Exploring Science TRB Sample Extract

Sample Extract

2nd edition

TEACHER’S

RESOURCE BOOK 2nd edition

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For the Junior Cycle

Michael O’Callaghan • Pat Doyle • Orla Molamphy • Ger Reilly

Michael O’Callaghan • Pat Doyle • Orla Molamphy • Ger Reilly

UNIT 2 – CHAPTER 2

PLANNING

Suggested teaching schedule Year 1 Suggested time allocation (class periods)

Calendar

Nature of science

5

Aug/Sept

CW 2, 4

The particle theory

6

Sept

CW 1, 2

Observing change

8

Sept

Particles in solution

8

Sept/Oct

Making accurate measurements

5

Oct

Measuring speed and acceleration

6

Oct

The Big Bang – how our universe began

5

Oct

Galaxies, stars and the solar system

6

Oct/Nov

Learning outcomes

CW 2 PW 1, 2 PW 1, 2, 3 ES 2 ES 1, 3

Topic

Mid-term ES 1

Comets, asteroids and meteors

5

Nov

BW 1

Living things and cells

5

Nov

BW 4

The path of food

4

Nov

BW 4

Transport in the body

6

Nov/Dec

The breathing system

8

Jan

CW 4, 6

Metals and non-metals – properties and uses

8

Jan/Feb

CW 4, 6

Materials science – fit for purpose

8

Feb

Energy

8

Feb/Mar

Heat

8

Mar

8

Mar/Apr

Revision for Christmas house exams BW 4

Mid-term PW 2, 6, 7, 8 PW 1, 2

Easter holidays ES 6

Energy – our use and our need

Note: This suggested schedule leaves the month of May free to allocate for possible extended time that may occur when teaching certain topics.

Year 2 Suggested time allocation (class periods)

Calendar

Space exploration – ‘To infinity and beyond!’

10

Aug/Sept

Building blocks

8

Sept

CW 5

The chemist’s compass – the periodic table

9

Sept/Oct

BW 9

Human reproduction

8

Oct

Learning outcomes ES 8 CW 3, 4

Topic

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PLANNING Mid-term BW 2 PW 2, 3

Passing on characteristics

8

Nov

What is density and why do some things float?

8

Nov/Dec

Revision for Christmas house exams PW 2, 3

Force, work, power and pressure

10

Jan

ES 1, 3

To the Moon and beyond

8

Jan/Feb

Mid-term ES 4

Earth, Sun and Moon – it’s all relative

8

Feb

CW 8

Acids and bases

12

Mar

The origins of living things

8

Apr

The study of a habitat

8

Apr/May

Easter holidays BW 3 BW 5, 8

Note: This suggested schedule leaves the month of May free to allocate for possible extended time that may occur.

The window, as set by the NCCA, for completion of the CBA1: Extended Experimental Investigation for the 2nd year cohort 2018–2021, is January 6 to May 15 for 2020. Departments need to ensure that they have assigned a three-week slot to complete the EEI in the teaching schedule.

Year 3

Learning outcomes BW 6 BW 7 CW 9 CW 7 ES 5 BW 10

Topic Factors affecting human health Respiration and photosynthesis Energy transfer in chemical reactions Mid-term Rates of reactions The water and carbon cycles Maintaining biodiversity, benefits of ecosystems, and global food production Mocks

Suggested time allocation (class periods) 8 8 4

Calendar Aug/Sept Sept Sept/Oct

10 8

Nov Nov/Dec

8

Jan/Feb

Mid-term PW 1, 2, 3

Electricity – current electricity

10

Mar

PW 2, 3, 4, 7, 8

Issues that arise from generation and use of electricity

5

Mar

Electronics

5

Mar

Climate change

8

Apr

PW 2, 5 ES 7

Easter holidays CW 10

Environmental impact of materials

4

May

PW 4

Impact of modern physics on society

4

May

State exams Note: The dates for CBA1 and CBA2 may change annually.

The window, as set by the NCCA, for completion of the CBA2 Science in Society Investigation for the 3rd year cohort, 2017–2020, is November 18 2019 to March 13 2020. Departments need to ensure that they have assigned a three-week slot to complete the SSI in the teaching schedule.

The Assessment Task will be completed following the CBA2 SSI.

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CHAPTER CHAPTER 2 2 LIVING LIVING THINGS THINGS AND AND CELLS CELLS

Chapter 2: Living things and cells Action verb

BW1: Students should be able to investigate the structures of animal and plant cells and relate them to their functions NS1–7, 9–10

Investigate – observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions

Key learning Students will: Investigate the difference between living and non-living things Classify living things into different groups Investigate the structures of animal and plant cells and their functions Use a microscope to see the structure of animal and plant cells.

Students will develop the following key skills: Group different things as either living or non-living (question 2.1) Work in groups and name organisms (plants and animals) (question 2.4) Use digital resources to identify the different structures of animal and plant cells Match cell parts with statements (Student Activity Book question 3) Prepare a slide for viewing animal and plant cells under a microscope (Activities 2.1 and 2.2) Use the parts of a microscope correctly to view a slide (Activities 2.1 and 2.2) Draw diagrams of animal and plant cells and label the parts correctly (Activities 2.1 and 2.2).

BIOLOGICAL WORLD

Learning outcomes

Assessment Teachers can consider the following questions when assessing students: Knowledge Can students identify and name living and non-living things?

Comprehension Can students explain in their own words how living things are classified into different groups?

Application Can students apply their knowledge of the structures of animal and plant cells by drawing diagrams of them?

Analysis Can students investigate the structures of animal and plant cells using a microscope?

Synthesis Can students devise an experiment to investigate the structure of animal and plant cells?

Evaluation Can students evaluate the experiment they devised?

Teachers can use the following assessment checks: Verbal questions Presentations Written tests – Summary questions (p. 26 of textbook) could be used.

– Assessment questions (p. 27 of textbook) could be used.

Peer and self-assessment – Self-evaluation (p. 19 of Student Activity Book) could be used.

– Peer Assessment template could be used.

Nature of science − Living things and cells Teachers could use the following activities to check students’ understanding of the unifying strand: 2.4–2.5, p. 19 of textbook, NS6–7 Activities 2.1 and 2.2, pp. 24–25 and of textbook, NS2–4 The following famous scientists could be researched for NS9: Robert Hooke, Anton van Leeuwenhoek, Lynn Margulis, Janet Plowe, Matthias Schleiden, Theodor Schwann, Rudolph Virchow.

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UNIT 2 – CHAPTER 2

Additional notes for teachers

• When identifying living things five criteria are used: cells, nutrition, excretion, response and reproduction. This is to tie in with the criteria used in the Leaving Certificate Biology course.

Activity 2.1

BIOLOGICAL WORLD

Results The cheek cells are not always the same shape. Some of them are altered by scraping them from the inside of the cheek. The cheek cells are normally not all the same size.

Notes • Students should be encouraged to think of issues such as: Are all animal cells the same as cheek cells? Are the cells damaged by removing them? Would we see anything differently without a stain or with another stain?

• Step 10 is included to encourage students to be observant rather than having a quick glance at the cells. They should notice the following: – The cheek cells are not always the same shape. Some of them are altered by scraping them from the inside of the cheek.

– The cheek cells are normally not all the same size.

– Depending on the concentration of the methylene blue that is used, the cytoplasm tends to be pale or light blue.

– Depending on the concentration of the methylene blue that is used, the nucleus tends to be dark blue.

– Depending on the magnification used, it is sometimes possible to see grains in the cytoplasm.

Activity 2.2 • When the onion tissue is peeled from the onion it is important to place it on the microscope slide quickly, as it may roll up. If this happens it is best to get another sample of onion tissue.

• Depending on the concentration of the iodine solution used, the cytoplasm tends to be yellow or pale yellow.

• Depending on the concentration of the iodine solution used, the nucleus tends to be dark yellow or orange or brown.

Additional activities 1. Instead of having to prepare a slide for examination, pre-prepared slides could be used. This would save about half of the difficulty in this activity.

2. To demonstrate the benefit of using a stain the students could carry out the activity using a few drops of water instead of methylene blue (or a demonstration of unstained cheek cells could be made available).

3. The students could research cell organelles such as mitochondria, chloroplasts, ribosomes, endoplasmic reticulum (ER), etc. This could be done in groups as a homework project and the resulting information and graphics presented to the class as an oral or slide presentation.

4. The students (singly or in groups) could research famous scientists. These scientists could be specified as relating to microscopy (e.g. Robert Hooke or Zacharias Janssen) and the details required could be broad or narrowed down to focus on features such as year of birth, year of death, nationality and their major contribution to science.

Digital resources (available on www.edcolearning.ie) Digital resource

Title

Description

Diagram animation

Figure 2.6 A typical animal cell

A photo realistic animation of an animal cell showing the three main labelled parts. Use for reinforcement.

Diagram animation

Figure 2.7 The relationship between chromosomes and genes

An animated diagram of a chromosome and genes. Use for reinforcement.

Diagram animation

Figure 2.10 A typical plant cell

An interactive diagram of a plant cell showing four of the main parts. Use for reinforcement.

PowerPoint

Chapter 2 PowerPoint summary

Revision of Chapter 2 with keywords, activities and illustrations.

Weblinks

Chapter 2 Weblinks

Discover more information about the topics covered in Chapter 2 by using trusted interactive websites listed in the Weblinks document.

Mind Map (with solution)

Chapter 2 Mind Map

A solution to this chapter’s Mind Map to check students’ work.

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