Class activities
On this page you will find lessons for the current topic. Each lesson will be uploaded online to this page the day before the lesson. Students will be using this page and Edmodo to learn in class and at home.
lesson - tuesday 17/12/2013
Learning intention - To understand the role of the skeletal system in keeping humans alive
Success criteria
Activity 1 - Quick Quiz
Activity 2 - Compiling a skeleton
Activity 3 - Skeleton game
If you have a laptop, click here to play the game
If you have a tablet, click here to play the game
Success criteria
- I can identify the roles of the skeletal system in providing the human body with structure and support
- I can identify some common and scientific names of human bones
Activity 1 - Quick Quiz
- You will complete a quick quiz from the board.
Activity 2 - Compiling a skeleton
- You will complete a cut-and-paste activity to unjumble a human skeleton and label it correctly. Use your device to check your answers.
Activity 3 - Skeleton game
- You will play a game on your device to practise the common and scientific names of skeletons
If you have a laptop, click here to play the game
If you have a tablet, click here to play the game
lesson - wednesday 04/12/2013
Learning intention - To understand the role of the circulatory system, digestive system, respiratory system and excretory system on keeping humans alive.
Success criteria
Activity 1 - Quick Quiz
Activity 2 - Explanation
Activity 3 - Making your own notes
Success criteria
- I can state what is needed in respiration and what is produced in respiration
- I can describe the role of the circulatory system, digestive system, respiratory system and excretory system in relation to respiration
- I can name the main parts of the circulatory system, digestive system, respiratory system and excretory system
Activity 1 - Quick Quiz
- You will complete a quick quiz from the board.
Activity 2 - Explanation
- Download this presentation and follow as the teacher explains the human body systems
Activity 3 - Making your own notes
- Follow the instructions on the last slide of the presentation to make your own notes on the human body systems.
lesson - thursday 28/11/2013
Learning intention - To understand how the digestive system works
Success criteria
Activity 1
Activity 2
Jayde's digestion quiz
Arian's digestion quiz
Daniel's digestion quiz
Success criteria
- I can describe the functions of the major organs of the digestive system
Activity 1
- Use the Core Science 2 textbooks in the classroom. Open to page 124-125 (Down we go ...)
- Read the information in the text
- Answer the Remember and Think questions. You can do this in your book or on your device.
Activity 2
- If you have finished making your digestion quiz, do another student's quiz. Here are some good quizzes:
Jayde's digestion quiz
Arian's digestion quiz
Daniel's digestion quiz
- If you have not finished making your digestion quiz, finish it and upload it to Edmodo.
Lesson - wednesday 27/11/2013
Learning intention - To understand how the digestive system works
Success criteria
Activity 1
If you have an iPad you can use download and use this FREE app as well as use the internet to find the above information.
Activity 2
Success criteria
- I can name the major organs that make up the digestive system
- I can explain how the digestive system keeps humans alive
Activity 1
- Use the internet to find out the major organs of the digestive system. Write these down in your book or in the notebook app of your device.
- Use the internet to find out what these major organs do. Write these down in your book or in the notebook app of your device.
If you have an iPad you can use download and use this FREE app as well as use the internet to find the above information.
Activity 2
- Create a quiz that has 20 questions that tests other students in the class about the names and major organs of the digestive system. You can use Testmoz or write it as a word processing document. Upload your quiz or the link to the quiz onto Edmodo.
lesson - thursday 21/11/2013
Learning intention - To understand how osmosis works
Success criteria
Activity 1 - Experiment report
You are to write an experiment report on the gummy bear experiment. Your report needs to have these headings:
You need to upload your report onto Edmodo by submitting it as an assignment.
Success criteria
- I can write an experiment report
- I can explain the results of the gummy bear experiment with osmosis
Activity 1 - Experiment report
You are to write an experiment report on the gummy bear experiment. Your report needs to have these headings:
- Aim - The aim always starts with 'To' and states the purpose of the experiment.
- Equipment - A list of equipment used in the experiment.
- Method - A step-by-step guide in how to do the experiment; Each step starts with a verb and must be written in present tense.
- Results - Draw a table to show the results of the experiment. Write a few sentences to describe the results. If you don't remember your results, click here to see the Google Doc of results.
- Discussion - Explain why the results happened (why did the gummy bears get bigger) with osmosis. Use the PowerPoint in yesterday's lesson (underneath) to help you.
- Conclusion - Rewrite the aim in past tense.
You need to upload your report onto Edmodo by submitting it as an assignment.
lesson - wednesday 20/11/2013
Learning intention - To understand that substances move in and out of cells
Success criteria
Activity 1 - We will be checking the results of the gummy bear experiment
Activity 2 - We will discuss in small groups the possible explanations of the results of the experiment and then go through this PowerPoint explanation.
Activity 3 - Will will upload our own explanation of the gummy bear experiment onto Edmodo.
Success criteria
- I can define osmosis as the movement of water from high concentration to low concentration
- I can explain the observations of an experiment using osmosis
Activity 1 - We will be checking the results of the gummy bear experiment
Activity 2 - We will discuss in small groups the possible explanations of the results of the experiment and then go through this PowerPoint explanation.
Activity 3 - Will will upload our own explanation of the gummy bear experiment onto Edmodo.
lesson - Tuesday 19/11/2013
Learning intention - To set up an experiment and create questions about science
Success criteria
Activity 1 - Gummy bear experiment
Activity 2 - Dr Karl podcast
Activity 3 - Creating questions
Success criteria
- I can set up an experiment by following instructions
- I can generate 3 interesting questions about science
Activity 1 - Gummy bear experiment
- We will be setting up this experiment about gummy bears. Download the worksheet here.
Activity 2 - Dr Karl podcast
- We will be listening to the podcast of a segment from Dr Karl
Activity 3 - Creating questions
- You will think of 3 science questions of any topic to ask Dr Karl next Tuesday. Post this questions onto Edmodo.
lesson - thursday 14/11/2013
Learning intention - To understand how things move in and out of cells
Success criteria
Activity 1 - Diffusion and osmosis
Activity 2 - Extension - Bizarre facts about cells
Success criteria
- I can use diffusion to explain how substances like oxygen move into and out of cells
- I can use osmosis to explain how water moves into and out of cells
Activity 1 - Diffusion and osmosis
- Go to http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/cells/osmosisact.shtml on your laptop or on a school laptop and complete the interactive activity. Use earphones.
- Complete this worksheet by posting an explanation on Edmodo on diffusion and osmosis by using given words. The worksheet can be downloaded here.
Activity 2 - Extension - Bizarre facts about cells
- Use the internet to find out the answers to these bizarre facts about cells. The worksheet can be downloaded here.
lesson - tuesday 12/11/2013
Learning intention - To understand how you can improve from your exam results
Success criteria
Activity 1
Activity 2
Success criteria
- I know what else I need to add to my answers in extended response questions to get full marks
- I can re-write my answer to extended response questions to get full marks.
Activity 1
- You will get your yearly exam back.
- Look at the marking criteria and sample exam answers below.
- Complete the reflection sheet you will given in class.
Activity 2
- Re-write your answers to the extended response questions so that it will get full marks.
- Post your re-written answers to Edmodo.
Lesson - Thursday 07/11/2013
Learning intention - To understand that a cell have smaller parts in them
Success criteria
Activity 1
Success criteria
- I can identify the nucleus, cell membrane and cytoplasm in a cell
- I know what the nucleus, cell membrane, cytoplasm, cell wall, vacuole and chloroplast are for
- I can compare the similarities and differences between animal cells and plant cells
Activity 1
- Go to the cells alive website or download the iCell app on your iPad to complete this worksheet.
lesson - Wednesday 06/11/2013
Learning intention - To understand how the microscope has changed our understanding of cells
Success criteria
Activity 1 - Quick Quiz
Activity 2- Revision of the cell theory
Activity 3 - Using a microscope
Activity 4 - Microscope as technology
Activity 5 - Extension - Electron microscopes
Success criteria
- I can state the purpose of a microscope.
- I can identify the parts of a microscope.
- I can use a microscope.
- I can explain why the microscope is a piece of technology that has changed our understanding of cells.
Activity 1 - Quick Quiz
- Copy and complete the quiz on the board.
Activity 2- Revision of the cell theory
- We will be using Daniel's draft presentation on the cell theory to revise the cell theory and the history of the cell theory. Download Daniel's presentation here.
Activity 3 - Using a microscope
- You will be using these microscope instruction cards to explore how to use a microscope to look at a range of different specimens. Download the instructions here.
Activity 4 - Microscope as technology
- Complete this paragraph and upload it onto Edmodo.
Activity 5 - Extension - Electron microscopes
- Click here to watch a short video on electron microscopes.
- On Edmodo, post 3 things you learnt from this video that you didn't know before.
Lesson - Tuesday 05/11/2013
Learning intention - To understand that all living things are made of cells
Success criteria
Activity 1 - What is the cell theory?
Activity 2 - Creating a presentation on cell theory
1. What are the 3 components of the cell theory?
2. How did Anton van Leeuwenhoek contribute to the cell theory?
3. How did Robert Hooke contribute to the cell theory?
4. How did Matthias Schleiden contribute to the cell theory?
5. How did Robert Schwann contribute to the cell theory?
6. How did Rupert Virchow contribute to the cell theory?
You can get all the information from the video. You will have to watch the video a few times.
Don't forget to have both pictures and text in your presentation. You can use any software or app you want (PowerPoint, Google Presentation, Haiku Deck, Smore).
Upload your presentations onto Edmodo.
Success criteria
- I can state the 3 components of cell theory
- I can describe the contributions of some scientists to the cell theory
Activity 1 - What is the cell theory?
- Click here to log onto Edmodo and download the video, "The Whacky History of Cell Theory".
- Complete the video quiz on Edmodo.
Activity 2 - Creating a presentation on cell theory
- On your device, create a multimedia presentation that explains the following:
1. What are the 3 components of the cell theory?
2. How did Anton van Leeuwenhoek contribute to the cell theory?
3. How did Robert Hooke contribute to the cell theory?
4. How did Matthias Schleiden contribute to the cell theory?
5. How did Robert Schwann contribute to the cell theory?
6. How did Rupert Virchow contribute to the cell theory?
You can get all the information from the video. You will have to watch the video a few times.
Don't forget to have both pictures and text in your presentation. You can use any software or app you want (PowerPoint, Google Presentation, Haiku Deck, Smore).
Upload your presentations onto Edmodo.
lesson - Thursday 31/10/2013
Learning intention - To understand that all living things are made of cells
Success criteria
Activity 1 - What kinds of cells are in my body
Activity 2 - How small is a cell?
Activity 3 - Types of cells
Success criteria
- I can name at least 5 different types of cells in humans
- I can describe the shape of a cell and relate it to the cell's function
- I can describe how small a cell is in comparison to other common objects
Activity 1 - What kinds of cells are in my body
- Watch this video to see what is inside your body
- List all the things you already know about cells
Activity 2 - How small is a cell?
- Use this website to see how small a cell in your body is compared to other familiar objects
Activity 3 - Types of cells
- Use Google Image search on your device to find out what kinds of cells are shown in the photos below and complete the worksheet, "The different types of cells in my body."
Lesson - Thursday 24/10/2013
Learning intention - To know that humans have different body systems and humans are made of cells
Success criteria
Activity 1 - What is inside us?
We will watch this video to see what is happening inside us right now.
Activity 2 - What do you already know?
We will do a group brainstorm about what we already know about the circulatory system, the digestive system, the respiratory system the excretory system, the skeletal system and cells
Activity 3 - Fun facts
You will use your device to find three interesting and fun facts about the circulatory system, the digestive system, the respiratory system, the excretory system, the skeletal system OR cells. Post these fun facts onto Edmodo.
Success criteria
- I can describe what I already know about human body systems
- I can describe what I already know about cells
Activity 1 - What is inside us?
We will watch this video to see what is happening inside us right now.
Activity 2 - What do you already know?
We will do a group brainstorm about what we already know about the circulatory system, the digestive system, the respiratory system the excretory system, the skeletal system and cells
Activity 3 - Fun facts
You will use your device to find three interesting and fun facts about the circulatory system, the digestive system, the respiratory system, the excretory system, the skeletal system OR cells. Post these fun facts onto Edmodo.
Lesson - Tuesday 22/10/2013
Learning intention - To practise how to write scientific explanations and to practise ESSA-styled multiple choice questions
Success criteria
Activity 1
Activity 2
Success criteria
- I can decide whether my answer for a long response question is a scientific explanation
- I know what I have to do to make a long response answer a scientific explanation
Activity 1
- Go to Edmodo and answer the rusting questions by replying to the Edmodo post. Here is the worksheet for the rusting questions.
- Go to Edmodo and answer the behaviour of magnets questions by replying to the Edmodo post. Here is the worksheet for the magnets questions.
Activity 2
- Complete the 3 quizzes on Edmodo that are based on past ESSA exams.
lesson - Thursday 17/10/2013
Learning intention - To use an understanding of chemical changes to analyse a real life situation; To understand what a good answer is in ESSA
Success criteria
Activity 1 - Question about burning magnesium
Activity 2 - Looking at ESSA answers
Success criteria
- I can use scientific explanations of chemical changes to analyse a situation
- I can identify ESSA answers into different levels
- I know which ESSA level I need to aim for
Activity 1 - Question about burning magnesium
- We will be watching a demonstration of magnesium burning over a flame.
- We will then answer these questions on Edmodo: (1) Describe what happens to the magnesium in the video; (2) Explain the changes that occur to the magnesium in the video
- We will then use this PowerPoint to learn how ESSA answers are marked.
Activity 2 - Looking at ESSA answers
- You will be given these worksheets.
- Working with a partner, sort each ESSA answer to a level.
lesson - wednesday 16/10/2013
Learning intention - To understand what happens in chemical changes
Success criteria
Word list
Activity 1 - Quick Quiz - Log onto Edmodo and complete the quick quiz.
Activity 2 - You will be making a product to what happens in a chemical change. You can use the photos you took yesterday. We will create some dot points on what you product needs to have in order to be successful. Hand in your product by posting it on Edmodo.
Success criteria
- I can identify the signs of a chemical change
- I can give examples of chemical changes
Word list
- Atom
- Chemical change
- Particle
- Physical change
- Precipitate
- Product
- Reactant
- State of matter
Activity 1 - Quick Quiz - Log onto Edmodo and complete the quick quiz.
Activity 2 - You will be making a product to what happens in a chemical change. You can use the photos you took yesterday. We will create some dot points on what you product needs to have in order to be successful. Hand in your product by posting it on Edmodo.
lesson - Tuesday 15/10/2013
Learning intention - To understand what happens in chemical changes
Success criteria
Word list
Activity 1 - Quick Quiz
Activity 2 - Teacher explanation
Activity 3 - Experiments
Activity 4 - Reflection
Success criteria
- I can identify the signs of a chemical change
- I can give examples of chemical changes
Word list
- Atom
- Chemical change
- Particle
- Physical change
- Precipitate
- Product
- Reactant
- State of matter
Activity 1 - Quick Quiz
- Log onto Edmodo and answer the two quick quiz posts by replying to the post. If you don't have a device, answer the questions in your book.
Activity 2 - Teacher explanation
- We will be going through an explanation of what chemical changes are. Download the PowerPoint that goes with this presentation.
Activity 3 - Experiments
- We will be doing some experiments on chemical changes. Download the experiment sheet here. Take photos or videos of the experiment.
Activity 4 - Reflection
- On Edmodo, complete the quiz on chemical changes to test your understanding.
Lesson - Wednesday 09/10/2013
Learning intention - To describe the differences between metals and non-metals
Success criteria
Activity 1 - Do Now activity
Activity 2 - Creating a multimedia presentation
Aim
Equipment
Method
Results
Conclusion
Use photos and video footage in your experiment report presentation. You can work by yourself or in pairs.
Upload your work onto Edmodo.
Success criteria
- I can create a multimedia presentation to describe the differences between metals and non-metals to other Year 8 students.
Activity 1 - Do Now activity
- You will be completing a quick quiz on the board. You can choose to do this on your device on in your book.
Activity 2 - Creating a multimedia presentation
- In the last lesson you did an experiment to compare how well electricity passes through metals and non-metals. In this activity you will create an experiment report using your device. You are to create a multimedia presentation that describes these sections of an experiment:
Aim
Equipment
Method
Results
Conclusion
Use photos and video footage in your experiment report presentation. You can work by yourself or in pairs.
Upload your work onto Edmodo.
Lesson - Tuesday 08/10/2013
Learning intention - To understand the properties of metals and non-metals
Success criteria
|
Word list
Conductor Ductile Dull Electricity Heat Insulator Malleable Lustre |
Activity 1 - Do Now activity
Activity 4 - Writing comparisons using contrast connectives
Use these contrast connectives to build your sentences:
- Connect your device to the Internet. If you need help look at the posters on the practical side of the classroom.
- Open a word processing document and call it "Material Science and exam revision". Or write this in your book.
- Wait for the teacher to give you more instructions.
- Go to this website and read the information in the table - http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/atoms_elements/revision/7/
- Go to the lab benches and follow the instructions to complete an experiment on metals and non-metals to see how well they conduct electricity and heat. You can also download the instructions here.
- Take a photo of the experiment with your device and place it into the word document. Explain what each photo is showing about metals and non-metals.
Activity 4 - Writing comparisons using contrast connectives
- Using this table, write sentences that compares metals and non-metals. For example, "metals are shiny while non-metals are dull". Your sentences must use a range of the contrast connectives listed below. You can choose to write these sentences in your word processing document or in your book.
Use these contrast connectives to build your sentences:
- but
- in contrast
- conversely
- however
- yet
- on the other hand