN ACTS AS A OPPORTUNITY FOR PRACTICAL WORK TEMPERATURE OF THE BLOOD PROCESSING CENTRE STUDENTS ENGAGE IN SOME VIGOROUS B7.3.4. UNDERSTAND THAT THE EXERCISE E.G. 1-2 MINUTES OF STAR JUMPS. BRAIN (HYPOTHALAMUS) ACTS AS A STUDENTS THEN USE TEMPERATURE PROCESSING CENTRE, RECEIVING PROBES/THERMOMETERS/ TEMPERATE INFORMATION FROM THE STRIPS TO SEE HOW THE CORE BODY TEMPERATURE RECEPTORS, AND TEMPERATURE IS MOSTLY UNCHANGED (E.G. SENDING INSTRUCTIONS TO TEMPERATURE IN MOUTH AND UNDER TRIGGER THE EFFECTORS ARMPITS) WHILE THE SKIN TEMPERATURE HAS AUTOMATICALLY INCREASED. STUDENTS DRAW A FLOW DIAGRAM TO OUTLINE THE PATHWAY THAT SIGNALS TAKE FROM TEMPERATURE RECEPTORS (ON THE SKIN AND IN THE BRAIN/HYPOTHALAMUS) TO THE CO-ORDINATOR – THE BRAIN (HYPOTHALAMUS) TO VARIOUS EFFECTORS. STUDENTS SUGGEST WHAT THE EFFECTORS COULD BE – THIS IS COVERED IN DETAIL IN THE NEXT TWO LESSONS.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE HOW THE BODY RECAP ON THE TEMPERATURE REGULATORY SPECIFICATION POINTS ACTS TO LOSE HEAT SYSTEM FROM LAST LESSON. B7.3.5. RECALL THAT EFFECTORS ENERGY WHEN TOO WARM DISCUSS WHAT SITUATIONS COULD LEAD TO INCLUDE SWEAT GLANDS AND VIA SWEAT GLANDS THE BODY BECOMING TOO HOT (E.G. MUSCLES EXERCISE). GIVE SOME BRIEF SYMPTOMS OF B7.3.6. UNDERSTAND THAT AT HIGH EXPLAIN THE PROCESS OF HEAT STROKE. BODY TEMPERATURES: VASODILATATION STUDENTS DESCRIBE WHAT HAPPENS TO AN A. MORE SWEAT IS PRODUCED BY ATHLETE WHEN RUNNING THE MARATHON. SWEAT GLANDS WHICH COOLS THE EXPLAIN HOW EXERCISE EXPLAIN HOW SWEATING CAUSES A DROP IN BODY WHEN IT EVAPORATES PRODUCES INCREASED WATER LEVEL IN THE BODY WHICH CAN B. BLOOD VESSELS SUPPLYING THE SWEATING, AND CAN REDUCE SWEATING AND LEAD TO AN CAPILLARIES OF THE SKIN DILATE PRODUCE DEHYDRATION. INCREASE IN CORE BODY TEMPERATURE. (VASODILATION) ALLOWING MORE DISCUSS HOW SWEAT GLANDS ARE AN BLOOD TO FLOW THROUGH SKIN EXAMPLE OF AN EFFECTOR WHICH REDUCES CAPILLARIES WHICH INCREASES CORE TEMPERATURE. HEAT LOSS EXTENSION IT’S AN INTERESTING FACT TO B7.3.7. EXPLAIN HOW EXERCISE KNOW THAT HUMANS ARE THE SWEATIEST PRODUCES INCREASED SWEATING, ANIMALS! HUMANS HAVE EVOLVED TO BE AND CAN PRODUCE DEHYDRATION, VERY SWEATY AS WE HAVE NO REAL “FUR”. WHICH MAY LEAD TO REDUCED ANIMALS WITH FUR CAN’T REALLY SWEAT SO SWEATING AND FURTHER INCREASE ANIMALS LIKE DOGS PANT INSTEAD. OF CORE BODY TEMPERATURE HIGHER DISCUSS IN MORE DETAIL THE PROCESS OF VASODILATATION WHICH LEADS TO MORE BLOOD FLOWING THROUGH CAPILLARIES AT THE SURFACE OF THE SKIN ALLOWING MORE HEAT TO LEAVE THE BODY (E.G. BY RADIATION). IF POSSIBLE SHOW STUDENTS AN IMAGE TAKEN FROM AN IR CAMERA OF A HOT AND COLD PERSON. DISCUSS AND ADDRESS THE COMMON MISCONCEPTION THAT BLOOD VESSELS/CAPILLARIES MOVE TO THE SURFACE OF THE SKIN. OPPORTUNITY FOR PRACTICAL WORK THIS CAN BE A DEMONSTRATION OR DONE IN LARGE GROUPS. TAKE A DATA LOGGER WITH 3 TEMPERATURE PROBES ATTACHED (YOU COULD ALSO USE THERMOMETERS). USING AN ELASTIC BAND TIE A SMALL PIECE OF

© OCR V1.0 Page 18 of 48 GCSE 21st Century Science Biology A J243 Module B7: Further Biology SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES COTTON WALL TO THE END OF EACH PROBE. LEAVE ONE COTTON WOOL DRY, PLACE THE OTHER IN WATER AND THE THIRD IN ALCOHOL. OBSERVE THE DROP IN TEMPERATURE AS THE WATER AND ALCOHOL EVAPORATE. YOU CAN ALSO DEMONSTRATE THIS BY PLACING A SMALL AMOUNT OF WATER AND ALCOHOL ON A STUDENT’S SKIN ON THEIR ARM AND ASKING THE WHICH FEELS COLDER? (WARNING: ALCOHOL IS FLAMMABLE AND SHOULD BE KEPT SAFE FROM STUDENTS)

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE HOW THE BODY RECAP ON THE TEMPERATURE REGULATORY WEBSITE NHS CHOICES HYPOTHERMIA SPECIFICATION POINTS ACTS TO RETAIN AND SYSTEM FROM LAST LESSON. B7.3.8. UNDERSTAND THAT AT LOW GENERATE HEAT ENERGY DISCUSS WHAT SITUATIONS COULD LEAD TO WEBSITE NHS CHOICES HEAT EXHAUSTION AND BODY TEMPERATURES: WHEN TOO WARM VIA RAPID THE BODY BECOMING TOO COLD (E.G. VERY MUSCLE CONTRACTION HEATSTROKE A. THE INCREASED RATE OF COLD EXTERNAL ENVIRONMENT). DEFINE THE RESPIRATION STIMULATED WHEN TERM HYPOTHERMIA AS WHEN CORE BODY MUSCLES CONTRACT RAPIDLY EXPLAIN THE PROCESS OF TEMPERATURE FALLS BELOW 35 DEGREES (SHIVERING) RESULTS IN SOME OF VASOCONSTRICTION (NOT REQUIRED IN SPECIFICATION). THE ENERGY TRANSFERRED IN DISCUSS THE STEPS THAT OCCUR TO THE RESPIRATION WARMING THE BODY AS IT LOSES ENERGY TO ITS SURROUNDING TISSUES ENVIRONMENT AND THE CORE BODY B. BLOOD VESSELS SUPPLYING THE TEMPERATURE FALLS. DISCUSS THE ROLE OF CAPILLARIES OF THE SKIN SHIVERING AS RAPID MUSCLE CONTRACTION CONSTRICT (VASOCONSTRICTION) WHICH LEADS TO INCREASED RESPIRATION IN RESTRICTING BLOOD FLOW MUSCLE TISSUE AND THE HEAT ENERGY FROM THROUGH SKIN CAPILLARIES WHICH THIS IS TRANSMITTED BY THE BLOOD TO THE REDUCES HEAT LOSS REST OF THE BODY. ADDRESS THE COMMON MISCONCEPTION THAT SHIVERS WARM PEOPLE UP BECAUSE OF “FRICTION”. HIGHER GIVE DETAILS OF HOW VASOCONSTRICTION CAUSES BLOOD NOT TO FLOW TO THE SURFACE OF THE BODY AND REMAINS NEAR THE BODY CORE ORGANS TO RETAIN HEAT. DISCUSS HOW THIS EVENTUALLY LEADS TO FROSTBITE AS THE EXTREMITIES ARE NOT KEPT WARM ENOUGH. OPPORTUNITY FOR ICT STUDENTS USE THE WEBSITE NHS CHOICES HYPOTHERMIA AND WEBSITE NHS CHOICES HEAT EXHAUSTION AND HEATSTROKE TO RESEARCH SYMPTOMS AND TREATMENTS FOR THESE DISORDERS.

© OCR V1.0 Page 20 of 48 GCSE 21st Century Science Biology A J243 Module B7: Further Biology © OCR V1.0 Page 21 of 48 GCSE 21st Century Science Biology A J243 Module B7: Further Biology Lesson 17: Type 1 diabetes

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE THE CAUSE AND BRIEFLY DEFINE THE TWO TYPES OF WEBSITE NHS CHOICES DIABETES, TYPE 1 – SENSITIVITY MAY BE REQUIRED IN SYMPTOMS OF TYPE 1 DIABETES. CHANDLER’S STORY THIS ISSUE AS STUDENTS MAY BE DIABETES SHOW VIDEO ON WEBSITE NHS CHOICES DIABETIC – ALTHOUGH MANY DIABETES, TYPE 1 – CHANDLER’S STORY STUDENTS ARE HAPPY TALKING TO WEBSITE DIABETES UK THEIR CLASS ABOUT IT. DESCRIBE THE TREATMENTS SHOW THE ‘EXPLAINING DIABETES’ ANIMATION FOR TYPE 1 DIABETES ON THE WEBSITE DIABETES UK (STOP AFTER SPECIFICATION POINTS THE DEFINITION OF TYPE 1 DIABETES). B7.3.10. UNDERSTAND THAT HIGH DEFINE IN DETAIL TYPE 1 DIABETES AS LEVELS OF SUGAR, COMMON IN UNDERSTAND HOW SIMPLE SOME PROCESSED FOODS, ARE SUGARS ARE ABSORBED “INSULIN DEPENDENT” DIABETES. EXPLAIN THAT THIS IS CAUSE BY THE DEATH OF THE QUICKLY ABSORBED INTO THE RAPIDLY INTO THE BLOOD BLOOD STREAM, CAUSING A RAPID STREAM CELLS IN THE PANCREAS WHICH PRODUCE INSULIN. TYPE 1 DIABETES IS TREATED RISE IN THE BLOOD SUGAR LEVEL THROUGH THE USE OF INSULIN INJECTIONS B7.3.11. RECALL THAT THERE ARE EXPLAIN HOW TYPE 1 (NOT LINK THIS TO A LATER LESSON ABOUT TWO TYPES OF DIABETES (TYPE 1 DIABETES CAN BE HOW WE USE GM BACTERIA TO PRODUCE AND TYPE 2), AND THAT IT IS PARTIALLY CONTROLLED BY INSULIN). INTERESTING FACT DIABETES PARTICULARLY LATE ONSET DIET COMES FROM THE LATIN FOR SWEET DIABETES (TYPE 2) WHICH IS MORE FOUNTAIN – AS PEOPLE USED TO DIAGNOSE LIKELY TO ARISE BECAUSE OF POOR DIABETES BY TASTING SUGAR IN THE URINE. DIET OR OBESITY OPPORTUNITY FOR MATHEMATICS DISCUSS B7.3.12. UNDERSTAND THAT TYPE 1 WHAT HAPPENS TO A PERSON WITH TYPE 1 DIABETES ARISES WHEN THE DIABETES OVER THE COURSE OF A DAY AND PANCREAS STOPS PRODUCING WHEN THEY NEED TO INJECT INSULIN. ENOUGH OF THE HORMONE, INSULIN, STUDENTS CAN INTERPRET A GRAPH BUT THAT TYPE 2 DIABETES SHOWING HOW SUGAR LEVELS IN THE BLOOD DEVELOPS WHEN THE BODY NO CHANGE OVER THE DAY E.G. AFTER EATING LONGER RESPONDS TO ITS OWN AND EXERCISE. DISCUSS WHY 30-60 MINUTES INSULIN OR DOES NOT MAKE AFTER AN INJECTION OF INSULIN A DIABETIC ENOUGH INSULIN PERSON OFTEN EATS A BISCUIT. B7.3.13. RECALL THAT TYPE 1 DESCRIBE HOW SUGAR IS DIGESTED BY THE DIABETES IS CONTROLLED BY INTESTINES. EXPLAIN HOW SIMPLE SUGARS INSULIN INJECTIONS AND THAT TYPE ARE ABSORBED MUCH QUICKER THAN 2 DIABETES CAN BE CONTROLLED BY COMPLEX SUGARS (E.G. STARCH) AND HOW DIET AND EXERCISE PROCESSED FOODS AND SUGARY SNACKS B7.3.14. EXPLAIN HOW A DIET HIGH IN CONTAIN A HIGH LEVEL OF SIMPLE SUGARS. FIBRE AND COMPLEX DISCUSS HOW A SENSIBLE DIET HELPS CARBOHYDRATES CAN HELP TO PROTECT AGAINST SPIKES IN BLOOD SUGAR MAINTAIN A CONSTANT BLOOD LEVEL. SUGAR LEVEL EXTENSION RECAP THE PROCESS OF

© OCR V1.0 Page 22 of 48 GCSE 21st Century Science Biology A J243 Module B7: Further Biology SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES OSMOSIS AND WHY EXCESSIVE BLOOD SUGAR LEVELS FROM TYPE 1 DIABETES CAN CAUSE DAMAGE. OPPORTUNITY FOR ICT STUDENTS WRITE A LEAFLET FOR CHILDREN/STUDENTS WHO FIND THEY HAVE TYPE 1 DIABETES USING WEBSITES FOR RESEARCH.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE THE CAUSE AND SHOW VIDEO ON WEBSITE NHS CHOICES WEBSITE NHS CHOICES DIABETES, TYPE 2 – SPECIFICATION POINTS SYMPTOMS OF TYPE 2 DIABETES, TYPE 2 – GRACES STORY GRACES STORY B7.3.11. RECALL THAT THERE ARE DIABETES SHOW THE ‘EXPLAINING DIABETES’ ANIMATION TWO TYPES OF DIABETES (TYPE 1 ON THE WEBSITE DIABETES UK (START AFTER WEBSITE DIABETES UK AND TYPE 2), AND THAT IT IS DESCRIBE THE TREATMENTS THE DEFINITION OF TYPE 1 DIABETES). PARTICULARLY LATE ONSET FOR TYPE 2 DIABETES STUDENTS MAKE A NOTE FROM THE VIDEOS DIABETES (TYPE 2) WHICH IS MORE OF THE CAUSES OF TYPE 2 DIABETES, THE LIKELY TO ARISE BECAUSE OF POOR SYMPTOMS AND THE DIET OR OBESITY EXPLAIN HOW TYPE 2 TREATMENT/MANAGEMENT. B7.3.13. RECALL THAT TYPE 1 DIABETES CAN BE DIABETES IS CONTROLLED BY CONTROLLED BY DIET DISCUSS THE CAUSES OF TYPE 2 DIABETES (E.G. OBESITY, GENETICS, OVER USE OF INSULIN INJECTIONS AND THAT TYPE PANCREAS), THE SYMPTOMS AND THE 2 DIABETES CAN BE CONTROLLED BY TREATMENT/MANAGEMENT (E.G. DIET DIET AND EXERCISE CONTROL BY CONTROL OF INTAKE OR SIMPLE B7.3.14. EXPLAIN HOW A DIET HIGH IN SUGARS AND TAKING IN FOODS WITH MORE FIBRE AND COMPLEX COMPLEX CARBOHYDRATES AND HIGH FIBRE). CARBOHYDRATES CAN HELP TO OPPORTUNITY FOR ICT STUDENTS RESEARCH MAINTAIN A CONSTANT BLOOD TYPE 2 DIABETES AND WRITE A LEAFLET SUGAR LEVEL ABOUT IT FOR THE NHS.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES IDENTIFY FACTORS WHICH BRAINSTORM WHAT IS MEANT BY A HEALTHY SPECIFICATION POINTS CONTRIBUTE TO AN LIFESTYLE AND DISCUSS SOME OF THE SIDE B7.3.15. INTERPRET DATA ON RISKS UNHEALTHY LIFESTYLE EFFECTS OF NOT LEADING A HEALTHY ASSOCIATED WITH AN UNHEALTHY LIFESTYLE. LIFESTYLE (LIMITED TO POOR DIET INTERPRET DATA ON RISKS RECAP ON THE DEFINITION OF BMI AND AND LACK OF EXERCISE), INCLUDING ASSOCIATED WITH AN OBESITY, THE SIGNIFICANCE OF BLOOD OBESITY, HEART DISEASE, DIABETES UNHEALTHY LIFESTYLE PRESSURE, AND THE RISK FACTORS FOR AND SOME CANCERS. CANCER, HEART DISEASE AND TYPE 2 DIABETES. SPLIT CLASS INTO GROUPS OF 3-4 AND GIVE EACH GROUP A SERIES OF CASE STUDY OF PEOPLE WITH AN UNHEALTHY LIFESTYLE. THE STUDENTS SHOULD IDENTIFY WHAT RISKS EACH PERSON HAS AND WHAT THEY COULD DO TO IMPROVE. CASE 1: A 35 YEAR OLD OFFICE WORKED AND FATHER OF TWO CHILDREN, WHO WORKS IN A STRESSFUL ENVIRONMENT. HIS LONG HOURS OFTEN LEAD TO HIM EATING CONVENIENCE FOOD. HE IS SLIGHTLY OVERWEIGHT (BMI=27). HE ENJOYS GOING TO THE PUB ONCE PER WEEK WITH FRIENDS (10 UNITS/WEEK). CASE 2: A 20 YEAR OLD UNIVERSITY STUDENT. SHE SMOKES 20 CIGARETTES A DAY AND ALTHOUGH NOT OVERWEIGHT (BMI =21) CONSUMES MOSTLY “JUNK” FOOD HIGH IN FAT. SHE ENJOYS DRINKING IN THE STUDENT BAR SOMETIMES TO EXCESS (20 UNITS/WEEK) CASE 3: A 50 YEAR OLD BRICK LAYER. HE DOESN’T SMOKE. HE DRINKS IN MODERATION (2 UNITS/WEEK). HIS BMI IS 29 (OVERWEIGHT). HE ENJOYS ENGLISH BREAKFASTS AND STEAK AND CHIPS! CASE 4: A 62 YEAR OLD WOMAN. RETIRED FROM WORK. DOESN’T SMOKE. CONSUMES ALCOHOL IN MODERATION (3 UNITS/WEEK). HAS PUT ON WEIGHT SINCE SHE FINISHED WORK AND IS NOW OVERWEIGHT (BMI =33).

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE THE TERM USE GOOGLE MAPS OR GOOGLE EARTH TO WEBSITE GOOGLE MAPS SPECIFICATION POINTS ECOSYSTEM EXPLORE THE GLOBE LOOKING AT DIFFERENT B7.4.1. RECALL THAT A PERFECT ECOSYSTEMS (BIOMES). DEFINE THE TERM CLOSED LOOP SYSTEM IS A SYSTEM ECOSYSTEM. DESCRIBE A CLOSED LOOP THAT HAS NO WASTE BECAUSE THE SYSTEM AND EXPLAIN HOW DESCRIBE THE FEATURES OF RAIN FOREST. OUTPUT FROM ONE PART OF THE ECOSYSTEMS ARE DEFINE THE TERM CLOSED LOOP SYSTEM AND SYSTEM BECOMES THE INPUT TO EXAMPLES DISCUSS RAIN FOREST AS A POSSIBLE ANOTHER PART EXAMPLE OF THIS. DISCUSS (IN A TIME B7.4.2. UNDERSTAND THAT AN BEFORE THE INTERFERENCE OF ECOSYSTEM IS A TYPE OF CLOSED INDUSTRIALISATION) HOW THE INPUTS AND LOOP SYSTEM SINCE MOST WASTE OUTPUTS OF THIS SYSTEM ARE BALANCED. MATERIALS ARE NOT LOST BUT ARE OPPORTUNITY FOR ICT STUDENTS START A USED AS FOOD OR REACTANTS PROJECT TO RESEARCH A DETAIL THE ECOSYSTEM OF THE RAIN FOREST. THIS FIRST SECTION WILL BE TO DESCRIBE THE RAIN FOREST IN ITS NATURAL STATE INCLUDING SOME EXAMPLES OF SPECIES PRESENT.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES NAME EXAMPLES OF WASTE RECAP ON THE FEATURES OF RAIN FOREST. WEBSITE BBC NATURE JUNGLE STORM SPECIFICATION POINTS PRODUCTS IN NATURAL WATCH VIDEO ON WEBSITE BBC NATURE B7.4.3. NAME EXAMPLES OF WASTE ECOSYSTEMS JUNGLE STORM PRODUCTS IN NATURAL BRAINSTORM WITH STUDENTS EXAMPLES OF ECOSYSTEMS, TO INCLUDE OXYGEN UNDERSTAND HOW THESE WASTE PRODUCTS IN A RAIN FOREST FROM (FROM PHOTOSYNTHESIS), CARBON WASTE PRODUCTS MAY THE ORGANISMS PRESENT E.G. OXYGEN FROM DIOXIDE (FROM RESPIRATION), AND BECOME FOOD OR PHOTOSYNTHESIS, CARBON DIOXIDE FROM DEAD ORGANIC MATTER SUCH AS REACTANTS RESPIRATION, ORGANIC MATTER FROM DEAD FALLEN PETALS, LEAVES AND PLANT MATERIAL, DEAD ANIMAL MATERIAL FRUITS, AND FAECES AND FAECES. B7.4.4. UNDERSTAND HOW THESE INTERPRET CLOSED LOOP WASTE PRODUCTS MAY BECOME SYSTEM DIAGRAMS STUDENTS DRAW A FLOW CHART TO SHOW HOW MATERIALS AND NUTRIENTS FLOW FOOD OR REACTANTS FOR ANIMALS, THOUGH THE RAIN FOREST ECOSYSTEM PLANTS AND MICROORGANISMS IN (INCLUDING WATER, CARBON, NITROGEN AND THE ECOSYSTEM, INCLUDING THE OXYGEN - EXACT DETAILS OF TRANSITIONS IN ROLE OF THE DIGESTIVE ENZYMES NUTRIENT CYCLES ARE NOT REQUIRED) OF MICROORGANISMS INCLUDING HOW WASTE PLANT AND ANIMAL B7.4.5. INTERPRET CLOSED LOOP MATERIAL IS RECYCLED. SYSTEM DIAGRAMS AND DATA ON PRACTICAL WORK/ICT OPPORTUNITY – USE THE STORAGE AND MOVEMENT OF TIME DELAY PHOTOGRAPHY TO SHOW A CHEMICALS THROUGH AN BASKET OF VEGETABLES OVER A COUPLE OF ECOSYSTEM, INCLUDING WATER, WEEKS. THIS CAN BE DONE USING A WEBCAM CARBON, NITROGEN AND OXYGEN AND SIMPLE, FREE TO DOWNLOAD SOFTWARE. (CANDIDATES WILL NOT BE AN EXAMPLE VIDEO HERE: EXPECTED TO RECALL DETAILS OF WWW.METATUBE.COM/EN/VIDEOS/27174/FRUIT THE NUTRIENT CYCLES) -AND-VEGETABLE-DECOMPOSITION-TIME- B7.4.6. UNDERSTAND THAT NO LAPSE/ ECOSYSTEM IS A PERFECT CLOSED DISCUSS THAT NO ECOSYSTEM IS A PERFECT LOOP SYSTEM SINCE SOME OUTPUT CLOSED LOOP SYSTEM SINCE SOME OUTPUT IS ALWAYS LOST, EG MIGRATION OF IS ALWAYS LOST, E.G. MIGRATION OF ORGANISMS AND LOSS OF ORGANISMS AND LOSS OF NUTRIENTS NUTRIENTS TRANSFERRED BY AIR TRANSFERRED BY AIR OR WATER OR WATER DISCUSS THAT IN STABLE ECOSYSTEMS, B7.4.7. UNDERSTAND THAT IN STABLE INCLUDING RAINFORESTS, THE OUTPUT ECOSYSTEMS, INCLUDING (LOSSES) IS BALANCED BY GAINS. DISCUSS RAINFORESTS, THE OUTPUT HOW THE INFLUENCE OF HUMANS CAN (LOSSES) IS BALANCED BY GAINS DISRUPT THIS.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND WHY SHOW VIDEO ON WEBSITE BBC NATURE FRUIT WEBSITE BBC NATURE FRUIT AND FLOWERS SPECIFICATION POINTS ORGANISMS PRODUCE AND FLOWERS B7.4.8. UNDERSTAND WHY THE LARGE QUANTITIES OF DISCUSS THE REASONS WHY PLANTS PRODUCTION OF LARGE QUANTITIES REPRODUCTIVE PRODUCE FRUIT AND WHY THEY PRODUCE SO OF REPRODUCTIVE STRUCTURES, STRUCTURES MUCH FRUIT. WHAT HAPPENS TO THE INCLUDING EGGS, SPERM, POLLEN, NUTRIENTS IN THE FRUIT AFTER THE FRUIT FLOWERS AND FRUIT, IS A UNDERSTAND HOW HAS BEEN EATEN OR HAS FALLEN AND NECESSARY STRATEGY FOR REPRODUCTIVE DECAYS? SUCCESSFUL REPRODUCTION STRUCTURES ARE DISCUSS OTHER EXAMPLES OF SPECIES THAT B7.4.9. UNDERSTAND THAT, IN RECYCLES IN THE PRODUCE LARGE AMOUNTS OF STABLE ECOSYSTEMS, THE ECOSYSTEM REPRODUCTIVE STRUCTURES E.G. EGGS, PRODUCTION OF LARGE QUANTITIES SPERM, POLLEN, FLOWERS AND FRUIT. OF THESE REPRODUCTIVE DISCUSS HOW THE ENERGY AND NUTRIENTS STRUCTURES IS NOT WASTEFUL, USED TO MAKE THESE REPRODUCTIVE SINCE THE SURPLUS IS RECYCLED IN STRUCTURES ARE RECYCLED INTO THE THE ECOSYSTEM ECOSYSTEM. OPPORTUNITY FOR ICT STUDENTS RESEARCH USES OF FLOWERS AND FRUITS FROM THE RAINFOREST IN TERMS OF THE USE BY PLANTS, BY ANIMALS AND BY HUMANS.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES RECALL THE EFFECTS OF SHOW VIDEO ON WEBSITE BBC NATURE MIXED WEBSITE NATIONAL GEOGRAPHIC FARMING THE SPECIFICATION POINTS VEGETATION IN A STABLE BLESSING AMAZON B7.4.10. RECALL THAT VEGETATION ECOSYSTEM DISCUSS THE IMPORTANCE OF TREES AND IN STABLE ECOSYSTEMS, SUCH AS VEGETATION ON THE SOIL IN RAIN FORESTS RAIN FORESTS, PREVENTS SOIL UNDERSTAND HOW BY: EROSION AND EXTREMES OF VEGETATION REDUCES SOIL THE CONTRIBUTION OF NUTRIENTS TO THE TEMPERATURE, AND PROMOTES EROSION SOIL CLOUD FORMATION THE PREVENTION OF SOIL EROSION AND B7.4.11. UNDERSTAND THAT PREVENTION OF LAND SLIDES VEGETATION REDUCES SOIL EROSION SINCE FOLIAGE PROTECTS THE MAINTENANCE OF A STABLE THE SOIL FROM DIRECT RAINFALL TEMPERATURE AND ROOTS HELP TO BIND THE SOIL THE MOVEMENT OF WATER INTO THE TOGETHER ATMOSPHERE TO CREATE CLOUDS AND RAIN IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 HOW DOES DEFORESTATION AFFECT A RAIN FOREST? WHAT ARE THE REASONS FOR HUMANS TO CLEAR RAIN FORESTS? OPPORTUNITY FOR ICT STUDENTS RESEARCH THE EFFECT OF CLEARANCE FARMING IN THE RAIN FOREST ON THE NUTRIENTS LEVEL IN THE SOIL AND THE RISKS OF LANDSLIDES. STUDENTS START WITH THE WEBSITE NATIONAL GEOGRAPHIC FARMING THE AMAZON

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND THAT HUMANS WATCH VIDEO ON WEBSITE BBC NATURE WATCH VIDEO ON WEBSITE BBC NATURE LIVING SPECIFICATION POINTS DEPEND ON NATURAL LIVING THE HIGH LIFE THE HIGH LIFE B7.4.12. UNDERSTAND THAT HUMANS ECOSYSTEMS BRAINSTORM THE WAYS IN WHICH DEPEND ON NATURAL ECOSYSTEMS TRADITIONAL HUMAN TRIBES RELY ON WEBSITE AMAZON CHARITABLE TRUST TO PROVIDE ‘ECOSYSTEM UNDERSTAND THAT HUMAN ECOSYSTEMS TO SURVIVE E.G. OXYGEN, SERVICES’, FOR EXAMPLE SYSTEMS ARE NOT CLOSED WATER, SOILS, MINERAL NUTRIENTS AND PROVIDING CLEAN AIR, WATER, SOIL, LOOP SYSTEMS FOOD (NUTRITION), POLLINATION (FOR WEBSITE POVOS INDIGENAS NO BRASIL MINERAL NUTRIENTS, POLLINATION, AGRICULTURAL CROPS), FISH AND GAME, FISH AND GAME WHILE NOT EXPLOITING THE RESOURCES. B7.4.13. UNDERSTAND THAT HUMAN WEBSITE POVOS INDIGENAS NO BRASIL – GIVE EXAMPLES THROUGH HISTORY OF SYSTEMS ARE NOT CLOSED LOOP INDIANS AND THE ECOLOGY SOCIETIES WHO HAVE NOT EXPLOITED SYSTEMS BECAUSE SOME WASTE RESOURCES SUSTAINABLY E.G. NATIVE LEAVES THE SYSTEM, INCLUDING AMERICANS AND LARGE MAMMALS, TREES NON-RECYCLED WASTE FROM AND THE OCCUPANTS OF EASTER ISLAND. HOUSEHOLDS, AGRICULTURE AND OPPORTUNITY FOR ICT STUDENTS RESEARCH INDUSTRY, AND EMISSIONS FROM THE WAYS IN WHICH A INDIGENOUS BURNING FOSSIL FUELS AMAZONIAN PEOPLES MAKES USE OF THE IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 RAIN FOREST USING THE WEBSITE POVOS INDIGENAS NO BRASIL. IN NORTHWEST OF THE AMAZON RAINFOREST THERE ARE 22 DIFFERENT ETHNIC GROUPS IN AN AREA THAT IS LOCATED IN BRAZIL , COLOMBIA AND VENEZUELA . THESE 22 DIFFERENT INDIGENOUS GROUPS (BANIWA, KURIPAKO, DOW, HUPDA, NADÖB, YUHUPDE, BARÉ, WAREKENA, ARAPASO, BARÁ, BARASANA, DESANA, KARAPANÃ, KUBEO, MAKUNA, MIRITY- TAPUYA, PIRA-TAPUYA, SIRIANO, TARIANA, TUKANO, TUYUCA, WANANA, TATUYO, TAIWANO, YURUTI, KAKWA AND NUKAK) DISCUSS WAY IN WHICH MODERN INDUSTRIALIZED HUMAN SOCIETY IS EXPLOITING THE RAINFOREST IN UNSUSTAINABLE WAYS.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND THAT SOME REVIEW WITH STUDENTS WHAT CHANGES WEBSITE THE CANADIAN PEREGRINE SPECIFICATION POINTS NON-RECYCLED WASTE CAN HAVE HAPPENED TO AGRICULTURE IN THE FOUNDATION CONSERVATION ISSUES B7.4.14. UNDERSTAND THAT SOME BUILD UP TO HARMFUL PAST 200 YEARS. HOW HAS NON-RECYCLED WASTE CAN BUILD LEVELS INDUSTRIALISATION AFFECTED IT? STUDENTS UP TO HARMFUL LEVELS, INCLUDING MAY HAVE AWARENESS OF THIS FROM OTHER BIOACCUMULATION IN FOOD CHAINS SUBJECTS. EXPLAIN THE PROCESS OF IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 BIOACCUMULATION DISCUSS THE USE OF PESTICIDES, HERBICIDES AND FERTILISERS IN MODERN AGRICULTURE AND HOW THEY ARE USED TO IMPROVE YIELDS. OPPORTUNITY FOR PRACTICAL WORK USING CARDS AND COUNTERS STUDENTS SIMULATED THE EFFECT OF BIOACCUMULATION. START WITH 10 CARDS OF INSECTS – EACH INSECT CONSUMES FOOD CONTAINING 1 COUNTER OF PESTICIDES SO PLACE A COUNTER ON EACH CARD. PLACE ABOVE THIS 2 SPARROW CARDS. EACH SPARROW CONSUMES 5 INSECTS – STUDENTS MOVE THE COUNTERS FROM THE INSECTS TO THE SPARROWS (SO EACH HAS 5). PLACE DOWN 1 PEREGRINE FALCON CARD WHICH CONSUMERS THE 2 SPARROWS AND SO THE COUNTERS TRANSFER (THE FALCONS HAVE 10). DISCUSS HOW DDT IN THE UK CAUSED THE SHELLS OF FALCONS TO BECOME BRITTLE AND BREAK IN THE NEST. HIGHER DISCUSS HOW BIOACCUMULATION CAN IMPACT ON HUMAN HEALTH – THROUGH CONTAMINATION OF THE FOOD CHAIN. OPPORTUNITY FOR ICT STUDENTS INVESTIGATE THE USE AND BANNING IN THE UK OF DDT AND ITS EFFECTS OF PEREGRINE FALCONS - WEBSITE THE CANADIAN PEREGRINE FOUNDATION CONSERVATION ISSUES IS A GOOD SITE TO START WITH.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND THAT HUMAN SHOW ANIMATION OF WEBSITE ABSORB WEBSITE ABSORB CHEMISTRY EUTROPHICATION SPECIFICATION POINTS ACTIVITY CAN UNBALANCE CHEMISTRY EUTROPHICATION B7.4.15. UNDERSTAND THAT HUMAN NATURAL ECOSYSTEMS DISCUSS HOW EUTROPHICATION CAUSED BY ACTIVITY CAN UNBALANCE NATURAL OVER USE OF FERTILISERS CAN UNBALANCE ECOSYSTEMS BY ALTERING THE EXPLAIN THE PROCESS OF THE ECOSYSTEM OF RIVERS CAUSING ALGAL INPUTS AND OUTPUTS, AND THAT EUTROPHICATION BLOOMS. THIS LEADS TO CHANGE HIGHER STUDENTS MAKE A FLOW CHART OR B7.4.16. DESCRIBE AND EXPLAIN THE ANNOTATE A DIAGRAM TO SHOW THE STEPS PROCESS OF EUTROPHICATION OF EUTROPHICATION > ALGAL BLOOMS > IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 DEOXYGENATING > STAGNATION. OPPORTUNITY FOR PRACTICAL WORK STUDENT SET UP ALGAL CULTURES (SOME ALGAE FROM A POND IS GOOD ENOUGH) AND GROW IN DIFFERENT CONCENTRATIONS OF POTASSIUM NITRATE TO SEE THE EFFECT OF FERTILISER ON GROWTH.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DESCRIBE THE REVIEW STUDENTS UNDERSTANDING OF WEBSITE MONGABAY SUSTAINABLE SPECIFICATION POINTS ENVIRONMENTAL IMPACT OF SLASH AND BURN FARMING AND OTHER DEVELOPMENT B7.4.17. DESCRIBE THE REMOVING BIOMASS FROM CLEARANCE FARMING. ENVIRONMENTAL IMPACT OF NATURAL CLOSED LOOP DISCUSS WHY THERE IS AN ECONOMIC REMOVING BIOMASS FROM NATURAL SYSTEMS FOR HUMAN USE WEBSITE MONGABAY AGRICULTURE IN THE INCENTIVE FOR FARMERS IN SOUTH AMERICA RAINFORREST CLOSED LOOP SYSTEMS FOR HUMAN TO CLEAR RAINFOREST TO GROW “CASH” USE, TO INCLUDE UNSUSTAINABLE EXPLAIN THE IMPACT OF CROPS SUCH AS COFFEE AND COCOA (OR TIMBER HARVESTING AND FISHING HUMAN AGRICULTURE AND EVEN NARCOTIC DRUGS) OR TO RAISE B7.4.18. EXPLAIN THE IMPACT OF FARMING LIVESTOCK FOR MEAT. DISCUSS THE REPLACING VEGETATION IN NATURAL REASONS FOR GROWING CASH CROPS E.G. ECOSYSTEMS WITH AGRICULTURAL DEMAND BY THE WESTERN WORLDS FOR THIS CROPS AND LIVESTOCK, TO INCLUDE UNDERSTAND HOW HUMAN PRODUCE, IMPROVING STANDARDS OF LIVING THE LOSS OF BIODIVERSITY, SILTING ACTIVITY CAN BE FOR LOCAL POPULACE. OF RIVERS AND DESERTIFICATION SUSTAINABLE OPPORTUNITY FOR ICT STUDENTS RESEARCH B7.4.19. UNDERSTAND THAT THE USE THE EFFECT OF CLEARANCE FARMING OF THE OF NATURAL RESOURCES BY BALANCE OF THE ECOSYSTEM LOOKING AT HUMANS CAN ONLY BE SUSTAINABLE PARTICULAR QUESTIONS: IF USED AT A RATE AT WHICH THEY -HOW IS THE FERTILITY OF THE SOIL CAN BE REPLACED AFFECTED? IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 -HOW DOES THIS AFFECT BIODIVERSITY? -WHAT OTHER ENVIRONMENTAL IMPACTS DOES THIS HAVE (SILTING RIVERS, MUD SLIDES ETC) -HOW CAN FARMING BE MADE SUSTAINABLE? WEBSITE MONGABAY SUSTAINABLE DEVELOPMENT AND WEBSITE MONGABAY AGRICULTURE IN THE RAINFORREST ARE EXCELLENT PLACES TO START. OPPORTUNITY FOR PRACTICAL WORK SPLIT THE CLASS INTO SMALL GROUPS OF 3-4. IN EACH GROUP THE STUDENTS TAKE ON A ROLE AND DEBATE THE USE OF CLEARANCE FARMING FROM THAT PERSPECTIVE: THE EUROPEAN CONSUMER – E.G. SOMEONE WHO BUYS A BAR OF CHOCOLATE THE EUROPEAN BUSINESS E.G. CADBURY THE SOUTH AMERICAN GOVERNMENT

© OCR V1.0 Page 34 of 48 GCSE 21st Century Science Biology A J243 Module B7: Further Biology SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES MINISTER FOR TRADE THE SOUTH AMERICAN COCOA FARMER RAIN FORREST CONSERVATIONIST INDIGENOUS PEOPLE

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND HOW USE OF SHOW VIDEO ON WEBSITE GREEN TV CARBON WEBSITE THE CARBON NEUTRAL COMPANY SPECIFICATION POINTS FUELS CAN BE SUSTAINABLE NEUTRAL CITY B7.4.19. UNDERSTAND THAT THE USE RECAP ON STUDENT’S KNOWLEDGE OF FOSSIL WEBSITE WINDOW2UNIVERSE WHAT IS CARBON OF NATURAL RESOURCES BY UNDERSTAND WHY THE USE FUELS. HOW ARE THEY FORMED? HOW LONG NEUTRAL? HUMANS CAN ONLY BE SUSTAINABLE OF CRUDE OIL DOES NOT DO THEY TAKE TO FORM? IF USED AT A RATE AT WHICH THEY FULFIL THE REQUIREMENTS STUDENTS ESTIMATE HOW MANY WAYS THEY CAN BE REPLACED OF A CLOSED LOOP SYSTEM HAVE USED FOSSIL FUELS TODAY E.G. B7.4.20. UNDERSTAND WHY THE USE TRANSPORT, ELECTRICITY, PLASTICS, OF CRUDE OIL DOES NOT FULFIL THE COSMETICS REQUIREMENTS OF A CLOSED LOOP DISCUSS HOW THE USE OF FOSSIL FUELS IN SYSTEM, INCLUDING: UNSUSTAINABLE AND DOES NOT FULFIL THE A. CRUDE OIL TAKES MILLIONS OF REQUIREMENTS OF A CLOSED LOOP SYSTEM. YEARS TO FORM FROM THE DECAY OPPORTUNITY FOR ICT STUDENTS RESEARCH OF DEAD ORGANISMS THE TERM CARBON NEUTRAL AND HOW SOME B. ENERGY RELEASED FROM BUSINESSES “OFFSET” THEIR CARBON BURNING CRUDE OIL ORIGINATED EMISSIONS BY PLANTING TREES. HOW MIGHT FROM THE SUN WHEN THESE THEIR SCHOOL BECOME A CARBON NEUTRAL ORGANISMS WERE ALIVE (‘FOSSIL OPERATION? WEBSITE THE CARBON NEUTRAL SUNLIGHT ENERGY’) COMPANY AND WEBSITE WINDOW2UNIVERSE IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 WHAT IS CARBON NEUTRAL? ARE A GOOD STARTING POINT.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE THE TERM BIO FUEL SHOW VIDEO ON WEBSITE BBC NEWS CHIP WEBSITE BBC NEWS CHIP FAT HELPS LONDON SPECIFICATION POINTS FAT HELPS LONDON FIRM MEET GREEN FIRM MEET GREEN TARGETS B7.4.19. UNDERSTAND THAT THE USE TARGETS EXPLAIN THE CONCEPT OF OF NATURAL RESOURCES BY CARBON NEUTRAL DISCUSS WHAT CARBON NEUTRAL BIO FUELS WEBSITE BBC NEWS CONTROVERSY OVER THE HUMANS CAN ONLY BE SUSTAINABLE ARE GIVING EXAMPLES E.G. OILS AND EU SYSTEM TO MEASURE BIO FUELS IF USED AT A RATE AT WHICH THEY ETHANOL. DISCUSS THE ROLE OF THE SUN AS CAN BE REPLACED UNDERSTAND THAT THE USE THE SOURCE OF ENERGY FOR NATURAL ECO- B7.4.22. DESCRIBE THE ROLE OF OF NATURAL RESOURCES SYSTEMS AND FOR PRODUCING BIO FUELS. SUNLIGHT AS A SUSTAINABLE BY HUMANS CAN ONLY BE STUDENTS DRAW A FLOW CHART TO SHOW SOURCE OF ENERGY FOR NATURAL SUSTAINABLE IF USED AT A THE PATHWAY THAT CARBON AND ENERGY ECOSYSTEMS AND SUSTAINABLE RATE AT WHICH THEY CAN FROM LIGHT TAKES IN THE PRODUCTION AND AGRICULTURE BE REPLACED BURNING OF CARBON NEUTRAL BIO FUELS. IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 DISCUSS HOW CARBON NEUTRAL FUELS ARE OFTEN NOT CARBON NEUTRAL DUE TO FACTORS SUCH AS CONSTRUCTION AND TRANSPORT. SHOW VIDEO OF WEBSITE BBC NEWS CONTROVERSY OVER THE EU SYSTEM TO MEASURE BIO FUELS OPPORTUNITY FOR ICT STUDENTS RESEARCH HOW BIO FUELS ARE BEING USED TODAY AND HOW THEY CAN BE SUSTAINABLE. ALSO STUDENTS CAN LOOK AT ISSUES OF BIO FUELS E.G. BIO FUELS CAUSING INCREASE IN FOOD PRICES AND CAUSES DESTRUCTION OF WILD HABITATS. OPPORTUNITY FOR PRACTICAL WORK TEACHERS CAN DEMONSTRATE THE BURNING OF SMALL AMOUNTS OF OIL FROM DIFFERENT COURSE TO SEE WHICH CONTAINS THE MOST ENERGY.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND HOW TIMBER STUDENTS BRAINSTORM THE NUMBER OF WEBSITE FORESTRY COMMISSION SPECIFICATION POINTS PRODUCTION CAN BE USES OF NATURAL TIMBER E.G. BUILDINGS, B7.4.21. RECALL AND UNDERSTAND SUSTAINABLE PAPER ETC. WEBSITE FORESTRY COMMISSION PROCURING SOLUTIONS TO ALLOW SUSTAINABLE SHOW VIDEO ON WEBSITE NATIONAL SUSTAINABLE TIMBER HARVESTING OF NATURAL UNDERSTAND THE GEOGRAPHIC SUSTAINABLE LOGGING RESOURCES SUCH AS TIMBER AND TENSIONS BETWEEN OPPORTUNITY FOR ICT STUDENTS COMPARE FISH, INCLUDING THE USE OF CONSERVING NATURAL THE USE OF TIMBER FROM SCOTTISH WEBSITE MONGABAY SUSTAINABLE LOGGING IN QUOTAS AND ECOSYSTEMS AND THE FORESTRY COMMISSION TIMBER FARMS WITH THE RAINFOREST RESTOCKING/REPLANTING NEEDS OF LOCAL HUMAN LOGGING FROM RAINFORESTS AND HOW IT B7.4.23. UNDERSTAND THE TENSIONS COMMUNITIES CAN BE MADE SUSTAINABLE. ALSO STUDENTS BETWEEN CONSERVING NATURAL CAN RESEARCH IN WHICH WAYS THE ECOSYSTEMS AND THE NEEDS OF WESTERN WORLD TRIES TO CONTROL THE LOCAL HUMAN COMMUNITIES. IMPORT OF TIMBER FORM ILLEGAL LOGGING. IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 WEBSITE FORESTRY COMMISSION PROCURING SUSTAINABLE TIMBER AND WEBSITE MONGABAY SUSTAINABLE LOGGING IN THE RAINFOREST ARE A GOOD STARTING POINT. DISCUSS HOW ECONOMIC PRESSURES IN SOUTH AMERICAN COUNTRIES MAKE ILLEGAL LOGGING ECONOMICALLY ATTRACTIVE DESPITE THE THREAT TO ECOSYSTEMS.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND HOW FISHING SHOW VIDEO ON WEBSITE BBC NEWS TUNA WEBSITE BBC NEWS TUNA BEING 'FISHED TO SPECIFICATION POINTS CAN BE SUSTAINABLE BEING 'FISHED TO EXTINCTION' EXTINCTION' B7.4.21. RECALL AND UNDERSTAND SHOW VIDEO ON WEBSITE BBC NEWS LOW SOLUTIONS TO ALLOW SUSTAINABLE UNDERSTAND THE FISH QUOTAS 'MAKE NO SENSE' WEBSITE BBC NEWS LOW FISH QUOTAS 'MAKE HARVESTING OF NATURAL TENSIONS BETWEEN DISCUSS HOW THE ISSUE OF FISHING IS NO SENSE' RESOURCES SUCH AS TIMBER AND CONSERVING NATURAL EMOTIVE ON BOTH SIDES OF THE ARGUMENT FISH, INCLUDING THE USE OF ECOSYSTEMS AND THE AND HOW MANY PEOPLE’S LIVELIHOODS AND QUOTAS AND NEEDS OF LOCAL HUMAN TOWNS ECONOMIES DEPEND OF FISHING RESTOCKING/REPLANTING COMMUNITIES OPPORTUNITY FOR ICT SPLIT STUDENTS INTO B7.4.23. UNDERSTAND THE TENSIONS SMALL GROUPS OF 3-4. HALF OF THE BETWEEN CONSERVING NATURAL STUDENTS RESEARCH THE ARGUMENT FOR ECOSYSTEMS AND THE NEEDS OF SETTING LOWER FISHING QUOTAS, AND THE LOCAL HUMAN COMMUNITIES. OTHER HALF OF THE STUDENT’S RESEARCH IAS 6.1, 6.2, 6.3, 6.4, 6.5, 6.6 FROM THE FISHERMEN’S POINT OF VIEW TO INCREASE QUOTAS. OPPORTUNITY FOR PRACTICAL WORK IN THE SMALL GROUPS STUDENTS DEBATE THE ISSUE FROM THE TWO SIDES. ONCE THEY HAVE DEBATED THE ISSUE THE ACTIVITY CAN BE SCALE UP TO THE WHOLE CLASS. AT THE END OF THE ACTIVITY STUDENTS STAND ON AN “OPINION LINE” WHERE IF THEY AGREE WITH SETTING LOWER QUOTAS THEY STAND TOWARDS ONE END OF THE ROOM AND IF THEY AGREE WITH HIGHER QUOTAS STAND TOWARDS THE OTHER END OF THE ROOM.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES RECALL THE FEATURES OF GIVE STUDENTS A REVISION ACTIVITY WITH A WEBSITE DIABETESHEALTH THE HISTORY OF SPECIFICATION POINTS BACTERIA THAT MAKE THEM DIAGRAM OF A BACTERIUM FOR THEM TO HUMAN INSULIN B7.5.1. RECALL THE FEATURES OF IDEAL FOR INDUSTRIAL AND LABEL. BACTERIA THAT MAKE THEM IDEAL GENETIC PROCESSES REVIEW THE PREVIOUS LESSON ON TYPE I WEBSITE GOOGLE TIMELINE OF INSULIN FOR INDUSTRIAL AND GENETIC DIABETES AND THE ROLE OF INSULIN. PROCESSES TO INCLUDE: DISCUSS THE DEVELOPMENT OF INSULIN A. RAPID REPRODUCTION THERAPY WHICH STARTED USING PIG B. PRESENCE OF PLASMIDS PANCREASES. THE GENE FOR INSULIN WAS ISOLATED AND THE FIRST RECOMBINANT C. SIMPLE BIOCHEMISTRY INSULIN WAS PRODUCED IN 1980 (WEBSITE D. ABILITY TO MAKE COMPLEX DIABETESHEALTH THE HISTORY OF HUMAN MOLECULES INSULIN). E. LACK OF ETHICAL CONCERNS IN OPPORTUNITY FOR ICT STUDENTS GO TO THEIR CULTURE WEBSITE GOOGLE TIMELINE OF INSULIN AND MAKE A PRESENTATION OF THE HISTORY OF INSULIN. DISCUSS THE BENEFITS OF USING BACTERIA FOR PRODUCING PROTEINS. GIVE SOME OTHER EXAMPLES OF PROTEINS PRODUCES E.G. DIGESTIVE ENZYMES FOR WASHING POWDER.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE GENETIC DEFINE THE TERM GENETIC MODIFICATION AS WEBSITE ABPI SCHOOLS GENETIC ENGINEERING SPECIFICATION POINTS MODIFICATION THE ADDITION OR DELETION OF GENES IN AN TO PRODUCE INSULIN. B7.5.3. RECALL THAT GENETIC ORGANISM. MODIFICATION IS WHERE A GENE RECALL THE STEPS IN SHOW ANIMATION ON WEBSITE ABPI SCHOOLS FROM ONE ORGANISM IS GENETIC MODIFICATION GENETIC ENGINEERING TO PRODUCE INSULIN. TRANSFERRED TO ANOTHER AND USING BACTERIA STUDENTS DRAW OUT A FLOW CHART OF THE CONTINUES TO WORK STEPS. (STUDENTS COULD USE A CARD SORT B7.5.4. RECALL THE MAIN STEPS IN FOR THIS – OR EVEN MAKE THEIR OWN GENETIC MODIFICATION AS: RECALL EXAMPLES OF THE ANIMATION ON POWERPOINT) APPLICATION OF GENETIC A. ISOLATING AND REPLICATING THE MODIFICATION IN BACTERIA DISCUSS OTHER WAYS IN WHICH GENETIC REQUIRED GENE MODIFICATION CAN BE USED FOR BACTERIAL B. PUTTING THE GENE INTO A SYNTHESIS (LEADS TO NEXT LESSON) SUITABLE VECTOR (VIRUS OR PLASMID) C. USING THE VECTOR TO INSERT THE GENE INTO A NEW CELL D. SELECTING THE MODIFIED INDIVIDUALS B7.5.5. RECALL EXAMPLES OF THE APPLICATION OF GENETIC MODIFICATION, TO INCLUDE: A. BACTERIAL SYNTHESIS OF MEDICINES, FOR EXAMPLE INSULIN

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND THAT DEFINE THE TERM FERMENTATION AS USING WEBSITE QUORN SPECIFICATION POINTS BACTERIA AND FUNGI CAN MICRO-ORGANISMS TO PRODUCE A USEFUL B7.5.2. UNDERSTAND THAT BACTERIA BE GROWN ON A LARGE PRODUCT. REVIEW ANAEROBIC RESPIRATION WEBSITE WHAT IS MYOPROTEIN AND FUNGI CAN BE GROWN ON A SCALE (FERMENTATION) AS A FORM OF FERMENTATION. LARGE SCALE (FERMENTATION) TO IF POSSIBLE SHOW A VARIETY OF PRODUCTS INCLUDE PRODUCTION OF: E.G. EMPTY BOX OF ANTIBIOTICS, A WRAPPER A. ANTIBIOTICS AND OTHER FROM A FOOD PRODUCT MADE FROM QUORN MEDICINES VEGETARIAN CHEESE AND SOME WASHING POWDER. B. SINGLE-CELL PROTEIN OPPORTUNITY FOR ICT SPLIT THE CLASS INTO C. ENZYMES FOR FOOD GROUPS OF FOUR. ONE PERSON IN EACH PROCESSING, FOR EXAMPLE GROUP RESEARCHES HOW MICRO- CHYMOSIN AS A VEGETARIAN ORGANISMS ARE USED IN THE PRODUCTION SUBSTITUTE FOR RENNET OF ONE OF THE ABOVE FOUR PRODUCTS. D. ENZYMES FOR COMMERCIAL AFTERWARDS THE MEMBERS OF THE GROUP PRODUCTS, SUCH AS WASHING TAKE IT IN TURNS TO FEED BACK TO THE POWDERS AND TO MAKE BIOFUELS GROUP. (SOME GOOD WEBSITES TO START WITH ARE WEBSITE QUORN AND WEBSITE WHAT IS MYOPROTEIN)

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE GENETIC RECAP ON THE DEFINITION OF GENETIC WEBSITE BBC NEWS HOW TO CREATE A GM SPECIFICATION POINTS ENGINEERING MODIFICATION AS THE ADDITION OR DELETION PLANT B7.5.3. RECALL THAT GENETIC OF GENES IN AN ORGANISM MODIFICATION IS WHERE A GENE RECALL THE MAIN STEPS IN BRAINSTORM REASONS WHY BIOLOGISTS ANIMATION FOOD STANDARDS AGENCY GM FROM ONE ORGANISM IS GENETIC MODIFICATION OR WOULD WANT TO GENETICALLY ENGINEER PLANTS: HOW IT’S DONE TRANSFERRED TO ANOTHER AND PLANTS PLANTS. CONTINUES TO WORK WATCH VIDEO ON WEBSITE BBC NEWS HOW B7.5.4. RECALL THE MAIN STEPS IN TO CREATE A GM PLANT GENETIC MODIFICATION AS: RECALL EXAMPLES OF THE APPLICATION OF GENETIC SHOW ANIMATION FOOD STANDARDS AGENCY A. ISOLATING AND REPLICATING THE MODIFICATION IN PLANTS GM PLANTS: HOW IT’S DONE REQUIRED GENE STUDENTS MAKE A FLOWCHART OR A B. PUTTING THE GENE INTO A POWERPOINT ANIMATION TO SHOW THE SUITABLE VECTOR (VIRUS OR STEPS OF MAKING A GM PLANT. PLASMID) OPPORTUNITY FOR ICT STUDENTS RESEARCH C. USING THE VECTOR TO INSERT ONE APPLICATION OF GM PLANTS (E.G. BT THE GENE INTO A NEW CELL CORN, ROUNDUP READY SOYA, GOLDEN RICE, D. SELECTING THE MODIFIED FLAVR SAVR TOMATO) INDIVIDUALS B7.5.5. RECALL EXAMPLES OF THE APPLICATION OF GENETIC MODIFICATION, TO INCLUDE: B. HERBICIDE RESISTANCE IN CROP PLANTS

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES UNDERSTAND AND EXPLAIN HIGHER LESSON ONLY WEBSITE BBC NEWS GENETIC TESTING BRINGS SPECIFICATION POINTS THE USE OF DNA RECAP ON STUDENTS KNOWLEDGE OF DNA, HEART HOPE B7.5.6. UNDERSTAND AND EXPLAIN TECHNOLOGY IN GENETIC GENES AND DISEASE THE USE OF DNA TECHNOLOGY IN TESTING WATCH VIDEO ON WEBSITE BBC NEWS ANIMATION SUMANAS INC SEPARATING GENETIC TESTING, TO INCLUDE: GENETIC TESTING BRINGS HEART HOPE FRAGMENTS OF DNA BY GEL ELECTROPHORESIS A. ISOLATION OF A DNA SAMPLE DISCUSS HOW GENETIC TECHNOLOGY CAN FROM WHITE BLOOD CELLS TEST FOR DIFFERENT ALLELES THAT CAUSE B. PRODUCTION OF A GENE PROBE DISEASES LABELLED WITH A FLUORESCENT SHOW ANIMATION SUMANAS INC SEPARATING CHEMICAL FRAGMENTS OF DNA BY GEL C. ADDITION OF THE LABELLED ELECTROPHORESIS (SOME OF THIS IS AT A GENE PROBE (MARKER) TO THE DNA TOO HIGH A LEVEL BUT CAN BE SIMPLIFIED) SAMPLE STUDENTS DRAW A FLOW CHART TO SHOW D. USE OF UV TO DETECT THE THE STEPS: MARKER AND THEREFORE INDICATE A. ISOLATION OF A DNA SAMPLE FROM WHITE THE POSITION OF THE GENE OR THE BLOOD CELLS PRESENCE OF A SPECIFIC ALLELE IN THE DNA SAMPLE B. PRODUCTION OF A GENE PROBE LABELLED WITH A FLUORESCENT CHEMICAL C. ADDITION OF THE LABELLED GENE PROBE (MARKER) TO THE DNA SAMPLE D. USE OF UV TO DETECT THE MARKER AND THEREFORE INDICATE THE POSITION OF THE GENE OR THE PRESENCE OF A SPECIFIC ALLELE IN THE DNA SAMPLE OPPORTUNITY FOR MATHEMATICS UNDERSTAND THE PROPORTIONAL LINK BETWEEN SIZE OF FRAGMENT AND DISTANCE TRAVELLED IN AN ELECTROPHORESIS GEL. DISCUSS HOW THE GENE PROBE HAS A COMPLEMENTARY SEQUENCE TO THE TARGET GENE. STUDENTS CAN PREDICT THE SEQUENCE OF A PROBE FOR A CERTAIN ALLELE.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE NANOTECHNOLOGY DEFINE THE TERM NANOTECHNOLOGY BY WEBSITE DISCOVERY NEWS NANOTECH SPECIFICATION POINTS SIMPLY ARTIFICIAL STRUCTURES AT THE REWARDS B7.5.7. RECALL THAT NANO-METER SCALE. DESCRIBE THE APPLICATION NANOTECHNOLOGY INVOLVES OF NANOTECHNOLOGY OPPORTUNITY FOR MATHEMATICS DEFINE A PICTURE CARBON NANOTUBE STRUCTURES THAT ARE ABOUT THE NANOMETRE AND ASK STUDENTS TO EXPRESS SAME SIZE AS SOME MOLECULES 1 NM IN THE UNIT MM. B7.5.8. DESCRIBE THE APPLICATION STUDENTS WATCH VIDEO ON WEBSITE WEBSITE DISCOVERY NEWS NANOTECH RISKS OF NANOTECHNOLOGY IN THE FOOD DISCOVERY NEWS NANOTECH REWARDS INDUSTRY, INCLUDING FOOD PACKAGING WHICH CAN INCREASE STUDENTS DRAW FROM THE VIDEO SOME WEBSITE INSTITUTE OF NANOTECHNOLOGY SHELF LIFE AND DETECT USES OF NANOTECHNOLOGY. WHAT IS NANO? CONTAMINANTS SHOW A PICTURE CARBON NANOTUBE IAS 5.1, 5.2, 5.3 OPPORTUNITY FOR ICT STUDENTS RESEARCH ONE POTENTIAL USE FOR NANOTECHNOLOGY. WEBSITE INSTITUTE OF NANOTECHNOLOGY WHAT IS NANO? IS A GOOD PLACE TO START. DISCUSS HOW SOME PEOPLE ARE CONCERNED ABOUT NANOTECHNOLOGY. SHOW VIDEO OF WEBSITE DISCOVERY NEWS NANOTECH RISKS.

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE THE TERM STEM WATCH VIDEO ON WEBSITE BBC NEWS WHAT WEBSITE BBC NEWS WHAT ARE STEM CELLS? SPECIFICATION POINTS CELL ARE STEM CELLS? B7.5.9. DESCRIBE APPLICATIONS OF RECAP ON STEM CELLS FROM EARLIER WORK WEBSITE BBC NEWS FIRST TRIAL OF EMBRYONIC STEM CELL TECHNOLOGY IN TISSUE DESCRIBE THE SOURCE OF IN B2 AND B5. STEM CELLS IN HUMANS AND ORGAN CULTURE, INCLUDING STEM CELLS WATCH VIDEO ON WEBSITE BBC NEWS FIRST THE TREATMENT OF LEUKAEMIA AND TRIAL OF EMBRYONIC STEM CELLS IN HUMANS THE POTENTIAL TO TREAT SPINAL CORD INJURIES DISCUSS HOW HUMAN EMBRYONIC STEM DESCRIBE APPLICATIONS OF IAS 5.1, 5.2, 5.3 STEM CELL TECHNOLOGY CELLS COULD BE USED TO CURE SPINAL INJURY (AND WHY CAN’T OUR BODIES HEAL FROM THIS ON THEIR OWN) EXTENSION SHOW ANIMATION SUMANAS INC HUMAN EMBRYONIC STEM CELLS (MORE DETAILED THAN REQUIRED) OPPORTUNITY FOR ICT STUDENTS RESEARCH A NEWS ARTICLE DESCRIBING THE USE OF STEM CELLS FOR DIRECT USES E.G. BONE MARROW FOR LEUKAEMIA TREATMENT ORGAN CULTURE (GROWING A NEW BLADDER IS AN EXAMPLE) SKIN GRAFTS FOR BURNS TREATMENT FOR TYPE 1 DIABETES TREATMENT FOR PARKINSON’S TREATMENT FOR AMD (ADVANCED MACULAR DEGENERATION)

SUGGESTED TEACHING AND HOMEWORK TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE ACTIVITIES DEFINE THE TERM DEFINE THE TERM BIO-MEDICAL ENGINEERING NHS CHOICES AORTIC VALVE REPLACEMENT SPECIFICATION POINTS BIOMEDICAL ENGINEERING AND THE USE OF MATERIALS TO REPLACE AND B7.5.10. DESCRIBE THE ROLE OF REPAIR BIOLOGICAL TISSUES OR ORGANS. BIOMEDICAL ENGINEERING IN DESCRIBE THE ROLE OF DISCUSS THE LINKS BETWEEN BIO-MEDICAL PACEMAKERS AND THE BIOMEDICAL ENGINEERING ENGINEERING AND GCSE D&T RESISTANCE REPLACEMENT OF FAULTY HEART MATERIALS. VALVES. RECAP THE ROLE OF HEART VALES AND IAS 5.1, 5.2, 5.3 DISCUSS HOW THEY CAN BE DAMAGED AND THE DANGER OF DAMAGED VALVES. SHOW VIDEO ON WEBPAGE NHS CHOICES AORTIC VALVE REPLACEMENT OPPORTUNITY FOR ICT STUDENTS RESEARCH ONE OF THE FOLLOWING TOPICS. BIOPLASTIC BONE REPLACEMENT VALVE REPLACEMENT PACEMAKERS ARTIFICIAL LENSES (CATARACT SURGERY) SPRAY ON SKIN

The Skeleton

OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson

Objective 1 Describe the role of the human skeleton for support, movement and protection Objective 2 Describe how the properties of bone help the above functions

Recap of Previous Experience and Prior Knowledge Key stage 3 knowledge of bones and the skeleton

Content Time Content 10 minutes Either use a model skeleton or go to the Website Google Body and show the human skeleton.

EXTENSION As a good intro you can quiz the students on how many bones in the body they can name (although this is not required by the specification) 10 minutes Discuss and illustrate with a model the main functions of the human skeleton: Protection, Support and anchorage for movement.

10 minutes Opportunity for practical work Students exam bones and discusses them from a materials point of view. Students look at chicken bones which have either been treated in 1M Acetic Acid for a few days (removes the calcium salts) to make them soft or heated in an oven (removes collegen/cartilage)

20 Minutes EXTENSION Opportunity for ICT Students research hip replacement surgery (Website Edheads Virtual Hip Replacement Surgery) or teacher can project the animation

Consolidation Time Content 10 minutes The animation on the Website BBC Science and Nature Interactive body – Skeleton makes a good plenary activity.