Science at key stage 3 (Year 8)
Unit 8B: Respiration
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Objectives |
Section 1: a. How do cells use the food molecules absorbed after digestion?
Children should learn:
- that products of digestion are transported in the blood to other parts of the body
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Section 2: b. How do cells use the food molecules absorbed after digestion?
Children should learn:
- that glucose is an energy resource for cells
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Section 3: c. How do cells use the food molecules absorbed after digestion?
Children should learn:
- that respiration is the sum of the chemical reactions which release energy from food molecules
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Section 4: d. How do cells use the food molecules absorbed after digestion?
Children should learn:
- to use thermometers of different kinds
- that respiration can be represented by a word equation: glucose + oxygen > carbon dioxide + water, and this reaction releases energy
- to explain observations using scientific knowledge and understanding
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Section 5: a. How does the oxygen needed for respiration reach the tissues of the body?
Children should learn:
- that the exchanges of substances between cells and the blood occur adjacent to the capillaries
- that the blood transports substances to and from the cells of body tissues
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Section 6: b. How does the oxygen needed for respiration reach the tissues of the body?
Children should learn:
- why the heart needs to work efficiently
- to select relevant information and link to other information from a range of sources
- how a theory has been modified when predictions made from it are not supported by evidence
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Section 7: What happens to the oxygen when it reaches the cells?
Children should learn:
- that cells need a good supply of oxygen in order to release energy
- that carbon dioxide is produced during aerobic respiration
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Section 8: Checking progress
Children should learn:
- about the reaction in cells between glucose and oxygen
- how the blood transports glucose and oxygen around the body
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Section 9: What is the role of the lungs?
Children should learn:
- that lungs are specialised organs where oxygen from the air enters the blood and carbon dioxide in the blood passes into the alveoli
- how the alveoli provide a large surface area for gas exchange
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Section 10: How are inhaled and exhaled air different?
Children should learn:
- to make comparisons between the composition of inhaled and exhaled air
- to present findings in a suitable format
- to discuss and respond to initial ideas and information, carry out the task and then review and refine ideas
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Section 11: a. Do other organisms respire in a similar manner?
Children should learn:
- to turn ideas into a form that can be investigated
- to make decisions about how to deal with factors which cannot be controlled
- to use controls for comparisons
- how to work with living materials
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Section 12: b. Do other organisms respire in a similar manner?
Children should learn:
- that plants and other animals produce carbon dioxide during respiration
- to make careful observations and draw conclusions explaining these in terms of scientific knowledge and understanding
- to use scientific terminology effectively and accurately in writing
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Section 13: Reviewing work
Children should learn:
- to summarise and make connections between key ideas in the unit
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Sections in this unit |
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
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