Crime scene investigations

Transcription

1 Crime scene investigations This unit uses the theme of forensic science to revise work on microscopes, organs, sexual reproduction and lifecycles from Year 7. There is also a more formal look at both animal and human behaviour (ethology and psychology). We recommend between 6 and 8 hours of teaching time for this unit. From previous units most pupils will: know what organs and organ systems are understand what a lifecycle is be able to describe the function of flowers and their parts. This unit revisits and extends material met in Unit 7A Tissues and transplants, Unit 7B Sex and science and Unit 8 The way of the dodo. Topic a introduces the idea of forensic science and then goes on to look at the lifecycle of a flowering plant, within this context. There is an optional investigation for Attainment Target 1 on pollen-tube growth. A set of level descriptions is provided in the ASP. Could level material covers reproduction in ferns. Topic b looks at how insects are used in forensic science. Another lifecycle is looked at (the blowfly), and various types of behaviour are introduced and exemplified. Could level material looks at ant society and communication. Topic c provides an overview of some of the ways in which animals learned behaviour can be useful to humans, particularly in crime detection. Topic d revises the concept of nerve cells and looks at the structure of the nervous system in the context of psychology. The unit concludes with a look at what happens in a courtroom and whether evidence is strong or weak. Could level material looks at different types of learning and memory. Expectations Key concepts At the end of this unit All pupils must: (L4) Use unfamiliar information to draw a food chain. (L4) escribe some advantages for humans of modifying animal behaviour. (L5) raw out a diagram of a lifecycle. (L6) Recognise how a knowledge of plants and animals can be used to solve crimes. Most pupils should: (L5) Explain why different people cooperate at a crime scene. (L6) Appreciate the difference between a legal and a scientific question. (L6) Use criteria to judge the strength of evidence. (L7) Explain how a psychologist can help the police and people with behavioural problems. Some pupils could: (L8) evelop criteria by which to judge the ethics of a scientific investigation. Key processes At the end of this unit All pupils must: (L5) Control risks to all humans and animals involved in an investigation. Most pupils should: (L6) Identify hazards and plan to control risks to humans and animals during investigations involving animals. Some pupils could: (L8) Use criteria to analyse data from more complex investigations involving humans or animals. Range and content At the end of this unit All pupils must: (L4) escribe some simple animal behaviours and explain how they are useful to those animals. (L5) Recall the main stages of the lifecycles of flowering plants and insects. (L5) escribe ways in which certain behaviours help the survival of a species. (L5) Classify behaviours as innate (automatic), learned and social. (L5) Recall what neurons are used for. (L6) Recall the parts and function of the nervous system. Most pupils should: (L5) Recall the main parts of a flower. (L6) Explain how changes in learned behaviour (due to stimuli) are helpful for an organism. (L6) Explain how social behaviour can help a species survive. (L7) Identify similarities between animal behaviour and human behaviour. (L7) escribe how neurons are adapted to their function. Some pupils could: (L8) Recognise the difficulties in determining whether a behaviour is truly innate. (L8) Recall how insects use pheromones. (L8) Identify different types of learning and explain the benefits of each type. Be prepared b Exploring 5 involves work outside. c Exploring 6 could include a visit to a zoo or wildlife park to observe social behaviours. c Explaining 4 could include a visit from a police dog trainer/handler or a guide dog trainer or blind user. For a list of updated and vetted websites that can be used to support your teaching of this unit please visit the Exploring Science: How Science Works E-Forum ( co.uk/group/exploringscience). 104 Exploring Science edition Pearson Education Limited 200

2 Crime scene investigations NC statements covered At KS3 1 Key concepts Statement 1a Using scientific ideas and models to explain phenomena and developing them creatively to generate and test theories. 1b Critically analysing and evaluating evidence from observations and experiments. 2a Exploring how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave. 2b Examining the ethical and moral implications of using and applying science. 3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice. 4a Sharing developments and common understanding across disciplines and boundaries. 2 Key processes Statement 1a Use a range of scientific methods and techniques to develop and test ideas and explanations. 1b Assess risk and work safely in the laboratory, field and workplace. 1c Plan and carry out practical and investigative activities, both individually and in groups. 2a Obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations. Topic b b, d all c, d b, c, d a Topic a, b, d b a, b, d 2b Evaluate scientific evidence and working methods. all 3a Use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues. a, b, d 3 Range and content Statement Topic 3a Life processes are supported by the organisation of cells into tissues, organs and body systems. a, b, d 3b The human reproductive cycle includes b adolescence, fertilisation and foetal development. 3c Conception, growth, development, behaviour and b health can be affected by diet, drugs and disease. 3d All living things show variation, can be classified a, b and are interdependent, interacting with each other and their environment. 3e Behaviour is influenced by internal and external factors and can be investigated and measured. b, c, d all 4 Curriculum opportunities Statement Topic a Research, experiment, discuss and develop all arguments. b Pursue an independent enquiry into an aspect of a, d science of personal interest. c Use real-life examples as a basis for finding out all about science. d Study science in local, national and global c contexts, and appreciate the connections between these. e Experience science outside the school environment, including in the workplace, where a, b, c possible. f Use creativity and innovation in science, and b, d appreciate their importance in enterprise. g Recognise the importance of sustainability in b scientific and technological developments. h Explore contemporary and historical scientific developments and how they have been b, c, d communicated. i Prepare to specialise in a range of science all subjects at key stage 4 and consider career opportunities both within science and in other areas that are provided by science qualifications. j Consider how knowledge and understanding of c, d science informs personal and collective decisions, including those on substance abuse and sexual health. k Make links between science and other subjects and areas of the curriculum. b, c, d Links with other units 7A Cells, organs, organ 7 Classification. systems. 7B Sexual reproduction, human lifecycle. 8 Environmental factors. Behaviour. 7C Environmental factors. 8E Chromatography. Cross-curricular links Topic Links c History King Frederick II of Germany. d Citizenship courts of law and how they work. History trial by jury and the Magna Carta, Adolf Eichmann. Skills opportunities for Personal, Learning and Thinking Skills (PLTS), literacy, numeracy and ICT are included in the individual topic notes. Pearson Education Limited 200 Exploring Science edition 105

3 Crime scene investigations Framework statements covered by Unit 1.1 Explanations, arguments and decisions Code Framework threads Year Topic 1.1a2 Scientific thinking: challenge and escribe how bias, a lack of evidence or misconceptions can give rise to c, d collaboration in the development inappropriate theories and the role of scientists in questioning these. of explanations Identify some questions that the scientific process cannot yet completely answer but can contribute to. c, d 1.1a3 Scientific thinking: developing argument 1.1b Applications, implications and cultural understanding 1.1c Communication for audience and with purpose Use criteria to select relevant scientific data and other sources of evidence to support or negate an argument. Explain how scientific evidence from a range of sources can be used to support or disprove theories. Evaluate the issues, benefits and drawbacks of scientific developments with which they are familiar. Recognise that different decisions on the use and application of scientific and technological developments may be made in different economic, cultural and social contexts. Communicate effectively and use appropriate scientific terminology and conventions in discussion and written work. Adapt the stylistic conventions of a wider range of genres for different audiences and purposes in scientific writing. all a, d a, b d b, d b, d 1.2 Practical and enquiry skills Code Framework threads Year Topic 1.2a Using investigative approaches: planning an approach Explain how the planned approach to answer a scientific question was informed by scientific knowledge, understanding or other sources of evidence. a, d 1.2b Using investigative approaches: selecting and managing variables 1.2c Using investigative approaches: assessing risk and working safely 1.2d Using investigative approaches: obtaining and presenting primary evidence 1.2e Working critically with primary evidence 1.2f Working critically with secondary evidence Use and apply independent and dependent variables in an investigation by choosing an appropriate range, number and value for each one. Explain how approaches to practical work were adapted to control risk. Use and apply qualitative and quantitative methods to obtain and record sufficient data systematically. Explain how the presentation of experimental results through the routine use of tables, charts and line graphs makes it easier to see patterns and trends. Explain how patterns and trends in results can be manipulated to be consistent with the evidence gathered and the predictions made. Explain how improvements to the planning and implementation would have led to the collection of more valid and reliable evidence and a more secure conclusion. Explain whether the collection and manipulation of secondary evidence is sufficient or insufficient to support the conclusion or interpretation made. a, b a, b a, b a, b a, b a, b, d a, b, c 2 Organisms, behaviour and health Code Framework sub-strands Year Topic 2.1 Life processes Explain how the specialisation of cells in plants and animals support the seven life processes in a healthy organism. 2.3 Behaviour Make links between observed social behaviours and the benefit to the survival of the species. a, b, d b, c, d 106 Exploring Science edition Pearson Education Limited 200

4 Crime scene investigations 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 6 and 8 hours of teaching time for this unit. Topic Level Learning objectives Key words Tasks Starter 1&3, Explaining 1&2, Exploring 3, Plenary 2, Homework 1 egg cell, fertilisation, flowering plant, fruit, germination, lifecycle, organ, organ system, pollen grain, pollination, seed, seedling, sex cell, sexual reproduction anther, botanist, filament, forensic science, gamete, ovary, ovule, ovum, pollen tube, risk assessment, stigma, style a Must All pupils must: recall the main stages in the lifecycle of a flowering plant; recognise some ways in which a knowledge of plants is used in crime solving; describe how flowering plants reproduce sexually. Starter 1, Explaining 1, Exploring 1&2, Explaining 2, Plenary 2, Homework 2 Should Most pupils should: recall the main parts of the flower; explain how examining pollen can be used to provide forensic evidence; appreciate the difference between a legal and a scientific question; describe how different people collaborate at a crime scene, including the role of those in charge of assessing risk. Could Some pupils could: recall how ferns reproduce sexually and asexually. cross-fertilisation, rhizome, spore Starter 1, Explaining 1, Exploring 2, Explaining 2&3, Plenary 4, Homework 3 Starter 3, Explaining 1, Exploring 2&6, Plenary 2, Homework 1 classification, food chain, larva, physical environmental factor, pupa, scavenger, social behaviour innate behaviour, response, stimulus Starter 2, Exploring 6, Explaining 1, Exploring 3, Plenary 2, Homework 2 b Must All pupils must: recall that different animals have different sorts of lifecycles; describe some of the main features of an insect lifecycle; describe how a certain behaviour is beneficial to an organism; classify behaviours as being automatic, learned or social; classify organisms based on observable differences in appearance; use unfamiliar information to draw a food chain. Should Most pupils should: recognise innate responses and the stimuli that cause them; plan an investigation to determine an aspect of innate behaviour in an invertebrate; identify hazards and plan to control risks to humans and animals during investigations involving animals. Could Some pupils could: recall how some insects use pheromones to communicate. pheromone Starter 2, Explaining 1&2, Exploring 3&6, Plenary 3, Homework 3 learned behaviour Starter 3, Explaining 1, Exploring 1, 2&5, Plenary 1, Homework 1 proboscis Starter 2, Explaining 1, Exploring 1&3, Explaining 2&3, Exploring 5, Plenary 2, Homework 3 c Must All pupils must: identify examples of learned behaviour; explain how learned behaviours can be useful to an organism; describe some advantages for humans of modifying animal behaviour. Should Most pupils should: explain how animals can be trained to learn things; recall how some animals feed; identify similarities between animal behaviour and human behaviour. Could Some pupils could: recognise the difficulties in determining whether a behaviour is truly innate. Starter 3, Explaining 1, Exploring 4, Explaining 4, Plenary 3, Homework 4 Starter 2, Explaining 1, Exploring 2, Explaining 2, Exploring 5, Plenary 3, Homework 1 neuron, nervous system, sense organs, spinal cord impulse, psychology Starter 3, Explaining 1, Exploring 1, Explaining 2, Exploring 5, Explaining 5, Plenary 2, Homework 2 Starter 1, Explaining 1 4, Exploring 5, Explaining 5, Plenary 2, Homework 3 classical conditioning, ethology, imprinting, neuron pathway, trial-and-error learning d Must All pupils must: recall what neurons are used for; recall the parts of the nervous system; describe some innate (automatic) and learned behaviours in humans and explain their uses; describe how information from our surroundings is taken into our bodies. Should Most pupils should: describe how neurons are adapted to their function; explain how a psychologist can help the police and help people with behavioural problems; use criteria to judge the strength of evidence. Could Some pupils could: identify different types of learning and explain the benefits of each type; describe the science behind and experiment with some ways of developing their own recall skills; consider the advantages and disadvantages of behavioural experiments using animals and humans. Pearson Education Limited 200 Exploring Science edition 107

5 Crime scene investigations Background Information a Crime scenes/forensic botany The word forensic literally means related to the courts although today the term is generally used to mean forensic science. It is a common misunderstanding that forensic science is the science of finding evidence in crime scenes. In fact, forensic science is using science in order to answer legal questions (usually in a court). So it is about collecting evidence and presenting that evidence to a court in order to establish the facts surrounding a crime. There are as many different branches of forensics as there are branches of science. A few of these will be considered in this unit, starting with a look at forensic botany using evidence obtained from plants. There is a huge amount of information that can be obtained from plants in and around a crime scene. Broken plants stems, tree rings, pollen analysis and growth patterns are all used but forensic botany is a relatively new forensic science. Technically speaking, a forensic botanist will only deal with evidence on a macroscopic scale; a forensic palynologist would deal with microscopic items such as pollen (palynology is the study of the microscopic decay-resistant remains of plants and animals). The lifecycle of a flowering plant Pupils will have studied how seeds are made and how they germinate in Key Stage 2. This topic reminds them of this work, but concentrates on the bigger picture the lifecycle of a flowering plant. Of course, conifers, mosses and ferns all have slightly different lifecycles and many plants can reproduce asexually. Sexual reproduction involves the joining of two cells (sex cells or gametes), each from a separate parent. Inside each of these sex cells are half the instructions needed to make a whole organism. Once the two sex cells have joined, the resulting fertilised egg cell (or zygote) is able to grow and develop. Sex cells in humans are the sperm cell and ovum (or egg cell); in plants they are the pollen grain and the ovum (or egg cell). Anything produced by sexual reproduction will be different from both parents but will have a mixture of characteristics from each parent. The diagrams of the internal structure of flowers given in the book are generalised and each flower will have a slightly different number/arrangement of the various parts. In the majority of cases, both male and female reproductive organs are contained within the same flower and so it is necessary to define a flower as an organ system. The most widely used piece of botanical evidence in forensic science is pollen analysis. Each geographical area will have different proportions of different types of pollen and this can often be used to locate where an object has been. Pollen and pollination were also met in Unit A. Pollen grains (the male sex cell) are made inside the anther and released when the anther ripens and splits open. Pollination is the transfer of pollen from anther to stigma. Pollen can be transferred by animals or by wind. Insects are the most common animal vectors in the UK and insect-pollinated flowers are brightly coloured, often scented and produce nectar to attract pollinators. They produce rough pollen grains that can stick to visiting insects. Wind-pollinated plants produce vast amounts of pollen since much will be lost and not reach another stigma from the same species of plant. The pollen is small and smooth, to allow it to be carried long distances on the wind. The flowers tend to be green and have no scent or nectar. The stigmas hang out of the flower to trap pollen carried on the wind. Pollen grains are presented in the Pupil s Book as being single cells. This is a bit of a simplification and varies from plant to plant. In most flowering plants a pollen grain is a single cell, but one that contains two nuclei. One controls the formation of the pollen tube, and the other forms the sperm cell(s). In some plants the pollen grain may contain other cells that do not contribute directly to reproduction. Pollen can trigger severe allergic reactions and care is needed when looking at pollen grains. Pupils often confuse the way a plant is pollinated with the way its seeds are dispersed (e.g. dandelions are insect pollinated but their fruits are dispersed by the wind). For fertilisation to take place, the nucleus inside the pollen grain must reach the egg cell. To achieve this, a pollen tube grows down through the style. This tube provides a passage down which the nucleus from the pollen grain can travel. The stigmas of plants secrete a sugar solution that helps the pollen grains to stick to it and also stimulates the growth of the pollen tube. Various other chemicals ensure that only pollen tubes from the same species can grow. Once the pollen tube reaches the ovary, it grows towards an ovule, which it then enters. The nucleus is released from the pollen tube and joins with the nucleus of the egg cell. This is the moment of fertilisation. The fertilised egg cell divides repeatedly to form a ball of cells, called an embryo, which remains inside the ovule. Over time, the rest of the ovule fills with food (starch) and its outer covering hardens to become the seed coat. This is now a seed and is often surrounded by other structures forming a fruit. When in the right conditions, the embryo starts to grow and pushes out of the seed, forming a seedling that can then grow into an adult plant, thus completing the cycle. b Forensic entomology Insects are very important in forensic studies and can give a lot of detail about the time of death of a body. This is done in two main ways, both outlined in the Pupil s Book. First, the stage of growth that blowfly larvae are in. Second, the types of insects found on a body; as the body ages and decays so it attracts different types of insects. These waves of insects replaced with different types of insects as time passes are called succession. Forensic entomology involves more than just examining dead bodies. For example, cases of abuse have been detected by entomologists, where someone has been subjected to bee or wasp stings on purpose. Many car accidents are due to insects flying into the cabin of a car and distracting or annoying the driver, and so the causes of some car accidents are discovered by forensic entomology. The study of insect remains on the fronts of cars can show where a car has been and at what time it was driven; different insects are found in different locations and are active at different times of day. Blood-spatter evidence may also be compromised by insects walking and feeding on blood at a crime scene. Insects can carry blood to places in which it was not present when the crime was committed. Insect lifecycles Insect lifecycles often involve larvae that look nothing like the parent. Many of them are essentially eating machines that, when full, go through a stage in which they turn into the adult form. Some spend most of their lives as larvae and only turn into adults for a brief reproductive period (e.g. mayflies). Insects change from juveniles to adults and this is called metamorphosis. There are two main types: hemimetabolism or incomplete metamorphosis and holometabolism or complete metamorphosis. Flies undergo the latter, in which the juvenile form is a larva that bears no resemblance to the adult. After a series of skin moults the larva forms a pupa in which the body is broken down and reformed into the adult, which emerges from the pupa after a period of time. 108 Exploring Science edition Pearson Education Limited 200

6 Crime scene investigations Grasshoppers undergo incomplete metamorphosis, in which the juvenile form closely resembles the adult form but lacks certain features (e.g. wings, genitalia). The juvenile forms are called nymphs and they also go through a series of skin moults. Nymphs have an instar number depending on how many moults they have been through so a nymph that has undergone two moults is a 3rd instar nymph. After between about four and eight moults (depending on species) the adult (or imago) emerges. Types of behaviour Behaviour is the way in which an organism responds to the environment around it, usually in order to survive. The study of behaviour in animals is called ethology. An action of the organism is known as its response and the thing that it has responded to is called the stimulus. Some behaviour is automatic, usually referred to as being innate or instinctive. This means that it is in built into the organism. For instance, blowfly larvae move away from sources of bright light. Most innate behaviour is fixed and cannot be changed. Some behaviour, on the other hand, is the result of experience and can be changed. We say that it is learned. The two basic types of behaviour (innate and learned) can be broken down into many subdivisions. Learning may be divided into learning by trial and error (trial-and-error learning) or learning by copying other animals (social learning). How animals respond to other animals of the same species is called social behaviour. c Animal detectives There are many types of learned behaviour. One of the simplest is the conditioned response. This is when an innate behaviour is changed due to experience. It involves the natural stimulus for an innate response becoming firmly associated with a new stimulus so that the new stimulus will also elicit the response. For instance, honeybees will fly towards a dish with sugary water in it. If this is always given in a yellow dish, and a blue dish containing pure water is beside it, the bees will feed from the yellow dish and learn to associate yellow with the sugary water. If the types of water in the dishes are then swapped, the bees will still head towards the yellow dish. Eventually they will, however, learn that the blue dish now contains the sugary water. This idea of giving a reward to establish a new stimulus to provoke a response is the basis of much training of animals including police and guide dogs, and pets. Not all animals can be trained. ogs have an innate ability to be trained relatively easily. This is the result of selective breeding over thousands of years. Note that the training of dogs is not a social behaviour, since that term only applies to behaviour that occurs between members of the same species. A type of learned social behaviour exists in many animals in the form of a hierarchy. Using a combination of fighting, displays and/ or favours, many animals form into a pecking order with an alpha animal at the top of the proverbial pile, followed by beta animals, delta animals, etc. Hierarchies allow animals to cooperate effectively, meaning that they work as a team when it comes to finding food supplies (e.g. in hunting). Having the stronger animals at the top of a pecking order, whose responsibility it is to look after the group, also means that the strongest animals are the ones who will be responsible for defending a group of animals from attack. The development of hierarchies is also important in terms of evolution and survival of the fittest, since in times of reduced resource supply, the fitter animals (those best adapted to their surroundings) will be the ones to get enough resources to reproduce and pass on their genes. d Forensic psychology/focus on: Types of learning/focus on: Memory/Court action Human behaviour is coordinated and controlled by the nervous system, which is composed of three main organs: nerves, spinal cord and brain. The nerves are not generally thought of as being organs, however they do correspond to our definition of an organ: a set of different tissues working together. These include connective tissue and nerve tissue. Nerve tissue is composed of neurons (also called neurones or nerve cells). They are highly specialised cells that are able to carry an electrical signal called an impulse. Two neurons meet at junctions called synapses. There is actually a gap between one neuron and the next. When an impulse reaches the end of one neuron, chemicals flood from its end, over this gap and onto the surface of the next neuron. The receiving of this chemical neurotransmitter sets off another impulse in the next neuron. The point where two neurons meet is called a synapse. You ll see that the more synapses there are in a route, the slower that impulse will reach its destination. For this reason many neurons are extremely long, which allows impulses to reach their destinations more quickly. The speed that an impulse travels along any particular neuron can be anywhere between about 1 m/s and 120 m/s, and depends on many factors. The way in which an impulse travels is well beyond the scope of Key Stage 3. How a memory is stored is not mentioned in the Pupil s Book, and the basic answer is that we don t really know. There are two main theories. One says that when you learn something, a circular neuron pathway develops and impulses then pass around this pathway all the time. The other theory says that there is a chemical change in the junctions (synapses) between certain neurons, when you learn something. The first theory seems unlikely to be able to support memories for an entire lifetime, but may be used in shortterm memory. The latter theory is the one that is gaining most attention at the moment, with discoveries of neurons making new proteins during the learning process. We all know that long-term memories can be lost, but again, why this happens is unclear. It may be because newer memories of the same thing (e.g. eating breakfast) overwrite older memories (or vice versa), or because the neuron pathways leading to memories get broken, or because the neuron pathways storing the memories get broken. The breaking of neuron pathways can be due to synapses being destroyed by chemicals or being destroyed by the body in a sort of mental spring-cleaning exercise, getting rid of unused memories. Obviously, this spring-cleaning does not apply to things like motor-skill memories (like riding a bike). Pearson Education Limited 200 Exploring Science edition 10

7 a Crime scenes Pupil s materials a Number and title Level Location Type Tasks Crime scenes Must/Should PB p43 Classwork Explaining 1 Forensic botany Must/Should PB pp44 45 Classwork Explaining 2 Quick Quiz Must/Should ASP Classwork Starter 1 Quick Quiz Answer Sheet Must/Should ASP Classwork Starter 1 a Quick Check Must/Should ASP Classwork Plenary 2 a Word Sheet Must/Should ASP Classwork a(1) Forensic botany Must CHAP Access Explaining 2 a(2) Pollen analysis 1 Must CHAP Practical Exploring 2 a(3) Pollen analysis 2 Should CHAP Practical Exploring 2 a(4) Growing pollen tubes 1 Must CHAP Practical Exploring 4 a(5) Growing pollen tubes 2 Should CHAP Practical Exploring 4 a(6) Plant lifecycle Must CHAP Classwork Exploring 1 a(7) Plants and forensics 1 Must CHAP Homework Homework 1 a(8) Plants and forensics 2 Should CHAP Homework Homework 2 a() Bees and foxgloves Should CHAP Classwork Exploring 7 a(10) Ferns and spores Could CHAP Homework Homework 3 SS44 45 Slides and microscopes Must/Should Year 7 CHAP Practical Exploring 2 SS46 Fields of view Should/Could Year 7 CHAP Practical Exploring 4 Objectives All pupils must: (1) recall the main stages in the lifecycle of a flowering plant (2) recognise some ways in which a knowledge of plants is used in crime solving (3) describe how flowering plants reproduce sexually. Correctly use the words egg cell, fertilisation, flowering plant, fruit, germination, lifecycle, organ, organ system, pollen grain, pollination, seed, seedling, sex cell, sexual reproduction. Most pupils should: (4) recall the main parts of the flower (5) explain how examining pollen can be used to provide forensic evidence (6) appreciate the difference between a legal and a scientific question (7) describe how different people collaborate at a crime scene, including the role of those in charge of assessing risk. Correctly use the words anther, botanist, filament, forensic science, gamete, ovary, ovule, ovum, pollen tube, risk assessment, stigma, style. Some pupils could: (8) recall how ferns reproduce sexually and asexually. Correctly use the words cross-fertilisation, rhizome, spore. Topic notes Targets for the topic can be accessed via the ActiveBook or ActiveTeach from the link next to the initiator question. The case referred to on pages of the Pupil s Book was the murder of Holly Wells and Jessica Chapman in r Wiltshire s evidence on nettle-stem growth and pollen analysis helped to convict Ian Huntley, who was given a life sentence in ecember Pupils will have studied flowers and their parts at Key Stage 2. espite this, the naming of the different parts of the flower has been set at Should level here since it is felt that Must level pupils should concentrate on the overall lifecycle of a flowering plant before attempting to recall the names of the parts of the flower. Exemplar topic plans MUST COUL Starter 1 Starter 3 Explaining 1 Explaining 2 Exploring 3 Plenary 2 Homework 1 Starter 1 Explaining 1 Exploring 2 Explaining 2 Explaining 3 Plenary 4 Homework 3 *This table is repeated in Topic b. SHOUL SHOUL Starter 1 Explaining 1 Exploring 1 Exploring 2 Explaining 2 Plenary 2 Homework 2 2 Yr KS3* a Starter 1 a Explaining 1 a Explaining 2 a Exploring 3 b Explaining 1 b Exploring 1 b Plenary 2 Be prepared: a Exploring 3: requires slides of pollen mixture to be pre-prepared. 110 Exploring Science edition Pearson Education Limited 200

8 Crime scenes a 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 3a Starter 2 S 4 5 Classwork 3, 4 3a Starter 3 M/S 5 Classwork PLTS (Ct) 1a 3a a, c Exploring 1 M 5 Classwork 1, 3 3a 3a Exploring 2 M/S 5 7 Practical 1, 2, 3, 4, 5 2a 1a, 1c, 2a, 3a 3a a Exploring 3 M/S 5 7 Practical 1, 2, 3, 4, 5 2a 1a, 1c, 2a 3a a, c, i Exploring 4 M/S/C 6 7 Practical 3, 4 PLTS (Ie), Num (M, B, L) 1b 1a, 1c, 2a, 2b, 3a 3a a Exploring 5 S/C 7 8 Classwork 8 Lit (RR), ICT (IR), PLTS (Ie, Sm) 3a a, b Exploring 6 M 4 5 Classwork 2 3a, 3d Exploring 7 S 6 Classwork 1, 3, 4 ICT (SS), Num (B) 3a Explaining 1 M/S 6 7 Classwork 6, 7 2a, 4a c, e, i Explaining 2 M/S 5 7 Classwork 1, 2, 3, 4, 5, 6, 7 2a 3a, 3d c, e, i Explaining 3 S 6 7 Classwork 1, 3, 4 3a Plenary 1 M/S 5 7 Classwork 1, 2, 3, 4, 5, 6, 7 PLTS (Ct) 3a a Plenary 2 M/S 5 7 Classwork 1, 2, 3, 4, 5, 6 Lit (WF) 3a Plenary 3 M/S 5 7 Classwork 1, 2, 3, 4, 5, 6 Lit (WF) 3a Plenary 4 M/S 5 7 Classwork 1, 3, 4 PLTS (Ct) 3a Homework 1 M 5 Homework 1, 2, 3 3a Homework 2 S 6 7 Homework 2, 4, 5, 6 Num (C, B) 1a 3a Homework 3 C 8 Homework 3, 8 Lit (EC), Num (T) 3a 3a Starters Exploring tasks a 1: Quick Quiz A fl Use the Quick Quiz for baseline assessment. Pupils could record their answers on the Quick Quiz Answer Sheet. 2: Labelling a flower AB/AT The first AB document link on page 45 opens Labelling a flower in which pupils are asked to drag labels into the correct spaces in a drawing of a flower. This is probably best done by displaying the asset in front of the class and asking for volunteers to label the various parts. Follow this by asking pupils to suggest what the different parts are used for and then explain that some parts of plants (including parts of flowers) are used in criminal investigations. 3: ead rabbit found Tell pupils that a dead rabbit has been found in some woods and ask them the following CAP type thinking skill questions: How did the rabbit die? (Possible answers: it had a disease; old age; it was killed by another animal; it was shot; it was poisoned, it got trapped and starved; it ate a poisonous plant.) A vet has looked at the animal and says that it was killed by another animal. What evidence would you look for to find out what animal killed the rabbit? (Possible answers: look for bite marks; look for tracks; look for droppings.) Follow the last question up by asking pupils which of the pieces of evidence that they have suggested carries the most weight. Ask them to justify their answers. Should: ask pupils why a range of evidence from different sources is often the most useful in proving or disproving a theory. 1: Plant lifecycle Pupils use Worksheet a(6) to create the lifecycle of a flowering plant. Resources (per pupil) Scissors; glue; Worksheet a(6). 2: Practical: Pollen analysis (AT) Pupils examine pollen grains based on the Practical box on page 45 of the Pupil s Book. Tell pupils that forensic botanists need to be able to distinguish between insect-carried and wind-carried pollen. Wind-carried pollen gets everywhere, whereas insect-carried pollen tends only to be found in large quantities on the same piece of clothing if that clothing has been brushed against a particular flower. Provide pupils with flowers that are wind pollinated (e.g. flowers from different grasses and catkins) and flowers from plants that are insect pollinated (any brightly coloured flowers). Pollen grains can be removed from the anthers of most flowers using either a paintbrush or a mounted needle. Large pollen grains from flowers such as lilies are the easiest for pupils to remove but what flowers are available will depend on the time of year (unless flowers are bought specially from a florist/supermarket, or kept from the previous year s flowering). The pollen should be placed into a drop of 1% gentian violet solution (a stain) on a microscope slide, and a coverslip lowered onto the specimen using a mounted needle, or other fine point (e.g. forceps). An alternative is to use pre-prepared slides, either made in school or bought from an equipment supplier. Or show pupils the first AT presentation link on page 45 which provides an example picture of each pollen type and can be used for discussion. Pearson Education Limited 200 Exploring Science edition 111

9 a Crime scenes a Ask pupils to draw some of the pollen grains that they can see and then to list some major differences between wind-carried and insect-carried pollen. Generally, wind-carried pollen is smaller and smoother than insect-carried pollen (which often has large spikes on it). Pupils could then go on to try to explain some of these differences. Must: pupils work through Worksheet a(2). Should: pupils use Worksheet a(3). Mounted needles may not be suitable for use in some classes. Lily pollen will stain clothing, as will gentian violet stain. Sub-stage mirrors on microscopes should not be pointed at the Sun. Resources (per pupil) Access to flowers (wind-pollinated and insect-pollinated); mounted needle or forceps; paintbrush; 2 slides; 2 coverslips; access to microscope; 1% aqueous solution of methyl violet (gentian violet stain); Worksheet a(2) or a(3). Optional: Skills Sheets 44 and 45 from Year 7 CHAP. 3: Practical: Pollen detective work Pupils observe pre-prepared slides of mixtures of pollen grains taken from the shoes of different suspects. They are also provided with a slide showing a pollen sample taken from the crime scene. They need to use their best detective skills to find out which suspect was at the crime scene. You will need a wide range of flowers in order to pre-prepare these slides so it is wise to make up a class set that can be reused in future years. Make each slide up using stain and a mounting medium (e.g. Histomount ) in order to preserve the pollen grains. Alternatively, you can seal the edges of the coverslip using clear nail varnish. Should: tell pupils that pollen evidence is often used in court cases, of the type X committed a crime at point Y. Ask them to evaluate how strong pollen evidence might be in terms of its accuracy (how detailed it is), its reliability (who collected the samples and how repeatable the results were) and its validity (whether it can be used to put someone at the scene of a crime). Ask pupils why people are unlikely to be convicted of a crime based solely on pollen evidence. This links to the idea of how much evidence is required to support a conclusion or interpretation. Resources (per group) Access to pre-prepared slides of pollen from a suspect and a range of locations (slides prepared using flowers, mounted needle or forceps, paintbrush, slides, coverslips, 1% aqueous solution of methyl violet (gentian violet stain), mounting medium (e.g. Histomount ) or clear nail varnish). 4: Practical: Growing pollen tubes (AB/AT) When pollen of the right type lands on a stigma it starts to grow a pollen tube. The energy for this is provided by a sugar solution inside the stigma and style. This investigation asks how the strength of the sugar solution affects the growth of pollen tubes. This practical can be used to carry out an AT1 investigation. A sheet of level descriptions is provided in the ASP. Suggested variables are different concentrations of sucrose solution and different types of pollen grain. Full instructions for a suggested method are on Worksheet a(4). Both this worksheet and Worksheet a(5) deal with only one variable, and the use of the worksheets will restrict the amount of assessment that can be done (particularly planning). Pupils can either measure pollen tube lengths or more simply the number of pollen tubes that have started to grow in a sample (e.g. 20 pollen grains) in each sugar solution. The lengths of the pollen tubes can be measured in a variety of ways; pupils could estimate the field of view using either Skills Sheet 46 from Year 7 CHAP or an eyepiece graticule, describe length in terms of how far across the field of view the tubes get, or simply time how long it takes for the tubes to reach the whole way across the field of view. The sodium borate helps to prevent the pollen tubes bursting and will also promote growth. The second AB spreadsheet link on page 45 opens Pollen tube growth a dataset of pollen tube lengths in varying sugar solutions. This could be used as the data for the practical if you do not want pupils to carry out the practical work themselves, or for use by pupils who have missed the practical work. Must: pupils work through Worksheet a(4). Should: pupils use Worksheet a(5) to help with planning. Could: pupils plan the investigation independently. Mounted needles may not be suitable for use by some classes. Sub-stage mirrors on microscopes should not be pointed at the Sun. Resources (per group) Slides; coverslips; mounted needle; pipettes; paintbrush; selection of strengths of sucrose solution each containing 0.01% sodium borate (e.g. 1%, 5%, 10%, 20%, 30%, 40%, 50%, 60%); different types of pollen from overripe anthers if possible (according to the SAPS website the following have all been successful: birch, Cotoneaster, crab apple, Ceanothus, Viburnum, chestnut, mountain ash, lime, Indian bean); Worksheet a(4) or a(5). Optional: transparent ruler with millimetre scale; stopclock; eyepiece graticule; Year 7 CHAP Skills Sheet 46. 5: Research work Ask pupils to do some research on other plant lifecycles. Should: ask pupils to research and draw out a lifecycle for a conifer. Could: ask pupils to research and draw out lifecycles for a conifer, a moss and a fern, and to come up with a list of similarities and differences between them and the lifecycle of a flowering plant. Or ask pupils to make a list of the different ways in which plants can reproduce asexually. Resources Library/internet access. 6: Classifying leaves AB/AT The AB document link on page 44 opens Classifying leaves which gives pupils an opportunity to classify leaves in the context of forensic science. 7: Bees and foxgloves (AB/AT) The first AB spreadsheet link on page 45 opens Bees and foxgloves an electronic version of Worksheet a(), allowing pupils to plot the bar chart and answer the questions using a spreadsheet package. Explaining tasks 1: Pupil s Book page 43 (AT/AB) This page introduces forensic science; essentially the use of science to answer legal questions in a court of law. Many pupils will be familiar with some of this from watching television programmes but many pupils will assume that forensic science is a science in itself the science of collecting evidence. It is not as straightforward as this (see Background information). The AT video link opens At a crime scene in which Emma Jelbert (module leader for Crime Scene Investigation on the 112 Exploring Science edition Pearson Education Limited 200

10 Crime scenes a Forensic Science degree course at Nottingham Trent University) talks about her job training new Scenes of Crime Officers (SOCOs). Must: explain to pupils that the word forensic means concerned with legal matters. So forensic science is about collecting evidence that can be used in court. Then show pupils the video clip At a crime scene. Pupils need not study the book page. 2: Pupil s Book pages (AB/AT) These pages introduce pupils to the world of forensic botany and plant lifecycles. After pupils have had a chance to look at question 5 tell them that there has been some controversy over this research work and that the finding (that it was a grave of soldiers killed by the secret police) has been called into doubt. Some forensic scientists have suggested that the skeletons were contaminated by pollen in the surrounding soil. They suggest that the scientists found the pollen evidence that they wanted to find because it supported other evidence (such as knowledge of how the Gestapo disposed of the bodies). This is an example of bias. Worksheet a(1) is the Access Sheet. The AT video link on page 44 opens Forensic botany in which Emma Jelbert explains what a forensic botanist does. The AB document link on page 44 opens Classifying leaves (see Exploring 6). The second AT animation link on page 45 opens A plant s lifecycle an animation showing the main stages of the lifecycle of a plant, showing drawing C in a more dynamic way. The first AT animation link on page 45 opens Fertilisation and pollination (see Explaining 3). The first AB document link on page 45 opens Labelling a flower (see Starter 2) The second AB spreadsheet link on page 45 opens Pollen tube growth (see Exploring 4). The first AB spreadsheet link on page 45 opens Bees and foxgloves (see Exploring 7). The second AB document link on page 45 opens Pollen through a microscope which asks pupils to examine various pollen grains and work out their sizes in real life. The first AT presentation link on page 45 opens ifferent types of pollen which shows a range of different pollen types, and examines the differences between those carried by insects and those carried on the wind (see Exploring 2). The third AT animation link on page 45 opens Cell division which provides an animation of what happens in cell division. This asset is also found in Unit C. 3: Fertilisation and pollination AT The first AT animation link on page 45 opens Fertilisation and pollination an animated set of slides explaining the differences between, and what happens during pollination and fertilisation. Go through the slides with pupils and then ask them to write simple dictionary definitions for both terms. of people damaging evidence; M it would make having discussions and sharing ideas difficult; I are there any cases where evidence has been destroyed by too many people going into a crime scene?) CAP: some crime suspects do not have pollen from the crime area on their clothes. (Possible answers: they were never at the crime scene; they changed clothes; they washed their clothes; they were at the crime scene before the pollen was produced.) OOO: pollen grain, fertilised egg cell, seed. (Possible answers: seed is the only one that is not a cell; pollen grain only has information from one parent plant; pollen grain cannot grow into a plant.) OOO: Who stole the car? When did the seeds germinate? Which flowers have yellow pollen? (Possible answer: the first question is a legal question and the others are scientific.) The fourth AT presentation link box on page 45 opens Thinking about forensic botany a PowerPoint presentation version of this task. 2: Quick Check A fl The Quick Check sheet for this topic provides a drawing of a plant lifecycle and asks pupils to complete it using the words on the sheet. Pupils should be encouraged to add their own labels and notes, to show what they have learned. Must: photocopy the sheet without the lower word box. 3: I can cloze exercise AB/AT A fl The third AB document link on page 45 opens a cloze exercise covering the material on pages There is also an AT presentation version with answers. 4: Lifecycle mark scheme A fl Ask pupils to use the flowering plant lifecycle on page 45 of the Pupil s Book to write two to three questions about it and to design a mark scheme for the answers. Encourage pupils to think up questions that are worth more than 1 or 2 marks. If time allows, pupils could try out their questions on one another. Homework tasks 1: Worksheet a(7) provides simple questions on plant lifecycles. 2: Worksheet a(8) provides a key and structured questions to show how pollen analysis is used in crime investigations. 3: Worksheet a(10) provides a comprehension-style exercise on the lifecycle of a fern. a Plenaries 1: Thinking about forensic botany (AT) A fl Use the following thinking skills questions as a plenary. PMI: plants should produce more seeds. (Possible answers: P plants will spread further and increase their numbers; M the parent plant may run out of energy by producing so many seeds and die before the seeds are properly developed; I a ragwort plant produces about seeds per year.) PMI: there should only be one person at a time allowed into a crime scene. (Possible answers: P there is less likelihood Pearson Education Limited 200 Exploring Science edition 113

11 b Forensic entomology Pupil s materials Number and title Level Location Type Tasks Forensic entomology Must/Should PB pp46 47 Classwork Explaining 1 b Quick Check Must/Should/Could ASP Classwork Plenary 1 b Word Sheet Must/Should ASP Classwork b(1) Forensic entomology Must CHAP Access Explaining 1 b(2) Larvae and feeding 1 Must CHAP Practical Exploring 3 b(3) Larvae and feeding 2 Should CHAP Practical Exploring 3, Exploring 4 b(4) Blowfly lifecycle Must CHAP Classwork Starter 1 b(5) Termite behaviour Must/Should CHAP Classwork Exploring 6 b(6) We know where you ve been! Must CHAP Homework Exploring 8, Homework 1 b(7) ead pheasant mystery Should CHAP Homework Exploring 8, Homework 2, Homework 4 b(8) Ant colonies Could CHAP Homework Homework 3 SS15 Planning assessing risks Should Year 7 CHAP Practical Exploring 2 SS43 Using a hand lens Must Year 7 CHAP Practical Exploring 5 b Objectives All pupils must: (1) recall that different animals have different sorts of lifecycles (2) describe some of the main features of an insect lifecycle (3) describe how a certain behaviour is beneficial to an organism (4) classify behaviours as being automatic, learned or social (5) classify organisms based on observable differences in appearance (6) use unfamiliar information to draw a food chain. Correctly use the words classification, food chain, larva, physical environmental factor, pupa, scavenger, social behaviour. Most pupils should: (7) recognise innate responses and the stimuli that cause them (8) plan an investigation to determine an aspect of innate behaviour in an invertebrate () identify hazards and plan to control risks to humans and animals during investigations involving animals. Correctly use the words innate behaviour, response, stimulus. Some pupils could: (10) recall how some insects use pheromones to communicate. Correctly use the word pheromone. Topic notes Targets for the topic can be accessed via the ActiveBook or ActiveTeach from the link next to the initiator question. Exemplar topic plans MUST COUL Starter 3 Explaining 1 Exploring 2 Exploring 6 Plenary 2 Homework 1 Starter 2 Explaining 1 Explaining 2 Exploring 3 Exploring 6 Plenary 3 Homework 3 *This table is repeated in Topic a. SHOUL SHOUL Starter 2 Exploring 6 Explaining 1 Exploring 3 Plenary 2 Homework 2 2 Yr KS3* a Starter 1 a Explaining 1 a Explaining 2 a Exploring 3 b Explaining 1 b Exploring 1 b Plenary 2 Be prepared: b Exploring 5: pupils need access to an area where there are likely to be insects. 114 Exploring Science edition Pearson Education Limited 200

12 Forensic entomology b 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 Starter 1 M 4 5 Classwork 1, 2 1a 3a Starter 2 M 6 Classwork 1, 2 1a, 1b, 3a 3a h Starter 3 M 5 Classwork 5, 6 Lit (WF) 3c, 3d, 3e Exploring 1 M/S/C 6 8 Classwork 1, 2 3a, 3b, 3d Exploring 2 M/S/C 6 8 Classwork 8, 1b g Exploring 3 M/S 5 7 Practical 3, 4, 7 PLTS (Tw) 1b 1a, 1b, 1c, 2a, 3e a, c 2b, 3a Exploring 4 M/S 6 7 Practical 3, 4, 7 PLTS (Tw) 1b 1a, 1b, 1c, 2a, 3e a, c 2b, 3a Exploring 5 M 6 Practical 5 1a, 2a 3d a, c, e Exploring 6 M/S 6 7 Classwork 3, 4, 7 PLTS (Ct) 1a, 1b, 2a 2a 3e a, c, f, k Exploring 7 S/C 7 EP Classwork 1, 2 PLTS (Sm, Ie), ICT 3a a (IR, WP), Lit (RR) Exploring 8 M/S 5 7 Classwork 2, 3, 4, 7 Lit (EW) 2a 3a i, k Explaining 1 M/S 5 7 Classwork 1, 2, 3, 4, 5, 6, 7,8 2a 3a, 3d, 3e c, i, e Explaining 2 S/C 7 8 Classwork 2, 7 2a 3a Explaining 3 S/C 7 8 Classwork 3, 4, 7 Num (C) 3e Plenary 1 M/S/C 4 7 Classwork 1, 2, 3, 4, 5, 6, 7 3a, 3d, 3e Plenary 2 M/S 5 7 Classwork 1, 2, 3, 4, 7 Lit (WF) 3a, 3d, 3e Plenary 3 M/S 5 7 Classwork 1, 2, 3, 4, 5, 6, 7 PLTS (Rl) 3a, 3d, 3e Homework 1 M 5 Homework 4, 5 2a 2a 3d, 3e Homework 2 S 7 Homework 1, 2, 3, 4, 7 2a 2a 3d, 3e Homework 3 S/C 7 8 Homework 1, 2, 3, 4, 7, Lit (EC) 3e Homework 4 C 8 Homework 1, 2, 3, 4, 7 2a 2a 3d, 3e b Starters 1: Blowfly lifecycle Remind pupils what a lifecycle is and then ask them to use Worksheet b(4) to piece together the lifecycle of a blowfly. The clues on the sheet will help them put the arrows in the correct places. Ask them to identify what has been missed off the sheet (answer: a male blowfly). Ask pupils how they would check whether their ideas are correct. Pupils can correct their work on their own, by comparing their lifecycles with the one shown on page 46 of the Pupil s Book. 2: Back to Redi (AT) Remind pupils of the experiment that Francesco Redi did (previously met on page 23 of Pupil s Book 7). The third AT presentation link on page 46 opens Redi s experiment which will remind pupils of this work. Then ask pupils to work in pairs to produce a sentence to say why maggots are found on dead bodies. Pick some pairs to share their sentence with the class. 3: Revisiting words Write these words on the board (they are all words from previous units in Years 7 and 8): behaviour, classification, food chain, physical environmental factor. Ask pupils to work in small groups to come up with definitions for each one. Then tell pupils that each correct definition is worth 2 marks. Ask them to look up the correct definitions in the back of the Pupil s Book and to mark their own definitions. Ask some of the groups how many marks they scored and why they awarded themselves those marks. Exploring tasks 1: Comparing lifecycles (AB/AT) Ask pupils to work in groups to draw up a table of similarities and differences between these different lifecycles: human, blowfly, flowering plant. They can use the diagrams shown on pages 45 and 46 of the Pupil s Book, together with the one on page 34 of Pupil s Book 7. The AB document link on page 46 opens Lifecycles which contains these three lifecycles. Could: ask pupils to include the lifecycle of the fern from Worksheet a(10). 2: Risk assessments humans and animals Exploring 2, 3 and 4 provide opportunities for pupils to assess risks to both themselves and other organisms. Show pupils the apparatus to be used in one of the tasks and ask them to work in groups to identify the risks involved to them and to the animals concerned. Using Skills Sheet 15 from Year 7 CHAP may help some pupils think about the risks. Explain to pupils that avoiding harming animals and their habitats when doing field-type investigations means that these investigations are sustainable. Must: point out the hazards to pupils and ask them what they would do to avoid harm. Then point out the hazards that the task poses to the animals and ask pupils what they would do to avoid harming the animals. Pearson Education Limited 200 Exploring Science edition 115

13 b Forensic entomology b Should: ask pupils to identify the hazards and to develop a set of precautions to minimise harm. Repeat the process, thinking about the animals. Could: ask pupils to carry out a risk assessment for both humans and animals. A risk assessment can be carried out in four steps: i Identify what the hazards are (a hazard is anything that may cause harm, e.g. chemicals, flames, open drawers). ii ecide who might be harmed and how. iii Evaluate the risks (a risk is the chance high or low that someone might be harmed by a hazard). iv ecide on precautions. (Can we get rid of the hazard altogether? What can we do to reduce the risk so that harm is less likely?) 3: Practical: Maggots and choice chambers The Practical box on page 46 of the Pupil s Book provides the initiator for this investigation. One way of doing this sort of experiment is to use choice chambers, and pupils may well suggest this, based on their experiences with woodlice in topic 7Cd. At a simple level blowfly larvae could be placed in a choice chamber, and half of it could be covered to block out the light after the blowfly larvae are introduced. Alternatively, the stimulus of dampness can be looked at by putting a layer of water in one half of the bottom of the choice chamber and a drying agent (such as anhydrous calcium chloride or silica gel) in the other half. Worksheet b(2) combines the investigation of these two factors to set up four different conditions. Other stimuli could also be investigated, such as temperature (by putting water at different temperatures in the different lower compartments of the choice chamber) or various odours (by putting volatile substances in the compartments). Note that blowfly larvae show a response away from light (which helps them burrow into their food source). You might expect them to move towards moisture as well but this is usually inconclusive, and probably not the case. Pupils should find that there are just as many larvae in the damp dark side as there are in the dry dark side. Must: pupils use Worksheet b(2). Should: pupils plan and carry out the investigation on their own. They could use Worksheet b(3). Anhydrous calcium chloride is an irritant and should not be handled with bare hands. Eye protection must be worn when handling it. Pupils should wash their hands after handling maggots. If cobalt chloride paper has been handled, hands should be washed after use. Resources (per group) Choice chamber; blowfly larvae (maggots can be obtained from a fishing tackle shop); wide bore funnel; plastic container for maggots; anhydrous calcium chloride or silica gel; water; thick card; Worksheet b(2) or b(3). Optional: water at different temperatures; volatile substances such as perfume. 4: Practical: Maggots and light This practical could be carried out instead of Exploring 2 or as an extension to it and involves varying the light intensity. Set up a bright lamp at the far end of a tray and place a piece of white paper inside it. Place some maggots on the paper nearest the light source and then watch their behaviour in response to the light. Should: extend the investigation by asking pupils to work out the mean speed of the maggots and how this varies with light intensity (or starting distance of the lamp) or colour of light. Pupils should be able to design their own investigations, possibly using Worksheet b(3) as an aid. Pupils should wash their hands after handling maggots. Resources (per group) Plastic tray; sheet of white paper; lamp; light filters in shades of grey or in different colours; ruler; blowfly larvae (maggots can be obtained from a fishing tackle shop); Worksheet b(3). 5: Practical: Insect classification Ask pupils why they think that a forensic entomologist needs a good knowledge of what different types of insects look like. The answer is that this helps to work out the age of a dead body (from the different types of insects found on the body) or to work out where a car has been driven (from the different types of squashed insects found on the bonnet). A forensic entomologist may also collect insects from around a crime scene to establish what sort of insects live there. Ask pupils how they would do this (reminding them of the technique they learned in Unit 7). If pupils are using pooters, fit the tubes with lengths of plastic tubing as mouthpieces so that more than one pupil can use a pooter. Sometimes an entomologist may come across an insect he or she does not recognise. Ask pupils what they would do in this situation (use a field guide). Take pupils outside and ask them to hunt for and collect insects and to identify them. They could try to take pictures of some of the insects that they find. Pupils should wash their hands after this investigation plants and soil may both be contaminated with animal urine and/or faeces. The area where this task is carried out should be assessed for risks beforehand. Pupils should be taught to handle any animal in a safe and careful manner. Pooter tube mouthpieces should be disinfected before use by putting them in Milton for 30 minutes. Any organisms that are taken from a local habitat should be housed and fed appropriately and returned to the place they were found as soon as possible. Resources (per group) Plastic pots; white tray; paint brush; pooter with disinfected mouthpieces made from plastic tubing; hand lens; access to a range of insect field guides. Optional: sweepnet; tree beater and sheet; Year 7 CHAP Skills Sheet 43. 6: Termite behaviour This task is based on a set of five cards that can be made from Worksheet b(5). The emphasis is on thinking up theories to match evidence and then modifying the theories as new evidence emerges. Give each pupil a copy of Card A and ask them to fill in the answers. Point out that it does not matter whether their theories are right or wrong that s part of the process of coming up with a theory. Next give pupils Card B. This will allow them to change their theories. You can show pupils the behaviour that the cards are talking about by going to Google Video and searching for interesting termite behaviour. You should find a clip called Interesting Insect Investigation An Insect Behavior Biology Lab for High School Science, most of which is fairly pointless, but the last minute or so shows a termite following a red circle round and round. Give out Cards C, and E in turn, at each stage allowing pupils to modify their theories. Hopefully most will reach the conclusion that termites follow a chemical trail and there is something in Papermate pens that is similar to the chemicals that termites use to mark out their trails. The chemicals that the termites use are called pheromones, although pupils do not need to know this. However, pupils should be able to think back to Unit 8E and realise that the components in the Papermate pens could be separated out by chromatography. 116 Exploring Science edition Pearson Education Limited 200

14 Forensic entomology b You could then give the termites the chromatogram and see which spot they are more attracted to. A commercial use for this product may be as part of a termite killer (to attract termites towards some poison). 7: Research work Ask pupils to do some research on other insect lifecycles. Ask them to use a word processing or TP package to make a poster of the lifecycles that they find out about. Should: ask pupils to research and draw out a lifecycle for a grasshopper. Could: ask pupils to find out what complete and incomplete metamorphosis are and find examples of each. Or to find examples of insects that spend the majority of their lifecycles in a larval form. Resources Library/internet access. 8: Radio play Ask pupils to turn the information provided on Worksheet b(6) or on Worksheet b(7) into a script for a radio play. Encourage them to re-tell the information at the tops of the sheets and to answer all the questions in their scripts. Pupils might start this work in the lesson, and complete it for homework. Why does a forensic entomologist look in areas around the body for insects? How can all this sort of information be useful? 3: Waggle dance (AT) The waggle dance of honeybees is fascinating and there are videos on YouTube that help to explain it in more detail. Search for waggle dance bee. The waggle dances have two components that communicate direction and distance of a food source from the hive. Show pupils one of the YouTube videos and explain how the dance works. The length of time that the waggle is performed for is about 75 milliseconds per 100 m, so about three quarters of a second for each kilometre. The bees perform their dance on a vertical surface and the angle between the vertical and the line of their waggle shows the angle between the position of the Sun (in respect to the hive) and the food source. vertical angle A The bee takes one of two curved paths back to start the waggle again. Must: pupils use Worksheet b(6). Should: pupils use Worksheet b(7). Question 3b can be used to raise the issue of how much evidence is required to reach a more secure conclusion. Explaining tasks 1: Pupil s Book pages (AT/AB) These pages take a look at the work of an insect expert, and include a look at the lifecycles of insects and their behaviour. Show pupils the front cover of Pupil s Book 8 and ask pupils if they remember what the caption on the cover says. Remind them of the caption and explain that this is an example of social behaviour. Ask pupils how this behaviour is useful to the macaques. Worksheet b(1) is the Access Sheet. Looking down on the beehive. angle A Sun b The AT video link on page 46 opens Forensic entomology in which Emma Jelbert explains what forensic entomology is. The third AT presentation link on page 46 opens Redi s experiment (see Starter 2). The AB document link on page 46 opens Lifecycles (see Exploring 1). The AT animation link on page 47 opens Succession (see Explaining 2). The third AT presentation link on page 47 opens Waggle dance (see Explaining 3). 2: Succession AT Explain to pupils that the fact that different insects are found on a dead body at different times is called succession. The AT animation link on page 47 opens Succession. Show this to pupils and then ask some questions: How can you tell the minimum time that a body has been dead for? What would happen if it were hot weather when the person died? What would happen if it were cold weather when the person died? List three insects that might be found on the body. Put these insects in order of the time in which they would be found. These diagrams are also shown on the third AT presentation link on page 47 (Waggle dance). It is interesting to note that the bees can change the angle of their dance as time passes, to accommodate for the movement of the Sun! Ask pupils to explain how the waggle dance allows honeybees to work together in order to survive. Then ask them if they know of any other examples of social behaviour where communication allows the animals to work together in order to survive (e.g. humans farming, ants farming aphids, lions hunting as a pack). Plenaries 1: Quick Check A fl The Quick Check sheet for this topic contains a series of answers linked to the material on pages of the Pupil s Book. Pupils need to suggest appropriate questions. This can be a written exercise handed back to you, or assessment can be done in class by picking a pupil and asking him/her to contribute one of the questions that they have come up with. Then ask another pupil what the answer to that question is. Must: pupils write questions for answers 1 5. Should: pupils write questions for all the answers. Could: pupils provide at least two questions for each answer. Pearson Education Limited 200 Exploring Science edition 117

15 b Forensic entomology 2: I can cloze exercise AB/AT A fl The AB document link on page 47 opens a cloze exercise covering the material on pages There is also an AT presentation version with answers. 3: The facts A fl Ask each pupil to write down three facts that he/she has learnt during the topic. Then ask pupils to share their facts in groups and to compile a master list of facts, including the most common fact learnt and the least common fact. Select a spokesperson for one group at random to share their ideas with the class. Then ask whether other groups had the same most common fact. Homework tasks 1: Worksheet b(6) invites pupils to identify some insects in order to solve a simple mystery. See also Exploring 7. 2: Worksheet b(7) asks pupils to use data about maggot development in order to solve a mystery. See also Exploring 7. 3: Worksheet b(8) is a comprehension-style worksheet on ant behaviour. 4: Photocopy the top part of Worksheet b(7) without the questions. Ask pupils to work out whether they think poachers killed the pheasant and to fully explain all their reasoning. Further, ask them to identify and explain how other factors may affect the data and the conclusion drawn. b 118 Exploring Science edition Pearson Education Limited 200

16 c Animal detectives Pupil s materials Number and title Level Location Type Tasks Animal detectives Must/Should PB pp48 4 Classwork Explaining 1 c Quick Check Must/Should ASP Classwork Plenary 1 c Word Sheet Must/Should ASP Classwork c(1) Animal detectives Must CHAP Access Explaining 1 c(2) Behaviour record chart Must CHAP Classwork Exploring 1 c(3) Pavlov s dogs Should CHAP Classwork Exploring 3 c(4) Animal learning Must CHAP Homework Homework 1 c(5) Jane Goodall Should CHAP Homework Homework 3 c(6) o starlings learn? Could CHAP Homework Homework 4 SS5 KWL thinking skills All Year 7 CHAP Classwork Exploring 6 Objectives Exemplar topic plans All pupils must: (1) identify examples of learned behaviour (2) explain how learned behaviours can be useful to an organism (3) describe some advantages for humans of modifying animal behaviour. Correctly use the words learned behaviour. Most pupils should: (4) explain how animals can be trained to learn things (5) recall how some animals feed (6) identify similarities between animal behaviour and human behaviour. Correctly use the word proboscis. Some pupils could: (7) recognise the difficulties in determining whether a behaviour is truly innate. Topic notes Targets for the topic can be accessed via the ActiveBook or ActiveTeach from the link next to the initiator question. MUST PB page 48 COUL 48 4 Starter 3 Explaining 1 Exploring 1 Exploring 2 Exploring 5 Plenary 1 Homework 1 Starter 3 Explaining 1 Exploring 4 Explaining 4 Plenary 3 Homework 4 *This table is repeated in Topic d. SHOUL PB page 48 SHOUL Starter 2 Explaining 1 Exploring 1 Exploring 3 Explaining 2 Explaining 3 Exploring 5 Plenary 2 Homework 3 2 Yr KS3* c Starter 1 c Explaining 1 c Exploring 1 d Explaining 1 d Exploring 5 d Explaining 5 d Plenary 6 d Homework 2 c Be prepared: c Exploring 6: a visit to a zoo or wildlife park to observe social behaviours. Explaining 4: ask a police dog trainer/handler or a guide dog trainer or blind user to come into a lesson. Pearson Education Limited 200 Exploring Science edition 11

17 c Animal detectives 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. c Task Level NC Type Objectives Skills 1 KC 2 KP 3 RC 4 CO Starter 1 S 6 Classwork 1 3e a Starter 2 M/S 6 Classwork 1, 3, 4 PLTS (Tw, Ep) 3e a Starter 3 M 5 Classwork 1, 3, 4 Lit (S) 3e Exploring 1 M/S 5 7 Classwork 1, 2 3e Exploring 2 M/S 6 7 Classwork 1, 2 3e Exploring 3 S 7 Classwork 4 Lit (EW) 3a 2a 3e h Exploring 4 C 7 8 Classwork 1, 2, 7 Lit (RR), ICT (IR), PLTS (Sm) 3e a Exploring 5 M/S 5 7 Classwork 1, 2 2b 2b 3e h, k Exploring 6 M/S/C 5 8 Classwork 2, 6 2b 2a 3e a, c, d, e Explaining 1 M/S 5 7 Classwork 1, 2, 3, 4, 5, 6 2a, 2b, 3a 3e c, h, j Explaining 2 S 7 Classwork 3, 4 3e Explaining 3 S 7 Classwork 3, 4 3e c Explaining 4 M/S 5 7 Classwork 1, 2, 3, 4 Lit (S), PLTS (Ep) 2a 3e a, e, i Plenary 1 M 6 Classwork 1, 2 3e Plenary 2 M/S 6 7 Classwork 1, 2, 3, 4, 5 Lit (WF) 3e Plenary 3 M/S/C 6 7 Classwork 1, 2, 3, 4, 5, 6 3e Homework 1 M 6 Homework 1, 2, 3 3e Homework 2 M 5 Homework 1, 2 3e a Homework 3 S 7 Homework 6 3a 3e Homework 4 C 7 8 Homework 2, 5, 7 Num (T) 2b 2a, 2b 3e Starters 1: Learning Challenge each pupil to write a dictionary definition for learned behaviour. After a few minutes, let the pupils discuss their definitions in groups, with each group reaching an agreed definition. Ask a spokesperson from each group to read out their definitions. A good definition might be along the lines of: the altering of behaviour due to experience. Once pupils have understood the basic concept of what a learned behaviour is, ask each group to suggest at least one example of a learned behaviour in animals. 2: Training a pet 1 Ask pupils to work in groups to discuss how they would train a dog to sit on the command Sit!. Each group should come up with an agreed bullet-pointed list. Ask a spokesperson from each group to give a short presentation to the class about their agreed method (if there isn t time for each group to do this, select a few groups at random). Then discuss with the class any common features of the training programmes. Elicit the idea that a reward system is useful when training animals. 3: Training a pet 2 There are many dog/pet training videos on YouTube. Show pupils one of these videos. Then ask pupils to write a short summary of the video, explaining how to do the training. Exploring tasks 1: Human behaviours Ask pupils to think of some human behaviours. Give them an idea, such as shaking hands, speaking English, sneezing. Pick pupils at random and ask them to contribute a behaviour. Write a list on the board (five behaviours is enough). iscuss the idea that behaviours can be classified as innate (automatic) or learned. Must: pupils use Worksheet c(2) to classify five behaviours as innate (automatic) or learned. iscuss the answers to the questions. Should: ask pupils to construct a table using the five behaviours. Their tables should allow them to classify each behaviour as innate or learned, and to describe a use for each behaviour. Pupils should appreciate that it is sometimes difficult to classify a human behaviour as totally innate or totally learned. For instance, making noises is innate. Speaking a language is learned but you can only do it if you possess the innate ability to make noises. 2: Inherited behaviours Ask pupils to make lists of their likes and dislikes. iscuss how these can be classified as innate (automatic) or learned. They may find it difficult to decide how to classify some of them. Should: ask pupils to extend this work by adding in where they think they got these behaviours from inherited, parents, innate and common to most humans, learned in school, learned from peers etc. Ask pupils to consider the question: Can science explain all my likes and dislikes? Invite selected pupils to comment. Elicit the idea that science cannot completely explain everything around us (yet) but can often contribute to our understanding of things. 120 Exploring Science edition Pearson Education Limited 200

18 Animal detectives c This work can be further enhanced by asking pupils to observe their families at home and find some behaviours that are common to them/their siblings and their parents or grandparents. Remember that some pupils may not know their parentage or may have been removed from their natural parents. 3: Pavlov s dogs (AB/AT) Worksheet c(3) asks pupils to cut out a range of cartoon pictures showing the work of Pavlov. They need to arrange these into the correct order and to complete captions or speech bubbles. The AB document link on page 48 opens Pavlov s dogs an electronic version of this sheet. 4: Research work Ask pupils to work in groups to find out about the learned behaviours in a certain vertebrate. They should choose the type of animal that they find out about by rolling a die. The roll determines the class of vertebrate: 1 or 2 (mammal), 3 (reptile), 4 (fish), 5 (amphibian), 6 (bird). Pupils need to prepare a short report, simply showing the name of their organism, its learned behaviours, how it learns and why these learned behaviours are useful. Resources Library/internet access. 5: Ethical experiments? Tell pupils that King Frederick II of Germany had a theory that people had an innate language not the language that was learned from others but the language of God. He tested this theory in 1211 by bringing up dozens of children in complete silence. None of the children ever spoke a language (although they did make sounds). All of them died during childhood. Ask pupils to consider these questions: o humans have an innate language? Is there anything innate about speaking a language? Would such an experiment be allowed today? Why or why not? Then ask them to write a short account of the experiment in the following ways: a paragraph from a newspaper report if the experiment were carried out today; a paragraph from a scientific paper written by King Frederick II. Should: ask additional questions, such as: How does having a language allow people to survive? 6: Field trip to the zoo If you have a zoo or wildlife park near you, enquire as to whether they have animals that show observable social behaviours (e.g. hierarchies in lions, wolves, chimpanzees). If you can, organise a trip for pupils to see social behaviours in action, with a member of the zoo/park staff explaining its benefits. Before going on the trip, encourage pupils to think of questions to ask. This could be done by using the KWL thinking skills sheet (Skills Sheet 5 from Year 7 CHAP), with pupils filling in the first column and writing their questions in the middle column. After the initial tour, ask pupils to fill in the third column with the answers to their questions and then to hold a feedback session with the guide to answer any remaining questions. As a teacher, you should also have some questions in reserve (see below). It is best to forewarn the zoo/park about any questions you are likely to ask. Must: encourage pupils to look for examples of social behaviour and ask questions about how these behaviours help the survival of the animals. Questions you might ask include: o any animals show social behaviours in the zoo that they don t show in the wild? (and vice versa). Should: explain to pupils what hierarchies are. Hierarchies at this level are best seen as ways of organising groups of animals so that they work as a team. This ensures that hunting will be more successful and so provide more food. It is also useful to have the strongest animals at the top of a hierarchy because they are more likely to be able to defend the rest of the group from attack. Then ask pupils to find examples of hierarchies and explain how they help the animals to survive. Questions you might ask include: Is there a difference in the hierarchies of these animals in the wild as opposed to in the zoo? o any animals adopt humans into their hierarchies? (although note that this is not social behaviour). Could: at a higher level, hierarchies are ways of ensuring that only the fittest animals (the ones most suited to their environments) will survive and pass on their genes when resources are short. Explain this to pupils and ask them to plan how they will spend time at the zoo finding out as much as they can about hierarchies, how they form and their importance for survival. Questions you might ask include: How do changes in hormone levels as animals mature or come on heat, change hierarchies? Explaining tasks 1: Pupil s Book pages 48 4 (AT/AB) These pages explain the idea of learned behaviour in the context of animals learning. Worksheet c(1) is the Access Sheet. The AB document link on page 48 opens Pavlov s dogs (see Exploring 3). The first AT presentation link on page 4 opens Simple training 1 (see Explaining 2). The first AB document link on page 4 opens Simple training 2 (see Explaining 2). The AT video link on page 4 opens Animal detectives in which Emma Jelbert talks about how animals are used as part of investigations into crimes. The second AB document link on page 4 opens Learned and innate responses in which pupils need to classify certain behaviours as learned or innate and to identify the stimulus and response in each case. 2: Simple training (AB/AT) The first AT presentation link on page 4 opens Simple training 1 which shows the steps used in training a dog. Make sure that pupils understand the importance of the reward in this training. The first AB document on page 4 opens Simple training 2 which provides the same information but also asks pupils to use the approach to show a different example of behaviour training. 3: Bird sounds There are many sites on the internet that will allow you to listen to bird song. Some suggestions are given on the Exploring Science: How Science Works E-Forum website ( group/exploringscience). Play pupils some of the different sounds of very common birds and ask them whether they have heard these sounds before. Then discuss the reasons why birds make calls like these (e.g. to warn other birds that they are in their territory, to attract a mate, to try to scare other animals away). 4: og training Ask a police dog handler or a guide dog trainer/user to come into class to explain how dogs are trained for their particular purposes and how the dogs are used. It is best to get pupils to think of some questions that they would like to ask the visitor before the visitor arrives. c Pearson Education Limited 200 Exploring Science edition 121

19 c Animal detectives Plenaries 1: Quick Check A fl The Quick Check sheet contains descriptions of behaviours. Pupils need to classify each as being innate (automatic) or learned. 2: I can cloze exercise AB/AT A fl The third AB document link on page 4 opens a cloze exercise covering the material on pages There is also an AT presentation version with answers. 3: The facts A fl Ask each pupil to write down three facts that they have learnt during the topic. Then ask pupils to share their facts in groups and to compile a master list of facts, including the most common fact and the least common fact learnt. Select a spokesperson for one group at random to share their ideas with the class. Then ask whether other groups had the same most common fact. Homework tasks c 1: Worksheet c(4) contains simple questions about animal learning. 2: Soap families: Explain to pupils that behaviours often run in families. So, someone may have a very good ear for music and seem to be naturally talented. If that person looks at their ancestry they may find that they have a relative who is/was also very good at music. Equally, things like being very giggly, being very quiet, being studious, laughing at certain jokes, are all character traits that can run in families. Most will be a mixture of innate and learned behaviours and can often be observed in real families. However, do the script writers and actors in a soap get this right? Ask pupils to watch a soap of their choice and to identify any behaviours that seem to run in the fictitious families to answer this question. 3: Worksheet c(5) is a comprehension style exercise about Jane Goodall and her work with chimpanzees. 4: Worksheet c(6) is a comprehension-style exercise about an experiment designed to find out whether starlings can learn. 122 Exploring Science edition Pearson Education Limited 200

20 d Forensic psychology Pupil s materials Number and title Level Location Type Tasks Forensic psychology Must/Should PB pp50 51 Classwork Explaining 1 Focus on: Types of learning Could PB p52 Classwork Explaining 3 Focus on: Memory Could PB p53 Classwork Explaining 4 Court action Must/Should PB p54 Classwork Explaining 5 Quick Quiz Must/Should ASP Classwork Plenary 4 Quick Quiz Answer Sheet Must/Should ASP Classwork Plenary 4 End of Unit Test Must/Should ASP Classwork Plenary 5 Level Ladder Must/Should ASP Classwork Plenary 7 d Quick Check Must/Should ASP Classwork Plenary 2 d Word Sheet Must/Should ASP Classwork d(1) Forensic psychology Must CHAP Access Explaining 1 d(2) Focus on: Types of learning Should CHAP Access Explaining 3 d(3) Focus on: Memory Should CHAP Access Explaining 4 d(4) Measuring impulse speeds Must/Should CHAP Practical Exploring 1 d(5) How sensitive are you? Must CHAP Practical Exploring 2 d(6) Remembering things Must/Should CHAP Classwork Exploring 5 d(7) Senses Must CHAP Homework Homework 1 d(8) The Milgram experiment Should CHAP Homework Homework 2 d() Albert and the white rat Could CHAP Homework Homework 3 SS41 ebates and speaking Should Year 7 CHAP Classwork Exploring 4 d Objectives All pupils must: (1) recall what neurons are used for (2) recall the parts of the nervous system (3) describe some innate (automatic) and learned behaviours in humans and explain their uses (4) describe how information from our surroundings is taken into our bodies. Correctly use the words neuron, nervous system, sense organs, spinal cord. Most pupils should: (5) describe how neurons are adapted to their function (6) explain how a psychologist can help the police and help people with behavioural problems (7) use criteria to judge the strength of evidence. Correctly use the words impulse, psychology. Some pupils could: (8) identify different types of learning and explain the benefits of each type () describe the science behind and experiment with some ways of developing their own recall skills (10) consider the advantages and disadvantages of behavioural experiments using animals and humans. Correctly use the words classical conditioning, ethology, imprinting, neuron pathway, trial-and-error learning. Topic notes Targets for the topic can be accessed via the ActiveBook or ActiveTeach from the link next to the initiator question. Note that the word neuron can also be spelt (and pronounced) neurone. Exemplar topic plans MUST COUL Starter 2 Explaining 1 Exploring 2 Explaining 2 Exploring 5 Plenary 3 Homework 1 Starter 1 Explaining 1 Explaining 2 Explaining 3 Explaining 4 Exploring 5 Explaining 5 Plenary 2 Homework 3 *This table is repeated in Topic c. SHOUL 50 51, 54 SHOUL Starter 3 Explaining 1 Exploring 1 Explaining 2 Exploring 5 Explaining 5 Plenary 2 Homework 2 2 Yr KS3* c Starter 1 c Explaining 1 c Exploring 1 d Explaining 1 d Exploring 5 d Explaining 5 d Plenary 6 d Homework 2 Pearson Education Limited 200 Exploring Science edition 123