Term 3.1 Year 10
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Transcript of Term 3.1 Year 10
Week 1 w/b 28/04 Week 2 w/b 05/05 Week 3 w/b 12/05 Week 4 w/b 19/05
Curriculum learning objectives:
DOUBLE 2.47 understand the biological
consequences of smoking in relation to the lungs and the circulatory system, including coronary heart disease. TRIPLE 2.37 describe experiments to investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms.
DOUBLE 2.57 describe the composition of
the blood: red blood cells, white blood cells, platelets and plasma
2.58 understand the role of plasma
in the transport of carbon dioxide, digested food, urea, hormones and heat energy
2.59 explain how adaptations of
red blood cells, including shape, structure and the presence of haemoglobin, make them suitable for the transport of oxygen TRIPLE 2.61 understand that vaccination results in the manufacture of memory cells, which enable future antibody production to the pathogen to occur sooner, faster and in greater quantity
DOUBLE 2.60 describe how the immune
system responds to disease using white blood cells, illustrated by phagocytes ingesting pathogens and lymphocytes releasing antibodies specific to the pathogen
TRIPLE 2.62 understand that platelets are involved in blood clotting, which prevents blood loss and the entry of micro-organisms
DOUBLE Review and Assessment TRIPLE Review and Assessment
Student learning outcomes: DOUBLE Students can explain the causes of heart attacks. Students apply their knowledge by deducing the likelihood of individuals suffering from an attack using data and lifestyle information. TRIPLE Students design a qualitative experiment to produce evidence that respiration produces heat and carbon dioxide using pea seeds.
DOUBLE Students to produce presentations on red blood cell structural adaptations, shape adaptations or presence of haemoglobin for oxygen carriage.
TRIPLE Students interpret graphs of antibody concentration to explain the need for vaccination programmes in a community.
DOUBLE Students produce a storyboard to demonstrate the process of the immune response. TRIPLE Students produce a flow chart to explain the process of blood clotting.
DOUBLE Students complete an end of unit assessment and peer assess. TRIPLE Students complete an end of unit assessment and peer assess.
Discovery Bay International School Unit Plan Unit Title: RESPIRATION AND TRANSPORT
Year 10 Double and Triple Term 3.1 Teachers: Mikaela Parker