Year 10 Term 3 Learning Objectives
2
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
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Transcript of Year 10 Term 3 Learning Objectives
Week 1 w/b 28/04 Week 2 w/b 05/05 Week 3 w/b 12/05 Week 4 w/b 19/05Curriculum learning objectives:
DOUBLE 2.47 understand the biological consequences of smoking in relation to the lungs and the circulatory system, including coronary heart disease.
TRIPLE2.37 describe experiments to investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms.
DOUBLE2.57 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
TRIPLE2.61 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
DOUBLE2.60 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
TRIPLE2.62 understand that platelets are involved in blood clotting, which prevents blood loss and the entry of micro-organisms
DOUBLEReview and Assessment
TRIPLEReview 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.
TRIPLEStudents design a qualitative experiment to produce evidence that respiration produces heat and carbon dioxide using pea seeds.
DOUBLEStudents to produce presentations on red blood cell structural adaptations, shape adaptations or presence of haemoglobin for oxygen carriage.
TRIPLEStudents 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.
TRIPLEStudents produce a flow chart to explain the process of blood clotting.
DOUBLEStudents complete an end of unit assessment and peer assess.
TRIPLEStudents complete an end of unit assessment and peer assess.
Discovery Bay International SchoolUnit Plan
Unit Title: RESPIRATION AND TRANSPORT
Year 10 Double and TripleTerm 3.1
Teachers: Mikaela Parker
