At the end of this unit
in terms of scientific enquiry
most pupils will: use secondary sources of information to generate graphs or displays relevant to questions asked; recognise that interpretation of evidence about questions of health and diet may be difficult; identify and control relevant variables when investigating the action of an enzyme
some pupils will not have made so much progress and will: find information from selected secondary sources about food and diet; generate graphs or displays relevant to questions asked; with help, control relevant variables when investigating the action of an enzyme
some pupils will have progressed further and will: choose secondary sources to provide the information needed about food and diet; explain why interpretation of evidence about questions of health and diet may be difficult
in terms of life processes and living things
most pupils will: name nutrients, fibre and water as part of a balanced diet, identifying examples of foods in which they are found, and describe the role of the main nutrients in the body; use a model to describe how large molecules are broken down during digestion and describe the role of blood in transporting products of digestion around the body
some pupils will not have made so much progress and will: name some groups of nutrients and identify some examples of foods in which they are found; describe a balanced diet; recognise that blood transports products of digestion around the body
some pupils will have progressed further and will: explain why some nutrients have to be broken down before they can be used by the body and why some foods cannot be digested by humans
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