GAYNES SCHOOL SCHEME OF WORK – SCIENCE
Year Group
Key Stage 4
Unit code, title and length
B6, Brain and Mind, 12 Lessons, some maybe
combined
Health and Safety
Please refer to individual lessons and activity
plans
Assessments
Recall tests
End of unit test
Mock Examination covering all Science
Biology Units
Six Mark Questions (two stars and a wish)
Resources
Please refer to individual lesson plans
Homework
Please refer to faculty homework schedules
Common misconceptions
Humans only use 10% of their brain.
BLP
Collaboration – Group work in lesson 4,
lesson 12
Revising – Lesson 10, Lesson 11, Lesson 12
Making links –Lesson 10, Lesson 11, Lesson
12
Distilling – Lesson 2, Lesson 3, Lesson 4,
Lesson 5
Planning – Lesson 4, Lesson 9
Social – Areas of Focus
Group discussion work in lesson
Spiritual
Wonder and ore of the brain – reflection of
learning
Cross-Curricular
Using memory skills (mind maps etc) to boost
learning in all curriculum areas
Moral – Key Questions
What is learnt behaviour?
Cultural
Different learning methods.
IT Possibilities
Researching the brain
Key Learning Outcomes – Whole Unit
Must
Must know how animals respond to changes in their environment
Should
Describe what a reflex arc is and how information is passed through the
nervous system
Explain how human develop complex behaviour by using different
learning techniques
Could
Grade/Level
D/E
C/B
A/A*
Key Learning Outcomes – Per lesson
Lesson
Number
1
2
3
4
5
6
7
8
9
10
11
12
Learning outcome
Must: know the difference between voluntary and involuntary behaviour is
Should: explain how simple reflexes help organisms survive
Could: describe and explain simple reflexes in humans
Must: define stimulus, receptors, effectors and response
Should: be able to link examples of receptors with the stimuli they detect
Could: explain how effectors respond to stimuli
Must: know the difference between the central and peripheral nervous system
Should: plot the pathway of a simple reflex arc
Could: explain how the brain can override reflexes
Must: know what a synapse is
Should: describe how the speed of a nerve impulse is dependent on the synapse
Could: discuss how different activities can affect reaction times
Must: know that some drugs affect can affect the synapse
Should: describe how drugs can alter behaviour
Could: explain how addiction can be caused by the effect of drugs on the synapses
Must: know that different parts of the brain carry out different functions (recall that the
cerebral cortex is the part of our brain most concerned with intelligence, memory,
language and consciousness)
Should: describe how skin sensitivity is linked to the brain
Could: explain the various methods used to map the brain and its functions
Must: describe how animals can be trained through conditioning, by modifying
unconscious reflex actions
Should: know that the final conditioned response has no direct connection to the
secondary stimulus
Could: explain how conditioning can increase survival chances
Must: relate capacity to learn in different animals to brain size
Should: describe that learning is the linking of neurons together to make new
pathways
Could: give examples of how the ability to learn gives a survival advantage
Must: know that humans learn new skills through repetition
Should: be able to give examples where repetition can improve learning of new skills
Could: Explain what happens in the brain during repetition
Must: know the difference between short- and long-term memory
Should: give examples of methods use to improve memory
Could: explain how short-term memories can be processed into long-term memories
Must: give examples of short-term and long-term memory
Should: recognise how to improve short-term memory
Could: explain why it is easier to remember information if it is linked to something else
(ie smell, colour)
Must: be able to construct mind maps, using given models
Should: explore the effectiveness of mind maps through testing
Could: explain why mind maps can be effective in revision
Differentiation Up/Down
Lesson
1
6 AB 6.6.1
Up
Design own experiment to test
woodlice habitat preference
Investigate objects in different light
intensities
Higher Sheet
Design own experiment to test
reaction times
Order diagrams and descriptions with
explanation of the effects of drugs
Drawing own graph
7 AB 6.7.1
8 AB 6.8.1
9
Design storyboard independently
Complete worksheet independently
Students complete activity AB 6.9.3
10 AB
6.10.1
11 AB
6.11.3
12
AB4.12.1
Given shortened time
Draw graph with given scale and pre drawn
axis
Given storyboard structure
Give keywords to complete worksheet
Students make and investigate Plasticine
finger mazes
Given longer time to memorise
Produce poster given no guidelines
Poster outline given
No outline. Need to link certain words
Pre-drawn outline, fill in words
2 AB 6.2.1
3 AB 6.3.3
4 AB 6.4.1
5 AB 6.5.1
Down
Follow teacher method on how woodlice
prefer dark/damp spaces
Pre-prepared sheets and method
Lower Sheet
Follow teacher method on how test reaction
times
Order diagrams and descriptions
Key Questions
Lesson
1
BIG QUESTION
What is behaviour?
2
How can we respond to
a stimulus?
3
What links the effectors
and the receptors?
4
How does the nerve
impulse travel from one
neuron to the next?
How do drugs effect
the nervous system?
5
6
7
8
9
10
11
12
Starter
Show ppt, are the
behaviours voluntary or
involuntary?
Name the 5 senses and their
organs?
What is the difference
between peripheral and
central nervous system?
What makes Usain Bolt a
better sprinter?
What are drugs? What
effects do they have on
people?
Show optical Illusions – can
you trust your brain?
Why would it never be
possible to have a
brain transplant?
You may of heard of
What do you do when you
the expression, “You
hear the bell at school?
cannot teach an old
dog new tricks”. Is this
right?,
If not how would you go
about doing it?
How do we learn?
Do you know what type of
learner you are?
Can you teach an old
Does anyone have a skill
dog new tricks?
that they believe no-one else
in this room has?
How do we remember
Why do elephants have a
things?
long memory?
How can work be
What did you do to revise?
learnt?
What is a Mind Map?
Have you revised for your
end of unit test? How will
you?
Plenary
How do woodlice respond to
given environments?
Explain why cones are
located in the small area of
the eye
How can you overcome
reflexs?
What can affect the synapse?
Why do drugs slow your
reaction times?
Why are some parts of your
body more sensitive than
others?
What do you want for
Christmas? And why?
What type of learner are you?
End of unit test is soon, what
new things do you need to
learn?
What method suited you the
best?
How are you now going to
revise?
Mini recall test