Preview: Cambridge Lower Secondary Science Teacher Guide 7

Cambridge Lower Secondary

Science STAGE 7: TEACHER’S GUIDE

Mark Levesley, Chris Meunier, Fran Eardley, Gemma Young, Louise Smiles 244351 Checkpoint Science_Title page_TG7.indd 1

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Contents

Downloads of editable learning episodes, worksheets, practical notes and answers are available at www.collins.co.uk/CambridgeInternationalDownloads.

Introduction Mapping document

5 9

Chapter 1 ● Living things Chapter overview 1.1 Characteristics of living things 1.2 Plant structures 1.3 Skeleton, joints and muscles 1.4 Human organs and organ systems

23 25 28 30 34

1.5 Cells as the building blocks for life 1.6 Comparing plant and animal cells 1.7 Specialised cells Checking students’ progress

38 41 44 47

2.3 Infectious diseases 2.4 Useful microorganisms Checking students’ progress

59 63 67

68 69 75

3.3 Human impact on the environment Checking students’ progress

77 82

83 84 88

4.3 Types of variation Checking students’ progress

92 95

Chapter 2 ● Microorganisms and disease Chapter overview 2.1 Microorganisms 2.2 Louis Pasteur

48 50 55

Chapter 3 ● Habitats and the environment Chapter overview 3.1 Adaptations of organisms 3.2 Food chains Chapter 4 ● Variety of living things Chapter overview 4.1 Species 4.2 Classification

Chapter 5 ● Properties of matter and materials Chapter overview 5.1 The states of matter 5.2 Changing state 5.3 Everyday materials and their properties

96 97 101

5.4 Comparing metals and non-metals Checking students’ progress

111 115

116 118 122

6.3 Structure of the Earth Checking students’ progress

124 125

126 128

7.2 Neutralisation Checking students’ progress

131 133

107

Chapter 6 ● The Earth Chapter overview 6.1 Rocks and soils 6.2 Fossils and the fossil record Chapter 7 ● Acids and alkalis Chapter overview 7.1 Acids, alkalis and the pH scale

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Chapter 8 ● Energy Chapter overview 8.1 Using energy 8.2 Energy conservation

134 136 139

8.3 Describing energy transfers 8.4 Finding enough energy Checking students’ progress

142 145 148

149 150 154

9.3 Changing ideas about the Solar System Checking students’ progress

158 161

Chapter overview 10.1 Forces change motion 10.2 Gravity

162 164 168

10.3 Balanced and unbalanced forces Checking students’ progress

171 174

Planning guide

175

Chapter 9 ● Beyond the Earth Chapter overview 9.1 Day and night 9.2 Planets and the Solar System Chapter 10 ● Forces and their effects

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Chapter 3

Habitats and the environment

Chapter overview In this chapter, students will learn about habitats and about the interactions between the organisms that live in those habitats. They will also learn about how organisms are adapted to the physical factors found in a habitat, and how they are adapted to changes in physical factors. The impact of humans on habitats is also introduced.

Topic title

Student’s Book pages

Number of 40-minute periods

Overall objectives

Scientific enquiry focus

3.1 Adaptations of organisms

56–65

5

Describe how organisms are adapted to their habitat, drawing on locally occurring examples

Use information from secondary sources Identify appropriate evidence to collect and suitable methods of collection Choose appropriate apparatus and use it correctly Make careful observations including measurements Present results in the form of tables, bar charts and line graphs

3.2 Food chains

66–68

2

Draw and model simple food chains

Present results in the form of tables, bar charts and line graphs

3.3 Human impact on the environment

69–75

4

Discuss positive and negative influence of humans on the environment, e.g. the effect on food chains, pollution and ozone depletion

Use information from secondary sources Be able to talk about the importance of questions, evidence and explanations Make predictions referring to previous scientific knowledge and understanding

End of chapter questions

76–80

1

Check students’ progress

Background science The study of habitats introduces some potentially confusing words. A habitat is an area where an organism lives. An environment is the conditions within a habitat around a certain organism. An environment is described in terms of other organisms and the physical factors (amount of light, temperature, etc.). The term ecosystem is all the organisms and all the physical factors in a habitat.

Students will have met food chains at Cambridge Primary level, and the idea is extended here by getting students to use food chains to make predictions about what will happen if the numbers of one particular organism change. Students should be familiar with words such as producer, consumer, predator and prey to describe the feeding relationships between organisms in a habitat. These terms are revised and new ones added (such as primary consumer, secondary consumer, top predator, omnivore). It is important at this stage that students start to think about food chains in terms of energy flow through a habitat, rather than thinking of them as showing ‘what eats what’. Students will later build on this work in Stage 9, where food webs are introduced.

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Discuss a range of energy sources and distinguish between renewable and nonrenewable resources

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3.1

Adaptations of organisms

Topic overview Workbook

Downloadable material

3.1a

Starting point This short activity provides an opportunity to revisit ideas about what makes something an ‘organism’

Page 56 Starting point table

3.1b

Habitats Students revise the concept of a habitat, from Cambridge Primary

Pages 56–57 Questions 1–5

Worksheet 3.1b

3.1c

Habitats and their organisms Students learn some methods of sampling and how to present frequency data in bar charts

Pages 57–60 Activity 3.1 Questions 6–12

Practical notes 3.1c Worksheets 3.1c(1), 3.1c(2)

3.1d

Adaptations Students consider how some organisms are adapted for survival in their habitats

Pages 60–62 Activity 3.2 Questions 13– 20

Practical notes 3.1d Worksheet 3.1d

3.1e

Adaptations for changes Students learn about daily and seasonal changes and some of the ways in which organisms are adapted to cope with these changes

Pages 62–65 Questions 21– 32

Topic learning objectives • 7Be1: Describe how organisms are adapted to their habitat, • • • • •

drawing on locally occurring examples. Secondary sources can be used 7Bp1: Recognise the positions, and know the functions of the major organs of flowering plants, e.g. root, stem, leaf 7Ep3: Suggest ideas that may be tested 7Ep4: Outline plans to carry out investigations, considering the variables to control, change or observe 7Ep5: Make predictions referring to previous scientific knowledge and understanding 7Ep6: Identify appropriate evidence to collect and suitable methods of collection

All questions on this topic

• • • • • •

Worksheet 3.1e

7Ep7: Choose appropriate apparatus and use it correctly 7Eo1: Make careful observations including measurements 7Eo2: Present results in the form of tables, bar charts and line graphs 7Eo3: Use information from secondary sources 7Ec1: Make conclusions from collected data, including those presented in a graph, chart or spreadsheet 7Ec4: Present conclusions using different methods

Common misunderstandings • Many students muddle the terms habitat, ecosystem and environment. It is worthwhile spending time at the start

Stage 7

of this chapter in getting students to learn the definitions of these terms.

Cambridge Lower Secondary Biology

Student’s Book

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3.1a Starting point Ask students to list the life processes. Remind students of MRS GREN (movement, reproduction, sensitivity, growth, respiration, excretion, nutrition). Ask students to list some things that organisms need for nutrition. Establish that animals need sources of food and water, and plants need sources of light and water. Introduce the term ‘resources’ to describe the things that an organism needs from its habitat.

3.1b Habitats Learning outcomes • To describe the places where organisms live Glossary words ecosystem, environment, habitat, physical factor, resource

Resource preparation Photos of different habitats (e.g. downloaded from the internet).

Worksheet 3.1b

Teaching and learning ideas • Tell students that a habitat is the name of a place where an organism lives. For example, tuna are fish that live in the • • • •

ocean. The ocean is a habitat. Ask students to suggest some other habitats, and establish that common examples include deserts, lakes, ponds, the Arctic and woodland. Ask students to suggest the name of the habitat in which they live.

Together with students, look at the ‘Habitats’ section in the Student’s Book on pages 56–57. Encourage students to answer questions 1–5.

Show students images of different habitats. Ask students to suggest names for each habitat, what organisms live there and what the physical environmental factors are.

Ask students to compare two different habitats where the same organism might live. They could compare the physical factors in the two environments, and present their work as a table. Ideas could include humans or mice living in town or city habitats compared with a countryside habitat.

Finish by asking students to complete Worksheet 3.1b.

Differentiation

Stage 7

Cambridge Lower Secondary Biology

For less confident students, go through one part of each question on Worksheet 3.1b so that students can follow these examples as they complete the sheet on their own.

Challenge more confident students to make up some extra questions for the worksheet, together with answers.

Homework suggestions Ask students to describe the habitat in which they live. They should include a list of the other organisms and physical factors that are present in their habitat.

Forward planning If you wish, you could set up the pieces of sticky tape for Activity 3.3: Investigating pollutant particles now. This will mean that students can analyse the pieces of sticky tape during the study of that topic. See Practical notes 3.3c.

3.1c Habitats and their organisms Learning outcomes • To describe the places where organisms live • To use sampling to research the types of organisms in an area Scientific enquiry outcomes • Make careful observations including measurements • Present results in the form of tables, bar charts 70 •

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• • •

Use information from secondary sources Identify appropriate evidence to collect and suitable methods of collection Choose appropriate apparatus and use it correctly

Glossary words hand lens, magnifying glass, pitfall trap, pooter, quadrat, sample

Resource preparation For Activity 3.1: may require one or more of the following depending on format: pitfall trap apparatus, hand lens/magnifying glass, pooter, quadrat, sweep net (for long grass), or a pond net, trowel, plastic tray, paint brush, field guides or photos of common local organisms and their names, camera.

Optional: apparatus to measure physical factors; for example, anemometer (wind gauge), thermometer, moisture meter, light meter, pH paper.

Access to secondary sources of information about local organisms (e.g. internet, field guide books).

Practical notes 3.1c Worksheets 3.1c(1), 3.1c(2)

Teaching and learning ideas • Ask students what a habitat is and ask them to name some local habitats. Write a list of three or four local habitats

• •

• • •

Type of grass

Total number of times found in a sample

elephant grass

6

pan dropseed

0

red dropseed

3

red grass

7

Students should be able to see that this table shows more clearly the most and least common grasses. Show students how to convert this data into a bar chart, or challenge students to try this for themselves. Then encourage students to complete the remaining questions in this section of the Student’s Book (11–12).

Activity 3.1: Investigating habitats. Instructions for this are given in Practical notes 3.1c. Worksheet 3.1c(1) can be used by students to plan their work. There are many ways in which the practical can be done but in essence students will need to study a habitat and identify some of the organisms that live there. If appropriate, it may be possible for students to establish some of the more common and rarer types of organisms living in the habitat.

Finish by asking students to write a report about the local habitat that they studied. This should include a description of the habitat (with its physical factors) and a list of the organisms that they found.

Differentiation Go through Worksheet 3.1c(1) with students, helping them to fill in the different sections in preparation for the fieldwork.

It is best to give less confident students clear instructions on what to do. You could write these up on the board for students to copy. Help students to identify organisms as they find them, using photos/drawings or field guides.

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on the board and then ask students to suggest the names of some organisms that might be found there.

Ask students how they would identify organisms in a habitat, and introduce them to the idea of looking at photos or drawings of organisms to compare to what they find in a habitat. These photos/drawings could be downloaded from the internet, or displayed on a website of organisms in your area, or you may have access to field guides showing the organisms. Demonstrate to students how to use the photos/drawings/websites/field guides.

Together with students, look at the section in the Student’s Book on ‘Sampling organisms in a habitat’ on pages 57–58. If you have apparatus to display, show students this when looking at the different ways to sample, collect and study organisms in the Student’s Book. If students are to use pooters, show students how to use them (including which tube to suck on). Show students other pieces of apparatus for this, which you may have access to (e.g. pond nets). Encourage students to answer questions 6–9.

Together with students, look at the section in the Student’s Book on ‘Presenting results’ on page 58. Encourage students to answer question 10.

Together with students, look carefully again at the table on page 58 of the Student’s Book. Explain to students that data like this could be collected using a quadrat. The quadrat can be placed randomly around an area of savanna, and the types of grass found in each one can then be identified. The table shows how this data can be recorded in the field but to analyse the data we need to draw a table that shows the final numbers of each type of grass found.

Draw this table on the board and ask students to help you to fill in the totals.

Stage 7

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Challenge more confident students to plan their own ways of studying a chosen habitat. However, make sure that you inspect their plans before allowing them to start their fieldwork. These students should also be able to identify organisms themselves, using secondary sources. Or they could draw or take photos of the organisms that they find, for later identification back in the classroom.

Extension ideas Some students could measure one or two of the physical factors in their chosen habitat using appropriate apparatus; for example, anemometer (wind gauge), thermometer, moisture meter, light meter, pH paper.

Homework suggestions Students could use Worksheet 3.1c(2) for homework.

3.1d Adaptations Learning outcomes • To describe how organisms are adapted to where they live Scientific enquiry outcomes • Make careful observations including measurements • Present results in the form of tables, bar charts • Use information from secondary sources Glossary words adaptation

Resource preparation Images of organisms to illustrate adaptations (e.g. downloaded from the internet). Examples could include giraffe, penguin, camel, owl, bat, porcupine, grasshopper/cricket, jellyfish, plants with thorns, poisonous plants. Include local examples.

For Activity 3.2: plants with obviously shaded leaves and other leaves in full Sun. Students could observe the plants in the habitat or be supplied with leaves. Students also need rulers. Optional: squared paper.

Access to secondary sources of information about organisms and their adaptations (e.g. internet, books).

For Worksheet 3.1d: Optional: scissors and glue.

Stage 7

Cambridge Lower Secondary Biology

Practical notes 3.1d Worksheet 3.1d

Teaching and learning ideas • Ask students to describe the function of their lungs. Establish the idea that breathing helps to get oxygen into the • • • • • •

blood for respiration. Explain to students that lungs are an adaptation that humans have for surviving on land. Ask students to say how fish are adapted for surviving in water.

Emphasise to students that adaptations help organisms to survive and include adaptations for getting food and water, for finding shelter and for protection from other organisms.

Together with students, look at the section in the Student’s Book on ‘Adaptations’ on pages 60–61. Encourage students to answer questions 13–20.

Show students some images of different animals and plants and ask students to identify adaptations. Encourage students to think about adaptations as characteristics of organisms that help them to survive in a certain habitat.

Ask students to complete Worksheet 3.1d, which looks at the adaptations of camels to desert habitats. It is expected that students will write the statement letters and numbers in the spaces around the image (following the instructions on the sheet). However, students could cut out the camel and the statements and stick the statements in the correct places around the camel.

Activity 3.2: Investigating adaptations on Student’s Book page 62. Students measure the lengths of leaves growing in a shaded area, and leaves of the same plant that are growing in full Sun. Further details are given in Practical notes 3.1d. A simpler alternative is for students to look at the organisms that they found in previous fieldwork (3.1c) and to research some ways in which these organisms are adapted for their habitats.

Finish by asking students to convert the labels in figure 3.11 or 3.12 into a table form, showing a description of each adaptation together with an explanation of how the adaptation helps the organism to survive.

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Differentiation Help less confident students by showing them how to complete some of the labels on the worksheet.

Encourage more confident students to complete tables of adaptations for some local organisms. They could also invent their own worksheets for others to complete, in a similar style to Worksheet 3.1d.

Challenge more confident students to do some independent research and find out about some of the adaptations of a particular organism in your country. They should present their work as a labelled drawing (similar in style to figures 3.11 and 3.12 in the Student’s Book).

Homework suggestions Ask students to design an animal that is adapted for living in trees in a hot and humid rainforest. For each adaptation, students should explain how it helps the animal to survive.

3.1e Adaptations for changes Learning outcomes • To describe how organisms are adapted to where they live Glossary words daily change, deciduous, hibernation, migration, nocturnal, predator, prey, season, seasonal change

Resource preparation Images of deciduous trees in different seasons (e.g. downloaded from the internet).

Local CCTV/security camera footage of nocturnal animals.

Camera traps.

Access to secondary sources of information about organisms and their adaptations (e.g. internet, books).

Worksheet 3.1e

• • • • • • •

nights, habitats get darker and colder.

Ask students to work together in groups to make lists of animals that are most active during the day and those that are most active at night.

Together with students, look at the section in the Student’s Book on ‘Adaptations for daily changes’ on pages 62–63.

Encourage students to answer questions 21–25.

Ask students to name some animals that are active during the day and some that are active at night. Include some local examples.

Ask students to say what changes happen in a habitat during the course of a year. Make sure that all students are able to describe the changes that occur with the seasons.

Show students images of deciduous trees in different seasons, pointing out to students that these plants lose their leaves at certain times of year. Ask students why this happens and establish that these plants drop their leaves when there is not much water available in the soil. Losing their leaves means that the plants do not need to take in water.

Together with students, look at the section in the Student’s Book on ‘Adaptations for seasonal changes’ on pages 63–65. Encourage students to answer questions 26–32.

Ask students to name some plants in your local area that have flowers and ask them to say why they have flowers at certain times of year. Establish that the flowers are open at a time of year when the insects needed to pollinate them are most active.

Finish by asking students to complete Worksheet 3.1e, which looks at daily and seasonal changes.

Differentiation Help less confident students by reminding them of the meanings of the words ‘predator’ and ‘prey’, which they will have met at Cambridge Primary level. On Worksheet 3.1e, help students with describing how the adaptations help the organisms to survive.

Encourage more confident students to do independent research and find out about some of the adaptations to seasonal changes of one or more organisms in your country. They should present their work as a report, written in paragraphs.

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Cambridge Lower Secondary Biology

Teaching and learning ideas • Ask students to say what changes happen in a habitat during the course of a day. Establish that as days turn into

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Extension ideas Ask students to examine some CCTV/security camera footage from your local area to find out about animals that are active at night. Or, ask students to plan where to put camera traps to take pictures of nocturnal animals in your local area. If you have time and equipment available, students could carry out this practical work.

Homework suggestions Students answer the questions in topic: 3.1 Adaptations of organisms in the Workbook.

Stage 7

Cambridge Lower Secondary Biology

Ask students to describe daily changes and seasonal changes in a local habitat, and to describe how one or two organisms living in this habitat is/are adapted to these changes.

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