Science at key stage 3    (Year 8)

• identify three types of micro-organism, eg bacteria, viruses, fungi
• describe the features of each of these three types of micro-organism in terms of, eg relative size, shape, structure

• evaluate methods proposed and agree on a common approach
• identify variables they need to control
• work out how many measurements will be obtained and indicate whether they will have confidence in their results
• explain that carbon dioxide is produced during aerobic respiration
• collect and store reliable and valid data using the same methodology
• identify a trend in the data, eg the more sugar is added, the greater the volume
• relate results to scientific knowledge and understanding, eg increase in volume is due to carbon dioxide produced in respiration

• use a procedure to grow micro-organisms
• describe a process which involves growing micro-organisms to make a product
• recognise hazards when working with living materials and produce information about working safely

• recognise that micro-organisms can cause infections, eg food poisoning, TB, colds, tetanus, malaria, meningitis, athlete's foot
• describe a range of mechanisms by which micro-organisms enter the body, eg food- and water-borne, droplet/air-borne, vectors, blood-borne passage across the placenta and via breastfeeding
• produce a leaflet giving advice on avoiding infection

• present information about a method of avoiding infection
• relate the methods to knowledge about micro-organisms and evaluate their effects
• describe the contributions of different scientists in dealing with an outbreak of disease

• show by their responses that the main points have been recalled

• identify natural barriers against infection, eg dry skin, lysozyme, etc in tears and sweat
• recognise that each type of micro-organism provokes a different set of antibodies
• describe how white blood cells defend the body against disease, eg engulfing micro-organisms, making antibodies
• describe antibody action, eg marking infecting micro-organisms, entangling micro-organisms
• explain how blood cells defend against disease

• show that they can work with micro-organisms safely
• describe the effect of household anti-microbial substances on bacterial growth
• state that antibiotics are effective against bacteria but ineffective against viral infections
• show in their writing that scientific advance may come from creative thought and interpretation of evidence

• explain 'immune' as meaning resistant to disease and that immunisation is a way of raising immunity
• recall that vaccines contain microbial material, eg weakened strains, dead micro-organisms, extracts of micro-organisms, that cannot cause infections
• explain that antibodies pass to a baby across the placenta and via breast milk
• explain that immunisation protects the body against some diseases because antibodies are made more quickly in response to infection

• describe how the incidence of, eg diphtheria, varied over the period and relate changes to social changes, eg the introduction of immunisation
• present a point of view in writing, using statistical evidence and linking points persuasively

• demonstrate, by their responses, understanding and recall of key points
• identify, summarise and group key points