Activity: Smog marshmallows

Biology: Interactions and interdependencies

Relationships in an ecosystem

• how organisms affect, and are affected by, their environment, including the accumulation of toxic materials

Chemistry: Earth and atmosphere

• Earth as a source of limited resources and the efficacy of recycling
• the carbon cycle
• the composition of the atmosphere
• the production of carbon dioxide by human activity and the impact on climate

Working Scientifically Skills

Experimental skills and investigations

• ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
• make predictions using scientific knowledge and understanding

Scientific attitudes

• understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review
• evaluate risks

Analysis and evaluation

• interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions
• present reasoned explanations, including explaining data in relation to predictions and hypotheses
• identify further questions arising from their results

Planet Earth

Biodiversity and Interdependence

I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. SCN 3-01a

• Identifies living things using biological keys.

• Collects and analyses increasingly complex data and information, for example, temperature and light intensity, to suggest reasons for the distribution of organisms within different habitats.

Processes of the planet

I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-05b

• Explains how the levels of carbon dioxide in the atmosphere have increased over time, for example, through respiration of organisms, deforestation and increased combustion of fuels.
• Draws on supporting evidence, quotes and sources to demonstrate an association between carbon dioxide in the atmosphere and increasing global temperatures as a result of the greenhouse effect.

Topical science

Through research and discussion, I have contributed to evaluations of media items with regard to scientific content and ethical implications. SCN 3-20b

• Demonstrates understanding of bias and separates fact from opinion taking into account a range of reasons for bias, for example, selective sampling and political views.
• Analyses the scientific content in media items and presents a reasoned argument on the ethical implications of the scientific issue being explored.

Third Level Scientific Skills

Inquiry and Investigative Skills

Plans and designs scientific investigations and enquiries:

• Demonstrates initiative and increasing independence in identifying a number of key questions and in formulating aims, predictions and hypotheses based on information, observations and knowledge

Carries out practical activities within a variety of learning environments:

• Collects increasingly complex data and information using a range of methods and equipment, for example, data and software analysis tools (where available).

Analyses, interprets and evaluates scientific findings:

• Selects appropriate methods to record data/information and demonstrates increased precision in use of terminology, units and scales.

Presents scientific findings:

• Provides supporting evidence and quotes and acknowledges sources with limited assistance

Scientific Analytical Thinking Skills

• Applies scientific analytical thinking skills, with increasing independence, working with less familiar and more complex contexts.

Skills and Attributes of Scientifically Literate Citizens

• Expresses informed views about topical scientific issues, including those featured in the media, based on evidence and demonstrating understanding of underlying scientific concepts.

Science AOLE

Design Thinking KS3:

• I can evaluate and apply responsible habits of working which consider environmental and societal impacts.

Being Curious:

• I can select relevant scientific knowledge from a range of evidence sources to evaluate claims presented as facts.

Humanities AOLE

Active Citizens KS3

• I have an understanding of my ownand others’ environmental, economic and social responsibilities in creating a sustainable future.

Curriculum Subject Links

• The environment and human influences
• Investigate the effects of pollution, for example, water, air, land, sound etc. and specific measures to improve and protect the environment, for example, renewable energy, efficient use of resources and waste minimisation etc.
• Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens / wilderness areas, anti-pollution strategies, habitat management etc.

Curriculum Skill Links

• Communicate information, ideas, opinions, feelings and imaginings, using an expanding vocabulary
• Thinking, Problem-Solving and Decision-Making
• Planning for investigations, obtaining evidence, presenting and interpreting results
• Research scientific information from a range of sources
• Use investigative skills to explore scientific issues, solve problems and make informed decisions
• Show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate