LO: Today we are going to study and explore the human skeleton so that we can identify parts of the skeletal system and their function AFL To know if bones are alive, make blood, protect the body, help with movement, and to support the body. Worksheet answers, random selection and rotating around class to get answers to blanks. Opportunities for students to show prior knowledge. Equipment : skeleton model Starter:Crossword of bone names. Then ask if they can guess. Skeleton model to give clues. MAIN ACTIVITY Show objectives and get pupils to write objectives Show keywords - allow them to copy down. Give all pupils sticky notes to label Skeleton as best they can together. Label skeleton diagram as best they can. Go through diagram on slide, asking for volunteers who might know the parts. Give clues and help pronunciation. Consolidate + paste in notebooks Ask if bones are living? Mini discussion w/elbow partner - yes /no? Explanation of inside of a bone with marrow that makes blood Brief mention of Ligaments and tendons (covered more in joints section) Fill in 2nd worksheet about function of the skeleton Feedback on sheet / correct with answers on slide Summary/Takeaway Question/Plenary: Broken bones - can they heal? (c/f bones alive, growing etc)

Describe how muscles, joints and bones work to move your body Other Broader/Cross-curricular links – PSHE/Body/Self, PE, sports science Starter: Have a think: are muscles like elastic bands? | Dispel misconceptions, ask them to think about models Recap on bones, joints, ligaments, tendons. Shoulder blade = scapula Functions of bones are – protection, support Where a bone meets (joint) Softer bit on the end of the bone (cartilage) The cushioning liquid on a join (synovial fluid) Connects bone to bone (ligaments) Muscle to bone (tendon) Revision Worksheet & Questions Main Activity Muscles –long and stretchy? Animation / video of muscle Muscle fibre ‘model’. Can change shape. Remind about Antagonistic Pair Is an elastic band a good model? How would you better represent a muscle? Cardiac –heart, what is special about it? Tendons can’t, ligaments can’t muscles can Types of muscle - smooth, skeletal, cardiac Match type of muscle worksheet + stick in book Slide w/Q: What would happen if our skeletal muscles were replaced by tendons? (so heart still works etc!) – couldn’t move Get them to write and articulate. What would happen if all skeletal muscles were replaced by cardiac muscles? Ext: if you need to make a muscle bunch up and get shorter, what do you need to use up? (energy) Takeaway Question/Plenary: How many muscles will you use on the way to break now? To have them thinking that they use muscles to move and realise/value what they have learned.

KS3 - Rock Cycle & Salol Practical Includes worksheets, approx lesson plan and timings, needs grated chocolate as demo of how rocks are formed. ---- Links to prior topics : Earth Science 1 (rock types) Earth Science 2 (spheres) Skills Developed: Practical skills, Microscope skills, observation, note making Learning Objectives : Revise previously covered Earth Chemistry (spheres, rocks) Learn about how Rocks are formed so that you can explain their structures Assessment Criteria for Objectives: Fill in rock cycle Determine crystal structure formation explain the structures of marble (metamorphic), pumice (Igneous) and sandstone (sedimentary) and how they are formed. [assessed next lesson] Teaching & Learning Strategies Animation, demonstration, practical observations, practical work Resources / Materials Required Chocolates for 'choc cycle ' Salol + slides /m’scopes Bunsen burner Lab Safety Considerations [CLEAPSS / Hazcards / COSHH] Salol, chocolate allergies/nuts , bunsen flame Practical Work/Demonstration Salol slides hot/cold Literacy /Numeracy/ICT incl. School-wide objectives Visual descriptors of what they see, writing to articulate information Other Broader/Cross-curricular links – Sustainability, geology/geography

Electrostatics: **This introduces the topic, there is room for a practical demo with a Van DerGraff generator makes up the last 15 minutes of a 60 minute lesson** Skills Developed: Physical to abstract reasoning, Observation Links to prior topics : PD/Current, series, parallel, circuits Learning Objectives : To explain the concept of charge transfer To explain why we get shocks from things To predict how a charged object will interact Assessment Criteria for Objectives: Statements to demonstrate LOs Observations Resources / Materials Required: Van Der Graff generator, accessories, balloon, Lab Safety Considerations [CLEAPSS / Hazcards / COSHH]: High voltage (low current) shock risk Practical Work/Demonstration: Van Der Graff generator – generate static charge and discharge/use to demonstrate Literacy /Numeracy/ICT incl. School-wide objectives: Numeracy links with voltage calculations, Literacy in expression and formulation of hypothesis. Other Broader/Cross-curricular links: Household electronics, DT links, Scientific inquiry.

Approx. lesson plan: To understand that a power source provides energy as a flow of electric current and needs a complete circuit to flow. To know how to draw simple circuit diagrams. • To identify the circuit components • To create a circuit • To explain why the lightbulb lights up Identify electrical devices in diagram -Car Phone Toaster TV Cooker Hoover Light Washing machine CD player Kettle Iron Fridge Nothing to write / introduce the topic / electrical circuits Give time to write title and date Verbally explain keywords while/if they write them down. Pichu = electron ‘pretend this baby Pikachu is an electron’ PD = amount of kick behind each electron. More volts = more electrons flowing. Electrons carry charge Students must form a circle. One is nominated as the bulb. Teacher is battery. Give ‘charge’ (a sweet) to every 6th pupil. When charge reaches the bulb it waves. Charge = energy. Can travel faster than electrons – can pass it to each other instead if they are just shuffling. Circuit diagram drawings Construct circuit + test + draw Recap Symbols on drawings / practically create and test circuits. Draw 2 more circuits

KS3 - Circuits 2 Has basic animated slides with examples of electron movement and principles of carrying charge. Follows from KS3 - Circuits 1 and leads on to concept of resistance. Ends with question about lightning (air has a high resistance, how does lightning 'flow'?) Infomation: Links to prior topics : Basic physics, Circuits 1 Skills Developed: Diagrams/graphical work, physical to abstract, logic Learning Objectives : Revise PD, electrons and charge To identify new circuit components and understand conductors To explain what is happening in a circuit, using different models To infer a relationship between voltage current and resistance Assessment Criteria for Objectives: Comparison of models Understanding of relationships between VIR Teaching & Learning Strategies : Visual and tactile, labelling, abstraction, comparison modelling, modelling with rope as circuit Resources / Materials Required School circuit kit (cells, cables, switches, bulbs) Ammeters Optional Rope Model Lab Safety Considerations [CLEAPSS / Hazcards / COSHH] Electrical safety (1.5-3v, IE negligible, but good time to start on electrical safety) Practical Work/Demonstration Circuit creation – Battery + bulb + ammeter to measure, Optional rope model of a circuit Literacy /Numeracy/ICT incl. School-wide objectives Numeracy links with voltage calculations , literacy with the labels. Other Broader/Cross-curricular links - Household / hobby electronics, DT links, Scientific inquiry

KS3 - Resistance (follows Circuits 2) Links to prior topics : Basic physics, Circuits 1, Circuits 2, PD/Current, series, parallel Skills Developed: Diagrams/graphical work, physical to abstract, logic, problem solving. Articulation, relationships between values Learning Objectives : Revise PD, electrons and charge To explain what effects resistance has on the current and PD in a circuit. Using the concept of resistance to explain how a bulb can blow Assessment Criteria for Objectives: Comparison of models Fill in analogous worksheet Determine V=IR relationship from experiment Teaching & Learning Strategies Experimentation with circuits to practically determine the relationship of V=IxR Resources / Materials Required School circuit kit (cells, cables, switches, bulbs) Ammeters, resistors (1kOhm & 10kOhm) Lab Safety Considerations [CLEAPSS / Hazcards / COSHH] Electrical safety (1.5-3v, IE negligible, but still worth pointing out) Practical Work/Demonstration Circuit creation – Battery + bulb + ammeter to measure, rope model of a circuit Literacy /Numeracy/ICT incl. School-wide objectives Numeracy links with voltage calculations, literacy with the labels. Other Broader/Cross-curricular links – [Citizenship, Sustainable Development, Scientific Inquiry, Critical Thinking, Articulation] Household/hobby electronics, DT links, Scientific inquiry Overview: Adding lights/ recall series or parallel Comparison of heating system (water) and electrical circuit Radiator/water model Compare resistance / radiators Keywords Main Activity Construct circuit Get results for current. Change resistor Deduce ohms law VIR. Use triangle handout for scaffolding See if they can infer laws before showing slide. End question about modelling circuits - extension

2 Lessons worth of earth science, Covers the inner parts of the earth as well as the exterior spheres. Includes some etymology of words and leads on to the rock cycle.

KS3- Ohms Law / Effects of Resistance Main Topic : Ohms Law, Ohmic Heating & Current/Voltage Graphs Skills Developed: Physical to abstract reasoning, logic/ problem solving. Articulation, relationships between values Reading Graphs Learning Objectives : To explain the relationship between VIR mathematically To identify the relationships between current and P.D. on a graph To explain the proportional relationship of I and V using Ohms Law Teaching & Learning Strategies Demo of I and R relationship with fixed Voltage using nichrome wire

Y7/KS3 - Resources - skeleton model if you have one as well as any joint models. Builds on previous skeletal system lesson. Overview: Thunk - gives space/starter worksheet to fill in - BBC Bitesize video about muscles Memory game - labelled diagram of joint, return to desks to fill in Different joint types Summary - write sentence to explain how joints enable movement