8A Food, glorious food!
This unit covers diet, digestion and the transport of and Most pupils should:
8 uses for the nutrients in digested food. All of this is looked
at within a context of food advertising (including diets and
(L5) Recognise that scientific knowledge is sketchy in some areas
and therefore drawing conclusions is difficult.
A supplements). (L6) Decide whether manufacturers are right to put certain claims
a
on their food labels.
We recommend between 8 and 11 hours of teaching time for this (L6) Use models to represent the digestion of large insoluble food
unit. molecules.
From KS2/previous units most pupils will: Some pupils could:
• understand that foods contain a variety of substances needed by (L7) Explain why it is difficult to interpret some scientific facts.
the body and recognise the idea of nutrition as a life process (L8) Describe the tests for water, protein, glucose and sucrose.
• appreciate that a wide variety of foods needs to be eaten to have
a balanced diet Key processes
• know that food contains stored energy At the end of this unit…
All pupils must:
• be familiar with the names and positions of some of the organs in
(WTL4) Display data in tables.
the digestive system
(WTL4) Control variables appropriately, with help.
• know that substances are carried around the body by the blood –
(L4) Use data from secondary sources of information to construct
the idea and process of absorption will be unfamiliar to most.
bar charts.
• be familiar with respiration as one of the life processes.
(L5) Without help, point out that variables need to be kept the
This unit builds on ideas introduced in the QCA Scheme of Work same in investigations and stop these variables changing.
for KS2: Unit 5A Keeping healthy. It also builds on work covered in
Most pupils should:
Unit 7A Tissues and transplants and 7G What a waste!
(L4) Identify and control variables appropriately without help.
The unit starts by looking at food advertising and the laws (L5) Carry out and interpret results from tests for starch and fat.
governing it. The components that are found in food are then (L6) Display data in a variety of different forms.
covered, revising material from KS2 before going on to look at food
Some pupils could:
tests and balanced diets. Digestion is then covered, including the
(L7) Explain what food allergies and intolerances are.
role of enzymes.
(L8) Use own initiative to independently research and obtain
Respiration is mentioned at the end of this unit and is covered in secondary information from secondary sources.
detail in Unit 8B. The latter looks at how oxygen is provided to cells
for respiration, whilst this unit looks at how glucose is provided. The Range and content
circulatory system is covered briefly in this unit and in more detail At the end of this unit…
in Unit 8B. All pupils must:
(L4) Recall the names of the major nutrients in food and good
• Topic 8Aa starts by introducing the idea that health experts are sources of these substances.
worried about the effects of unhealthy diets on children, and the (L5) Describe what a balanced diet is.
role that advertising plays in this. There is revision of what a diet is (L5) Describe how digested food is transported around the body.
and the various food substances found in foods, including how to
test for them. There is Could level material on the recommended Most pupils should:
daily intakes of different food substances. (L5) Recall that nutrients, fibre and water are all vital components
• Topic 8Ab extends knowledge from 8Aa, considering the ideas of of a balanced diet and good sources of these substances.
a balanced diet, the components of food and their uses, and the (L5) Recall the roles of nutrients, fibre and water in the body.
energy content of foods. There is Could level material on diseases (L6) Describe how nutrients are digested and absorbed.
and disorders that require special diets. (L7) Describe how nutrients are supplied to cells via the blood and
• Topic 8Ac covers digestion, the organs involved and the role of tissue fluid.
enzymes. Could level material covers teeth, extending ideas that Some pupils could:
pupils will have met in KS2. (L8) Explain why some food cannot be digested by humans.
• Topic 8Ad considers enzyme activity in more detail. There is an
optional investigation for Attainment Target 1 on amylase activity. Be prepared
A set of level descriptions is provided in the ASP. Could level work 8Aa Starter 3, 8Ab Exploring 3, 8Ab Explaining 3 and 8Ae
covers the roles of the liver and pancreas in digestion. Exploring 2 require advert cuttings, food packaging and/or
• Topic 8Ae looks at the absorption of digested food in the small scientific media reports about food.
intestine and how the food substances are transported around 8Aa Exploring 2 and 8Ab Exploring 1 require nutrition
information panels cut from various food packets.
the body to where they are required.
8Ab Explaining 5 requires a visit from a nutritionist.
8Ac Explaining 3 requires a bicycle inner tube, stone, tennis
Expectations ball, sock, sheep lungs and oesophagus.
Key concepts 8Ae Explaining 2 requires glucose monophosphate solution
At the end of this unit… and starch phosphorylase (or raw potato).
All pupils must:
(L4) Explain why food manufacturers use health slogans. For a list of updated and vetted websites that can be used to
(L5) Use a model to describe the action of enzymes. support your teaching of this unit please visit the Exploring
Science: How Science Works E-Forum (http://groups.google.
co.uk/group/exploringscience).
26 Exploring Science edition © Pearson Education Limited 2008
Food, glorious food! 8A
8A NC statements covered 4 Curriculum opportunities
Statement Topic
From KS2
a Research, experiment, discuss and develop all
Statement Topic arguments.
Sc2 1a That the life processes common to humans and all b Pursue an independent enquiry into an aspect of 8Ab, 8Ac
other animals include nutrition, movement, science of personal interest.
Sc2 2a
growth and reproduction.
About the functions and care of teeth. 8Ac
c Use real-life examples as a basis for finding out
about science.
8Aa, 8Ab,
8Ad, 8Ae
8
Sc2 2b About the need for food for activity and growth, 8Aa, d Study science in local, national and global 8Ab A
and about the importance of an adequate and 8Ab,
varied diet for health. 8Ae
contexts, and appreciate the connections
between these. a
Sc2 2c That the heart acts as a pump to circulate 8Aa, e Experience science outside the school 8Aa, 8Ab
blood through vessels around the body, 8Ab, environment, including in the workplace, where
including through the lungs. 8Ae possible.
f Use creativity and innovation in science, and 8Ab, 8Ad
At KS3 appreciate their importance in enterprise.
1 Key concepts h Explore contemporary and historical scientific 8Ab
Statement Topic developments and how they have been
1a Using scientific ideas and models to explain 8Aa, 8Ac, communicated.
phenomena and developing them creatively to 8Ad, 8Ae i Prepare to specialise in a range of science 8Aa, 8Ab,
generate and test theories. subjects at key stage 4 and consider career 8Ad
1b Critically analysing and evaluating evidence from 8Aa, 8Ab, opportunities both within science and in other
observations and experiments. 8Ad areas that are provided by science qualifications.
2a Exploring how the creative application of 8Ac j Consider how knowledge and understanding of 8Aa, 8Ab,
scientific ideas can bring about technological science informs personal and collective decisions, 8Ae
developments and consequent changes in the including those on substance abuse and sexual
way people think and behave. health.
2b Examining the ethical and moral implications of 8Aa, 8Ab, k Make links between science and other subjects 8Aa, 8Ae
using and applying science. 8Ae and areas of the curriculum.
3a Recognising that modern science has its roots in 8Ab Links with other units
many different societies and cultures, and draws
on a variety of valid approaches to scientific 7A Nutrition and respiration 8C Important microbes in food
practice. as ‘life processes’. The manufacture (e.g. baking).
concept of things being Anaerobic respiration.
4a Sharing developments and common 8Aa
adapted to their functions.
understanding across disciplines and boundaries.
Cells, tissues, organs and
organ systems.
2 Key processes
7B The test for starch. Feeding 8E The words dissolve,
Statement Topic babies. solvent, soluble, insoluble.
1a Use a range of scientific methods and techniques all Filtration.
to develop and test ideas and explanations. 7C Food as a source of energy. 8G Molecules
1b Assess risk and work safely in the laboratory, field 8Ab, 8Ad 7E Acid in the human 9B Food for health.
and workplace. digestive system.
1c Plan and carry out practical and investigative 8Aa, 8Ab, 7G The particle model of 9C Plants for food. Starch.
activities, both individually and in groups. 8Ac, 8Ad matter.
2a Obtain, record and analyse data from a wide 8Aa, 8Ab, 7I Food as a source of 9I Energy wasted as heat.
range of primary and secondary sources, including 8Ad, 8Ae chemical energy.
ICT sources, and use their findings to provide
evidence for scientific explanations. 8B Transport of carbon
dioxide and oxygen in the
2b Evaluate scientific evidence and working 8Ab, 8Ad bloodstream. Respiration.
methods.
3a Use appropriate methods, including ICT, 8Aa, 8Ab, Cross-curricular links
to communicate scientific information and 8Ad, 8Ae
Topic Links
contribute to presentations and discussions about
scientific issues. 8Aa Food technology/PSHEE – healthy eating.
Citizenship – media and advertising.
3 Range and content D&T – new foods.
Statement Topic 8Ab Food technology/PSHEE – healthy eating.
Citizenship – respecting differences (in diets).
2b Elements consist of atoms that combine together 8Ae D&T – new foods.
in chemical reactions to form compounds. Geography – food around the world and food supply
3a Life processes are supported by the organisation 8Ac, 8Ad, problems.
of cells into tissues, organs and body systems. 8Ae 8Ac PSHEE – tooth decay.
3c Conception, growth, development, behaviour and all Citizenship – advertising claims.
health can be affected by diet, drugs and disease. 8Ae Citizenship – advertising claims.
3e Behaviour is influenced by internal and external 8Aa, 8Ab, Food technology/PSHEE – healthy eating.
factors and can be investigated and measured. 8Ad
Skills opportunities for Personal, Learning and Thinking Skills (PLTS),
literacy, numeracy and ICT are included in the individual topic notes.
© Pearson Education Limited 2008 Exploring Science edition 27
8A Food, glorious food!
Framework statements covered by Unit 8A
1 How Science Works
1.1 Explanations, arguments and decisions
8 Code
1.1a1
Framework threads
Scientific thinking: developing
Year 8
Describe more than one model to explain the same phenomenon and discuss 8Ac, 8Ad
Topic
A explanations using ideas and
models
the strengths and weaknesses of each model.
Describe how the use of a particular model or analogy supports an 8Ac, 8Ad
explanation.
1.1a2 Scientific thinking: challenge and Recognise that science is a communal, and therefore fallible, human activity 8Ab
collaboration in the development and that different explanations can arise from individual bias.
of explanations Recognise questions that the scientific process cannot yet answer. 8Ab
1.1a3 Scientific thinking: developing Identify a range of scientific data and other evidence to back an argument and 8Ab, 8Ac
argument the counterclaim in more complex and/or less familiar contexts e.g. use of
antibiotics.
Describe how scientific evidence from different sources carries different weight 8Ab
in supporting or disproving theories.
1.1b Applications, implications and Explain some issues, benefits and drawbacks of scientific developments with 8Ab, 8Ac,
cultural understanding which they are familiar. 8Ad, 8Ae
Recognise that decisions about the use and application of science and 8Aa, 8Ab, 8Ae
technology are influenced by society and individuals, and how these could
impact on people and the environment.
1.1c Communication for audience and Use a range of scientific vocabulary and terminology consistently in all
with purpose discussions and written work.
Adapt the stylistic conventions of a range of genres for different audiences and 8Aa, 8Ab, 8Ae
purposes in scientific writing.
1.2 Practical and enquiry skills
Code Framework threads Year 8 Topic
1.2a Using investigative approaches: Describe an appropriate approach to answer a scientific question using 8Aa, 8Ad
planning an approach sources of evidence and, where appropriate, making relevant observations or
measurements using appropriate apparatus.
1.2b Using investigative approaches: Describe and identify key variables in an investigation and assign appropriate 8Ad
selecting and managing variables values to these.
1.2c Using investigative approaches: Explain how to take action to control the risks to themselves and others, and 8Aa, 8Ad
assessing risk and working safely demonstrate competence in their practical techniques.
1.2d Using investigative approaches: Explain how the observation and recording methods are appropriate to the 8Ab, 8Ad
obtaining and presenting primary task.
evidence Describe ways in which the presentation of experimental results through the 8Aa, 8Ab
routine use of tables, charts and line graphs makes it easier to see patterns
and trends.
1.2e Working critically with primary Describe how the patterns and trends in the results link to the conclusions 8Ad
evidence drawn and whether the evidence is sufficient.
Describe and suggest, with reasons, how planning and implementation could 8Ad
be improved.
1.2f Working critically with secondary Describe what needs to be considered in the collection and manipulation of 8Ad
evidence simple secondary evidence to evaluate the conclusion or interpretation made.
2 Organisms, behaviour and health
Code Framework sub-strands Year 8 Topic
2.1 Life processes Explain how the organs and tissues in plants and animals function to support 8Aa, 8Ac,
the seven life processes in a healthy organism. 8Ad, 8Ae
2.2 Variation and interdependence Explain how variation has benefits and limitations for the survival of organisms 8Aa
in specific habitats.
2.3 Behaviour Explain how changes in learned behaviour due to internal and external stimuli 8Aa, 8Ae
are of benefit to the organism.
28 Exploring Science edition © Pearson Education Limited 2008
8A Routes through the unit
This page suggests routes through the unit at three different levels, using some of the tasks provided. Many other teaching sequences are possible using the alternative teaching materials and tasks provided
or by adding your own materials. We recommend between 8 and 11 hours of teaching time for this unit.
Topic Level Learning objectives Key words Tasks
8Aa Must All pupils must: recall that the word ‘diet’ has different meanings in science and everyday carbohydrate, diet, fat, fibre, mineral, Starter 1&4, Exploring 1, Explaining 2,
language; recall what the major components of our diets are used for (energy, growth and repair, nutrition information, protein, raw Exploring 3, Plenary 3, Homework 1
health); describe what a nutrition information label shows; perform tests for starch and fat. material, starch, sugar, vitamin
Should Most pupils should: describe, perform and interpret results from tests for starch and fat; perform constipation Starter 1&4, Explaining 1–2, Exploring 2–3,
and interpret results from tests for protein; explain how lack of fibre can lead to constipation. Plenary 4, Homework 2
© Pearson Education Limited 2008
Could Some pupils could: describe the tests for water, protein, glucose and sucrose; explain what food Biuret solution Starter 1, Explaining 1–2, Exploring 2–4,
allergies and intolerances are. Plenary 1, Homework 4
8Ab Must All pupils must: explain what a balanced diet is and why it is needed; recall at least one good balanced diet Starter 1, Exploring 1, Explaining 1, Exploring 5,
source of each nutrient and why it is needed; explain why more active people need more food Plenary 3, Homework 2
(especially carbohydrates); recognise that advertising can have negative effects on people.
Should Most pupils should: recall that food contains stored chemical energy measured in kilojoules; kilojoule, chemical energy, heart disease, Starter 1, Exploring 1–2, Explaining 1–3,
recognise that different cultures have all developed balanced diets; describe some problems obese Plenary 1, Homework 3
caused by not getting a balanced diet; explain how eating too much fat can cause heart disease.
Could Some pupils could: describe how diet can cause and control some diseases. diabetes, insulin, kwashiorkor Starter 3, Explaining 1, Exploring 4,
Explaining 2–3, Plenary 5, Homework 4
8Ac Must All pupils must: recall that digestion is the breaking down of food; recall the positions, names and anus, digestion, gullet, gut, large intestine, Starter 1, Exploring 1–2, Explaining 1,
functions of the organs in the digestive system; recall that teeth grind up the food. rectum, small intestine, stomach Plenary 3, Homework 1
Should Most pupils should: describe the role of enzymes in digestion; describe what happens during absorption, contract, egestion, Starter 3, Explaining 1–3, Exploring 2,
ingestion, absorption and egestion; explain how food is moved through the gut by muscular elimination, enzyme, faeces, ingestion, Explaining 4, Plenary 2, Homework 2
contractions; describe a benefit of bacteria in the gut. insoluble, molecule, saliva, soluble
Could Some pupils could: recall that the muscular contractions of the gut are called peristalsis; recall peristalsis, salivary gland Starter 3, Explaining 1, Exploring 2–3,
that the salivary gland releases saliva; explain why sugars from some carbohydrates take longer to Explaining 2–3, Plenary 3, Homework 3
get into the blood than others.
8Ad Must All pupils must: recall the functions of the stomach and small intestine in digestion; describe how digestive juice, enzyme, model, saliva Starter 1, Explaining 1, Exploring 3,
digestion is helped by digestive juices (including saliva), which contain enzymes; describe how a Explaining 2, Plenary 3, Homework 1
model can be used to think about how something works.
Should Most pupils should: describe how enzymes work best at certain temperatures and pHs; describe Starter 3, Explaining 1, Exploring 3,
how starch is split into glucose during digestion; be able to evaluate a model. Explaining 2, Plenary 3, Homework 3
Exploring Science
Could Some pupils could: explain how bile helps digestion; recall the end products of protein and fat amino acid, bile, emulsion, essential Starter 2, Explaining 1, Exploring 3,
digestion; explain why protein from a variety of sources is needed in the diet. amino acid, fatty acid, glycerol, pancreas Explaining 2, Plenary 1, Homework 4
8Ae Must All pupils must: describe how digested food is carried around the body to the cells; recall that the blood vessel, circulatory system, health Starter 1, Explaining 1, Exploring 2,
heart and blood vessels make up the circulatory system; recall that digested food is used to make claim, heart, respiration Explaining 3, Exploring 3, Plenary 4,
new substances; describe how digested food can produce energy for cells; conside 0r the effects Homework 1
of words used to describe foods on their packets.
edition
Should Most pupils should: describe how the small intestine is adapted to absorb substances quickly; artery, capillary, tissue, tissue fluid, vein, Starter 2, Explaining 1, Exploring 2,
recall the passage of digested food substances from the gut into the blood; recall that arteries villus Explaining 3, Exploring 4, Plenary 4,
Food, glorious food!
carry blood away from the heart and veins carry blood to the heart; explain how cells get food Homework 2
from tissue fluid which leaks out of capillaries.
Could Some pupils could: describe the function of microvilli. microvillus Starter 3, Explaining 1–3, Exploring 5,
8A
Plenary 4, Homework 3
29
8
A
8A Food, glorious food!
8A Background information chain). Eating too much saturated fat has been linked with the over-
production of cholesterol (another fatty substance that can stick to
8Aa – Advertising food/On a diet artery walls, thus blocking them and causing heart disease). We do
The word diet is most often used in the context of ‘going on a diet’ need some cholesterol in our diet (although it can be made by the
to lose body mass. Pupils need to understand that a diet means liver) since it is a precursor of many other important compounds
‘what you eat’. A healthy diet should provide the five nutrients needed by the body (including some hormones). Vegetable fats
8 (proteins, fats, carbohydrates, minerals and vitamins), fibre
and water.
are regarded as healthier since they do not contribute so readily to
the over-production of cholesterol (they tend to be unsaturated
A Fibre mainly consists of plant cell wall material (cellulose), which – having some ‘empty gaps’ where hydrogen atoms could fit).
humans do not have the ability to digest. Herbivorous animals use Proteins are chemicals vital for growth. They form essential parts
bacteria in their guts to digest this material. Herbivores tend to have in cells and nearly all enzymes (chemicals that help biochemical
longer guts than carnivores or omnivores to help with this process. reactions to occur – ‘biological catalysts’) are proteins. They consist
Muscles in the wall of the gut squeeze the gut to push food along. of long chains of amino acids. These contain oxygen, carbon,
This squeezing is called peristalsis. Fibre adds bulk to the food, hydrogen and nitrogen. The body breaks down proteins to their
thus aiding this process. A lack of fibre can cause a lack of solid constituent amino acids, and then rebuilds them into new proteins.
material for the muscles to push against and the food to move very A deficiency of protein causes a muscle-wasting disease called
slowly, resulting in constipation. kwashiorkor.
Water is also an important component of the diet. It is used to Vitamins are compounds needed in small amounts. They are
carry dissolved chemicals around the body and most biochemical divided into two groups – fat-soluble vitamins and water-soluble
reactions do not occur without the reactants being dissolved in ones. The former are vitamins A, D, E and K and all the rest are
water. It is also used as a lubricant. water-soluble. The fat-soluble ones can easily be stored in fat in the
Nutritional information labels should be familiar to most pupils body. Some of the water-soluble ones (e.g. vitamin C) can also be
from daily life. It should be noted that these nutritional contents are stored to some extent. The two vitamins covered in the Pupil’s Book
all mean (average) values. are A and C. Vitamin A is needed for good eyesight (especially in
the dark). It also helps skin cells to develop and is needed for strong
To make ‘fair’ comparisons between foods, the content in 100 g of bone growth. Vitamin C is used to help form ‘connective tissue’,
each food is examined. The contents do not always add up to 100 g that is tissue that helps join other tissues together. A deficiency over
since water is very often not mentioned on the labels. a period of about 6 months causes scurvy (a disease characterised
by bodily weakness, bleeding gums and swollen, painful joints).
8Ab – Keeping it balanced/Poor diets/Focus on: Diabetes
and diet The elements carbon, hydrogen and oxygen are provided in most
A balanced diet is one that contains a wide variety of foods. foods. Nitrogen is provided in proteins. Trace elements (e.g. calcium
Many foods contain carbohydrates, proteins and fats, but may be and iron) are those that, although vital, are needed in much smaller
lacking in some of the essential vitamins and mineral salts. It is also quantities. These trace elements are taken in the form of chemical
important to eat protein from a wide variety of different sources, compounds that make up organisms used as part of our food.
since different proteins contain different amino acids. Calcium is needed in the formation of bone. A deficiency causes
rickets. Iron is needed to make haemoglobin (the oxygen-carrying
Carbohydrates are used for energy and consist of the elements chemical in red blood cells). A deficiency results in anaemia
carbon, hydrogen and oxygen. They can best be classified into two (reduced oxygen-carrying ability, resulting in shortness of breath
groups – those containing small molecules (sugars) and those and a lack of energy). What we tend to refer to as minerals are
containing sugars linked together to form long molecular chains. really mineral salts – that is compounds that contain an important
One of the best known examples of the latter is starch and that is element for our health. Calcium phosphate is a mineral salt. We
the only long chain (or complex) carbohydrate that is considered in tend to call this ‘calcium’ or ‘phosphorus’ depending on the context!
this unit. There are a whole variety of other complex carbohydrates
including cellulose. Cellulose should not be mentioned to pupils in There are a huge range of terms used to recommend how much
this context since it is indigestible by humans and therefore has no of each sort of food substance someone should eat. For many
energy value to humans. It is the major component of fibre. years the recommended daily allowance or RDA system used to
suggest how much of a certain food substance you should eat. This
Most sugars are drawn as hexagons because of the way that the system has generally been replaced by Guideline Daily Amounts
carbon atoms in the molecule join together. One of the simplest (GDAs). GDAs are estimates of the amount of energy and nutrients
sugars is glucose – one hexagonal ring (a monosaccharide). needed by people in the UK, arranged into groups by age and sex.
Another monosaccharide is fructose (pupils may have heard that They take into account more types of data than the old RDAs.
bananas contain a lot of this). Sucrose is basically two hexagonal
sugars joined together (a disaccharide). The same is true for There is also data available for Tolerable Upper Limits (TULs).
lactose and maltose. Pupils will know that too much sugar is bad This information can be important when people are eating very
for teeth and can make you fat. Eating too much carbohydrate unbalanced diets or taking large amounts of supplements since
increases body mass since any extra is turned into fat and stored. some nutrients (e.g. vitamin A) have been demonstrated to be
harmful above a certain level of intake.
Pupils often hold the misguided notion that all fat is bad for you.
In fact, fat is a vital component of the diet (for example, it is one of Dieting is something that many teenagers become concerned
the major components of cell membranes). Fats are also used as about. Important points that should be stressed, in class discussion,
an energy store and as insulation under the skin. Fats also contain a are that people all have different body shapes and sizes, partly
store of some vitamins (see below). It should be emphasised that, because of who we are (inherited causes) and partly because of
whilst too much fat is not a good idea, we all need to eat some. A what we eat (environmental causes). It is also true to say that
fat is basically a molecule of a chemical, called glycerol, which has many children will lose excess fat as they go through puberty
three chains of fatty acids attached to it. It is composed of carbon, (the excess fat can be thought of as an evolutionary adaptation,
hydrogen and oxygen atoms. Animal fats tend to be saturated providing insulation and a ready supply of stored energy for young,
(they have as many hydrogen atoms as will possibly fit onto the more vulnerable humans until they can fend for themselves).
30 Exploring Science edition © Pearson Education Limited 2008
Food, glorious food! 8Aa
Junk food may, on first inspection, appear to be fairly balanced. 8Ad – Break down
However, most of it contains very high levels of sugar and fat, and For information on digestion and digestive enzymes see 8Ac.
many essential vitamins and minerals are missing. Most of it is
Each enzyme has an optimum pH and a temperature at which it
highly processed, which removes a great deal of the fibre. One
works best. Pepsin has an optimum pH of about pH 2 and salivary
piece of lettuce and a tomato in a hamburger does not constitute a
amylase an optimum of about pH 7. In humans, the optimum
good supply of fibre and vitamins!
temperature for most enzymes is body temperature (37 °C).
Excess carbohydrates in the diet are converted into fat (both fats 8
and carbohydrates are composed of carbon, hydrogen and oxygen
atoms) and stored. Equally, if there is not enough carbohydrate in
8Ae – In the blood/Health claims
The absorption of digested food occurs in the small intestine. To A
the diet, the fat will be reconverted into a form that can be used for ensure that this process happens quickly, the small intestine is
respiration. In starvation, when fat stores have been used up, the highly folded and has finger-like projections, called villi, sticking out
body converts protein into a form that can be used in respiration. of it into the liquified food. The cell membranes of the cells making
This can result in the body destroying its own muscles to release up each villus are also highly folded, forming microvilli. The folds,
protein, leading to a wasting condition called marasmus. villi and microvilli, all increase the surface area of the small intestine
to ensure rapid absorption. In addition, the outer cells on the villi
8Ac – You’ve got guts are thin, allowing substances to pass quickly through and into the
For a full discussion on the roles of individual food components, capillaries inside.
see section 8Ab. Sugars and amino acids (from carbohydrate and protein digestion
The parts of the digestive system that food goes through (apart respectively) pass into a fine network of small blood vessels called
from the mouth) are collectively known as the gut. The gut capillaries inside the villi. At this level pupils do not need to
contains the gullet or ‘food pipe’ (also known as the oesophagus), understand how this happens and may be told that it happens by
stomach, small intestine (split into two parts – duodenum diffusion – small molecules happen to pass through the small
and ileum), large intestine (or colon), rectum and anus. For intestine wall on their own (rather like a smell spreading through a
simplicity’s sake, the words in brackets are not used in the Pupil’s room without anything having to move the ‘smell particles’). In fact
Book and do not need to be known. The rest of the digestive absorption is more complex than this, with the cells on the surface
system consists of salivary glands, liver, gall bladder and the of the villi actively picking up the digested food molecules and
pancreas. Only the salivary glands and liver are referred to on transporting them into the capillaries.
page 14. The pancreas is mentioned on page 13 for more able Not all digested food enters the bloodstream. The majority of
pupils. The gall bladder is not covered (it stores bile). glycerol and fatty acids (from the digestion of fats) enter a blind
Digestion occurs because most food is insoluble, and only soluble tube in the centre of each villus, called a lacteal. The lacteals empty
substances (for the most part) can be absorbed into the body. their contents into the lymphatic system. This is a network of
tubes that run throughout the body, eventually draining into the
Digestion starts in the mouth, where the salivary glands (a gland bloodstream.
is an organ whose main function is to secrete specific chemicals),
release saliva. This contains an enzyme. Enzymes can be imagined Respiration is a cellular process that occurs in certain small
as ‘chemical scissors’, cutting up long molecules into shorter ones. compartments (organelles) in the cytoplasm called mitochondria.
The enzyme in saliva is called amylase and it chops up starch Many pupils make the mistake of saying that ‘energy’ is a product.
into a sugar (called maltose). A slight simplification (that starch This is not true since ‘energy’ is not a substance. In fact, the energy
is turned into glucose directly) is implied in the Pupil’s Book and released by respiration is not used instantly but is stored in another
worksheets. The teeth help to grind the food, mixing it thoroughly molecule called ATP, until it is needed. More properly put, the
with saliva and giving the amylase more surface area on which to energy is transferred from the glucose to ATP.
work. The saliva also contains mucin, a sticky substance that holds In general terms, more active people require more food. Males tend
the food together and lubricates it ready for swallowing. The lump to need more energy foods than females, simply due to differences
of lubricated food is called a bolus. This passes down the gullet, in body biochemistry. This is not an exact science, since different
moved by contractions of muscles (peristalsis). people do different activities and have different metabolic rates (the
The stomach wall secretes pepsin (which breaks down proteins speed with which food is used up in the body). Rough estimates of
into shorter chains called peptides) and hydrochloric acid (which the amount of energy used per hour in various activities are shown
kills bacteria and helps to ‘activate’ pepsin). Pupils often ask why, if in the table. Actively growing teenagers require more energy than
the contents of the stomach are between pH 1 and 2, the stomach many adults, because rapid growth needs extra energy.
does not dissolve itself. This is because the stomach releases a
sticky mucus that lines the stomach and prevents attack from the Activity kJ/hour Activity kJ/hour
acid. Problems with mucus production can cause stomach ulcers. sleeping 270 cycling 1500
The stomach churns the food up into a liquid called chyme. The sitting 350 heavy manual labour 2000
chyme is released slowly into the first part of the small intestine standing 430 playing football 2200
(the duodenum).
slow walking 760 stair climbing 2300
Here, the acid from the stomach is neutralised by a constituent of fast walking 1200 running 2500
bile, allowing enzymes secreted into the small intestine to work.
Various enzymes are released by the wall of the small intestine and The products of respiration are carbon dioxide and water. The
by the pancreas (another gland). These include maltase, which carbon dioxide is excreted from the body via the lungs. The water
splits maltose into glucose, and peptidases, which split peptides tends to stay in the cell, or if it is not needed it is released into the
into amino acids. Bile (a green liquid, produced by the liver) is tissue fluid and, thence, the bloodstream. It is a fallacy to say that
released from the gall bladder. This forms an emulsion with fats, the water from respiration also leaves the body via the lungs. The
giving a suspension of small fat droplets and providing a greater lungs need to be kept moist in order for oxygen absorption to take
surface area for lipase enzymes to get to work, splitting the fats into place effectively.
fatty acids and glycerol. The term glycerol is not mentioned in the
The energy released by respiration is used for movement and to
Pupil’s Book.
power the biochemical reactions that occur in the body.
© Pearson Education Limited 2008 Exploring Science edition 31
8Aa Advertising food
Pupil’s materials
8
A Number and title
Advertising food
Level
Must/Should
Location
PB p7
Type
Classwork
Tasks
Explaining 1
a On a diet Must PB pp8–9 Classwork Explaining 2
8A Quick Quiz Must/Should ASP Classwork Starter 1
8A Quick Quiz Answer Sheet Must/Should ASP Classwork Starter 1
8Aa Quick Check Must/Should ASP Classwork Plenary 2
8Aa Word Sheet Must/Should ASP Classwork Plenary 4
8Aa(1) On a diet Must CHAP Access Explaining 2
8Aa(2) Testing for starch Must CHAP Practical Exploring 3
8Aa(3) Testing for fat Must CHAP Practical Exploring 3
8Aa(4) Testing foods 1 Must CHAP Practical Exploring 3, Exploring 4
8Aa(5) Testing for protein Should CHAP Practical Exploring 3
8Aa(6) Testing for sugars Could CHAP Practical Exploring 4
8Aa(7) Testing foods 2 Should/Could CHAP Practical Exploring 3, Exploring 4
8Aa(8) Food links Must CHAP Homework Starter 2
8Aa(9) Foods and tests Must CHAP Homework Homework 1
8Aa(10) Foods and adverts Should CHAP Homework Homework 2
8Aa(11) ELISA tests Could CHAP Homework Homework 3
SS44–45 Microscopes and slides Should Year 7 CHAP Skills Sheet Exploring 6
Objectives Exemplar topic plans
All pupils must:
(1) recall that the word ‘diet’ has different meanings in science MUST SHOULD
and everyday language
PB pages Starter 1 PB pages Starter 1
(2) recall what the major components of our diets are used for 8–9 Starter 4 7–9 Starter 4
(energy, growth and repair, health) Exploring 1 Explaining 1
(3) describe what a nutrition information label shows Explaining 2 Exploring 2
(4) perform tests for starch and fat. Exploring 3 Explaining 2
Correctly use the words carbohydrate, diet, fat, fibre, Plenary 3 Exploring 3
Homework 1 Plenary 4
mineral, nutrition information, protein, raw material,
Homework 2
starch, sugar, vitamin.
Most pupils should:
COULD SHOULD 2 Yr KS3*
(5) describe, perform and interpret results from tests for starch
and fat PB pages Starter 1 PB pages 8Aa Starter 1
(6) perform and interpret results from tests for protein 7–9 Explaining 1 7–12 8Aa Explaining 1
Exploring 2 8Aa Explaining 2
(7) explain how lack of fibre can lead to constipation.
Explaining 2 8Aa Exploring 3
Correctly use the word constipation. Exploring 3 8Ab Explaining 1
Some pupils could: Exploring 4 8Ab Explaining 2
(8) describe the tests for water, protein, glucose and sucrose Plenary 1 8Ab Explaining 3
(9) explain what food allergies and intolerances are. Homework 4 8Ab Plenary 3
Correctly use the words Biuret solution. 8Ab Plenary 4
8Ab Homework 3
Topic notes *This table is repeated in 8Ab.
• Targets for the topic can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
Be prepared: 8Aa
Starter 3: food adverts cut from magazines and newspapers.
Exploring 2: nutrition information panels from a variety of foods.
32 Exploring Science edition © Pearson Education Limited 2008
Advertising food 8Aa
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO
Starter 1 M/S 4–7 Classwork whole unit PLTS (Rl) 3c 8
Starter 2 M 4 Classwork first 2 topics PLTS (Rl) 3c A
Starter 3
Starter 4
M/S/C 4
M 4
Classwork
Classwork
5
5
PLTS (Tw) 2b
2b
3a 3c, 3e
3c, 3e
a, c, i, j
c, e, j
a
Exploring 1 M 4 Classwork 1, 2 PLTS (Ct, Tw) 3c a
Exploring 2 M 4 Classwork 1, 2, 3 2a 3c a
Exploring 3 M/S 4–6 Practical 4, 6, 7 Num (T, B), PLTS (Ep, Tw, Ie) 1a, 1c, 2a, 3a 3c a, c, i
Exploring 4 C 7–8 Practical 7, 9 Num(T), PLTS (Ep, Tw) 1a, 1c, 2a, 3a 3c a, c, i
Exploring 5 S 6 Practical 8 1a 3c a, c, i
Exploring 6 S 6 Practical 8 PLTS (Ep, Tw, Ie) 1a 3c a
Explaining 1 M/S 5–7 Classwork 5 1a, 1b, 2b, 4a 1a 3c, 3e c, j
Explaining 2 M/S 4–6 Classwork 1, 2, 3, 4, 6, 7, 8 1a, 2a 3c a, c, i, k
Explaining 3 S 6 Classwork 8 3c
Explaining 4 S/C 6–8 Classwork 6, 7, 9 Lit (DS), PLTS (Rl) 1a 3c
Plenary 1 M/S 6 Classwork 2, 3, 8 PLTS (Ct) 3c
Plenary 2 M/S/C 4–6 Classwork 1, 2, 3, 4, 6, 7, 8 PLTS (Ct) 1a 3c
Plenary 3 M/S 4–6 Classwork 1, 2, 3, 4, 6, 8 Lit (WF) 1a 3c
Plenary 4 M/S 4–6 Classwork 1, 2, 3 Lit (WF), PLTS (Rl) 3c
Homework 1 M 4–5 Homework 1, 2, 3, 4 Num (C) 1a, 2a 3c
Homework 2 S 6 Homework 2, 3, 4, 5, 6, 8 Num (C) 1a, 2a, 3a 3c
Homework 3 C 7–8 Homework 10 Lit (EC) 2a 3c c, j
Homework 4 M 4 Homework 1 2a, 3a 3c c, j
Starters
Resources (per group)
1: Quick Quiz Food adverts cut from magazines and newspapers.
Afl Use the 8A Quick Quiz for baseline assessment. Pupils can use
the 8A Quick Quiz Answer Sheet to record their answers. 4: Food and advertising AT
The AT video link on page 7 opens Food and advertising – in which
2: Foods true and false Dr Jason Halford and Emma Boyland explain the effects of food
Afl Worksheet 8Aa(8) provides a true or false exercise that can be advertising and how it is controlled. At the end of the video pupils
used to determine how much pupils already know about nutrients should write down one sentence summarising what they have
and why they are needed (covering this topic and the next). You learnt from the video.
may wish to use only the first question on this worksheet if you do
not have much time for the starter activity. The phrases used on
Exploring tasks
this worksheet will be met again if pupils are asked to construct the
1: What do our bodies need food for?
concept map in Topic 8Ae.
Ask pupils to work in groups to answer the question: What do our
bodies need food for? Give them only a few minutes in which to
3: Food adverts
come up with some suggestions. Ask the groups to read out their
Give pupils adverts for foods cut from newspapers and magazines.
suggestions and use them as part of a discussion to agree on
Ask pupils to imagine that they are working for an advertising
the three main things that food is used for: energy, growth and
agency looking to recruit people. The adverts are all from different
repair, and health. Having agreed on this, ask pupils to think up
people who have applied for a job. There is one job available.
a mnemonic to remember these three things. A good suggestion
Pupils should work in groups to choose an advert that they think
might be: Enjoy Great Health.
works the best at persuading people to buy that food. They should
agree on two statements to explain their choice of advert. Each
2: Nutrition information labels (AT)
group appoints a spokesperson to report their group’s finding to
Ask pupils to generate questions that they could answer from
the class – showing the class which advert they picked and giving
nutrition information labels (e.g. What are the main nutrients in
the two reasons why the group thought it was the best (and giving
food? Which sorts of foods contain mainly one sort of nutrient?
the creator of that advert the job).
Which sorts of food contain things that some people are allergic
• Must: give pupils a limited choice of adverts. to?). Nutrition information labels cut from packets are handed
• Should: give pupils a larger choice. out to groups of pupils who are then challenged to answer their
• Could: ask pupils to think about the language of adverts questions and identify the main nutrients in foods in general. Ask
themselves, identifying key phrases used in food advertising. pupils how information from nutrition labels can help them make
healthier choices.
© Pearson Education Limited 2008 Exploring Science edition 33
8Aa Advertising food
Alternatively the third AT presentation link on page 8 opens Food
labels – a presentation of four different nutrition information labels. Resources (per group)
Pupils should quickly discover that carbohydrates, proteins and fats Bunsen burner; heatproof mat; boiling tube; Benedict’s solution;
are the main nutrients. tripod; gauze; pipette; food sample(s); pestle and mortar; eye
protection; Worksheets 8Aa(6), 8Aa(7).
Resources (per group) Resources (for demonstration)
8 Nutrition information labels cut from packets. Additionally for the sucrose test: dilute hydrochloric acid
A 3: Practical: Simple food tests
(0.5 mol dm–3) and sodium hydrogen carbonate solution
(1 mol dm–3).
a Remind pupils that many scientists are employed to check what is
in foods to make sure that their labels are accurate and consumers 5: Practical: Testing for water
can trust what they are buying. The scientists use the same sorts of Water is an important component of the diet and some pupils may
tests for fat, protein and starch (a carbohydrate) that are given in be interested in finding out which foods contain a lot of water. Food
the Pupil’s Book and on Worksheets 8Aa(2), 8Aa(3) and 8Aa(5). standards scientists also test the water content of foods, since some
The blue–black colour produced by the iodine test shows up better foods can have water pumped into them to make them look more
in powdered food samples that have been mixed with an equal appetising. Place anhydrous (blue) cobalt chloride paper on a food
volume of water. Other, non-powdered foods can easily be tested sample. It will turn pink in the presence of water. Obviously, food
by adding ‘iodine solution’ directly to the food. scientists use more complicated tests but this experiment provides
another example of how components in food can be tested.
The test for fat is very simple, if a bit messy. A food sample is
rubbed into a piece of paper. Filter paper tends to work best. A Cobalt chloride paper should be directly handled as little
greasy mark, visible when the paper is held up to the light, indicates as possible. Hands should be washed if direct contact is made
the presence of fat. with the skin.
The Biuret test for protein involves using either pre-made ‘Biuret Resources (per group)
solution’ or sodium hydroxide and copper sulphate solutions. The Anhydrous cobalt chloride paper; forceps; food samples.
Pupil’s Book indicates the former approach, since it is easier for
pupils to do. Both approaches are indicated on Worksheet 8Aa(4). 6: Practical: A fibre provider
For both tests, the food sample has to be in water. A spatula of Pupils examine fibre under a microscope. This is easily done with
powdered food can simply be shaken with about 2 cm depth of boiled celery or well soaked All-Bran®. Iodine stains the fibrous
water in the test tube. However, the tests work better if foods are tissue (but point out to pupils that it does not change colour – we
mashed with 2–3 cm3 of water using a pestle and mortar first. A are not testing for starch). Pupils could be encouraged to work
positive result is indicated by a purple colour, which may take a out what fibre is made from, using their knowledge from Unit 7A
couple of minutes to appear. about plant cell structure. Use Skills Sheets SS44 and SS45 from
Before starting the practicals, show pupils the apparatus they will be Year 7 CHAP.
using and ask them how they will use the apparatus in a safe way. Iodine solution stains the skin and may irritate the eyes.
• Must: use worksheet 8Aa(4) to help them present their results.
Do not do the protein test. Resources (per group)
• Should: do tests for starch, fats and proteins and use Worksheet Microscope; boiled celery or 2-hour soaked All-Bran® in water;
8Aa(7). iodine solution (1 g iodine in 100 cm3 1.0 mol dm–3 potassium
iodide solution); cavity slides; coverslips; eye protection; forceps;
Iodine solution stains skin and may irritate the eyes. Wear eye Year 7 CHAP Skills Sheets SS44 and SS45.
protection. Biuret solution and sodium hydroxide are irritants. Wear
eye protection. Pupils should not eat the foods tested.
Explaining tasks
Resources (per group)
Starch Test: Iodine solution (1 g iodine in 100 cm3 1.0 mol dm–3 1: Pupil’s Book page 7 (AT/AB)
potassium iodide solution); spotting tile; test tube(s); Page 7 of the Pupil’s Book introduces pupils to food advertising
stopper(s); food sample(s); pipette, water; eye protection; and how it is controlled. Ask pupils what they think advertising
Worksheet 8Aa(2). is for. Ask them what food advertising they have seen and what
Fat Test: Food sample(s); filter paper; Worksheet 8Aa(3). impressions it has made on them.
Protein Test: Food sample(s); test tube(s); pestle and mortar;
• The AT video link opens Food and advertising (see Starter 4).
Biuret solution (obtainable from an educational supplier or
made) or dilute sodium hydroxide solution (0.2 mol dm–3)
2: Pupil’s Book pages 8–9 (AB/AT)
(labelled irritant) and copper sulphate solution (0.1 mol dm–3);
Pages 8–9 in the Pupil’s Book revise and extend work from KS2 on
eye protection; Worksheet 8Aa(5).
food substances and how the body uses them, before going on to
introduce food tests. Worksheet 8Aa(1) is the Access Sheet.
4: Practical: More food tests
Food standards scientists also test for sugars. Worksheet 8Aa(6) • The AT video link on page 8 opens Food labels – in which Emma
provides further food tests for two sugars (glucose and sucrose). Boyland from the Kissileff Laboratory for the study of Human
This is a bit of a simplification since other sugars will also be Digestive Behaviour, at the University of Liverpool, explains how
detected. The tests are not the same due to the different molecular food has changed over the years and how the labels have changed.
structures of the sugars (glucose is termed a reducing sugar and • The first AT spreadsheet link on page 8 opens Nutrition
sucrose is a non-reducing sugar). It is suggested that only the test information labels – in which pupils need to extract and interpret
for glucose is performed by pupils. The sucrose test is best done as data from some food labels.
a teacher demonstration. Note that glucose is not found in normal • The third AT presentation link on page 8 opens Food labels (see
packet sugar (which is pure sucrose). Exploring 2).
Boiling water hazard. Wear eye protection.
34 Exploring Science edition © Pearson Education Limited 2008
Advertising food 8Aa
• The second AT spreadsheet link on page 8 opens Bread nutrition 4: Word definitions
information – which contains the same data as on label B, Afl Give pupils copies of the Word Sheet for this topic but with
allowing pupils to answer Question 2 electronically. the definitions missing (either edit them out from the CD version of
• The AT video link on page 9 opens Food tests – see Explaining 4. the sheet or photocopy with a piece of paper over the definitions).
Ask pupils to put a number from 1–5 against each word to show
3: Why do we need water? how confident they are that they know the meaning (5 meaning
Tell pupils that people have been known to live for over 60 days
without food but only for a few days without water. Explain that
‘absolutely certain’, 1 meaning ‘no idea’). Then read out the words
one by one and ask for a show of hands for CRI scores of 4 and
8
water is used as a solvent in the body (linking with ideas in Unit 5 (see Introduction, page 17), identify the two or three words A
8E), it is used to cool you down through sweating and is used to
give cells their shape. It is also used as a raw material for some
that pupils are least sure about and revise their meanings, before
quickly running through the meanings of the other words. a
of the body’s reactions but it is not generally thought of as a
nutrient. Remind pupils of work carried out in Units 7C and 7D on
adaptations of animals. Explain that some animals, like oryx, don’t Homework tasks
need to drink and obtain all the water they need from the plants
that they eat. Explain that animals living in dry environments also 1: Worksheet 8Aa(9) provides simple questions on food and food
have other ways in which to conserve precious water (e.g. camels tests.
produce very concentrated urine, only sweat when the temperature 2: Worksheet 8Aa(10) provides questions on food and advertising.
is above 41 °C and store water in their stomachs). 3: Worksheet 8Aa(11) is a comprehension type exercise on food
intolerance tests.
4: Food test videos (AB/AT) 4: Ask pupils to keep a diary of everything that they eat before
Afl The AT video link on page 9 opens Food tests – which shows the next science lesson (when they will examine their diaries in
pupils a range of food tests. The first AB document link on page 9 Starter 3).
opens Food test – which can be given to pupils before they watch
the video. Ask them to complete the sheet to make predictions.
You could challenge some pupils to explain their predictions. Allow
pupils to watch the video presentation in which the various food
tests are explained and demonstrated and then ask pupils to check
their answers again. Ask them how useful they think it was to think
about what they were going to watch before actually watching the
video.
Plenaries
1: Thinking about diet (AT)
Afl Use the following thinking skills questions as a plenary.
• CAP: not every individual chemical in a food is printed on its
nutrition label. (Possible answers: if all the chemicals were
included it would put people off buying the food; not everything
in the food is known; some substances in the food are complicated
mixtures and it makes more sense putting the name of the
mixture on the label rather than all the chemicals in the mixture.)
• OOO: carbohydrates, proteins, fibre, vitamins. (Possible answers:
fibre is not a nutrient; vitamins as we only need them in small
amounts.)
• OOO: fibre, water, sugar. (Possible answers: sugar is the only
carbohydrate; sugar is the only nutrient; water is the only liquid;
fibre is the only one that won’t disappear when mixed with
water.)
The second AT presentation link on page 9 opens Thinking about
diet – a PowerPoint presentation version of this task.
2: Quick Check
Afl The 8Aa Quick Check sheet provides a set of answers to which
pupils need to construct the questions.
• Must: pupils write questions for answers 1–5.
• Should: pupils write questions for answers 1–10.
• Could: pupils write two questions for each answer 1–10.
3: I can… cloze exercise AB/AT
Afl The second AB document link on page 9 opens a cloze
exercise summarising the content of pages 8–9. There is also an AT
presentation version with answers.
© Pearson Education Limited 2008 Exploring Science edition 35
8Ab Keeping it balanced
Pupil’s materials
8
A Number and title
Keeping it balanced
Level
Must/Should
Location
PB pp10–11
Type
Classwork
Tasks
Explaining 1
b Poor diets Should PB p12 Classwork Explaining 2
Focus on: Diabetes and diet Could PB p13 Classwork Explaining 4
8Ab Quick Check Must/Should ASP Classwork Starter 1, Plenary 2
8Ab Word Sheet Must/Should ASP Classwork
8Ab(1) Keeping it balanced Must CHAP Access Explaining 1
8Ab(2) Poor diets Must CHAP Access Explaining 2
8Ab(3) Focus on: Diet and diabetes Should CHAP Access Explaining 4
8Ab(4) Newspaper article 1 – CHAP Classwork Exploring 3
8Ab(5) Newspaper article 2 – CHAP Classwork Exploring 3
8Ab(6) Food wheels – CHAP Classwork Exploring 4
8Ab(7) A Big Burger meal Should CHAP Homework Homework 1
8Ab(8) Balanced diets Should CHAP Homework Homework 2
8Ab(9) Food and activity Must CHAP Homework Homework 3
8Ab(10) Salt – good or bad? Should CHAP Homework Exploring 3
8Ab(11) The work of a food scientist Could CHAP Homework Homework 4
SS58 What food contains Must Year 7 CHAP Skills Sheet Exploring 1
Objectives Exemplar topic plans
All pupils must:
MUST SHOULD
(1) explain what a balanced diet is and why it is needed
(2) recall at least one good source of each nutrient and why it is PB pages Starter 1 PB pages Starter 1
needed 10–11 Exploring 1 10–12 Exploring 1
Explaining 1 Explaining 1
(3) explain why more active people need more food (especially
Exploring 5 Exploring 2
carbohydrates) Plenary 3 Explaining 2
(4) recognise that advertising can have negative effects on people. Homework 2 Explaining 3
Correctly use the words balanced diet. Plenary 1
Most pupils should: Homework 3
(5) recall that food contains stored chemical energy measured in
kilojoules COULD SHOULD 2 Yr KS3*
(6) recognise that different cultures have all developed balanced PB pages Starter 3 PB pages 8Aa Starter 1
diets 10–12 Explaining 1 7–12 8Aa Explaining 1
(7) describe some problems caused by not getting a balanced Exploring 4 8Aa Explaining 2
diet Explaining 2 8Aa Exploring 3
(8) explain how eating too much fat can cause heart disease. Explaining 3 8Ab Explaining 1
Plenary 5 8Ab Explaining 2
Correctly use the words kilojoule, chemical energy, heart
Homework 4 8Ab Explaining 3
disease, obese. 8Ab Plenary 3
Some pupils could: 8Ab Plenary 4
(9) describe how diet can cause and control some diseases. 8Ab Homework 3
Correctly use the words diabetes, insulin, kwashiorkor.
*This table is repeated in 8Aa.
Topic notes Be prepared: 8Ab
Exploring 1: nutrition information panels.
• Targets for the topic can be accessed via the ActiveBook or
Exploring 3: food packaging, food advertisements, scientific
ActiveTeach from the link next to the initiator question.
magazine/newspaper reports about food.
• Care should be taken when discussing ‘weight problems’ and
Explaining 3: a range of adverts for fatty/junk food.
obesity since some pupils will be sensitive about their weight.
Explaining 5: a visit from a nutritionist.
You may help them by saying that being ‘fat’ used to be a sign
of wealth and people strived to be fat. Our bodies are also very
good at storing fat which was useful thousands of years ago when
people were hunter gatherers but is not so helpful in ‘Western
society’. Indeed, on a point of cultural understanding, there are
many cultures (particularly African) that still put a higher status on
people who are fat.
36 Exploring Science edition © Pearson Education Limited 2008
Keeping it balanced 8Ab
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Also consider using one of the plenaries from the previous topic as a starter task in this topic.
Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO 8
Starter 1 M/S 5 Classwork 2 3c j
A
Starter 2
Starter 3
M
M/S
4
5
Classwork
Classwork
first 2 topics
1, 2
PLTS (Rl) 3c
3c c, j
b
Starter 4 M/S 5–7 Classwork 2, 3, 4, 7 Lit (DS), PLTS (Tw, Ep) 3c a, j
Exploring 1 M/S/C 5–8 Classwork 2, 3, 5 Num (B), ICT (SS), PLTS (Ie) 2a, 3a 3c a, c
Exploring 2 M 4 Classwork 2, 3 ICT (WP), PLTS (Tw) 3a 3c j
Exploring 3 S 6–7 Classwork 1, 2, 3, 4, 5, 6, 7, 8 Lit (RR, DS), ICT (WP, PS) 3a 3c, 3e c
Exploring 4 M/S/C 4 Classwork 2 3c
Exploring 5 M/S/C 4–5 Practical 5 Num (M, C, B), PLTS (Ie) 1b 1a, 1b, 1c, 3c a
2a, 2b
Exploring 6 M/S/C 4–8 Classwork 1, 2, 5, 7, 8, 9 Lit (RR), ICT (IR), PLTS (Ie, Sm) 3c a, b
Explaining 1 M/S 6 Classwork 1, 2, 3, 4, 5, 7 3c j
Explaining 2 S 6 Classwork 6, 7, 8, 9 2b 3c, 3e d, j
Explaining 3 M/S 5–6 Classwork 4 2b 3c, 3e
Explaining 4 C 7–8 Classwork 9 3a 3c h, f
Explaining 5 M/S/C 4–8 Classwork 1, 2, 3, 4, 5, 6, 7, 8, 9 PLTS (Ep) 3c c, d, e, i, j
Plenary 1 M/S 5–6 Classwork 1, 2, 7 PLTS (Ct) 3c
Plenary 2 M/S 5 Classwork 2 PLTS (Rl) 3c j
Plenary 3 M/S 5–6 Classwork 1, 2, 3, 5 LIT (WF) 3c
Plenary 4 S 6 Classwork 7, 8, 9 LIT (WF) 3c
Plenary 5 M/S/C 4–8 Classwork 1, 2, 3, 4, 5, 6, 7, 8, 9 LIT (WF), PLTS (Ct) 3c
Homework 1 M 4 Homework 1, 2 3c
Homework 2 M 5 Homework 1, 2 3c
Homework 3 S 6 Homework 2, 3, 7, 8 3c d
Homework 4 C 8 Homework 5 Num (C) 3c
Homework 5 S 6 Homework 3, 6 LIT (RR, DS, EW), ICT (PS), 3a 3c, 3e d
PLTS (Ie, Sm)
You can also use the information collected by pupils to discuss
Starters
whether how they recorded what they ate was appropriate to the
task and any conclusions made. Most pupils will not have noted
1: Quick Check
down the exact amounts of food, and this makes it difficult to do a
Afl The Quick Check sheet provides a list of common foods, and
detailed, accurate analysis of diets.
asks pupils to tick the main nutrients in each foodstuff. Pupils have
5 minutes to complete their sheets, then a class discussion can be
4: Obesity
held to compare opinions. If pupils are asked to complete the sheet
Obesity (being very overweight) has trebled in the last 30 years
in pencil, they can revisit it at the end of the topic and make any
and now about 15% of children in the UK are obese. Share these
necessary corrections.
facts with pupils and ask them to discuss in groups: a) why they
• Must: pupils simply draw in ticks to show the main nutrients in think this has happened; and b) what can be done about it. After
each food. 10 minutes ask a spokesperson from each group to summarise the
• Should: ask pupils to use two ticks for foods that contain a lot of thoughts of the group.
a nutrient, and one tick for foods that only contain a little of it.
2: Foods true or false Exploring tasks
Afl Starter 2 from the last topic can be used here if not already
used. 1: What’s in our food? (AB/AT)
Ask pupils to look through nutrition information panels to find the
3: What’s a good diet? answers to questions such as: ‘Which food contains the highest
Ask pupils to look at their diet diaries if they were asked to do them amount of fat?’ Pupils should be encouraged to frame their own
in Homework 4 in the last topic. Ask them to look at the foods that questions.
they have eaten and say whether they think they have a healthy Alternatively, the nutrition information on Skills Sheet 58 from
diet or not, and if not what could be done to improve their diets. Year 7 CHAP could be used. Or the AB spreadsheet link on page
10 opens What food contains – a spreadsheet containing this
information.
© Pearson Education Limited 2008 Exploring Science edition 37
8Ab Keeping it balanced
Bar charts could be plotted to show the levels of nutrients in • Should: nutrient types on the outer ring of wheel 2 and what
different foods, or the foods rich in certain nutrients. The charts they are used for on the inner one.
could be compared with any Venn diagrams prepared in the • Could: ask pupils to research E numbers and put the E numbers
previous topic. They could be asked about the accuracy of their on the outer ring and their names on the inner ring. Pupils could
own experiments in relation to this, introducing the fact that food be challenged to think up their own ideas on what to put on the
scientists use much more sensitive methods to determine the wheels and to make more than one wheel.
8 amounts of food substances in a food (to make sure that foods
contain what they say they contain).
Pupils are asked to make holes in their wheels using
A • Could: pupils use the spreadsheet alongside information panels
scissors and Plasticine®. Some teachers may wish to do this
themselves.
b taken from foods and current prices to answer questions such
as: ‘Are high-protein foods more expensive than others?’; ‘What Resources (per pupil)
are good sources of protein in a vegetarian diet?’; ‘How does the Worksheet 8Ab(6); scissors; brass ‘butterfly’ paper fastener;
nutrient content of pre-packaged meals compare with freshly Plasticine® lump.
cooked meals?’
5: Practical: Energy in food
Resources (per group) Exploring 1 (Energy in food) from Topic 7Id is also suitable for use
Nutrition information labels; Year 7 CHAP Skills Sheet 58. here. Various foods are burnt to compare energy contents.
Optional: sheet of current food prices downloaded from the
internet. 6: Research work
Ask pupils to use books and/or the internet to find out about diet
2: Food substance summary and dietary problems. Ask pupils to produce a list of key points as
Ask pupils to work in groups to write a summary page on one of the their report.
food substances. They should include a food that contains a good • Must: pupils research the nutrients needed by another named
source of the food substance and the role played by the food mammal and the range of foods it eats.
substance in the body. The pages could be brought together to make • Should: pupils research deficiency diseases (e.g. rickets); or the
a booklet designed to be left out in, for example, a doctor’s surgery. problems of a vegan diet; or the work of a food scientist.
• Could: pupils research diseases that require special diets (e.g.
3: Media questions
coeliac disease, phenylketonuria).
Give groups of pupils access to food packaging, advertisements,
scientific media reports and newspaper reports, using them to raise Resources
a series of questions. Library/internet access.
Worksheets 8Ab(4) and 8Ab(5) could provide the focus for a class
discussion on how science is reported in newspapers, or they can
Explaining tasks
be used directly as secondary sources of information. Worksheet
8Ab(10) provides a way of covering some of these ideas if less time 1: Pupil’s Book pages 10–11 (AT/AB)
is available (or as a homework task). Worksheet 8Ab(1) is the Access Sheet.
One question could then be used as the basis of a small media- • The AT video link on page 10 opens Changing diets – in which
based research project. Before starting, pupils should be made Dr Jason Halford from the Kissileff Laboratory for the study of
aware that claims and theories are often biased depending on Human Digestive Behaviour, at the University of Liverpool, talks
where they have come from. Suggested questions: ‘Are breakfast about the current recommendations for a healthy diet.
cereals good for you?’; ‘Are foods that have less fat always • The second AT presentation link on page 10 opens The food
preferable?’; ‘Can eating too much salt harm you?’; ‘What diets do pyramid 1 – where pupils take it in turns to drag food items into
athletes follow when they are in training?’; ‘What foods would you the correct places on a food pyramid.
advise someone to eat to reduce the chance of heart disease?’; • The AB document link on page 10 opens The food pyramid 2
‘What should pregnant women make sure they eat enough of?’ – in which pupils use food icons to create their own food pyramid
Pupils should be asked about how confident they are of what they using a word processing program.
have discovered. They should also come to appreciate that scientific • The AB spreadsheet link on page 10 opens What food contains
knowledge is not always complete, and interpreting the results of (see Exploring 1).
investigations using humans is often difficult. • The AT video link on page 11 opens Recommended amounts – in
which Emma Boyland talks about GDAs.
Pupils could be asked to design a poster, a leaflet for a doctor’s • The AB spreadsheet link on page 11 opens What’s in it? – a
surgery or organise a class debate about their researched spreadsheet containing the same data as table C, with questions
question(s). to answer using that data. Questions 4, 5 and 7 could also be
answered using this spreadsheet.
Resources (per group)
Food packaging; food advertisements; scientific magazine/ 2: Pupil’s Book page 12 (AT/AB)
newspaper reports about food; Worksheets 8Ab(4), 8Ab(5), Worksheet 8Ab(2) is the Access Sheet.
8Ab(10).
• The first AB document link opens Balanced diet – in which pupils
4: Food wheels examine the food eaten by someone during the course of a day
Using Worksheet 8Ab(6), pupils could construct a ‘food wheel’. and write a short report on how balanced the diet was for that day.
There are many possibilities on how to fill this in. Some suggestions • The second AT video link opens Food and fashion – in which Dr
are listed below. Jason Halford explains how advertising and fashion could cause
eating problems in some people.
• Must: nutrient types on the outer ring of wheel 2 and a good
source of each on the inner one.
38 Exploring Science edition © Pearson Education Limited 2008
Keeping it balanced 8Ab
3: What effect do images have? The first AT presentation link on page 12 opens Thinking about
Show pupils a range of adverts that encourage us to eat fatty/junk balanced diets – a PowerPoint presentation version of this task.
foods or make us feel overweight (e.g. many fashion shoots). Show
pupils the adverts in turn (it’s a good idea to scan them if you can 2: Quick Check
and display on an interactive whiteboard). Ask pupils what the Afl The Quick Check sheet provides a list of common foods, and
advert or image makes them feel like. Point out that the adverts asks pupils to tick the main nutrients in each foodstuff and may
for the fatty foods all feature healthier-than-normal looking people
who are undoubtedly thin and very active. Photos from fashion
have been used in Starter 1. Revisit Starter 1, asking pupils to
correct their answers. Extend the task by asking pupils to colour in
8
shoots often feature very thin people who are very good looking red the foods that are important for energy, green for foods that A
– helping to form the link in some people’s minds that in order
to be attractive you have to be very thin. If you can, show pupils
are important for health and blue for foods that are important for
growth and repair. b
photos that have been obviously Photoshopped to make people
look younger/more attractive. This is reasonably easy to do with Resources
adverts for films featuring older movie stars (e.g. Robert Redford on Coloured pencils; Quick Check sheet 8Ab.
the poster for the film Lions for Lambs). Encourage pupils to make
the connection that what they see in the media is not necessarily 3: I can… cloze exercise AB/AT
real life. Afl The AB document link on page 11 opens a summary cloze
exercise covering the material on pages 10–11. There is also an AT
Resources (per group) presentation version with answers.
Range of adverts for fatty/junk foods.
4: I can… cloze exercise AB/AT
4: Pupil’s Book page 13 (AT/AB) Afl The second AB document link on page 12 opens a cloze
Worksheet 8Ab(3) is the Access Sheet. exercise covering the material on page 12. There is also an AT
presentation version with answers.
• The AT video link opens Diabetes – in which Dr Jason Halford
explains some current thinking on why more people are
5: Quiz design
developing type II diabetes.
Ask pupils to design a quiz sheet about this topic (and the last) and
• The AB spreadsheet link opens Diabetes rates – a spreadsheet
swap their sheets with other pupils for them to answer. These could
in which pupils construct a line graph to show the trends in the
be done in the same format as the Quick Quiz (i.e. multiple choice),
number of people diagnosed with diabetes in the last 50 years,
which will make any marking of correct/incorrect answers easier.
together with some questions.
5: Visit from a nutritionist
Homework tasks
Invite a nutritionist to talk to the class about balanced diets. They
should be asked to talk not only about diets but also about their
1: Worksheet 8Ab(7) contains simple questions about balanced
career and what they do. Encourage pupils to do some background
diets.
research and to think of some questions to ask before the visit.
2: Worksheet 8Ab(8) contains questions about balanced diets.
3: Worksheet 8Ab(9) asks pupils to compare the diets of two
people, with questions on problems caused by poor diet.
Plenaries
4: Worksheet 8Ab(11) demands a lot of calculation work (to work
out the energy content of some foods).
1: Thinking about balanced diets (AT)
Afl Use the following thinking skills questions as a plenary.
5: Page 12 of the Pupil’s Book mentions different diets in different
cultures. Ask pupils to research a short presentation/report
• PMI: school meals should always provide a balanced diet. on what their families eat. Pupils should also ask adults with
(Possible answers: P – pupils would stay healthy; M – it might which they have contact about what they used to eat. They
restrict the choice of food; I – is it possible to do this and still could compare this to their own diets and describe the main
keep the meals interesting?) ways in which diets have changed over the years, commenting
• PMI: there are too many different foods to choose from when on whether this change is good, bad or a combination of both.
you go shopping. (Possible answers: P – it’s always good to Finished presentations/reports should also describe what
have lots of choice; M – you may not choose the right ones for a balanced diets are and how people can ensure that they have
balanced diet, it takes longer to shop; I – would it help to make a balanced diets.
list first?)
• CAP: not everyone eats enough vegetables. (Possible answers:
some people can’t eat vegetables for medical reasons; children
are often fussy eaters; not everyone knows that vegetables are
good for you, vegetables are not available in some very poor
regions or regions hit by natural disasters.)
• CAP: it is hard for some people to buy the foods that they
need. (Possible answers: some people don’t live near large
supermarkets; some people can’t afford to buy much food;
healthy foods are more expensive than ‘junk’ food.)
• OOO: vitamins, starch, sugars, fats. (Possible answers: vitamins do
not provide energy and are only needed in small amounts; fats
are the only ones used for insulation.)
• OOO: meat, fish, vegetables, nuts, dairy products. (Possible
answers: vegetables are the only things that contain fibre and lots
of vitamins and minerals, or the things that do not contain much
fat.)
© Pearson Education Limited 2008 Exploring Science edition 39
8Ac You’ve got guts
Pupil’s materials
8
A Number and title
You’ve got guts
Level
Must/Should
Location
PB pp14–15
Type
Classwork
Tasks
Explaining 1
c 8Ac Quick Check Must/Should ASP Classwork Plenary 2
8Ac Word Sheet Must/Should ASP Classwork Homework 4
8Ac(1) You’ve got guts Must CHAP Access Explaining 1
8Ac(2) A model small intestine 1 Must CHAP Practical Exploring 2
8Ac(3) Guts! Must CHAP Classwork Exploring 1, Plenary 4
8Ac(4) Digestive system parts Must CHAP Classwork Exploring 1
8Ac(5) In the gut 1 Must CHAP Homework Homework 1
8Ac(6) In the gut 2 Should CHAP Homework Homework 2
8Ac(7) The glycaemic index Could CHAP Homework Homework 3
Objectives Exemplar topic plans
All pupils must:
MUST SHOULD
(1) recall that digestion is the breaking down of food
(2) recall the positions, names and functions of the organs in the PB pages Starter 1 PB pages Starter 3
digestive system 14–15 Exploring 2 (set 14–15 Explaining 1
up) Exploring 2 (set
(3) recall that teeth grind up the food.
Exploring 1 up)
Correctly use the words anus, digestion, gullet, gut, large (matching) Explaining 2
intestine, rectum, small intestine, stomach. Explaining 1 Explaining 3
Most pupils should: Exploring 1 Exploring 2
(4) describe the role of enzymes in digestion (correcting) (recording)
(5) describe what happens during ingestion, absorption and Exploring 2 Explaining 4
egestion (recording) Plenary 2
Plenary 3 Homework 2
(6) explain how food is moved through the gut by muscular
Homework 1
contractions
(7) describe a benefit of bacteria in the gut. COULD SHOULD 2 Yr KS3*
Correctly use the words absorption, contract, egestion,
PB pages Starter 3 PB pages 8Ac Starter 3
elimination, enzyme, faeces, ingestion, insoluble,
14–15 Explaining 1 14–17 8Ac Explaining 1
molecule, saliva, soluble. Exploring 2 (demo 8Ad Explaining 1
Some pupils could: set up) 8Ad Exploring 2
(8) recall that the muscular contractions of the gut are called Exploring 3 8Ad Explaining 2
peristalsis Exploring 2 8Ad Plenary 3
(9) recall that the salivary gland releases saliva (recording) 8Ad Homework 3
(10) explain why sugars from some carbohydrates take longer to Explaining 2
Explaining 3
get into the blood than others.
Plenary 3
Correctly use the words peristalsis, salivary gland. Homework 3
Topic notes *This table is repeated in 8Ad.
• Targets for the topic can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
• Pupils will have met the idea of particles in Unit 7G What a waste!
but some may need help with the concept of a molecule, unless
Unit 8F Materials and recycling has already been covered. At this
stage it is sufficient to say that food substances are made up of
particles called molecules.
• The gullet is more properly called the oesophagus (a word not
found in the pupils’ materials).
• The enzyme in saliva is called amylase and it chops up starch
into a sugar (called maltose). The Pupil’s Book and worksheets
simplify this slightly to imply that starch is turned into glucose
directly.
Be prepared: 8Ac
Explaining 3: bicycle inner tube, stone, tennis ball, sock, sheep
lungs and oesophagus.
40 Exploring Science edition © Pearson Education Limited 2008
You’ve got guts 8Ac
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Also consider using one of the plenaries from the previous topic as a starter task in this topic.
Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO 8
Starter 1 M 4 Classwork 2 3a, 3c A
Starter 2
Starter 3
M
M
4
5
Classwork
Classwork
2
1
Lit (WF)
1a
3a, 3c
3c
c
Exploring 1 M 5 Classwork 1, 2 3c
Exploring 2 M 5 Practical 1, 2 PLTS (Ie) 1a 1a, 1c 3c a
Exploring 3 S/C 6–8 Classwork 1, 2, 3, 6 ICT (IR), LIT (RR) 3c a, b
Explaining 1 M/S 4–7 Classwork 1, 2, 3, 4, 5, 6, 8 3c
Explaining 2 M 4 Classwork 2 3a, 3c
Explaining 3 S/C 7–8 Practical 5, 7 1a 3c
Explaining 4 M/S/C 5–8 Practical 3 1a 3c
Plenary 1 M/S 5–6 Classwork 1, 2, 3, 4 PLTS (Ct) 3a, 3c
Plenary 2 M/S/C 5–6 Classwork 1, 2, 3, 4, 5, 7, 8 PLTS (Ct) 3a, 3c
Plenary 3 M/S 5–7 Classwork 1, 2, 3, 4, 5, 6 Lit (WF) 3c
Plenary 4 M 4–5 Classwork 1, 2, 3, 4, 5 3c
Homework 1 M 4–5 Homework 1, 2, 3 3c
Homework 2 S 6–7 Homework 1, 2, 3, 4, 5, 6 1a 3c
Homework 3 C 8–EP Homework 3, 9 Lit (EC) 2a 3c
Homework 4 M/S 4–7 Homework 1, 2, 3, 4, 5, 6 Lit (EW, WF) 2a 3c
To extend this activity, give pupils Worksheet 8Ac(3) and ask them
Starters
to staple the groups of three cards onto this worksheet using label
lines to link them to specific parts of the gut.
1: What’s in the gut?
Pupils will have met the names of some parts of the digestive Resources (per pupil)
system in KS2, although they will not specifically have studied Worksheets 8Ac(3), 8Ac(4); access to stapler.
digestion. Ask pupils what we need food for and what they think
happens to their food when they have eaten it. Explain that food 2: Practical: A model small intestine
passes through a long tube in their body called the gut. Ask pupils Visking tubing will let small, soluble sugar molecules through it,
to name any parts of the gut that they know. but not large starch molecules. This practical will demonstrate that
starch molecules are too big to pass through the tiny holes in the
2: Order the parts wall of the tubing. Worksheet 8Ac(2) contains the instructions. This
Write these words up on the board: anus, gullet, intestines, mouth, model is built upon and extended in Topic 8Ad, where enzymes are
stomach. Ask pupils what they all have in common. Establish that used (see Topic 8Ad Exploring 2).
these are organs in the gut and then ask pupils to put the organs
in the order in which a piece of fibre (indigestible food) will go The tubing should be soaked in water for about 15 minutes to
through them. make it easier to handle. A 15 cm length is cut and one end is tied.
5 cm3 of starch suspension is added. The top end of the tubing is
3: A bag of oranges tied and the outside of the tube is washed to remove any spilled
Show pupils a nylon mesh bag, such as one that oranges are sold starch solution. The tubing is secured inside a boiling tube with an
in. Ask how the oranges could be got out of the bag without cutting elastic band and the boiling tube filled with water (preferably warm,
the bag. Most will be able to see that the oranges need to be cut at about 37 °C). The boiling tube is left for 20 minutes (preferably
into smaller pieces. Explain that this is a model for what happens to in a water bath at about 37 °C). The water from the boiling tube
food in order for our bodies to use it and that this takes place in the surrounding the tubing can then be tested for starch using iodine
digestive system. solution (a blue–black colour denotes the presence of starch). It
should be found that no starch has diffused through the tubing.
Iodine solution stains skin and may irritate the eyes.
Exploring tasks
Resources (per group)
1: Gut card sort Visking tubing; beaker; boiling tube; elastic band; eye protection;
Worksheet 8Ac(4) provides a set of cards containing the names iodine solution (1 g iodine in 100 cm3 1.0 mol dm–3 potassium
of organs in the digestive system, drawings of the organs and iodide solution); 3 pipettes; starch suspension; syringe; well tray
statements of the functions of the organs. Ask pupils to match the or spotting tile; access to warm water bath (37 °C); access to
cards up. clean warm water (37 °C); Worksheet 8Ac(2).
© Pearson Education Limited 2008 Exploring Science edition 41
8Ac You’ve got guts
3: Research work things being able to pass through filter paper, whereas insoluble
Ask pupils to use books and/or the internet to find out about the things can not. This is basically true for substances getting into
differences in the guts and teeth of herbivores and carnivores, due the body. A quick demonstration might include mixing some
to their differing diets. starch with water and filtering it, and comparing this
with sugar solution. If you have used a number of the models
• Should: ask pupils to find out the differences.
suggested above (e.g. Exploring 2, Explaining 1), ask pupils to
• Could: ask pupils to find the differences and the explanations for
8 these differences.
describe the strengths and weaknesses of each model.
• Could: Show pupils the sieve model and the filtering model and
A Resources remind them of the other models they have seen. Ask pupils to
c Library/internet access. select the model that best represents what happens in the gut.
They should justify their selection.
Explaining tasks Resources (for demonstration)
Must: coarse sieve; fine sand; dried peas.
1: Pupil’s Book pages 14–15 (AT/AB) Should: filter paper; filter funnel; retort stand; beaker; sugar;
Worksheet 8Ac(1) is the Access Sheet. starch; water.
• The first AT video link on page 14 opens Digestion and
advertising – in which Dr Jason Halford talks about probiotics. Plenaries
• The AT animation link on page 14 opens The digestive system – a
drag and drop labelling activity of digestive system. 1: Thinking about the digestive system (AT)
• The third AT presentation link on page 15 opens Food molecules Afl Use the following thinking skills questions as a plenary.
– a presentation showing a model for how we can think about
small molecules being able to get into the cells of the small • PMI: the gut should be longer than about 8 metres. (Possible
intestine (be absorbed) and large molecules that cannot. answers: P – this would give the food longer to be completely
digested and absorbed; M – it would be difficult to fit it all in;
2: Model torso I – how do people who have lost some of their gut cope?)
Show pupils a model torso, indicating where the parts of the • OOO: gullet, liver, small intestine, large intestine, stomach.
digestive system are and what they do. Explain that this is a (Possible answers: liver since food passes through all the other
much closer approximation to what is actually found inside us parts except this; stomach is the only place that is very acidic;
than the diagrams found in the pupils’ materials. Ask pupils why gullet does not contribute to the digestion of food.)
diagrams have been drawn in the pupils’ materials rather than • CAP: carbohydrate isn’t absorbed by someone’s small intestine.
real representations of the organs. Explain to pupils that diagrams (Possible answers: the person hasn’t eaten any carbohydrate;
are ‘models’ – ideas used to help us understand how something the carbohydrate that has been eaten is all insoluble and hasn’t
occurs. Ask pupils to suggest some advantages and disadvantages been digested yet; the person’s small intestine is not working
of using models. Elicit the main ideas that they aid understanding properly; enzymes have not been released to break down the
but can be too simplistic. carbohydrate.)
The third AT presentation link on page 14 opens Thinking about the
Resources digestive system – a PowerPoint presentation version of this task.
Model torso.
2: Quick Check
3: Practical: Peristalsis (demonstration) Afl The Quick Check sheet for this topic provides a ‘connectives’
Explain that the movement of food along the gut is caused by exercise to revise the content of the topic. Connectives are
waves of muscle contractions – known as peristalsis. This is simply sentences for pupils to complete in their own words, using one
demonstrated using a bicycle inner tube and a stone of slightly of the following words: ‘and’, ‘because’, ‘but’, ‘however’, ‘such as’,
greater diameter. Soak the inner tube in water containing washing ‘therefore’, ‘which’, ‘to’, ‘so’. The worksheet could simply be copied
up liquid. Without rinsing the tube, insert the stone. Use your onto an OHP slide, displayed directly on an interactive whiteboard
thumb and forefinger to form a ‘circle of muscle’ around the tube from the CHAP CD-ROM or the sentence starts could be written
above the stone. By moving your forefinger along the thumb, the on the board. Pupils can be given 5 minutes to complete their
diameter of the inner tube can be made to get smaller, pushing the sentences, and then they can share their ideas with the class. The
stone down the tube. Pupils could be asked to say what the inner obvious answers to most questions involve using ‘because’ as a
tube, thumb and forefinger and stone represent in this model. The connective, but more able pupils should be encouraged to use the
demonstration can also be done with a sock and a tennis ball. other connectives if they can.
Lungs from sheep with the gullet (oesophagus) still attached • Must: pupils write sentences to complete phrases 1–5.
may be available from a butcher, or it may be possible to order • Should: pupils write sentences to complete phrases 1–10.
a length of oesophagus separately. These could be used in • Could: pupils write two sentences to complete each of
conjunction with the demonstration. phrases 1–10.
Resources (for demonstration) 3: I can… cloze exercise AB/AT
Bicycle inner tube; washing up liquid solution; stone of similar Afl The AB document link on page 15 opens a cloze exercise
diameter to the tube (or tennis ball and large sock). covering the material on pages 14–15. There is also an AT
Optional: sheep lungs and oesophagus. presentation version with answers.
4: Practical: Absorption (demonstration)
4: What does what
• Must: A model, such as dried peas and sand in a sieve, can be
Worksheet 8Ac(3) provides a large drawing of the gut that can
used to think about the way in which smaller molecules will pass
be copied onto an OHP slide. Or display it directly from the CHAP
through the small intestine wall whereas larger ones will not.
CD-ROM on an interactive whiteboard. Point to the parts and ask
• Should: Many pupils will be familiar with the idea of soluble
pupils to identify the different parts and explain what goes on there.
42 Exploring Science edition © Pearson Education Limited 2008
You’ve got guts 8Ac
Homework tasks
1: Worksheet 8Ac(5) has simple questions on the gut and
digestion.
2: Worksheet 8Ac(6) has questions on the gut and digestion, and
using a model to understand the action of enzymes.
3: Worksheet 8Ac(7) has a comprehension-style exercise on the 8
glycaemic index (GI).
4: Ask pupils to use the words on the Word Sheets for Topics A
7Aa–7Ac to help them to produce 10 questions for a verbal test.
These questions can be used in Starter 1 of the next topic.
c
© Pearson Education Limited 2008 Exploring Science edition 43
8Ad Break down
Pupil’s materials
8
A Number and title
Break down
Level
Must/Should
Location
PB pp16–17
Type
Classwork
Tasks
Explaining 1
d 8Ad Quick Check Must/Should ASP Classwork Plenary 2
8Ad Word Sheet Must/Should ASP Classwork
8Ad(1) Break down Must CHAP Access Explaining 1
8Ad(2) Amylase action Must CHAP Practical Exploring 3
8Ad(3) Amylase in action Should CHAP Practical Exploring 3
8Ad(4) A model small intestine 2 Should CHAP Practical Exploring 2
8Ad(5) Enzymes and digestion Must CHAP Classwork Exploring 1
8Ad(6) Flicker-book digestion Should CHAP Classwork Exploring 6
8Ad(7) Digestion 1 Must CHAP Homework Homework 1
8Ad(8) Digestion 2 Should CHAP Homework Homework 2
8Ad(9) Saliva and starch Should CHAP Homework Homework 3
8Ad(10) When enzymes attack Should CHAP Homework Homework 4
8Ad(11) More digestive enzymes Could CHAP Homework Homework 5
Objectives Exemplar topic plans
All pupils must:
MUST SHOULD
(1) recall the functions of the stomach and small intestine in
digestion PB pages Starter 1 PB pages Starter 3
(2) describe how digestion is helped by digestive juices 16–17 Explaining 1 16–17 Explaining 1
Exploring 3 Exploring 3
(including saliva), which contain enzymes
Explaining 2 Explaining 2
(3) describe how a model can be used to think about how Plenary 3 Plenary 3
something works. Homework 1 Homework 3
Correctly use the words digestive juice, enzyme, model,
saliva. COULD SHOULD 2 Yr KS3*
Most pupils should:
PB pages Starter 2 PB pages 8Ac Starter 3
(4) describe how enzymes work best at certain temperatures and 16–17 Explaining 1 14–17 8Ac Explaining 1
pHs Exploring 3 8Ad Explaining 1
(5) describe how starch is split into glucose during digestion Explaining 2 8Ad Exploring 2
(6) evaluate a model. Plenary 1 8Ad Explaining 2
Some pupils could: Homework 4 8Ad Plenary 3
(7) explain how bile helps digestion 8Ad Homework 3
(8) recall the end products of protein and fat digestion *This table is repeated in 8Ac.
(9) explain why protein from a variety of sources is needed in
the diet.
Correctly use the words amino acid, bile, emulsion,
essential amino acid, fatty acid, glycerol, pancreas.
Topic notes
• Targets for the topic can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
• Digestive enzymes all break food substances into simpler
molecules. Note, however, that some enzymes build up
substances from simpler components.
• Ensure that pupils understand that enzymes do not look like pairs
of scissors, but that is a helpful model to think about how they
work.
Be prepared: 8Ad
Exploring 2 and 3: pancreatin (or non-bacterial amylase).
Exploring 4: bread.
Exploring 5: a large open space (you may wish to book the
school hall) and possibly a camcorder.
Explaining 3: fresh liver.
44 Exploring Science edition © Pearson Education Limited 2008
Break down 8Ad
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Also consider using one of the plenaries from the previous topic as a starter task in this topic.
Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO 8
Starter 1 M/S 4–7 Classwork previous topics 3a, 3c, 3e A
Starter 2
Starter 3
C
S
4–7
7
Classwork
Classwork
previous topics
2, 4 PLTS (Ct)
3a, 3c, 3e
3c
d
Starter 4 M 5–6 Classwork 2, 3 1a 3c a
Exploring 1 M 5–6 Classwork 1, 2 3a, 3c
Exploring 2 S 6–7 Practical 1, 2, 3, 5, 6 1a, 1b 1a, 1c, 2a, 3a 3c a
Exploring 3 M/S/C 4–7 Practical 1, 2, 4, 5 PLTS (Ie, Ep, Tw) 1a, 1b 1a, 1b, 1c, 2a, 2b, 3a 3c a
Exploring 4 S 6 Practical 2, 5 1c, 2a 3c a
Exploring 5 S 7 Classwork 2, 4, 5 ICT (MS), PLTS (Tw, Ct) 1a 3a 3c f, i, k
Exploring 6 S 7 Classwork 6 1a 3c
Explaining 1 M/S/C 5–7 Classwork 1, 2, 3, 4, 5, 6 1a 1c 3c a, c
Explaining 2 M/S 6 Classwork 2, 3, 5, 6 1a 3c
Explaining 3 M/S 6 Practical 2 3c c
Plenary 1 S 6–7 Classwork 1, 2, 4, 5 PLTS (Ct) 1a 3c
Plenary 2 M/S 5–6 Classwork 1, 2, 4, 5 3c
Plenary 3 M/S 5–7 Classwork 1, 2, 4 Lit (WF) 3c
Plenary 4 S 7 Classwork 2, 4 3c
Homework 1 M 5 Homework 1, 2 Lit (WF, EW) 3a, 3c
Homework 2 S 6 Homework 1, 2, 4, 5 3a, 3c
Homework 3 S 7 Homework 3, 5, 6 2a, 3a 3c
Homework 4 C 8 Homework 1, 2, 4, 5, 7, 8, 9 Lit (EC) 3a, 3c
Starters What is added to food in the strong acid (and enzymes to
stomach? digest proteins)
1: Quiz time What happens to food in the Water is absorbed from it.
Afl Carry out a verbal quiz to revise the work of earlier topics
large intestine?
using your own questions (and, if pupils have done Homework 4 Name a nutrient that we only vitamins or minerals
need in small amounts.
from the last topic, their questions). Ask all the pupils to stand up,
Name a liquid we need that is water
and ask each one in turn a question – they can sit down when
not a nutrient.
they have answered a question correctly. This activity can be
What type of nutrient is starch? carbohydrate
differentiated by giving more able pupils harder questions. A list
of suitable questions and their answers is given below. It does not Name two foods that contain a any two from cereals, bread,
lot of fibre. rice
really matter if the same question is asked more than once.
Name two foods that contain a any two from meat, fish, nuts,
Question Answer lot of protein. dairy produce
What does diet mean? the food we eat Why do we need carbohydrates? for energy
What happens if our bodies do constipation or blocked What is a balanced diet? a diet that contains all the
not get enough fibre? intestines nutrients we need
What chemical is used to test for iodine solution What happens if you do not eat You feel weak and tired.
starch? enough food?
How can you test for fat? It leaves a greasy mark on How is food moved along the Muscles in the wall of the gullet
paper. gullet? contract and push it along.
Name two foods that contain a any two from nuts or types of Where are small molecules small intestine
lot of fat. dairy produce absorbed into the body?
Which foods are best for fruit and vegetables
vitamins and minerals? 2: Wrong answer quiz
Prepare two A4 pieces of card, one saying ‘Right’ and one saying
Why do we need protein in our to make new cells and repair
diets? our bodies ‘Wrong’. If you hold up the ‘Wrong’ card, pupils have to give a
Why do we need fats? as an energy store and to deliberately wrong answer to a question, but an answer that could
insulate our bodies be right (e.g. when asked to name a nutrient, giving a response
What disease can be caused by heart disease such as ‘water’, rather than the name of a completely unrelated
eating too much fat? substance). This will help to keep pupils on their toes. Use the
Where is saliva made? in the mouth questions in Starter 1 and/or your own questions and/or those
prepared by pupils in Homework 4 from the last topic.
© Pearson Education Limited 2008 Exploring Science edition 45
8Ad Break down
3: Enzymes brainstorm temperature). Other factors that affect the activity of amylase
Ask pupils to write down phrases that come to mind about the include the concentration of the amylase and the pH. For the
word ‘enzyme’. Ask pupils to submit their ideas and write a short latter, the starch and amylase should be added to 10 cm3 of buffer
list of them on the board. Ideas should include ‘made in the body’, solution (see below). Alternatively, addition of dilute hydrochloric
‘used to digest food’, ‘found in the small intestine’. Save this list for acid or sodium hydrogen carbonate solutions to the starch solution
use in Plenary 2. (prior to adding amylase) and testing with pH paper/meter will give
8 4: Model small intestine starter
a reasonable range of pHs to test. Amylase works best at about pH 7.
A If pupils carried out Exploring 2 in the last topic, ask them to say
• Must: Worksheet 8Ad(2) deals only with the effect of temperature
on amylase action. It should be noted that this worksheet
d what they discovered. Ask how they think parts of the starch inside
the Visking tubing could get into the water outside. Introduce them
assumes bacterial amylase is not being used (it does not have an
optimum activity of 37 °C).
to or remind them of the idea that enzymes break things down into
• Should: Worksheet 8Ad(3) is a sheet to help pupils plan the
small, soluble molecules. This will lead nicely into Exploring 2.
investigation.
• Could: pupils plan their investigations using only the
initiators given in the Practical box on page 16 of the Pupil’s
Exploring tasks
Book. Encourage pupils to think about the advantages and
disadvantages of collating class results. They should think about
1: Digestion card sort
what needs to be collected and how they would manipulate this
Worksheet 8Ad(5) contains drawings and captions showing the
secondary class evidence so that all the evidence was in the same
basic stages of digestion and absorption. Pupils need to match each
format.
drawing with the correct caption and then put the drawing/caption
pairs in the order in which they happen. Eye protection should be worn.
2: Practical: A model small intestine 2 Resources (per group)
This is a continuation from Exploring 2 in Topic 8Ac. The set-up is Iodine solution; 2 test tubes; test tube rack(s); two 5 cm3
the same, except that enzymes are added to the starch suspension. syringes; pipette; 0.5% pancreatin solution or 1% amylase
This is 1 cm3 of 0.5% pancreatin (a mixture of enzymes that will solution (making sure that its peak activity is at 37 °C – i.e. not
convert starch to small sugar molecules – the pupils can be told bacterial amylase); 1% starch suspension; pH paper/meter;
that it is the same as the mixture of enzymes found in the small stopclock; eye protection; access to water baths at various
intestine). The water from the boiling tube surrounding the tubing temperatures (one should be near body temperature, 37 °C);
can then be tested for starch and glucose. It should be found that thermometers (one for each water bath); access to ice; access to
glucose has diffused through the tubing whereas the starch has not. water for washing pipette; access to distilled water and various
If you do this as a teacher demonstration, the subtle addition of concentrations of acids and alkalis (e.g. 0.2 mol dm–3 and
1 cm3 of 5% glucose solution to the water is an effective cheat! Full 0.1 mol dm–3 sodium carbonate, 0.2 mol dm–3 and 0.1 mol dm–3
instructions are given on Worksheet 8Ad(4). hydrochloric acid). Worksheets 8Ad(2), 8Ad(3). Citric acid buffer
solutions:
Eye protection should be worn. Iodine solution stains skin. pH Volume of Volume of
Some pupils may be allergic to enzymes. When using the enzyme
0.2 mol dm–3 0.1 mol dm–3
solutions avoid skin contact (and the rubbing of eyes). Wash hands Na2HPO4 citric acid
at once if contact is made.
3 20.55 79.45
Resources (per group) 4 38.55 61.45
Beaker; Benedict’s solution; boiling tube; Bunsen burner; 5 51.50 48.50
digestive juice solution (0.5% pancreatin); 2 elastic bands; eye 6 63.15 36.85
protection; gauze; heatproof mat; iodine solution (1 g iodine in 7 82.35 17.65
100 cm3 1.0 mol dm–3 potassium iodide solution); 4 pipettes; 8 97.25 2.75
1% starch suspension; tripod; 2 syringes; 2 test tubes; 15 cm
Visking tubing (pre-soaked for 15 minutes in water); water bath
4: Practical: Sweet bread
(set to 37 °C); Worksheet 8Ad(4).
This simply involves chewing bread. If bread is chewed for 5–10
minutes, the taste becomes sweeter. Pupils could be asked to
3: Practical: Amylase action
chew the bread, describe what happens and try to explain why this
This practical can be used to carry out an AT1 Investigation. A set of
happens.
level descriptions is provided on pages 33–35 of the ASP. The use
of either Worksheet 8Ad(2) or 8Ad(3) will prevent the assessment Ensure that this practical is not done in a lab and only in
of some strands (notably planning). an area suitable for consuming food (e.g. dining hall or food
technology room).
Three test tubes containing 5 cm of 1% starch suspension can
3
be set up, each at different temperatures in water baths. A further
Resources (per pupil)
three test tubes each containing 1 cm3 of 0.5% pancreatin (or 1%
Small piece of bread.
amylase solution but see note in resources) are also placed at the
same temperatures. The tubes are left for 5 minutes to allow the
5: When enzymes attack
contents to reach the required temperature and then the pancreatin
Worksheet 8Ad(10) invites pupils to think up some visuals for a
or amylase is added to the starch suspension.
TV program to model how enzymes work. You may be able to
At regular intervals (e.g. every 2–5 minutes) one drop of each of the get pupils to act out the model described on this sheet (a useful
starch enzyme mixtures is added to one drop of iodine solution in Thinking Skills VAKi activity – see Introduction, page 16). This
the wells of a spotting tile or well tray. A blue–black colour indicates activity also provides an opportunity for film-making. Pupils should
the presence of starch. When the blue–black colour fails to appear, be aware that this is another example of a model being used to
it is safe to assume that all the starch in that tube has been broken explain how digestion occurs and could be asked to discuss which
down. The amylase in pancreatin works best at around 37 °C (body of the models they have used is best and why.
46 Exploring Science edition © Pearson Education Limited 2008
Break down 8Ad
A large open area will be needed if pupils act out Plenaries
the model.
1: Thinking about enzymes and digestion (AT)
Resources Afl Use the following thinking skills questions as a plenary.
Camcorder; Worksheet 8Ad(9).
• PMI: enzymes in humans work best at 37 °C. (Possible answers:
6: Flicker book
Worksheet 8Ad(6) provides the pieces for which to make a flicker-
P – this is body temperature; M – if the body temperature is
higher or lower than normal, enzymes won’t work properly; I
8
book that shows a model of digestive enzyme action. – how does human body temperature compare with that of other A
Resources
mammals?)
• PMI: using a model small intestine is a good way of showing d
Stapler; Worksheet 8Ad(6). what happens in the gut. (Possible answers: P – it is a simple
model and easy to understand; M – it doesn’t show exactly what
happens; I – what happens when people damage their small
Explaining tasks intestine?)
• CAP: starch is not being broken down in Miles’ small intestine.
1: Pupil’s Book pages 16–17 (AT/AB) (Possible answers: he hasn’t eaten any starch; he’s eaten
Worksheet 8Ad(1) is the Access Sheet. something that stops the ‘starch enzymes’ working; his body can’t
• Must: omit the last section on models of enzyme activity. produce ‘starch enzymes’.)
• The first AT animation link on page 16 opens Model small • CAP: in the model small intestine, glucose is not found in the
intestine animation – showing what happens in the model small water outside the tubing. (Possible answers: no enzyme was
intestine. Note that this is a model and what actually happens is added to the tubing; no starch was added to the tubing; it’s too
very much more complex. cold for the enzyme to work; it’s the wrong pH for the enzyme to
• The second AT animation link on page 16 opens Enzymes work; the experiment has not been left long enough.)
– showing the action of enzymes in various parts of the digestive The first AT presentation link on page 17 opens Thinking about
system. enzymes and digestion – a PowerPoint presentation version of this
• The AB document link on page 16 opens Enzyme optimum task.
graphs – a set of graphs on enzyme optimums that pupils need
to draw simple conclusions from. 2: Quick Check
• Could: introduce pupils to the idea of extra cellular reactions Afl Pupils use the Quick Check sheet to create a labelled diagram
(those that take place outside cells) and how these reactions are to summarise the material in this unit.
essential for the seven life processes (e.g. providing material for
respiration and growth). 3: I can… cloze exercise AB/AT
• The AT animation link on page 17 opens Enzyme models – in Afl The AB document link on page 17 opens a cloze exercise
which the two models presented to represent enzyme action are covering the material on pages 16–17. There is also an AT
animated. presentation version with answers.
2: Enzyme (demonstration) 4: More enzymes
Use molecular models to represent a long food molecule. Illustrate Use Starter 3, or remind pupils of the list of phrases they came up
the action of enzymes by breaking up the ‘molecule’, perhaps by with when doing Starter 3, and ask them to add to the list. They
comparing the enzymes to a pair of scissors. should be able to add additional places where digestive enzymes
Having watched the demonstration, pupils could be asked to are found and the fact that enzymes are affected by pH and
draw a series of diagrams showing what happens when large temperature.
molecules are digested by enzymes. They should be asked to
annotate their drawings with text to say what their drawings
are illustrating.
Homework tasks
1: Worksheet 8Ad(7) has simple questions on digestion and
Resources
absorption.
Molecular modelling kit.
2: Worksheet 8Ad(8) has questions on digestion and absorption.
3: Worksheet 8Ad(9) is a data interpretation exercise on an
3: Practical: Catalase (demonstration)
experiment using saliva and starch.
Hydrogen peroxide is poisonous in the body but is a by-product
4: Worksheet 8Ad(10) asks pupils to demonstrate their
of some reactions in the body. Catalase is an enzyme that quickly
understanding of digestion.
destroys the hydrogen peroxide. Liver contains large amounts
5: Worksheet 8Ad(11) is a comprehension exercise looking at
of catalase, which makes for a memorable demonstration of an
digestive enzymes in more detail.
enzyme in action (albeit not a digestive enzyme). Place a small
piece of liver in a large beaker and add a pipette-full of 3%
hydrogen peroxide. A fizzing will be observed. Point out to pupils
that this fizzing would never occur in the body but does here
because the hydrogen peroxide used is very strong.
Resources (for demonstration)
Fresh liver; 3% hydrogen peroxide solution; large beaker.
© Pearson Education Limited 2008 Exploring Science edition 47
8Ae In the blood
Pupil’s materials
8 Number and title Level Location Type Tasks
A In the blood Must/Should PB pp 18–19 Classwork Explaining 1
e Health claims Must/Should PB p 20 Classwork Explaining 3
8A Quick Quiz Must/Should ASP Classwork Plenary 3
8A Quick Quiz Answer Sheet Must/Should ASP Classwork Plenary 3
8A End of Unit Test Must/Should ASP Classwork Plenary 5
8A Summary Sheets Must/Should ASP Homework
8A Level Ladder Must/Should ASP Classwork Plenary 8
8Ae Quick Check Must/Should ASP Classwork Plenary 2
8Ae Word Sheet Must/Should ASP Homework
8Ae(1) In the blood Must CHAP Access Explaining 1
8Ae(2) Food traffic lights Must CHAP Classwork Exploring 3
8Ae(3) Food for living Must CHAP Homework Homework 1
8Ae(4) Digestion crossword Should CHAP Homework Plenary 4
8Ae(5) Food absorption Should CHAP Homework Homework 2
8Ae(6) Eat to live Could CHAP Homework Homework 3
8Ae(7) Surface area Could CHAP Homework Homework 4
SS41 Debates and speaking Must/Should Year 7 CHAP Skills Sheet Exploring 5
Objectives Exemplar topic plans
All pupils must:
MUST SHOULD
(1) describe how digested food is carried around the body to the
cells PB pages Starter 1 PB pages Starter 2
(2) recall that the heart and blood vessels make up the 18–20 Explaining 1 18–20 Explaining 1
Exploring 2 Exploring 2
circulatory system
Explaining 3 Explaining 3
(3) recall that digested food is used to make new substances Exploring 3 Exploring 4
(4) describe how digested food can produce energy for cells Plenary 4 Plenary 4
(5) consider the effects of words used to describe foods on their Homework 1 Homework 2
packets.
Correctly use the words blood vessel, circulatory system, COULD SHOULD 2 Yr KS3
health claim, heart, respiration. PB pages Starter 3 PB pages Starter 2
Most pupils should: 18–20 Explaining 1 18–20 Explaining 1
(6) describe how the small intestine is adapted to absorb Explaining 2 Exploring 2
substances quickly Explaining 3 Explaining 3
(7) recall the passage of digested food substances from the gut Exploring 5 Exploring 4
Plenary 4 Plenary 4
into the blood
Homework 3 Homework 2
(8) recall that arteries carry blood away from the heart and veins
carry blood to the heart
Be prepared: 8Ae
(9) explain how cells get food from tissue fluid which leaks out
Starter 3: wide fabric.
of capillaries.
Exploring 1: white bath towel and white cotton sheeting.
Correctly use the words artery, capillary, tissue, tissue
Exploring 2: a wide variety of food packaging/adverts.
fluid, vein, villus.
Explaining 2: glucose monophosphate solution, starch
Some pupils could:
phosphorylase (or raw potato).
(10) describe the function of microvilli.
Correctly use the word microvillus.
Topic notes
• Targets for the topic can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
• Misconception: Pupils often think that the digested food is
somehow picked up by blood cells (like oxygen is). This is not the
case – the digested food is dissolved in the blood plasma (the
fluid in which blood cells are found).
48 Exploring Science edition © Pearson Education Limited 2008
In the blood 8Ae
Topic task planner
Use these tasks to adapt the exemplar topic plans to your own needs. Many tasks can be adapted to become different types (e.g. ‘starter’
rather than ‘exploring’). AT or AB/AT at the top of a task means that the task depends on using the ActiveBook and/or ActiveTeach;
where these symbols appear in brackets it indicates that the task can be carried out with or without their use.
Also consider using one of the plenaries from the previous topic as a starter task in this topic.
Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO 8
Starter 1 M/S 5–7 Classwork 1, 2 ,7, 8, 9 3c A
Starter 2
Starter 3
S
S
7
7
Classwork
Practical
1, 2 ,7, 8, 9
6 1a
3a, 3c
3c
e
Exploring 1 S 7 Classwork 6 1a 1a, 2a 3c a
Exploring 2 M 5 Classwork 5 PLTS (Ie), Lit (RR), Num (T) 2b 3c a, c, j, k
Exploring 3 M 6 Classwork 5 Num (T) 2b 3a 3c a, c, j, k
Exploring 4 M 6 Classwork 5 Lit (DS) 2b 3a 3c a, c, j, k
Exploring 5 S 7 Classwork 5 Lit (DS) 2b 3a 3c a, c, j, k
Explaining 1 M/S 6–7 Classwork 1, 2, 3, 4, 6, 7, 8, 9 2b 3c j
Explaining 2 C 8 Practical 10 2a 2b, 3c a
Explaining 3 M 6 Classwork 5 3c a, c, j, k
Plenary 1 M/S 5–6 Classwork 1, 2, 6 PLTS (Ct) 3c
Plenary 2 M/S 4–7 Classwork whole unit PLTS (Ct, Rl) 3c
Plenary 3 M/S 5–7 Classwork 1, 2, 3, 4, 6, 7, 8, 9 Lit (WF), PLTS (Rl) 3c
Plenary 4 M/S 4–7 Classwork whole unit PLTS (Rl) 3c
Plenary 5 M/S 4–7 Classwork whole unit PLTS (Rl) 3c
Plenary 6 M/S 4–7 Classwork whole unit PLTS (Rl), Lit (WF) 3c
Plenary 7 M/S 4–7 Classwork whole unit Lit (WF) 3c
Plenary 8 M/S 4–7 Classwork whole unit PLTS (Rl, Sm) 3a, 3c
Homework 1 M 5 Homework 1, 2, 3, 4, 5 3c
Homework 2 S 6 Homework 6, 7, 8, 9 Lit (EW) 3c
Homework 3 C 8 Homework 7, 8, 9 Lit (EC) 1a 1c 3c
Homework 4 C EP Homework 6, 11 Num (C) 3c
projections) to increase its surface area and therefore increase the
Starters
amount of digested food it can absorb in any period
of time.
1: Travelling food
Ask pupils to write a list of bullet points of how they think a food
Resources (for demonstration)
molecule needed by a leg muscle gets from the small intestine to
Two lengths of the same fabric, one twice the length of the other.
the leg muscle cell.
2: Silent animation Exploring tasks
The second AT animation link on page 19 opens Absorption – an
animation that shows how soluble molecules like glucose are 1: Bath towels
absorbed through the wall of the small intestine and travel around From the practical idea on page 18 of the Pupil’s Book, the
the body in the blood. Show pupils the animation without the effectiveness of increasing the surface area of towels can be looked
sound and ask them to say what they think is happening and what at. Strips (3 cm × 15 cm) of white towelling and cotton sheet
the various parts are. Show pupils the animation again, with the material are left for 1 minute with about 2 cm touching a coloured
sound on so that they can hear the voiceover explanation and liquid in a shallow tray. It should be seen that the liquid travels
consider how good their initial thoughts were. faster up the bath towelling and this can be explained in terms of
speed of absorption (although this is only partly true). Pupils may
3: Practical: Modelling villi (demonstration) ask why most tea towels are not covered in villi and this may be
This is an effective demonstration to get pupils to think about the explained by considering the expense, the fact that kitchen towels
effects of surface area. Take a length (say 50 cm) of wide fabric need to dry out quickly and hygiene.
and lay it flat on a worktop. Take another piece of the same fabric
that is twice as long. Ask pupils what you would have to do to get Resources (per group)
the second piece of fabric to take up the same area of worktop as Shallow tray; 3 cm × 15 cm strip of white bath towelling;
the first piece. Pupils should be able to see that scrumpling it up 3 cm × 15 cm strip of white sheeting; coloured liquid (e.g.
will have this effect. Now ask which piece of fabric will be able to orange squash).
soak up more water. Most pupils will see that the second piece will
because there’s more of it. Explain that this is a model for the small
intestine and that it has ‘scrumpled up’ walls (or more accurately
© Pearson Education Limited 2008 Exploring Science edition 49
8Ae In the blood
2: Health claim survey Add 5 cm3 of 1% glucose monophosphate solution to a test tube.
Provide pupils with food packets that contain health claims. Ask Then add 1 cm3 of 0.1% starch phosphorylase. Use a pipette to
them to think of a suitable question they can investigate using the remove some of the mixture from the tube at 5-minute intervals.
labels (e.g. Which is the most common health claim? Which health Add 5 drops to a spotting tile or well tray and test with 1 drop of
claims come with small print? What is a portion size?). iodine solution. After about 15 minutes the iodine solution should
Pupils should consider what the point of putting claims on turn the sample blue–black, indicating the presence of starch.
8 packaging is and whether it is ‘right’ for companies to be
allowed to do this.
Starch phosphorylase can be bought commercially or a solution can
A be made up by grinding a small piece of raw potato with 15 cm3 of
distilled water, using a pestle and mortar and some sand. Filter the
e Resources
Selection of food packaging showing health claims.
resulting suspension and test the filtrate with a drop of iodine to
ensure that no starch is now present. If starch is still present, filter it
again. A more effective way of removing the starch is to centrifuge
3: Traffic lights
the suspension for 3 or 4 minutes.
A lot of food packaging now comes with a traffic light system to
show what the food contains and to warn consumers about high Wear eye protection. Iodine solution stains skin and may
levels of certain substances. Worksheet 8Ae(2) introduces this irritate the eyes.
idea and asks pupils to use data tables to colour in a selection
of ‘traffic lights’ correctly. Resources (for demonstration)
Well tray or spotting tile; 1% glucose monophosphate solution
Ask pupils how information from the ‘traffic lights’ system can help (glucose-1-phosphate disodium salt); iodine solution (1 g iodine
them to make healthier choices. in 100 cm3 1.0 mol dm–3 potassium iodide solution); pipette;
stopclock; 0.1% starch phosphorylase solution or raw potato;
Resources pestle; mortar; sand; filtering equipment/centrifuge to make a
Coloured pens; Worksheet 8Ae(2). solution containing starch phosphorylase as detailed above; eye
protection.
4: Go to work on an egg
If you do a search on YouTube for ‘Go to work on an egg’ you’ll 3: Pupil’s Book page 20 (AT/AB)
find the original TV adverts for eggs from the 1960s, starring Tony This final page introduces pupils to the idea of health claims and
Hancock. The adverts all end with the slogan ‘Go to work on an the regulation of what can be and can’t be printed on food packets.
egg’. Show pupils one of the adverts and ask them what they think
the slogan means. Then tell them that there was a plan to run • The AT video link opens Health claims – in which Dr Jason
the adverts again in 2005 but they were banned by the Broadcast Halford explains how health claims are regulated.
Advertising Clearance Centre (BACC), which has to approve all TV • The AB spreadsheet link opens Food guidance systems – a
adverts, because they said the adverts did not promote eating a document giving pupils data about certain foods and asking
balanced diet. Ask pupils what they think of this decision. Hold a them to fill in charts for the foods using the ‘traffic light system’
class vote at the end or get pupils to write to the BACC expressing developed by the Food Standards Agency and the Guideline
their opinion. Daily Amounts (GDA) system developed by some of the big food
manufacturers. Pupils are asked to decide which way is more
5: Debate useful to the consumer and how this sort of information can be
There is an opportunity for a debate presented on page 20 of the used to make healthier choices.
Pupil’s Book. Refer to Skills Sheet 41 from Year 7 CHAP for ideas
on how to run a debate. Some people are of the opinion that
the consumer must be protected from misleading food labelling. Plenaries
Others believe that increasing the number of regulations further
complicates the issues. 1: Thinking about digested food (AT)
Afl Use the following thinking skills questions as a plenary.
• PMI: only soluble molecules can go through the wall of the small
Explaining tasks intestine. (Possible answers: P – this makes sure only digested
food goes into the blood; M – the body can’t absorb useful
1: Pupil’s Book pages 18–19 (AT/AB) insoluble molecules; I – are there any diseases which mean that
Worksheet 8Ae(1) is the Access Sheet. even soluble molecules don’t get absorbed properly?)
• The first AT video link on page 19 opens The circulatory system • OOO: artery, vein, heart, small intestine, capillary. (Possible
– a simple animation giving an overview of the circulatory system. answers: small intestine as all others are part of the circulatory
• The second AT video link on page 19 opens Absorption – see system; heart as all others are tubes.)
Starter 2. The third AT presentation link on page 19 opens Thinking about
digested food – a PowerPoint presentation version of this task.
2: Practical: Starch synthesis (demonstration)
Question 6 on page 19 of the Pupil’s Book mentions that some 2: Quick Check
cells can take small molecules of glucose and build them into larger Afl The Quick Check sheet contains the start of a concept
ones (e.g. glycogen). Glycogen is a storage material. Ask pupils map. Pupils can use this to build up their own concept maps to
what does the actual building, and elicit the idea that enzymes summarise the unit. The Word Sheets for all the topics in this unit
do this too. Plants perform a similar trick, which is how starch is will prove useful for pupils.
built up from sugars made in photosynthesis. (This practical is also
suggested for use in Topic 9Cc.) This practical will demonstrate this
but it is only really appropriate as a teacher demonstration.
50 Exploring Science edition © Pearson Education Limited 2008
In the blood 8Ae
3: Quick Quiz
Afl Revisit the 7A Quick Quiz to test pupils’ knowledge of the
content of this unit. If you have the ASP on CD-ROM use Quick Quiz
2, which provides the same activity but with the answers arranged
in a different order. Pupils could fill in their answers on the Quick
Quiz Answer Sheet. Encourage pupils to identify for themselves
areas where their understanding is still weak and decide how they
are going to remedy this.
8
A
4: Digestion crossword
Worksheet 8Ae(4) contains a crossword, revising some of the ideas e
met in this unit.
5: End of Unit Test
Afl Use the End of Unit Test. A mark scheme is given in the
ASP. Encourage pupils to identify areas that are still weak and to
formulate plans to strengthen those areas.
6: I can… cloze exercise AB/AT
Afl The AB document link on page 19 opens a cloze exercise
covering the material on pages 18–19. There is also an AT
presentation version with answers.
7: Healthy food packaging
Afl Ask pupils to design the packaging for a healthy food that
will sell well. This could involve pupils coming up with a full
design, using desktop publishing software, or simply writing out
the wording that they want to use on their packets. Ask pupils
to provide an explanation for each piece of information that
they put on their packets. Point out to pupils that they should be
demonstrating knowledge from all parts of this topic, including
digestion.
This activity can be done as an assessed task. A set of level
descriptions is provided on pages 30–31 of the ASP.
8: Level Ladder
Pupils should tick the boxes on the Level Ladder to record those
statements that they feel they know. Alternatively they can use a
traffic light system or the CRI index (see Introduction, page 17)
to record degrees of certainty. Ideally pupils should be certain of
all statements at a level to be sure they are working at that level.
Encourage pupils to plan how to do further work on the things
about which they remain unsure.
Homework tasks
1: Worksheet 8Ae(3) has simple questions on diet and the
circulatory system.
2: Worksheet 8Ae(5) has questions on the small intestine and
respiration.
3: Worksheet 8Ae(6) has questions on the diet and designing an
investigation into respiration using a radioactive marker.
4: Worksheet 8Ae(7) asks questions about the small intestine and
involves the use of equations and calculations.
© Pearson Education Limited 2008 Exploring Science edition 51