Outline Scheme of Work: B5 The human body staying alive – Suggested teaching time for chapter: 31/8 hours B5.1 How do substances get into, out of and around our bodies? Lesson Statements Teaching activities Notes 1 B5.1.1 describe some of the This content could be delivered using a brainstorming type of exercise thinking about the From the Key Stage 3 Programme of Study: substances transported into and requirements of cells and the waste products of cellular processes e.g. respiration and The role of diffusion in the movement of out of the human body in terms of linking this to transport mechanisms. materials in and between cells. the requirements of cells, Alternatively, learners could be set a research task where they are required to report back including oxygen, carbon dioxide, to the class in some form their findings about cellular transport. water, dissolved food molecules and urea 2 B5.1.2 explain how the The content from the previous lesson links directly to considering the need for membranes cell membranes of and to content in Chapter B3 about diffusion, osmosis and active transport. animal cells are related to Membrane transport diffusion, osmosis and active A clear overview of membrane transport along with a multiple step animation will allow transport learners to develop a basic understanding of the transport processes. This could be an ideal homework activity. THINKING CONCEPTUALLY Membrane structure This game by Bioman Games allows learners to develop an understanding of membrane structure. For the more able learners a thorough and detailed animation is available that learners can use to produce their own revision resource. THINKING CONCEPTUALLY
Outline Scheme of Work: B5 The human body – staying alive Suggested teaching time for chapter: 31/8 hours B5.1 How do substances get into, out of and around our bodies? Lesson Statements Teaching activities Notes 1 B5.1.1 describe some of the substances transported into and out of the human body in terms of the requirements of cells, including oxygen, carbon dioxide, water, dissolved food molecules and urea This content could be delivered using a brainstorming type of exercise thinking about the requirements of cells and the waste products of cellular processes e.g. respiration and linking this to transport mechanisms. Alternatively, learners could be set a research task where they are required to report back to the class in some form their findings about cellular transport. From the Key Stage 3 Programme of Study: The role of diffusion in the movement of materials in and between cells. 2 B5.1.2 explain how the cell membranes of animal cells are related to diffusion, osmosis and active transport The content from the previous lesson links directly to considering the need for membranes and to content in Chapter B3 about diffusion, osmosis and active transport. Membrane transport A clear overview of membrane transport along with a multiple step animation will allow learners to develop a basic understanding of the transport processes. This could be an ideal homework activity. THINKING CONCEPTUALLY Membrane structure This game by Bioman Games allows learners to develop an understanding of membrane structure. For the more able learners a thorough and detailed animation is available that learners can use to produce their own revision resource. THINKING CONCEPTUALLY
312931-chapter-b5-suggested-teaching-hours-and-outline-scheme-of-work.docx