Year 8 Science Course overview (Main Science subjects are alternated) Biology: A B C D Chemistry: E F G H Physics: I J K L Lessons main objective

A1 What is in food? A2 Why is food important? A3 A balanced diet A4 How do you choose what to eat? A5 What happens to food inside the digestive system? A6 What do digestive enzymes do? A7 Where are the products of digestion used? Activities A1 Core: Chemical food tests A2a Core: Nutrient research A2b Core: Food packaging A4 Core: Food advertising campaigns A5 Core: Model digestive system A6a Demonstrating enzyme action A6b Core: Enzyme investigation

Topic learning overview A Food and Digestion most students will: name nutrients, fibre and water as part of a balanced diet, identifying examples of foods in which they are found, and describe the role of the main nutrients in the body; use a model to describe how large molecules are broken down during digestion and describe the role of blood in transporting products of digestion around the body students making less progress will: name some groups of nutrients and identify some examples of foods in which they are found; describe a balanced diet; recognise that blood transports products students making more progress will: explain why some nutrients have to be broken down before they can be used by the body and why some foods cannot be digested by humans of digestion around the body E Atoms and elements most students will: recognise that there is a small number of elements and name some of these; explain that compounds are made when atoms of different elements join together; begin to use symbols for elements and to represent reactions in word equations students making less progress will: name some elements and represent these by symbols; distinguish between symbols for elements and formulae for compounds; name a wide variety of materials students making more progress will: identify elements whose properties do not fit the general pattern of metals and non-metals; begin to represent compounds by formulae I Heating and cooling most students will: give examples of common temperatures on the Celsius scale; distinguish between heat and temperature, describe energy flow as the result of temperature difference; describe some uses of good conductors and insulators and examples

E1 How many different materials are there? E2 What are elements made from? E3 What are elements like? E4 How do we get all the other materials? E5 How can we record the changes when atoms join? E6 Getting ahead of the game I1 Whats the temperature? I2 Warming up and cooling down I3 Temperature and heat energy I4 What are conductors and

E1 Core: Looking at materials E2 Core: Which are the elements? E3 Core: Looking at a range of elements E4a Core: Making models of compounds E4b Extension: Writing the formula for a compound E5a Core: Forming compounds E5b Extension: Electrolysis of water E6 Core: Two ways of making copper oxide

I1a Core: Temperature survey I1b Core: Looking at different types of thermometer I2 Core: Warming up and cooling down I4a Core: Conduction in

of conduction in solids and convection in liquids and gases; explain conduction and convection, expansion and change of state in terms of the particle model students making less progress will: give examples of some common temperatures; describe some uses of good conductors and insulators; describe how insulators can reduce heat loss; describe how substances expand and change state students making more progress will: give examples of a wide range of temperatures on the Celsius scale; compare conductivity of materials and relate this to their uses; use the particle model to explain change of state relating this to the forces between particles B Respiration most students will: describe the role of blood in transporting carbon dioxide from, and oxygen to, the lungs and explain why tissues need a good blood supply; describe aerobic respiration as a reaction with oxygen; describe some effects of an inadequate oxygen supply; describe and explain differences between inhaled and exhaled air and identify similarities in aerobic respiration in plants and animals students making less progress will: recognise that oxygen is required for aerobic respiration and that oxygen and glucose are transported in the blood; describe differences between inhaled and exhaled air students making more progress will: represent the process of aerobic respiration as a word and/or symbol equation and identify similarities with the burning of fuels; describe the features of alveoli and explain how damaged alveoli result in less gas exchange F Compounds and Mixtures most students will: distinguish between elements, compounds and mixtures in terms of the particles they contain; name and describe some common mixtures and use knowledge about separation techniques to suggest how they might be separated; identify melting and boiling points as the

insulators? I5 Expanding and contracting I6 Convection I7 Radiation and energy escape I8 Explaining changes of state

metals I4b Core: Conduction in water I4c Extension: Insulators I5a Core: Expansion and contraction in solids I5b Core: Expansion and contraction in liquids I5c Core: Expansion and contraction in gases I6a Core: Convection in air I6b Core: Convection in water I8 Core: Changes of state

B1 What happens to food molecules after digestion? B2 How does oxygen get into the blood? B3 How do oxygen and glucose reach the cells? B4 How does the heart pump blood around the body? B5 Who unravelled the mysteries of circulation? B6 Do other living things respire?

B1a Core: Burning food B1a Extension: Burning food B1b Help: Respiration card game B2 Core: Differences between inhaled and exhaled air B3 Core: Blood circulation B4 Core: The action of the heart B6 Core: Do other living things respire?

F1 All about elements and compounds F2 How do compounds differ from the elements in them? F3 Do compounds react chemically?

F1 Core: Working out the formulae for compounds F1 Extension: Working out the formulae for compounds F2a Core: Are compounds different from the elements in them? F2b Extension:

fixed temperatures at which elements and compounds change state, and use the particle model to explain changes of state students making less progress will: name some common elements, compounds and mixtures and distinguish between representations or models of these; describe how some mixtures could be separated and recognise changes of state in elements and compounds students making more progress will: explain their criteria for classifying materials as elements, compounds or mixtures; represent some compounds by formulae and explain what these show about the numbers and types of atom present; describe how mixtures do not change state at fixed temperatures J Magnets and electromagnets most students will: distinguish between magnetic and nonmagnetic materials; describe magnetic shielding; make a permanent magnet and an electromagnet; describe how the Earths magnetic field can be used for navigation; describe the shape and direction of a magnetic field; give examples of the use of magnets and electromagnets students making less progress will: identify steel, iron and iron oxide as magnetic materials; make a magnet and electromagnet; describe the use of an electromagnet in sorting metals students making more progress will: explain how magnetic materials can be magnetised using a simple particle/domain model; identify similarities in the magnetic fmagnet, the Earth and a straight coil; describe the shape of the field around a straight current-carrying conductor C Microbes and disease most students will: classify bacteria, fungi and viruses as microorganisms, name some of the diseases they can cause and describe how they can be transmitted; describe some of the defences the body has against disease and describe immunisation as a way of

F4 Compounds and mixtures F5 More differences between compounds and mixtures

Demonstrating the formation of aluminium iodide F3 Core: Observing chemical reactions F4 Core: Demonstrating the purification of water F5a Core: More differences between compounds and mixtures (1) F5b Core: More differences between compounds and mixtures (2)

J1 What can a magnet do? J2 Magnetic fields and compasses J3 The Earths magnetic field J4 How can electricity make a magnet?

J1a Core: Exploring magnets J1b Core: Making a magnet J1c Extension: Testing the strength of a magnet J2a Core: Plotting a field with iron filings J2b Core: Plotting a field with a compass J2c Core: Cutting off magnetism J2c Extension: Cutting off magnetism J3a Core: Making a compass J3b Core: Using a compass J4 Core: Investigating an electromagnet J4 Extension: Investigating an electromagnet

C1 What are microorganisms? C2 How can we use microbes? C3 Can microbes be harmful? C4 Stopping the spread of disease

C1 Core: Looking at yeast cells C1 Extension: Looking at yeast cells C2a Core: Respiration in yeast C2a Extension: Respiration in yeast

improving immunity; recognise that antibiotics are effective against bacteria but not against viruses students making less progress will: name some infectious diseases and describe how they can be transmitted; describe immunisation as a way of protecting against infectious disease students making more progress will: explain how immunisation can improve immunity and describe how antibiotics may be effective across a wide spectrum or against specific bacteria G Rocks and weathering most students will: describe rock specimens in terms of texture and relate this to properties such as porosity; describe the physical and chemical processes by which rocks are weathered and transported and relate these to features of the environment; describe and explain the processes by which layers of sediments are produced students making less progress will: describe rock specimens and recognise that different rocks have different textures; describe some effects of weathering and recognise sedimentary layers students making more progress will: relate processes of chemical weathering to the reactions of particular grains with acids; relate sedimentary layers to the processes by which they were produced K Light most students will: recognise that light travels in straight lines at very high speed; represent the path of light by rays; describe how light is reflected and refracted at plane surfaces; explain the origin of colour in the dispersion of white light and describe the effects of coloured filters and different coloured lights on the appearance of coloured objects; give an example of how colour is important in everyday life students making less progress will: describe how light is reflected at plane surfaces and describe reflected images; describe the effect of a prism on white light and recognise that filters and

C5 Protection against disease: natural defences C6 Protection against disease: antibiotics C7 The history of antibiotics C8 Protection against disease: immunity and immunisation

C2b Core: Making yoghurt C4 Core: Epidemics: outbreaks of disease C5 Core: Looking at white blood cells C6 Core: The effect of antibiotics on the bacteria in yoghurt C8 Core: Immunisation: the arguments for and against

G1 What are rocks made of? G2 Rain and weathering G3 Temperature and weathering G4 Transport and erosion

G1a Core: Looking at rocks G1b Core: Investigating the porosity of rocks G2a Core: Reaction of rocks with acid G2b Extension: Erosion of granite G3a Core: Breaking glass G3b Core: Freezing water G4a Core: Washing away G4b Core: Shaking cubes, Swirling sand, gravel and stones G6 Core: Evaporating sea water

K1 How does light travel? K2 Materials and light K3 How do we see things? K4How does light reflect? K5 Can light be bent? K6 How can we change colour?

K1 How does light travel? K2a Core: The effect of light on materials (1) K2b Core: The effect of light on materials (2) K2b Extension: The effect of light on materials (2) K3 Core: How we see things K4a Core: Reflection of light from a plane mirror K4b Core: Images in a plane mirror K4c Core: Images in two mirrors K4c Extension: Images in

coloured objects absorb some colours and transmit or reflect others students making more progress will: calculate the time for light to travel, eg from the Sun; explain the appearance of coloured objects in coloured lights

two mirrors K5a Core: Can light be bent? K5b Making and dividing white light K6a Core: How can we change colour? (1) K6b Core: How can we change colour? (2) K6c How can we change colour? (3) D1 How are green plants classified? D2 Why are communities different in different habitats? D3 How big are the populations in a habitat? D4 How do things in a community depend on each other? D5 How can we show population numbers? Field trip activity sheets D1 Core: Studying environmental factors D2a Core: Collecting and identifying organisms watery environments D2b Core: Collecting and describe differences between vertebrates and invertebrates, name some groups of invertebrate and give examples of these recognise that plants are subdivided into groups based on characteristics such as vascular tissue and seed- or sporebearing reproduction explain why mosses are found in places that are damp D3 Core: Counting the organisms and displaying data D4 Core: Food webs D5 Core: Pyramids of numbers D6 Core: Comparing habitats Data activity sheets D1 Core: Studying environmental factors and collecting organisms D2a Core: Identifying organisms plants D2b Core: Identifying organisms animals D3 Core: Counting organisms and displaying data D4 Core: Making food webs D5 Core: Making a

D Ecological relationships most students will: classify some plant specimens into the main taxonomic groups of plants; identify and name organisms found in a particular habitat and describe how they are adapted to the environmental conditions, explaining how the adaptations help survival; relate the abundance and distribution of organisms to the resources available within a habitat and begin to represent this using pyramids of numbers students making less progress will: name some found in a habitat and describe how they are adapted to environmental conditions; recognise that the abundance and distribution of organisms is different in different habitats students making more progress will: explain how pyramids of numbers represent feeding relationships in a habitat

H The rock cycle most students will: describe and explain how sediment becomes sedimentary rock; describe the conditions under which metamorphic rock is formed and how igneous rocks crystallise from magma; relate crystal size to rate of cooling; describe some distinctive features of igneous, sedimentary and metamorphic rocks and use these to distinguish between the rock types students making less progress will: name the three types of rock and give some examples of each; describe some characteristics of each rock type; explain that high temperature and pressure can change existing rocks into different types of rocks students making more progress will: explain in terms of the particle model how different rates of cooling lead to different crystal sizes; bring together physical and chemical processes to explain the formation of different rock types and the rock cycle; relate composition to the process of formation L Sound and hearing most students will: relate changes in pitch and loudness of sounds to changes in vibrations; explain how musical instruments can make these changes and relate these to the oscilloscope representations of waves; recognise that sound needs a medium to travel through and that it travels at different speeds through different media; explain simply how the ear works and give examples of hearing ranges; describe ways in which hearing can be impaired and how noise pollution can be reduced students making less progress will: relate sound to vibration and identify a range of sources or vibrations; recognise that sound travels but cannot travel through a vacuum; explain that sound waves cause our eardrums to vibrate and that this enables us to hear; state that loud sounds can damage hearing students making more progress will:

H1 Making sedimentary rocks H2 Are all limestones the same? H3 Metamorphic rocks H4 Making igneous rocks H5 How can we compare igneous rocks? H6The rock cycle

pyramid of numbers H1a Core: Looking at sedimentary rocks H1b Extension: Formation of sedimentary rocks H2a Core: Looking at limestones H2b Core: Testing for carbonates H3a Core: Looking at metamorphic rocks H3b Extension: Modelling metamorphic rocks H4a Core: The effect of cooling rate on crystal size H4b Extension: Cooling curves H5 Core: Investigating rock densities H6 Core: Rock cycle poster

L1 How are different sounds made? L2 How does sound travel through solids, liquids and gases? L3 How do we hear sounds? L4 Can sound be dangerous? L5 Investigating sound

L1a Core: Investigating sounds L1b Core: Changing sounds L1b Extension: Changing sounds L2 Core: Sounds through solids, liquids and gases L2 Extension: Sounds through solids, liquids and gases L3a Core: What range of sounds can we hear? L3b Core: A model of the eardrum L4 Core: Measuring sound levels L5a Core: How good are eardefenders? L5b Core: Are two ears better than one? L5b Extension: Are two ears better than one?

relate pitch to frequency of sounds and loudness to amplitude; use particle theory to explain how sound travels through materials; use a model of the ear to discuss possible causes of hearing impairment